English Grade 7 Teachers Guide Book English PDF [PDF]

Zitiervorschau

ENGLISH Grade

Teacher’s Guide Book

7

Managing Commitee HE. Dr. Hang Chuon Naron HE. Nath Bunroeun

HE. Im Koch

HE. Ton Sa Im

HE. Sam Sereyrath

Mr. Lor Chha Vanna

Mr. Eng Kimly

Leader of wriing and ediing commitees Professor Stephen Bax

Lead Writers Ms. Taj Marin-Simpson Ms. Jovelin Angat

Wriing commitee ានទទួលារអន៊ញញាតឱាយេាះព៊មពផាាយពី ករសួងអប់រំ យុវជន និងកីា ាមបាាសលាខ ២៥១៥ អយក.បាក ច៊ះថងាទី ០២ ខា កញញា ឆនាំ ២០១៥ ដើមាបីបាើបាស់ៅាមសារៀនចំណាះទូៅ។

ាមថតចមលងោយគមរនារអនុញញរត

រកាាសិទធិ © កាសួងអប់រំ យ៊វជន និងកីា  េាះព៊មពលើកទី ២ ឆនាំ ២០១៦ ចំនួន ៩ ០០០ចាាប់

Ediing Commitee

Mr. Ashley Irving

Mr. Or Siem

Mr. Lim Sotharith

Mr. Jeremy Lindeck

Mr. Srey Soksaphat

Mr. Len Vuthy

Ms. Taj Marin-Simpson

Mr. Pheng Sopheap

Mr. George Kitano

Ms. Jovelin Angat

Mr. Keo Sophal

Ms. Ky Bun Heang

Photography Editor

Illustrator

Mr. Lim Sotharith

Ms. Sao Sreymao

Designer La Reine

Table of contents Unit 1: Meeing new friends __________________________ 10

Unit 18: I like my friends ____________________________ 112

Unit 2: Schools around the world ______________________ 16

Unit 19: Guesses, tricks and presents _________________ 118

Unit 3: Why are you so naughty? ______________________ 22

Unit 20: Fesivals, paries and trouble _________________ 124

Unit 4: I study English _______________________________ 28

Unit 21: A world of fun _____________________________ 130

Unit 5: Study habits ________________________________ 34

Unit 22: Cool things in my country ____________________ 136

Unit 6: Talking with teachers _________________________ 40

Unit 23: My cool house_____________________________ 142

Unit 7: Geing ready for school _______________________ 46

Unit 24: Cool places in my town ______________________ 148

Unit 8: Going to school ______________________________ 52

Unit 25: Do I have to? ______________________________ 154

Unit 9: Ater school _________________________________ 58

Unit 26: New babies _______________________________ 160

Unit 10: My family _________________________________ 64

Unit 27: Yummy! __________________________________ 166

Unit 11: I’m the coolest in my family ___________________ 70

Unit 28: The swinging 60s___________________________ 172

Unit 12: Monsters __________________________________ 76

Unit 29: The good old days __________________________ 178

Unit 13: Guess what I’ve got! _________________________ 82

Unit 30: Cool memories ____________________________ 184

Unit 14: How do you feel today? ______________________ 88

Unit 31: What happened? __________________________ 190

Unit 15: What in the world are you wearing? ____________ 94

Unit 32: Is that really real? __________________________ 196

Unit 16: I can do it! ________________________________ 100

Unit 33: More quesions ____________________________ 202

Unit 17: It’s my ime! ______________________________ 106

Grammar

How to use this book

This book does teach grammar, but don’t worry! It’s not boring! Teachers don’t talk forever and students don’t copy off the board! As I’m sure you remember from your school days, young learners ind grammar and copying boring, and if they are bored they won’t learn. There is almost never a point in explaining grammar to children in the same way you would an adult. Don’t worry! They will still learn grammar! But they will be able to read it, listen to it,

Welcome to English Grade 7!

write it and say it! More than just English – 21st century skills

Hello and welcome to English Grade 7! We hope you have a fantastic year and have as

We don’t know what skills and knowledge people are going to need in the jobs of the future,

much fun teaching the materials as we did writing it!

so teachers today need to be helping kids to be independent learners, great communicators, creative, lexible, and ready for anything life throws at them.

The idea of the book

As teachers we have to help students to learn to think, cooperate, communicate and work

This book is designed to be fun! Students learn better when they are having fun, and

well, fairly and supportively with their fellow students. This book is designed to encourage

teachers teach better too! The idea isn’t to have students copying things off the board and

a classroom environment to support this where students feel well supported in making

being bored (and getting naughty!), it is about students using the language to play games,

mistakes and playing with the language. Students learn group work, how to be supportive of

solve puzzles, express themselves, communicate and have fun!

other students, and how to think for themselves and be creative.

What do students learn?

They also start to look at the world beyond Cambodia’s borders and explore how different

This book is designed to be the main text book for Grade 7 Cambodian students. By the end

countries and culture live. This way, students learn and appreciate different cultures (and

of the book, students will be well on their way to being A2 level English learners! Students

hear different accents!).

st

learn the four skills, grammar and 21 century skills. There is more speaking and listening

The idea of teachers teaching knowledge is dying. Teachers teach students to think and

than reading and writing.

learn!

Skills – Listening, Speaking, Reading and Writing

So, how do students learn all this?

This book is all about students always doing and always being interested! The readings and

This book has been written with the latest research about how kids learn in mind. This book

listenings are a great mix of engaging, interesting and funny storylines. The speaking and

is all about students always doing and always being interested and enjoying themselves, but

writing encourages students to use their fantastic imaginations! You will probably notice there

that doesn’t mean they are screaming round the classroom all lesson!

is very little grammar in this book the way you learnt it as a kid (Hurray!). That’s because kids at this age learn grammar much better by actually using it! By listening to it, reading it, writing

Stirrers and settlers

it and speaking it. Any good young learner’s teacher knows about this golden rule of teaching! The idea is that There are lots of great listenings with actors from all around the world so students get to

a lesson will switch from stirrer to settler to stirrer to settler throughout the lesson. “Stirrers”

hear lots of different accents and be able to talk from people from all around the ASEAN

get the kids excited and “settlers” calm them down. This way, kids can concentrate and learn

community and the world! If you don’t have the recordings yet, just go to the Ministry of

and behave!

Education Youth and Sport and download them for free!

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That’s why our lessons are written as a good balance of both. If you look at a lesson plan in

Glossary

the book, you’ll see that the activities change from exciting activities that wake the students up, to quiet activities that calm the students down and then back to an exciting activity again. Learning in context

Teaching English Dictionary: Words, ideas and fabulous teaching tips!

Students learn new grammar and words as well as the 4 skills through games, stories, songs, tongue twisters and being interested! The book has been written with 13 year olds in mind using themes and contexts that they will ind funny, sad, interesting, and fun! Our aim is

Ask and answer questions as a class: This is when students ind out if they were right or wrong. Students need to know they have understood correctly. There’s lots of different ways of doing this. If you have a busy lesson, it’s often enough to just yell out the question, and have students yell back the answer. Another way is to ask students to answer one by one. Be careful! Some teachers only ask “good students”. This makes other students wonder why you didn’t ask them. They might think things like “Does the teacher think I’m stupid?” Another thing to watch out for is some teachers waste a lot of time copying the answers on the board and then allowing students 5-10 minutes to copy the correct answers in their notebooks. Students aren’t really learning while they are doing this, and this is valuable time that could be used to actually practice the language, which students will learn a lot more from! Boarding useful target language: This is great for reminding students of the structure/ pronunciation they should be using. e.g. Just say students are talking about what their friends like, but are forgetting the ‘s’ sound. Why not write “She likes …” in a speech bubble on the board? That way you are not interrupting students, but you’re reminding them of the grammar without using grammatical terms. Brainstorming: This is a great habit to try and get your students into and will help them in university and beyond! Students brainstorm before they write (and sometimes speak depending on the activity). There’s lots of ways to try and do this. You can have students draw, talk, draw pictures or even close their eyes and listen to music! e.g. You want students to write about their best friend, but worried that students will say that they don’t have any ideas. You could have students draw a picture of their best friend and write as many adjectives as they can in a few minutes. This helps students to get ideas without worrying about sentence structure or being neat. Copying from the board: This has been very popular in Cambodian classrooms for a long time. The problem with English class is though, that it only goes for 50 minutes! A rule of no more than 3- 5 minutes copying a lesson is probably a good idea! Class discussion: This is when you talk about a subject as a class. These can be useful, but make sure that you are not talking too much and students know to listen and be respectful about other people’s opinions! Concept checking questions: These are questions you can use instead of “Do you understand?” Students don’t want to look dumb in front of their friends so they always say “yes”! Concept checking questions are usually about vocabulary or grammar. They can be

that students will be interested in the context of every lesson. You will notice that new words and grammar are hardly ever explained. That’s because young learners are really good at learning new grammar and words just by seeing them in context. Long explanations and talking about nouns and adjectives only make students bored, they don’t make them learn, so instead we just skip them and try to keep students having fun and interested, and engaged with the language! Through creativity Often there is no “correct” answer to some questions and many different grammatical forms are possible. By not giving a “correct answer” and by focusing on effective modeling, students are encouraged to explore the language and play with it as they go.

Why the book is great for teachers too! Easy to use lesson plans We have written ‘grab and go’ lesson plans so all you need to do is to read them before class and think about the reason for each stage – no other preparation needed! We have even written the answers in and provided tapescripts just in case! And, everything is in English so you can remember to be all in English as well! But just because everything is done for you, don’t think that you can’t try out your own games and activities. We hope this book helps you get the conidence to play around with your own ideas as well! As long as they’re fun and in English, your students will love them! Relection We have written some things to help you relect on your teaching at the end of each lesson and help you get better and better every day – just like your students!

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• If students don’t speak English, they won’t learn English. If everything is in English, students spend more time practicing English!

very easy! e.g. You have just taught the words “pen” and “pencil”. Point to a pen and ask “Is this a pencil?” Cool kids say: This is a way of introducing natural spoken English. In the book, you’ll often see this. Have you seen something similar to cool kids say in other books? Connected speech: Native English speakers don’t say one word at a time. They say things quickly and all together and they don’t say some words clearly. e.g. Native speakers won’t say: Where. Are. You. From? /weər/ɑ:r/ju:/frɒm/. They’ll probably say Wheraya from? /weərə/jə/frɒm/. Make sure students listen to and practice the way words are said naturally. Controlled practice: This is when students answer grammar questions when there is really only one right answer. These exercises are supposed to be quick and are just so that students check that they understand a grammar rule. Drill: Drilling is when students listen and repeat a word or phrase after the teacher, the recording, or another student so that they can try and say it exactly right. There are lots of ways to drill. You can have students do an action when they say a word, get quieter and louder and use hand actions to show the stress. Be careful, though! If you drill too much, students will be bored and feel like they can’t do it right. Drilling used to be very popular, but now people don’t like it as much because it gives the idea that only the teacher can say a word correctly. Listen to your students. Is someone saying the word really well? Get your students to repeat after that student! Emergency settlers: These are very useful for when everyone has gone crazy! There are lots of different types of these. e.g. Shout “Freeze!” Everyone has to freeze (stop) exactly as they are and the last one is out. Emergency stirrers: Have you ever looked at your class and thought that they looked really really bored? Maybe some people are falling asleep and other kids are looking out the window. You should try an emergency stirrer! e.g. Get everyone one up and do Heads, Shoulders, Knees and Toes or play a quick game! Your students will get a lot more work done after! Encourage: Tell students what they are doing well a lot! It’s much easier to encourage good behavior than to punish “bad” behavior. Kids need a lot of this, even (or sometimes particularly) ‘naughty kids’! The best English classrooms are fun and supportive! End sounds (terminal consonant sounds): In Khmer, we don’t really make the last sound of a word, but in English it’s really important! Remembering to make the last sound in English can be really hard for students! Words ending in ‘s’ or ‘ed’ are extra hard because the noises change! Helping students make the end sound means that people will be able to understand them a lot better, especially native speakers!

• The more practice students have, the more conident and comfortable with English they’ll be! • Students will learn meaningful English. e.g. “May I go to the bathroom?” “What do you think?” • If students are switching from Khmer to English, they are probably using Khmer grammar and pronunciation which is very different to English grammar and pronunciation. Students can form bad habits this way. • If students are speaking in Khmer, they aren’t thinking in English. • The more students speak in English, the more students are thinking in English. When students are able to think in English, they learn so much faster! But if you want to make your kids speak only in English, you have to do it, too! In an A1 classroom you’re going to have to use a lot of body language, but you can do it! Give yourself a daily challenge. See how much of your lesson (from you and your students) can be in English! Error correction: Telling kids when they’re wrong is tricky and much less useful than when you tell an adult they are wrong. You have to make sure kids still feel great about taking risks and making mistakes. It’s better to look for correct usage and then tell the class how good it is (and the student who did it obviously!) There is no point being fussy and jumping on every little mistake! e.g. You have been talking about what students’ friends like and you have noticed that some students are forgetting the ‘s’. You hear that one student is remembering the ‘s’. Teacher: OK let’s come back together. Tevy, what does your friend like? Tevy: She like icecream. Teacher: Great. Bopha, what does your friend like? Bopha: He likes cats. Teacher: Great! I like that! Can everyone hear the ‘s’ in likes? Say it again, Bopha. Bopha: He likes cats. Teacher: Let’s all try saying it like Bopha. Class: He likes cats. You haven’t told Tevy she’s wrong. She’s been brave, spoken in front of the class and used the language in a way everyone can understand. It’s not the end of the world that her pronunciation is wrong. Follow up questions: These are great! If you have 2 students in a question/answer session, making students ask follow up questions means that they have to listen to their partner speak and that they are using English in a natural way. Free practice: We usually use this word when we’re talking about grammar. This is when students get to try out and play around with the language in a way that is meaningful to them. We don’t worry too much about students using “perfect” grammar. This is really when

English only classroom: An English only (or almost English only!) classroom is the best way for anyone to learn English! Let’s look at some of the reasons why.

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students gain conidence and luency. This is the main point of lesson. If students don’t practice it, there is no point in teaching it! There is zero reason to teach new words and grammar if students don’t get to use them in meaningful ways. Often this is speaking and writing where students use the grammar in a natural way through role plays, creative writing and personalisation. e.g. You have been studying the present simple. Students have seen the grammar in context in a listening, and looked at the rules. They then talk about their daily routine. Getting kids to move around: Some classes in Cambodia are very crowded and it would take too long to get everyone in and out of their seats. Because of this, we mostly we have kids sitting down in our lesson plans. If you have enough room, don’t be shy to get kids up and jumping up and down! Give a time limit: Students need to know how long they have to do things. It helps them understand what you want (making notes, or detailed writing). It also means students are more likely to stay on task (do what you tell them to)! If students don’t have time limits, they might feel like you’re being unfair when you tell them time’s up, or if they have too much time, they will start doing other things. Grammar: Grammar means the set of rules about how a language works. All language learners need to become familiar with grammatical rules to be understood. But adult learners and young learners are different. Adults often ind it useful to break things down into nouns, adjectives, clauses and phrases, but spending lessons copying out the rules of the present perfect doesn’t beneit younger students! They ind it too hard to connect the grammar with the language and get bored and naughty. Younger learners learn grammar in context through reading, listening writing and speaking – in other words practicing the structure. Grammar is another reason to enforce an English only classroom rule. Khmer grammar and English grammar are very very very different! Students ind it hard to switch between to 2, and can form bad habits this way which can be very hard to break later.

Can you think of any others? If homework is given, it should help students to think and engage. It should be given only when it’s important, not just because – well just because! Instruction Checking Questions – These are great! They help you to see if students understand what you want them to do and they can help you speak Khmer less in class. It’s easy! You tell students to do something and then ask questions about what you want students to do, and how you want them to do it. So, your instruction checking questions might look a bit like this: Teacher: Close your books, and talk with your partner about the questions on the board. Books open or closed? Class: Closed! Teacher: Talking or writing? Class: Talking! Teacher: Where are the questions? Class: On the board! Can you see the instruction checking questions? They are Books open or closed? Talking or writing? and Where are the questions? You can also use instruction checking questions to make sure students remember to behave well. So, your behavior instruction checking questions might look a bit like this: Teacher: I want you to talk to your partner about their weekend. I want you to listen. How can we be good listeners? Do we play with our things or look at our partner? Class: Look at your partner! Teacher: And what can you ask after? Class: Extra questions! Look at the lesson plans. We have written in where you can ask your own instruction checking questions. Lead in: This should be quick! This is so that students can start thinking about the content or the themes of the lesson. For instance, if the lesson is about a day at the zoo, you might like to ask students to talk to their friends about animals they expect to see at a zoo. Listening for the big idea: This is also called the gist listening or listening for the main idea. This is the irst listening. Students only need to understand the basic idea of the listening. They don’t need to hear every word. Just mainly understand what the purpose of the listening is. Live listening: A live listening is where you don’t use the recording and you use people in the room to do the voices! You can read the listening yourself, or you can get students to read. You can have different students be different characters. This can be great homework for kids! Model: This is when you show students what you want them to do. You might model a grammar question, a word, a piece of writing – almost anything! For example, if you are doing writing, it is useful for students to see a similar piece to what you want them to write. This doesn’t mean that students copy, it means that they have an idea of what you want from them. Note taking: In this book, note taking is a type of brainstorming. See brainstorming. Peer correction: This is when students correct each other’s work. Let’s face it, you don’t

Homework: Do you remember homework as a kid? Did you love it? Hate it? What did you miss out on doing because you were doing homework? How much homework do you think kids have from all their other subjects? What do you think would happen if you didn’t give homework for a week? A lot of people give homework because – well just because! If all a student’s teachers give homework, they can end up with a lot! People think that if students have lots of homework they’ll do better, but there is very little real evidence for this. Let’s think about a grammar worksheet. Students who already understand the grammar are wasting their time, and students who don’t understand will feel sad that they can’t do it at school or at home! In fact, having lots of homework can be very bad for kids! Let’s look at some of the reasons. Students have less time to spend with family and friends. • Students will have no time to do what they want. • It can make students feel like they don’t like learning. • It can make students tired in class the next day so they can’t learn very well. • It can cause ights at home – especially with weak students.

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have time to correct everybody’s work! Especially in the middle of class when there are 50 kids in the classroom! But why do we correct anyway? It’s so kids think about correct grammar/spelling/structure (whatever!). If students correct each other’s work, they are thinking about these things. Personalisation – The more meaningful, the more memorable. If students can relate a lesson to their own experience of the word, and it means something to them personally, it is much easier for them to understand it. You will often see this as a post task, but could be a lead in as well. Post task: This is done after the free practice. The idea of a post task is usually that students personalise the lesson and make it meaningful to them in some way. For example, if the reading is about a girl in Russia talking about her grandmother, a post task might be students talking about their own grandmothers. Pre-teach: This is when you teach a word or idea before a listening or a reading so that students can understand a reading or listening better. This is my best teaching tip about pre-teaching words – Students don’t have to understand all the words! Kids are really good at guessing what words mean as well (much better than us old teachers!). Young learners can understand a new word by looking at the words around it and guessing. Put students in groups: Good grouping can make or break a lesson! I like to vary my groups so students are working with someone new every lesson. This means that students end up feeling safe in front of everyone. I also like grouping students together randomly! If you group students according to their skill level, it’s the same as telling some students you think they are bad at English. Relection: Relection means looking back on your lesson so you can think about what went well, and what you can do better next time! Relecting doesn’t mean you’re a bad teacher. In fact, teachers who think they are already perfect and don’t think they need to improve are probably bad and boring teachers! Relections help you become a better, more conident, happier teacher. They also help your critical thinking skills and creativity, so it’s not just students who get to have fun learning! Roleplay: Role plays are when students pretend to be someone they are not and then talk to their partner or group. For example, one student pretends to be a parent, and the other student pretends to be the kid. Role plays can be really funny, and they’re great because students feel safe to say whatever they like without worrying if their friends think they are cool! Student-centred classroom: This is what we are aiming for! New ideas about learning language say that students learn by doing. In a student centred classroom, the teacher talks as little as possible and lets the students spend most of the lesson practicing English. This is much better than the teacher talking about grammar for hours on end, and much more interesting for the students and the teacher! Students listen for the answers – This is also known as “listening for detail”. Students will have already listened once and know basic information about the listening like where it is, who is talking and why. When students listen for the answers, we want them to practice picking out speciic information. Usually, students won’t be able to do this on the irst listening.

Stirrers and settlers: “Stirrers” get the kids excited and “settlers” calm them down. Any good young learner’s teacher knows about this golden rule of teaching! The idea is that a lesson will switch from stirrer to settler to stirrer to settler throughout the lesson. This way, kids can concentrate and learn! You should try to never have an activity that goes for more than 15 minutes – and that goes for stirrers or settlers. If a settler goes on for too long, students get bored, off task and ind other ways to entertain themselves (like being naughty or annoying fellow students). If stirrers go on for too long, kids get over stimulated, silly and off task (like being naughty or annoying fellow students!). That’s why our lessons are written as a good balance of both! If you look at a lesson plan in the book, you’ll see that the activities change from exciting activities that wake the students up, to quiet activities that calm the students down and then back to an exciting activity again. Have a look at one of the lesson plans. Can you spot the stirrers and settlers? Students guess: This is when students look at clues and try and guess what a listening, reading or lesson is about. It’s quick, but this is a really important stage of the lesson! It helps students recall useful words, and things that they already know about the subject as well as let them think about what they guess they are going to hear. e.g. Students will listen to a student talking about a scary experience. The teacher draws 3 things from the story on the board and students need to try and guess what the story is. TTT – This stands for teacher talking time. It means the amount of time that you talk at the front of the class. An example of good teacher talking time is asking quick effective questions (but there are lots of different types!). Bad teacher talking time is repeating in Khmer or going into too much detail with explanations. Remember the golden rule! 80% of the lesson – students do, 20% of the lesson - teacher does! Warmer. This can be a quick game or fun activity to get students to start thinking in English. It may or may not link to the last lesson or today’s work. The main things that you need for a successful warmer is that they be fun and in English! Warmers are great, because they get kids ready and focused for the lesson and give kids a great and fun reason to turn up on time (but also give a chance for late students to arrive). Word stress: In English and Khmer, we say some syllables louder than others. Think about these words in Khmer. They all have 2 syllables. Which sound is louder? chgoot - ឆកួត

s’dup - សតាប់

chveng - ឆវាង

sadam - សតាំ

cyclo - ស៊ីកលូ

Now think about these words in English. They all have 2 syllables. Where is the stress? silly

partner

English

bathroom

cyclo

Did you guess? In the Khmer words, the stress is on the second syllable. In the English words, the stress is on the irst syllable. The stress isn’t always on the irst syllable in English, but students stressing the wrong part of the word is a common problem for Khmer learners of English.

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Chapter At a new school

1

Chapter 1, Unit 1, Lesson A At a new school: Meeting new friends: How are you today? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Warmer. Play ‘Buzz’ - Review numbers 1-20

Unit 1 - Meeting new friends 1

1. Write the number ‘2 ‘on the board. 2. Tell students to count up to 10, but for every multiple of 2, they say ‘buzz’ (e.g. 1, buzz, 3, buzz, 5, buzz…). 3. Write another number on the board (e.g. 3 ) 4. Tell students to count up to 20, but for every multiple of 3, they say ‘buzz’ (e.g. 1, 2, buzz, 4, 5, buzz…) 5. Put students into groups of 4/5. 6. Write another number on the board. 7. In groups, students take turns counting up one number at a time, but for any multiple of that number, they say ‘buzz’ (e.g. 1, buzz, three, buzz…..).

Meeting new friends - How are you today?

1a

Welcome to Grade 7! You’re at a new school. Ask your friend.

How are you today? What’s your name? How old are you? Where are you from?

2

T.1.1.1

You may like to revise pronunciation very quickly either before or after the game. Cambodian students tend to leave off the final consonant sound and numbers are a good place to start working on this problem with them. /wʌn/ /tuː/ /θriː/ /fɔː/ /faɪv/ /sɪks/ /ˈsev.ən/ /eɪt/ /naɪn/ /ten/ /ɪˈlev.ən/ /twelv/ /θɜːˈtiːn/ /fɔːˈtiːn/ /fɪfˈtiːn/ /sɪkˈstiːn/ /sevnˈtiːn/ /eɪˈtiːn/ /naɪnˈtiːn/ /twenti/ 1

T.1.1.2

1. 2. 3. 4. 5.

Avorng

Bopha

Listen. Who said these? Write the names in your notebook.

I am from Phnom Penh. I am 13 years old. I live near Sophal and Dara, so we’re neighbours. I never take a shower. I’ve got short curly hair.

T.1.1.3

C1-1

Sophal

(2 mins): Activity 1. Lead in 1. Ask some students: ‘ What is your name?’ ‘How old are you?’ ‘How are you today?’ If students respond in Khmer, use the English words and ask them again. e.g.Teacher: What is your name? Student: Khynom chmore Davy. Teacher: MY name is Nith. What is your name? Student: My name is Davy. Teacher: Yes! Your name is Davy! Teacher: What’s your name? (to a different student) 2. Repeat with the rest of the sentences, but don’t worry if students can’t answer in full English. This is just to get them thinking about what the English answers are.

Sophal Dara Avorng Bopha

3

TAPESCRIPT 1.1.1

My new friends Sophal: Hi! My name is Sophal. I’m in Grade 7. I’ve got short curly hair. I am from Kampong Som. I am 13 years old. Dara: Hello! My name is Dara. I’m in Grade 7. I’ve got short hair too. I am from Phnom Penh. I am 13 years old. Bopha: Hi! My name is Bopha. I’m in Grade 7 too. I am 13 years old. I live near Sophal and Dara, so we’re neighbours. They’re my friends. Avorng: Hi! My name is Avorng. Sophal, Dara and Bopha are my friends. I am from Cambodia. I am 2 years old. I can fly really high. I never take a shower and I never brush my teeth because I don’t have any.

NOTE:

Listen and match.

Dara

3. Ask instruction checking questions. 4. Tell students to compare their answers with their group/partner. 5. Ask and answer questions as a class (30 seconds)

Dara Bopha __________ Bopha __________ Avorng __________ Sophal __________

2

Listen and repeat. - 10 -

(5 mins): Activity 2. Match (T.1.1.1) 1. Tell students to look at the pictures and to say anything they think they will hear about them. e.g. He is a boy. 2. Tell students they are going to listen and match the names to the pictures.

3

(5 mins): Activity 3. Students listen for the answers (T.1.1.2) 1. Tell students to work with a partner. 2. Tell students to try and remember/guess who says the sentences in activity 3. Do the first one together as a class. 3. Ask instruction checking questions and give a time limit of 2 minutes. 4. Tell students to listen and check. 5. Students compare with their group/partner 6. Ask and answer questions as a class.

(5 mins): Activity 3. Students listen and repeat (T.1.1.3) 1. Tell students they are going to listen and repeat after the tape. Encourage all students to join in! TAPESCRIPT 1.1.3

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) Dara: Hi! / Hello! / My name is Dara./ I am Dara. / I am 13 years old. / I am from Cambodia. / I am in Grade 7.

4

Hello! My

name is__

____ I’m in Grade _________ ____________ I live in (near) ars old I’m ______ ye __ ______ m____ o fr m Ia

5

Chapter 1, Unit 1, Lesson A

Are you ready? Introduce yourself in your small groups.

T.1.1.4

4

Remember: My name is Dara. My name’s Dara. I am 13 years old. I’m 13 years old. I am from Cambodia. I’m from Cambodia.

5

Who do you think she is? Guess. Tell your partner. Then listen and ind out.

(8 mins): Activity 4. Freer Practice 1. Put students in groups of 4. 2. Use the sentence prompts in activity 7 to show students what you want them to do. Tell students to use their own information. 3. Tell students to take it in turns introducing themselves. 4. Ask instruction checking questions and give a time limit of 5 minutes. (5 mins): Activity 5. Lead in and listening for the big idea (T.1.1.4) 1. Show the picture of Miss Mom, the teacher from the book. 2. Ask students guess who she is. Use questions (e.g. Is she a teacher? Is she Dara’s friend?) 3. Tell students they are going to listen to the conversation to find out. 4. Ask instruction checking questions. (e.g. Listening or writing?). TAPESCRIPT 1.1.4

6

7

T.1.1.4

Miss Mom Mom: Hello. Nice to meet you! My name is Miss Mom. What’s your name? Bopha: Hello, Ms. Mom. My name is Bopha. Nice to meet you. Mom: Nice to meet you too, Bopha. How old are you? Bopha: I’m 13. Mom: Where are you from, Bopha? Bopha: I am from Phnom Penh. Avorng: Hi Ms. Mom. I’m Avorng. I’m 2 years old and I am married. Nice to meet you, too. Mom: It’s time for class! See you later. Bopha: Bye teacher Mom. 6 (3 mins): Activity 6. Students listen for the answers (T.1.1.4) 1. Tell students to work with a partner. 2. Tell students to try and remember/guess what order the sentences are in. 3. Ask instruction checking questions. 4. Tell students to listen and check. 5. Students compare with their group/partner. 6. Ask and answer questions as a class. 7 (8 mins): Activity 7. Free practice 1. Put students in groups of 3. Tell students to practice the conversations in their groups. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. If groups finish early, tell them to have the conversation again! No groups should be quiet! (2 mins): Learner assessment and lesson wrap up Assessing the success of the lesson. Not testing students! 1. Ask some questions from today’s lesson. (e.g. What’s your name? How old are you?). 2. Listen to students’ answers. Are students confident? Are all students, or only students who already knew today’s lesson? Who might need extra support/encouragement?

Listen again. Number the sentences.

How old are you?

________ 3

Nice to meet you!

________ 1

What’s your name?

________ 2

See you later.

________ 5

Bye!

________ 6

Where are you from?

________ 4

Now you’re ready! Talk in your small groups. Hello! My name is_____

Nice to meet you. See you later!

What’s your name? How old are you? I’m ____ years old Where are you from?

Bye!

- 11 -

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. How much of the lesson was in English? How much was in Khmer? 2. How could you have students use English more and Khmer less? 3. Could you use English more and Khmer less? 4. Did you get the whole lesson done, or was too much time given to copying the board, students being late (the teacher being late! ); or something else? 5. How could you do this lesson better next time? 6. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវីៗ ដាលានបងាៀនរួចហើយ គឺសំាន់

ាលាំងាស់ ហើយគាូលអៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន

មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល

“លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក

មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើមារៀននាះបាើបា ស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ?

២. តើអនកាចធវើឲាយសិសាសរបស់អនកបាើបាស់ាាអង់គលាស ចាើន ហើយាាខមារតិចតួចយ៉ាងដូចមតាច?

៣. តើអនកាចបាើបាស់ាាអង់គលាសចាើន ហើយាា ខមារតិចតួចដារឬទា?

៤. តើអនកានបញចប់មារៀនាំងមូល ឬចំាយពាលចាើន

ពាកោយារ ឲាយសិសាសចមលងមារៀន ពីាតារខៀន? សិសសា

មកយឺត (គាម ូ កយឺត!) ឬានបញហអ ា ផ ីវ សា ង ា ៗ ទៀត?

៥. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ?

៦. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C1-2

Chapter 1, Unit 1, Lesson B

Chapter 1, Unit 1, Lesson B

1b Meeting new friends - My new friends 1

At a new school: Meeting new friends: My new friends

Can you remember them? What did they say? Tell your partner.

(7 mins): Warmer. Game! ‘Pass the ball’ 1. Students pass along a ‘ball’ or any object while singing/playing music. 2. When the music stops, the student holding the ball has to introduce himself/herself (e.g. I am Phalla. I am 13 years old). 3. Ask questions to help weaker students (e.g. What’s your name? How old are you?). 1

(5 mins): Activity 1. Review ( Look at Unit 1 A ) 1. Show students pictures of Dara, Avorng, Sophal, and Bopha from the student’s book. 2. Tell students to try and remember as much as they can about the characters. Students should talk in their groups. 3. Ask instruction checking questions and give a time limit of 3 minutes. 4. Review information as a class (1 minute).

2

1. Tell students that they are going to write and draw pictures of themselves. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. Tell students to ‘show and tell’ their work in their groups.

2 Write and draw a picture of you in your notebook.

3

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Look at the picture. What is Sophal doing?

Hello! He is Dara. He is my friend. He is in grade 7. He is 13 years old. He is from Phnom Penh.

C1-3

(5 mins): Activity 3. Students read for the big idea 1. 2. 3. 4. 5. 6.

My name is ___________________. I am _______________________________

3

(10 mins): Activity 2. Personalisation

- 12 -

Show pictures of Dara and Sophal. Ask: What is Sophal doing? (Introducing about his friends.) Tell students they are going to read quickly and find out. Ask instruction checking questions and give a time limit of 3 minutes. Tell students to compare their answers with their group/partner. Ask and answer as a class.

Chapter 1, Unit 1, Lesson B

4

(8 mins): Activity 4. Students read for the answers 1. Do the first question together as a class. Have students point to where the answer is in the text. 2. Tell students to do the other questions in their notebooks. 3. Ask instruction checking questions and give students a 5 minute limit. 4. Students complete. 5. Tell students to compare their answers with their group/ partner. 6. Check answers as a class. Students listen and repeat (T.1.1.5) 1. Tell students they are going to listen and repeat after the tape. Encourage all students to join in!

Hello! They are my friends. We are classmates. We are in grade 7.

TAPESCRIPT 1.1.5

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) He’s 13 years old. / He’s in grade 7. / She’s 13 years old./ She’s in grade 7. /They’re in grade 7. We’re in grade 7. /You’re 13 years old. / You’re in grade 7. 5

4

Read again and complete the sentences. Dara His name is _____________________. friend He is Sophal’s ___________________. 13 He is _________ years old. Grade 7 He is in __________________. Phnom Penh He is from __________________. T.1.1.5

5

(10 mins): Activity 5. Freer practice 1. Tell students to work with their partner. 2. Tell students that they are going to write about their partner in their notebooks. After that, they can draw a picture. 3. Ask instruction checking questions and give a time limit of 7 minutes. (2 mins): Learner assessment and lesson wrap up Assessing the success of the lesson. Not testing students! 1. Ask some students questions about their writing. (e.g. What is his/her name? How old is he?). 2. Listen to students answers. Are students confident? Are all students, or only students who already knew todays lesson? Who might need extra support/encouragement? After the lesson: Thinking about the lesson (Reflection) Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Students learn far more from talking with their friends than they do listening to the teacher! Comparing answers before coming back together as a class means that students support one another in learning the correct answer (and the reason it’s correct!). Did you give enough time for students to self-correct their work? 2. When you do ask and answer questions as a class, this should be a quick confirmation of what students already know. Did you spend too much time talking about the correct answers? 3. Are there groups of kids who are not working well together? What can you do to make sure everybody can work well (e.g. break up groups who are always off task)? 4. Do you encourage an environment where students feel confident to talk with their groups? 5. Your own question(s). ____________________________________________________?

Remember: He is 13 years old. He’s 13 years old. He is in Grade 7. He’s in Grade 7. She is = She’s You are = You’re We are = We’re They are = They’re

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

Listen and repeat.

Write about your friend. Draw and colour. Use your notebook.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. សិសសា រៀនពីារពិាកាាាមួយមិតភ ត កតរិ បស់ពក ួ គា ចាន ើ ាងារាតប ា គ ់ !ូា ារបាៀបធៀបចមលយ ើ ាមួយដាគូ មុនពាលាមួយសិសសា ាំងអស់កនុងានាក់ ាានន័យាសិសាសាចជួយគនាៅវិញៅមកកនុង ារសិកាាសវាងយល់ចមលើយតាឹមតាូវ (និងហាតុផល ដាលា តាឹមតាូវ!) តើអនកានផតល់ពាលវាា គាប់គាន់ ឲាយសិសាសដើមាបីកាកិចចាររបស់ពួកគាោយខលួនពួកគាផទាល់ដារឬទា? ២. ៅពាលដាលអនកសួរ និងឆលើយសំណួរាមួយសិសាសាំងអស់ៅកនុងានាក់ ាគួរតាាារសួរបញជាក់ ឲាយានលឿនចំោះអវី ៗ ដាល សិសាសចាះរួចហើយ។ តើអនកានចំាយពាលវាាចាើនពាក កនុងារ បញជាក់ចមលើយតាឹមតាូវដារឬទា? ៣. តើានកាម ុ សិសសា ដាលធវក ើ ច ិ ា ច រមិនសាះុ សាល ួ គនដ ា រា ឬទា? តើអក ន ាចធវអ ើ ខ ីវ ះល ដើមបា ឲ ី យា បាក ា ដា សិសសា ាំងអស់ធក ើវ ច ិ ា ច រោយ សាុះសាួលគនា (ឧាហរណ៍ដូចាៈ បំបាកកាុមសិសាសដាលតាងតាមិនធវើ កិចចារ?) ៤. តើអនកបងកើតបរិយាស ដាលធវើឲាយសិសាសានារមមណ៍ជឿាក់កនុងពិាកាាាមួយកាុមរបស់ពួកគា ដារឬទា? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ________________________________________________________________?

Hello! He is _________________________. He is ________________________. He’s ______________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ We’re ___________________.

- 13 -

C1-4

Chapter 1, Unit 1, Lesson C

Chapter 1, Unit 1, Lesson C

1c Meeting new friends - More friends 1

At a new school: Meeting new friends: More friends This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

True or false? Put a tick () or a cross (). How many points? BET

WIN

LOSE

(5 mins): Warmer. Play ´Ball throwing’

(1 -20 points)

He is from Phnom Penh.

1. A student throws a ball to another student. 2. That student has to ask questions (e.g How are you today? How old are you? ) and throw the ball quickly to another student. 3. Tell students that the ball is hot and if they hold it too long, they lose and have to sit down!

10 1

1. 2. 3. 4. 5. 6. 7.

His name is Dara.

She is 13 years old.

He’s got 3 eggs.

They’re friends.

TOTAL POINTS: __________ C1-5

(12 mins): Activity 1. True or false game

- 14 -

Tell students look at the photos and decide if the sentences about them are true or false. Tell students to bet on how sure they are! Ask instruction checking questions and give a time limit of 4 minutes. Tell groups to take it in turns to read the sentences and say how much they bet for each. When all students have said their bets, say if the sentence was true or false. Students add and minus points as they win and lose. The team that has earned the most number of points at the end of the game is the winner!

Chapter 1, Unit 1, Lesson C

2

Do you remember them? Tell your partner.

2

Game!

(10 mins): Activity 2. Speaking practice 1. Put students in groups of 4. 2. Tell students that they are going to play a game and need counters. Students can use anything (erasers, pen cap etc.) as counters. 3. Tell students to take it in turns to drop the counter on the pictures of the characters in the book. Then they try to remember who the characters are, and any other information they can recall (e.g. He’s Dara. He’s 13 years old ). 4. Ask instruction checking questions and give a time limit of 7 minutes.

friend/ friends 2 years old 3

teacher

(10 mins): Activity 3. Speaking 1. Tell students to work in groups of 4. 2. Tell students to take turns to introduce one member of their group. Can they remember everything about them? 3. Ask instruction checking questions and give a time limit of 7 minutes. OR 1. Tell students to work with a partner. 2. Tell students to walk around with their friend and introduce them to as many people as they can in the time limit. 3. Ask instruction checking questions and give a time limit of 7 minutes.

married Phnom Penh Cambodia 4

(10 mins): Activity 4. Writing 1. Tell students to write about Mr. Sovann using the information in the box. 2. Ask instruction checking questions and give a time limit of 7 minutes.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

3

Introduce your friend to another classmate.

4

This is Mr. Sovann. Write about him using the information below.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

Hello. This is Mr. Sovann. He is the _________________ .

1. The old idea of the teacher being at the centre of the classroom is dead! How do you help your students feel ‘heard’ in the classroom? 2. Do you repeat correct answers after your students say them, or just say “Yes, that’s right”? Do you think students will listen to the kid giving the answer if they know you are going to say it again anyway? 3. How do you encourage students to respect students speaking in front of the class? 4. Your own question(s). ____________________________________________________?

He is _______ years old. __________________________ _______________________________________________ _______________________________________________

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

Mr. Sovann

school principal

50 years old

tall

ice cream

school

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. គំនត ិ បុាណដាលបងាៀនាមបាបគាម ូ ជាឈមណឌលគឺលង ា ានទៀតហើយ! តើអក ន ជួយសិសសា របស់ អនកឲាយានារមមាប ាត ល ់ ម ឺ តិរបស់ សិសាសៅកនុងានាក់យ៉ាងដូចមតាច? ២. តើអនកនិយយឡើងវិញនូវចមលើយតាឹមតាូវ បនទាប់ពីសិសាសរបស់អនកនិយយចមលើយាំងោះ ឬគាាន់តា និយយា “ាទ/ាស ា តាម ឹ តាវូ ហើយ”? បាសន ិ បើសស ិ សា ដឹងាអនកនឹងនិយយចមលយ ើ ឡើងវិញ តើអក ន គិតា សិសាសនឹងយកចិតទ ត ក ុ ាក់ាប តា ម ់ ត ិ ភ ត កតរិ បស់ ពួកគាដាលផតល់ចមលើយដារឬទា? ៣. តើអនកលើកទឹកចិតតសិសាស ដើមាបីឲាយោរពសិសាសដាលនិយយៅចំោះមុខសិសាសាំងអស់កនុងានាក់ យ៉ាងដូចមតាច? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ___________________________________________________________________?

Congratulations! You inished Unit 1! Tick () the things you can do.

 I can say how old I am.  I can say my name.

I can say hello and goodbye. I can introduce my friends.

  - 15 -

C1-6

Unit 2 - Schools around the world

Chapter 1, Unit 2, Lesson A

At a new school: Schools around the world: Too cool for school

2a Schools around the world - Too cool for school 1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Do you know what these things are? Talk to your group. c

b

a

1

years old. My school is special! There isn’t a library, but I love to read! There isn’t a football field, but my brother and I love to play football! There is a field for the cows. We play football there. There are some kangaroos in the paddock! There is a bathroom, of course! It’s in our house. There aren’t any classrooms. Can you guess where I live? I live in Australia! My brother and I study online over the internet in Australia.

(2 mins): Activity 1. Lead in 1. Ask students to look at the pictures and guess what they will be learning about this lesson. (Schools)

2

d

2

e

1. Ask students to choose a writer in their group. 2. Tell the writer to write a-f down the side of their notebook. 3. Tell students they will look at the pictures with their friends and try and guess what the pictures are of. 4. Ask instruction checking questions and give 3 minute time limit. 5. Students complete in their groups. 6. Students listen and check.

f

Write the letter next to the number in your notebook. 1-e , 2-a , 3-c , 4-d , 5-b , 6-f 1. some kangaroos 2. a library 3. a classroom 4. a football field 5. a bathroom 6. a computer T.1.2.1

3

3

4

Cool kids say: Can you guess?

Write the letters a-f in your notebook. Look at the pictures in exercise 1. Tick () the things that are in Amaroo’s school. Cross () the things that aren’t in Amaroo’s school.

(4 mins): Activity 3. Students listen for the big idea (T.1.2.2)

a,b,c ,d,e,f

5

Complete the sentences about Amaroo’s school in your notebook. library. 1. There isn’t a ______ football field 2. There isn’t a __________________ . kangaroos 3. There are some ________________ . T.1.2.3

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(3 mins): Activity 3. Students guess 1. Tell students to look at the picture. 2. Ask them to talk to their partner about where they think they are from: Malaysia, Australia or Thailand. Tell students to write their guess in their notebook. 3. Ask instruction checking questions and give a time limit of 1 minute. 4. Ask 2 or three students their ideas. You might want to take a class vote to make things fun.

1. Students listen. 2. Students compare their answers. 3. Ask students the answer. Australia.

bathroom 4. There is a _____________________ . classrooms 5. There aren’t any _______________ .

TAPESCRIPT 1.2.2

Amaroo’s special school

Listen and check.

Amaroo: Hi! My name is Amaroo. I’m 12

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(5 mins): Activity 4. Students listen for the answers (T.1.2.2) 1. Tell students to write the letters a-f in their notebooks. 2. Check that students know the difference between a tick () and a cross (). 3. Tell students they will listen and tick () things that are in the school and cross () the things that are not 4. Ask instruction checking questions. (e.g. Ask students which ones they are going to tick () Ask students which they are going to cross ().) 5. Students listen. 6. Students compare with their group. 7. Ask students the answers.

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) a library / a bathroom / a classroom / a football field / some kangaroos / a computer

Australia Amaroo is from _____________ .

Listen and check.

4

TAPESCRIPT 1.2.1

Listen and check.

Look at the picture. Where are they from? Are they from Australia, Thailand or Malaysia? Guess! Write your guess in your notebooks.

T.1.2.2

(5 mins): Activity 2. New Words (T.1.2.1)

5

(5 mins): Activity 5. Controlled practice (T.1.2.3) 1. Ask students to write 1-5 in their notebooks. 2. Tell students that the words they need are in exercise one. This will help them with their spelling. 3. Tell students to complete the sentences alone. 4. Ask instruction checking questions and give a time limit of 3 minutes. 5. Students compare with their group/partner. 6. Listen and check. 7. Tell students to listen again and repeat after the recording. TAPESCRIPT 1.2.3 Amaroo: 1. There isn’t a library. 2. There isn’t a football field. 3. There are some kangaroos. 4. There is a bathroom. 5. There aren’t any classrooms.

Chapter 1, Unit 2, Lesson A

6

Look at the sentences and circle the correct answer. a kangaroo (one)

There is a kangaroo. There are some kangaroos. There aren’t any kangaroos. Are there any kangaroos?

7

1. 2. 3. 4. 5.

TAPESCRIPT 1.2.4

4. Is there a bathroom? 5. Are there any kangaroos?

Bopha: 1. Is there a library? 2. Are there any classrooms? 3. Is there a football field? 4. Is there a bathroom? 5. Are there any kangaroos?

Listen, check and repeat.

8

TAPESCRIPT 1.2.5

Listen and check.

Bopha: Is there a library? Amaroo: No, there isn’t. Bopha: Are there any classrooms? Amaroo: No, there aren’t. Bopha: Is there a football field? Amaroo: No, there isn’t. Bopha: Is there a bathroom? Amaroo: Yes, there is. Bopha: Are there any kangaroos? Amaroo: Yes, there are.

Now you answer Bopha’s questions! Listen!

10 Choose a school. Don’t tell your friend! Ask yes/no questions to guess your friend’s school!

(5 min): Activity 8 (T.1.2.5) 1. Tell students to write the answers to the questions in activity 7 in their notebooks. 2. Ask instruction checking questions and give a time limit of 3 minutes. 3. Students compare with their group/partner. 4. Students listen and check.

No, there isn’t. No, there aren’t. No, there isn’t. Yes, there is. Yes, there are.

T.1.2.4

(4 mins): Activity 7. Controlled Practice (T.1.2.4) 1. Tell students to write the answers in their notebooks. 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Students compare with their groups/partners. 4. Students listen and check. 5. Students listen and repeat.

What can you remember about Amaroo’s school? Write answers to the questions in your notebook. Use “Yes, there is. No, there isn’t. Yes, there are. No, there aren’t.” T.1.2.5

9

7

We use a/an with one thing. We use some with more than one thing. We use any in negative sentences.

Write the correct word in your notebook.

T.1.2.4

(5 mins): Activity 6. Grammar Presentation 1. Ask students to look at the grammar box and the sentences and complete the rules. 2. Ask instruction checking questions and give a time limit of 3 minutes. 3. Ask students to compare with their group /partner. 4. Ask students as a class. Do not discuss grammatical terms during feedback.

some kangaroos (more than one)

1. Is there a library? 2. Are there any classrooms? 3. Is there a football field?

8

6

9

Game!

(2 mins): Activity 9. (T.1.2.4) 1. Tell students now they will answer Bopha’s questions. Play the recording. TAPESCRIPT 1.2.4

10 (8 mins): Activity 10. Freer Speaking Practice 1. Tell students that they are going to play a guessing game. 2. Have one student help you model the activity. Tell them to choose one picture. Ask them questions such as “Is there a classroom?” Ask 3 questions. Guess the answer. Ask “Am I right?”

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3. Tell students that they are going to play the same game in groups of 4. 4. Ask instruction checking questions and set a time limit of 10 minutes. (3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Tell everyone to listen to you. 2. Ask “Is there a classroom in our school?” Get students to shout out the answer. Ask a few questions like this. 3. Tell students that they have done a great job. Thank students who worked well in groups and helped their friends. 4. Homework: Tell students that they are expected to have the homework completed by next lesson. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Welcome to a new school year! Have you taught Grade 7 English before? How are you going to do things better this year? 2 . Are you a new teacher? What do you think of the book so far? What are your personal teaching goals for the school year? 3 . Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សូមាវាគមន៍វិសាសមាលថមី! តើអនកធលាប់ានបងាៀន ាាអង់គស ាល ពីមន ុ មកដារឬទា? តើឆន ំាន ះា អនកនឹង ធវអ ើ ីវ ៗ ឲាយលអបាសើរយ៉ាងដូចមតាច? ២. តើអនកាគាូថមីឬ? តើមួយរយៈកនលងមកអនកយល់ឃើញា សៀវៅនាះដូចមតាចដារ? តើអនកាន ោលបំណងនា ារបងាៀនផទាល់ខលួនអវីខលះ សមាាប់ឆនាំសិកាាថមីនាះ? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

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Chapter 1, Unit 2, Lesson B

Chapter 1, Unit 2, Lesson B

2b Schools around the world - A world of schools 1

At a new school: Schools around the World: A world of schools

Look at the pictures. Where are they from? Just guess!

a

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

b

(5 mins): Warmer. It bites!

c

1 Hi! My name is Farah. I’m 13. I live in Kuala Lumpur in Malaysia. I love my school! There is a library. There are lots of books! I love books!

2 My name is Jay. I’m from England. I’m 11 years old. At my school we have a football field. I love football. I play with my classmates. See you later!

3 Hello. My name is Nita. I’m 13. I come from Cambodia. My school doesn’t have a library or a football field. But I love my school! It is very special because it is on a lake! There is my sister and I in the picture.

4 Hi! My name is Victoria. I am from Canada and I’m 11 years old. This is a picture of me in my classroom. I love my classmates. There are a lot of computers in my classroom. There are four computers. I like games on the computer!

1. Tell students to stand up. Tell them they are going to play a game. The rules of the game are that you throw the ball and say a country. But you are “out” if you 1) hold the ball for more than a second 2) say a country that someone else has said 3) Drop the ball 4) Throw the ball so that no one can catch it. 2. Ask instruction checking questions. 3. Play the game until you have a winner/time is up.

d

(3 mins): Lead in 1. Write Malaysia, Canada, Australia, England, Cambodia on the board. 2. Tell students to talk about what they think the places are like with their partners. 3. Ask students their ideas as a class. 1

2

T.1.2.6

(2 mins): Activity 1. Students Guess 1. Students books closed. Have the students looking at you. Tell students that they are going to guess where the kids are from. It doesn’t matter if they are right or wrong. They need to cover the text and talk. 2. Ask instruction checking questions and give a 1 minute limit. 3. Students talk. 4. Ask students where they think the kids from around the world are from.

2

(5 mins): Activity 2. Students read/listen for the big idea (T.1.2.6) 1. 2. 3. 4. 5.

Match the texts with the people. Listen!

a-4 Victoria , b-3 Nita , c-2 Jay , d-1 Farah

Tell students that they are going to read and listen. They need to match the texts with the people. Ask instruction checking questions. Students do the exercise individually. Students compare with their groups/partner. Ask students the answers as a class.

TAPESCRIPT 1.2.6

3

Who is it? Who are these sentences about? Write the name next to the numbers in your notebook. 1. She lives in Malaysia. Farah 2. She comes from Canada. 3. She plays football. 4. She lives on a lake. 5. There is a library at her school.

See reading in Activity 1 3

1. Write She lives in Malaysia. On the board. 2. Ask Is it Jay? Students answer no. Ask “Is it Nita?” Students answer no Ask Is it Farah? Students answer yes. Ask “what do I write here?” Students answer: Farah 3. Give students a 5 minute limit. 4. Ask instruction checking questions. 5. Students complete. 6. Students compare with their group/ partner 7. Check answers as a class.

6. She is 11 years old. 7. There are some computers in her school. 8. There isn’t a football field at her school. 9. She has a sister.

1. Farah , 2. Victoria , 3. Jay , 4. Nita , 5. Farah , 6. Jay , 7. Victoria , 8. Nita , 9. Nita

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(10 mins): Activity 3. Students read for the answers

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Chapter 1, Unit 2, Lesson B

4

Answer the questions in your notebook.

4

(5 mins): Activity 4. Taking notes 1. Tell students that they are going to write about them but first they will make notes, which is an important part of the writing process. 2. Tell students to take notes in their notebooks. 3. Ask instruction checking questions. Make sure that students understand that they are not to write full sentences. 4. Give students a 3 minute limit. You might like to make it a race to keep students on task.

1. What’s your name? 2. Where are you from? 3. How old are you? 4. Do you like your school? 5. What is in your school? 5

(15 mins): Activity 5. Students write 1. Tell students to put down their pens and look at you. 2. Show students how to do the activity by starting it yourself ie. My name is Bora. I’m from Cambodia. I’m 27 years old. I like my school. There is a library…Do not write everything. It will take too long and students will just copy you. 3. Tell students to write about themselves. 4. If students finish before their friends, ask them to draw a picture of them at their school.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

No, there isn’t.

Yes, there is a library.

1. Ask students to put their pens down. Ask them to read their writing to their partner/group. Set a time limit of 2 minutes. 2. Ask for 2 or 3 people to read theirs to the class. Try not to only ask strong students but weaker students as well. This shows that you think everyone can do it! 3. Tell students that they have done a great job. Praise students who tried hard to speak only in English. You might like to let them go first!

Yes, there are lots of books.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. 2. 3. 4.

How much of the lesson was in English? How much was it in Khmer? The most important part of the lesson was the writing. Were students given enough time to do this? How could you do this lesson better next time? Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. ២. ៣. ៤.

5

Use your notes to write about yourself in your notebook. Use the answers to your questions to help you. If you have time draw a picture to go with your writing.

6

Share your story with the class.

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តើមារៀននាះបាើបាស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ? ផនាកសំាន់បំផុតនាមារៀននាះ គឺារសរសារ។ តើសិសាសតាូវានផតល់ពាលវាាគាប់គាន់ឲាយធវើ កិចចារនាះដារឬទា? តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? សំណួរផទាល់ខលួនរបស់អនកៈ_________________________________________________________?

C1-10

Chapter 1, Unit 2, Lesson C

Chapter 1, Unit 2, Lesson C

2c Schools around the world - My beautiful school 1

At a new school: Schools around the world: Dream schools

Word ind race! How many of the words can you remember from the picture? See how many you can get with your partner. You have ive minutes to write down as many as you can remember!

1

(5 mins): Activity 1. Warmer/Lead in 1. Students’ books are closed. Students look at you. Hold up the picture on page 18. 2. Tell students they are going to play a game where they will write as many words from the picture as they can. 3. Ask students what they can see in the picture. Write 2 or 3 on the board. Set a time limit of three minutes. 4. Ask instruction checking questions. 5. Clap your hand at the end on the time and say pens down. 6. Find out who got the most. Find out who the winner is.

2

(5 mins): Activity 2. Controlled practice 1. Students books closed. Write a/an/some/any and is/isn’t are/ aren’t on the board. Ask students to talk to their partner. Can they remember when they are used? 2. Tell students to complete the activity in their notebooks. 3. Ask instruction checking questions and give a 3 minute time limit. 4. Students compare. 5. Ask students the answers as a class.

3

2

3

1. Write there are some kangaroo on the board. Do not put a full stop/period (.), a CAPITAL letter, or an s. 2. Ask students “What’s wrong?” Have students tell you that there isn’t a full stop, capital at the beginning or s at the end of kangaroo. 3. Ask students to work with a partner. Tell students that they will have 5 minutes to write as many sentences about the picture as they can, but they will not get a point if they forget s, full stops or capital letters. 4. Allow students 5 minutes to do this. At the end of 5 minutes, clap your hands and tell students to put their pens down. 5. Have the pair swap their work and a) count the sentences, b) check for capitals, full stops, S 6. Decide who the winners are. Have the class clap for the winning pair (you might like to let them leave first at the end of day ).

Complete the sentences with the words. Use the picture to help you. a/ an/ some/ any any kangaroos. 1. There aren’t _____ There aren’t any kangaroos. a 2. There is _____ bathroom. some classmates playing 3. There are _____ football. an egg! It’s Avorng’s egg! 4. There’s _____

is/ isn’t/ are/ aren’t is 1. There _____ a bathroom. There is a bathroom. aren’t any kangaroos. 2. There _____ isn’t a lake. 3. There _____ are some classrooms. 4. There _____

Use the picture to write more full sentences. Who can write the most in the class? Game!

Remember: You don’t get a point if you forget full stops, capital letters or forget the s on plural nouns! C1-11

(10 mins): Activity 3. Writing

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Chapter 1, Unit 2, Lesson C

4

T.1.2.7



1



4



7

4

Listen to Sophal talking about his beautiful school. Tick () the things there are at his school.

8



2



5



9



The idea of this is that students will have ideas for the next speaking activity. Do not spend a very long time on this.



3

1. Ask students to look at the picture of Sophal. Can they remember him? 2. Ask students to look at the pictures. What are they? (Do not speak in Khmer. The students can use the pictures.) 3. Tell students that they are going to hear about Sophal’s dream school. A dream school is an ideal, not real. 4. Tell students to tick the things there are and cross the things there aren’t. 5. Ask instruction checking questions. 6. Students listen. 7. Students compare. 8. Check answers as a class.



6



10

1.  (more than one) , 2.  (one) , 3.  (more than one) , 4.  (one) , 5.  ,

5

6.  (one) , 7.  (one) , 8.  , 9.  , 10.  (one)

5 6

T.1.2.7

Listen again. Is there one or more than one of each? Draw a picture of your beautiful school. You have 5 minutes.

Tell your friend about your school.

Congratulations!

You inished Unit 2! Tick () the things you can do. I can say the things in my school. I can say the things not in my school.

 

7

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

Sophal: Ah! I love my school! There are some classrooms. They are beautiful! There is a big library. There are lots of books. I love reading! Oh! And I have lots of classmates. We play together. We play football on the football field. The football field is green and beautiful! There is a lake … a big lake. There is a bathroom, of course! He he. And my teacher is Srey Mom! *sigh*. She is my favourite teacher.

1. If instructions are all in English, students have much more time practicing their English. How many of your instructions were in English? Is there a way that you could have done all your instructions in English and had the students understand? 2. How could you do this lesson better next time? 3. Your own question(s). ________________?

(5 mins): Activity 5. (T.1.2.7)

(6 mins): Activity 6. Brainstorming 1. Tell students to guess what you are drawing. Draw your dream school. Just do a quick picture. Spend no more than a minute so students understand that this doesn’t have to be a perfect picture. 2. Tell students that they have five minutes to draw their dream school. Encourage creativity. 3. Tell students to put down their pens and look at you. Tell students to talk to their partner about their picture.

There is a pool.

2. Tell students to show their picture to their partner and tell them about it. Group members can ask follow up questions. (5 mins): Learner assessment and lesson wrap up

TAPESCRIPT 1.2.7

1. Ask students to listen again. Is there one or more than one? 2. Students listen. 3. Students compare. 4. Check answers as a class. 6

7

(5 mins): Activity 4. Students listen for the answers (T.1.2.7)

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. បាសន ិ បើារណានា ំ ង ំ អស់ាាាអង់គស ា ល សិសសា ាន ពាលវាាចាន ើ កនង ុ ារអនុវតតាា អង់គស ា ល របស់ពក ួ គា។ តើកង ុន ចំោមារណានា ំ ង ំ អស់របស់អក ន ានារណានំ ាាាអង់គលាស ចំនួនប៉ុនមាន? តើានវិធីា ដាលអនក ាចធវា ើ រណានា ំ ង ំ អស់ាាាអង់គស ាល ហើយសិសសា ាំងអស់ាចយល់ាន? ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

(9 mins): Activity 7. Speaking practice 1. Put students in groups of 4.

- 21 -

C1-12

Unit 3 - Why are you so naughty!

Chapter 1, Unit 3, Lesson A

At a new school: Why are you so naughty! : What’s wrong?

3a Why are you so naughty! - What’s wrong? 1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Look at the picture. Who is good in the picture? Who is naughty? What are the names of the naughty people? You can check old lessons!

1

(5 mins): Activity 1. Lead in/Warmer/Students guess

4

1. Tell students to put down their pens and look at you. 2. Tell students to cover the words and see if they can guess what new words the pictures are of in their groups. 3. Ask instruction checking questions. 4. Give students a minute to try and remember. 5. Tell students that they will write a-f in their book and then try to match the pictures and words. They should work in groups to do this. 6. Ask Instruction checking questions give students a 3 minute time limit. 7. Tell students that they will listen to the recording to check their answers. 8. Play the recording. Students listen and check. 9. Tell students to now listen again and repeat.

1. Say Do you know what naughty means? If students don’t know, tell them. Ask students if they know someone who is naughty. 2. Hold up the book so that students can see. Tell students that they are going to look at the picture and talk to their group. They have to remember who the kids in picture are and see who is being naughty in each picture. 3. Ask Instruction checking questions and give a time limit of 3 minutes. 4. Ask students the answers as a class. 2

(5 mins): Activity 2. Students listen for the big idea (T.1.3.1) 1. Tell students they will listen and point to the pictures as they hear about them. 2. Ask instruction checking questions. 3. Students listen.

2

T.1.3.1

Listen to the story. Point to the people when you hear about them.

3

What can you remember? Who should do these things? 1. She should stand up. (Bopha) 2. He should sit down. (Dara) 3. They should listen to the teacher. (Everyone) 4. He should talk to his partner. (Sophal)

4

c

d

e

f 3

talk

listen

stand up

open your book

sit down

close your book

a) sit down , b) stand up , c) listen , d) close your book , e) Talk , f) open your book

5

Sok Says. Listen to your teacher. They will tell you to do things. Only do them if your teacher says “Sok says”! ame! G

C1-13

Say: Hello (wait for students to repeat) sit down / stand up / listen / close your book / open your book / talk /

Sreymom: Children! Children! Listen! Listen, please! Oh! Why are you so naughty? Dara! Why are you on the table?! You should sit down! Sit down! DARA! LISTEN! SIT DOWN! SIT DOWN NOW! Oh my! Sophal! Sophal! Why don’t you talk to your partner? What’s wrong? You need to talk to your partner. Sophal. Talk, please! Talk! My goodness! Listen to me, please! Oh, Bopha. What’s wrong? You shouldn’t be down there! I think you should stand up. Can you hear me? I want you to stand up. BOPHA! STAND UP NOW! Please listen, everyone.

Look at the pictures. What are they? Write the words next to the letter in your notebook. Listen and check. b

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat)

What’s wrong?

T.1.3.2

a

TAPESCRIPT 1.3.2

TAPESCRIPT 1.3.1

Dara Sophal Bopha Everyone

- 22 -

(5 mins): Activity 3. Students listen for the answers (T.1.3.1) 1. Tell students to put down their pens and look at you. 2. Tell students they are going to try and remember who should do the things in activity 3. They will write 1,2,3,4 down the side of their notebook and work with a partner. Do the first one on the board together as a class. 3. Ask instruction checking questions and give students a three minute limit to do this. 4. Students listen and check their answers. 5. Ask students the answers as a class.

(5 mins): Activity 4. New words (T.1.3.2)

Pronunciation notes. Sit down /sɪdaʊn/ the /t/ is not pronounced because there is a /d/ after it, Stand up /stændʌp/ the end consonant sound of “stand”, /d/, links with the first vowel sound of the next word, /ʌ/. It sounds like one word! Listen /lɪsən/ the /t/ is not pronounced. It is silent. Talk /tɔ:k/ Cambodian students forget to say the /k/ 5

(5 mins): Activity 5. Practice new words – Sok Says! 1. Tell the students to stand up and look at the teacher (you!). 2. Say that you will tell them to do things but they should only do it if you say Sok Says. 3. There are rules. If a student is too slow they are dead. If students do something, but you didn’t say Sok Says, they are dead. 4. If they don’t do something, but you did say Sok Says they are dead! 5. Play the game. You can play till you find the winner if your class is fast, if they are slow, you may need to stop this activity after a few minutes.

Chapter 1, Unit 3, Lesson A

6

6

Make a group of four. Now play the game with your friends. If someone makes a mistake, it is their turn to be Sok!

(5 mins): Activity 6. Practice new words – Sok Says 1. Tell students to form groups and they play the game. 2. Ask instruction checking questions. Make sure everyone has a turn at being Sok!

7

(3 mins): Activity 7. Listening (so students see how to do the next activity) 1. Tell students to look at the picture and to tell their partner what they think is happening in the pictures. 2. Give a time limit of 2 minutes.

8

(2 mins): Activity 8. Compare 1. Tell students to compare with their partner. Point to the pictures and say the sentence. 2. Ask instruction checking questions and give a minute time limit.

7

9

Look at the pictures. What should the students say? What’s this?

What’s this?

(2 mins): Activity 9. Drill (T.1.3.3) 1. Tell students to have everything out of their hands so they can listen well. 2. Tell students to listen and repeat after the recording. 3. Ask instruction checking questions.

What are these?

TAPESCRIPT 1.3.3

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) What’s this?

It’s a pen./ It’s a notebook. / They’re some pens. / It’s a bag. / They’re some bags. / It’s an egg.

What are these? What’s this?

10 (10 mins): Activity 10. Free speaking practice

8

1. Tell students to work with their group. 2. Tell students to write all the group member names on a piece of paper. 3. Tell students to take it in turns to be the teacher and ask “What’s this” questions. 4. The first student in their group to answer gets a point! 5. Give students 5 minutes to play the game. Once a minute yell CHANGE TEACHERS! So everybody has a turn at being the teacher and the student. 6. Ask the groups: Who is the winner?

Talk to your partner. What did the class say in each picture? 1. “It’s a pen”.

9

T.1.3.3

Listen, check and repeat.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Many teachers have students copy out the date, title of the lesson and other information into their notebooks. How long does this take? 2. What percentage of a 50 minute lesson does this take up? 3. What do students actually learn by doing this? 4. Do you think you waste time doing things like this when students could be learning in your class? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. គាូាចាើនឲាយសិសាសចមលងាលបរិចឆាទ ចំណងជើងមារៀន និងព័ត៌ានផាសាង ៗ ទៀត ាក់កនុងសៀវៅ សរសាររបស់ ពួកគា។ តើាចំាយពាលប៉ុនមាន? ២. តើរយៈពាលបងាៀន ៥០នទី ារឲាយសិសាសចមលងចំាយ ពាលអស់ប៉ុនមានាគរយ? ៣. តើសិសាសរៀនអវីឲាយបាាកដពីារឲាយសិសាសចមលងនាះ? ៤. តើអក ន គិតា អនកខជះាជយ ា ពាលវាាកនង ុ ារឲាយសិសសា ចមលង ដូចនាះ ៅពាលដាលសិសាសាចរៀនៅកនុង ានាក់ាន? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

(2 mins): Learner assessment and lesson wrap up

10 Take it in turns to be the teacher. Ask “What’s this?” questions. Who is a good teacher in your group? What’s this?

What are these?

It’s a ____.

It’s an ______.

1. Tell everyone to listen to you. 2. Ask What’s this? questions. Call on students for the answers. Ask a few questions like this. 3. Tell students that they have done a great job. Thank students who spoke consistently in English.

! Game

They’re some____.

- 23 -

C1-14

Chapter 1, Unit 3, Lesson B

Chapter 1, Unit 3, Lesson B

3b Why are you so naughty! - What’s in the bag? 1

At a new school: Why are you so naughty!: What’s in the bag?

Look at the pictures of the two bags. How many things can you name?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Warmer. Spelling Ball

A

1. Tell students to stand up. 2. Tell students that they will play a game to test their spelling. 3. RULES. Tell students the rules. Students who make a mistake must sit down. If a student drops the ball, they must sit down. If a student does a “bad throw” they must sit down. 4. Put class in two teams (left side vs right side). 5. Say a word and throw the ball to one of your students. (e.g Pen! ). 6. The student says the first letter of the word (e.g. P ) and throws the ball to a classmate on the other team. 7. The student has to say the second letter (e.g. E ) , and throw the ball to the other team.

B

1

2

T.1.3.4

1. 2. 3. 4. 5.

Read and listen to Din talk about his bag. Is Din’s bag A or B?

Hi! I’m Din! I have a twin. His name is Dy. He is my twin, but we’re not the same! That’s my bag. There are some pens. I have six pens. I have some notebooks. There are 4 notebooks. There is an orange as well. My bag is blue. That’s my favourite colour. That’s my brother’s bag. What’s inside? He has a phone. I don’t have a phone. I want a phone. There are some notebooks in his bag too. But there are 3 notebooks in his bag. He has some pens too. He has 10 pens. He has some oranges. He likes oranges. He has 3 oranges! He has a blue bag too!

3

C1-15

2

(5 mins): Activity 2. Students read and listen for the big idea (T.1.3.4)

TAPESCRIPT 1.3.4

6. Who has more than 3 pens? Dy and Din have more than 3 pens. 7. Who has more than 10 pens? No one has more than 10 pens. 8. Who has a red bag? No one has a red bag. 9. Who has oranges? Din and Dy have oranges. 10. Who has an orange? Din has an orange.

See reading in activity 2 3

have/has have/has have/has

an orange. an orange. an orange.

(10 mins): Activity 3. Students read for the answers 1. Write Who has an apple? Point to Din’s bag and ask Does Din have an apple? Students “No!” Point to Dy’s bag and ask Does Dy have an apple? Students “No”. Write No one has an apple. 2. Tell students to answer the questions in their notebooks. 3. Ask instruction checking questions and give students a 5 minute limit to do this. 4. Students compare their answers. 5. Ask for answers as a class.

4

Have or has? Look at the reading and check the rules. Should it be have or has? I He She

Ask students if they know what a twin is. If they do not know, tell them. Ask if anyone knows any twins. Tell students to look at the picture. Ask the students if the bags are the same or different. Tell students to work with their partner. Can they name the things in the bags? Ask instruction checking questions and give a minute limit to do this. 1 minute: Students talk to their partner and guess.

1. Tell students that they are going to listen and decide if Din’s bag is A or B. Tell students to read and listen and to follow the text with their finger as they listen. 2. Ask instruction checking questions. 3. Students read and listen. 4. Students compare with their partner. 5. Ask for answers as a class.

Who has them? 1. Who has an apple? No one has an apple. 2. Who has some notebooks? Din and Dy have some notebooks. 3. Who has a blue bag? Din and Dy have blue bags. 4. Who has some fruit? Din and Dy have some fruit. 5. Who has a phone? Dy has a phone.

4

(2 mins): Activity 1. Lead in. Students guess

(5 mins): Activity 4. Grammar 1. Tell students that they are going to find the rule. Ask I have an orange OR I has an orange. Tell students to look at the text to help them. 2. Ask instruction checking questions and give students 2 minutes to do this. 3. Students compare. 4. Ask for answers as a class.

- 24 -

Chapter 1, Unit 3, Lesson B

5

5

Have or has? Talk to your partner. a) She have/has a pen. b) He have/has a phone. c) I have/has a book.

6

1. Tell students to talk in their groups. They do not have to do this in their notebook. They can talk to their partner. 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Ask for answers as a class.

d) He have/has my notebook! e) Avorng have/has an egg. 6

1. I have a notebook. 2. I have…

7

T.1.3.5

!

Game

NOTE: The students will use these in the next game.

Look at the picture. What does Bopha ask? Listen and check. No, I don’t.

No, I don’t.

(5 mins): Activity 6. Post Task - writing 1. Tell students they have 4 minutes to write sentences about what is in their bag. They must write 5 sentences. Say you will watch to see which team (from the warmer) can be the fastest. 2. Ask instruction checking questions and give a time limit of 4 minutes.

What do you have in your bag? Write 5 sentences in your notebook.

Same or Different?

(5 mins): Activity 5. Grammar

7

Yes, I do.

(3 mins): Activity 7. Students look at a model of the next activity (T.1.3.5) 1. Tell students to look at the picture. 2. Ask What is she doing? 3. Listen and check (answer – Playing a game). TAPESCRIPT 1.3.5

8

What are the rules of the game? A or B? A • Your friend says “No, I don’t.” = You write their name. • Your friend says “Yes, I do.” = You don’t write their name.

9

Bopha: Do you have a pen? Student 1: No, I don’t. Bopha: Do you have a pen? Student 2: No, I don’t. Bopha: Do you have a pen? Dara: Yes! Yes, I do! Bopha: Good! How do you spell your name? Dara: It’s D-A-R-A Bopha: Sorry? Can you say it again, please? Dara: Sure. It’s D-A-R-A. Bopha: Thank you! Dara: You’re welcome!

T.1.3.6

B • Your friend says “Yes, I do.” = You write their name. • Your friend says “No, I don’t.” = You don’t write their name.

8

1. Ask students to guess the rules of the game. They do not have to write – only discuss with their partner. 2. Ask instruction checking questions and give a 1 minute time limit for this. 3. Students compare. 4. Check answers as class. (B)

Listen and repeat.

9

(1 min): Activity 9. (T.1.3.6) 1. Tell students to listen and repeat. 2. Ask instruction checking questions.

Do you have a pen? Yes, I do. No, I don’t. How do you spell your name? Can you say it again please?

10 Play the game. Use your list from Activity 6.

(2 mins): Activity 8.

TAPESCRIPT 1.3.6

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) Do you have a pen? Yes, I do. No, I don’t. How do you spell your name? Can you say it again, please?

!

Game

What do you have in your bag? - 25 -

10 (10 mins): Activity 10. Free speaking practice 1. Tell students they get 1 point for everyone they find who is the same as them. 2. Ask instruction checking questions about the game. 3. Ask students to play the game. If you have enough room for students to move around, encourage them to ask as many people as possible! (2 mins): Learner assessment and lesson wrap up 1. Tell students to sit back down and count their points. 2. Find out who got the most points in the class. Ask What do you have in your bag and find out if the student has cheated! (This is supposed to be funny, not serious! The most important thing is that you heard students using the target language with some accuracy). 3. Tell students that they have done a great job. Thank students who spoke consistently in English. After the lesson: Thinking about the lesson (Reflection) Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Do you remember grammar at school? Was it exciting, or boring? 2. Do you think children learn when they are very bored? 3. Did you talk about grammar a lot and make the class boring, or did you let students practice the grammar? 4. How could you do this lesson better next time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើអក ន ចងាំវយ ា ា ា ករណ៍ដល ា បងាៀនៅាាដារឬទា? តើាគួរឲាយរំភើបរីកាយ ឬគួរឲាយធុញទាាន់? ២. តើៅពាលដាលសិសសា ានារមមណធ ៍ ញ ុ ទាន ា ់ អនកគិតា ពួកគាយកចិតតទុកាក់រៀនដារឬទា? ៣. តើអនកានបងាៀនអំពីវាយាាករណ៍ចាើន ហើយធវើឲាយារ បងាៀនគួរឲាយធុញទាន ា ់ ឬក៏អក ន ានឲាយសិសសា អនុវតតវយ ា ា ា ករណ៍ដារឬទា? ៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________? C1-16

Chapter 1, Unit 3, Lesson C

Chapter 1, Unit 3, Lesson C

3c Why are you so naughty! - Yes, you should! 1

At a new school: Why are you so naughty! Yes, you should!

Look at the picture. Who is a good student? Who is naughty? Do you know any twins?

2

T.1.3.7

Din

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Who is Din? Who is his twin? Read, listen and check.

(5 mins): Warmer/Lead in 1. Put groups in groups of four. 2. Tell them they have to choose 1 person to be the writer. Tell students that they will have a time limit to think of as many things as they can that they have in common. 3. Write an example on the board. (e.g. We live in Phnom Penh). 4. Ask instruction checking questions and give the groups a 3 minute limit (They probably won’t have enough English for the game to be interesting for longer than this!). 5. At the end of three minutes, clap your hands and tell students to put their pens down. 6. Who has the most sentences?

Dy My name is Din. I’m 14 and I’m from Kampong Speu. I love my school! There’s a football field. I love football! My brother loves football too! I’m a good student. I sit down. I listen to the teacher. I talk to my partner when the teacher says. When the teacher says “open your book”, I open my book. But my brother is naughty! He doesn’t sit down when the teacher says. He doesn’t listen to the teacher! But we look the same! He is my twin so everyone thinks I’m naughty!

1

(2 mins): Activity 1. Students guess Tell students to cover the text in their textbooks. Tell students to look at the picture. Have students shout out their guesses. Do not say if the guesses are right or wrong. Ask students to guess Who is a good student? (Holding the book) and Who is a naughty student? (Boy with his tongue stuck out). 5. Make sure students know who is supposed to be the “naughty” student. 6. Ask how they think the boys know each other. (They are twins) 1. 2. 3. 4.

2

(5 mins): Activity 2. Students read/listen for the big idea (T.1.3.7) 1. Tell students that one of the twins is called Dy and that they will read and listen to find out who Dy is. Say Is Dy the good student or the naughty student? Point to the pictures as you say them. 2. Students read and listen. 3. Students compare their guesses. 4. Ask for answers as a class. TAPESCRIPT 1.3.7

See reading in activity 2 3

3

1. Tell students to close their books. Eyes on you. 2. Write Is Din naughty? On the board. Ask students Is Din naughty? Students: No! Try and make them say the full sentence. 3. Write No, he isn’t. on the board. 4. Tell students to continue writing full sentences in their notebooks. (For a weaker class, single words is fine) 5. Ask instruction checking questions and give students a time limit of 5 minutes. 6. Students compare their answers. 7. Ask for answers as a class. 8. Ask students if they remembered capital letters and full stops.

Answer the questions in your notebook. 1. Is Din naughty? No, he isn’t. 2. How old is Din’s twin brother? 14 3. Where are they from? Kampong speu. 4. Is there a football field at their school? Yes, there is.

C1-17

(10 mins): Activity 3. Students read for the answers

5. Does Din listen to the teacher? Yes, he does. 6. Does Din’s twin brother listen to the teacher? No, he doesn’t. 7. Does Din talk to his partner? Yes, he does. 8. Who thinks Din is naughty? everyone.

- 26 -

Chapter 1, Unit 3, Lesson C

4

Look at the pictures. Can you see Dy? Can you see Dy’s twin?

4

3

1

(5 mins): Activity 4. Preparing to write 1. 2. 3. 4. 5. 6. 7. 8.

2

5

Ask students to look at the picture and talk to their group. Tell them to try and guess who Dy is in the pictures, and who Din is (Dy’s twin). Ask instruction checking questions and give students a time limit of 3 minutes. Ask answers as a class. Tell students to talk about what they think the teacher might say in each picture Do the first one together. “Sit down”. Ask instruction checking questions and give a 3 minute time limit. Students talk. Ask for answers as a class.

(10 mins): Activity 5. Writing Ask students what Din’s twin should do in picture 1. Write He should on the board. Students yell sit down. Write He should sit down on the board. Tell students to write the rest of the sentences in their notebooks. Tell student there are many possible answers. 5. Students compare. 6. Ask for answers as a class.

1. 2. 3. 4.

6

4

5

5

1. Have students look at your bag. Ask What do I have in my bag? Students yell ideas (e.g. a pen!) 2. Make students say the full question, and write it on the board Do you have a pen? 3. Tell students that they will play a game. They will play with partners. One partner is student A, and another student is student B. 4. Ask student A to raise their hand. 5. Ask student B to raise their hand. 6. Tell students that they will both have pictures. The pictures are different. They will have to ask “Do you have…” questions to try and find out everything in their friend’s bag. 7. Ask instruction checking questions and give a 5 minute time limit. 8. Tell student A to turn to page 230. 9. Tell student B to turn to page 237. 10. Have students play the game. 11. Tell students who finish early to write the 5 winning questions in their notebooks. (5 mins): Learner assessment and lesson wrap up

What should Din’s twin do? Write 5 sentences in your notebook. 1. He should sit down.

4. He should open his book.

2. He should listen to the teacher.

5. He should stand up (and go).

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

3. He should look at the teacher.

6

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

Speaking

Think about the answers to these questions. You don’t have to tell anyone the answers!

Student A: Turn to page 230. Student B: Turn to page 237.

1. Students who believe that they can do things are much more likely to be able to! How did you encourage your students today? 2. Do you only tell the strong students that they did well, or do you tell weak students who are trying hard that they are doing well? 3. How could you do this lesson better next time? 4. Your own question(s). ____________________________________________________?

Congratulations!

You inished Unit 3. Tick () the things you can do. I can say what people should do and shouldn’t do in class. I can ask questions with “Do you have”. I can say what I have. I can do what the teacher says in class.

(10 mins): Activity 6. Speaking

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

   

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

- 27 -

១. ២. ៣. ៤.

សិសសា ដាលជឿាក់ាពួកគាាចធវអ ើ ីវ ៗាន គឺទន ំ ងាាចធវា ើ នចាន ើ ! តើថន ាង ះា អនកានលើក ទឹកចិតស ត ស ិ សា របស់អក ន យ៉ង ា ដូចមតច ា ? តើអក ន គាន ា ត ់ ប ា ប ា ស ់ ស ិ សា ពូកា ា ពួកគាធា ើវ នលអ ឬក៏បប ា ស ់ ស ិ សា ខាាយដាលកំពង ុ ពាាយមខិតខំ បាង ឹ បាង ា ាពួកគានង ឹ ធវា ើ នលអដរា ? តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? សំណួរផទាល់ខលួនរបស់អនកៈ_________________________________________________________? C1-18

2

Chapter Good students

Chapter 2, Unit 4, Lesson A

Good students: I study English! - What time do you have class? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Unit 4 - I study English!

1

1. Review the days of the week. 2. Pre-teach the words loud, quiet and whisper. 3. Introduce hand signs to match the words (e.g. loud – cup hands around mouth, quiet – place finger against lips, whisper – put hands behind ears). 4. Use body language to signal whether students should say the days of the week loudly, quietly, or by whispering.

4a I study English! - What time do you have class? 1

Do you remember the days of the week? Monday

Friday

2

!

Game

Wednesday

Tuesday

Thursday 2

Sunday

Saturday

b

d

c

3. science 4. Khmer

TAPESCRIPT 2.4.1

Hi, nice to meet you.

1. geography 2. maths

e

f

(5 mins): Activity 2. Lead in and students guess (T.2.4.1) 1. Ask students what subjects they study at school. 2. In pairs, tell them to look at the photos in activity 2 and identify which subjects the photos represent. 3. Ask instruction checking questions (e.g. Are you speaking or writing?). 4. Give a time limit of 3 minutes. 5. Tell students to listen and check. 6. Tell students to listen and repeat.

Which subjects are they? a

(7 mins): Activity 1. Warmer. Play ‘Say it differently’

5. English

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello wait for students to repeat.

6. physics

geography / maths / science / Khmer / English / physics 3

a) geography , b) physics , c) maths , d) English , e) science , f) Khmer

3

Listen to Dara talking about his classes. Are they the same as yours?

T.2.4.2

4

T.2.4.2

Monday (1)English

Tuesday

Wednesday

maths (4)science physics

Thursday

science and maths

Tell students to close their books. Tell students that they are going to listen to Dara talking about his classes at school. Ask: Are they the same as yours? Ask some ideas from the class.

TAPESCRIPT 2.4.2

Every day at school Dara: Hi! I’m Dara. I go to school every day. On Monday, I study English and physics. I study English at 8 o’clock and physics at 10.30. On Tuesday, I study maths at 9.00 and Khmer at 2.00 p.m. I study science at 9.30 and English at 3.00 p.m. on Wednesday. On Thursday, I have science and maths classes from 08.00-11.00. I have an English class again on Friday at 8.00. On Saturday and Sunday I play with my friends. Saturday and Sunday are my favourite days!

Listen again and complete the table.

8.00 9.00 9.30 (2)10.30 11.00 2.00 3.00 C2-1

1. 2. 3. 1.

Listen and check. Did you guess right?

T.2.4.1

(3 mins): Activity 3. Students listen for the big idea (T.2.4.2)

Friday (5)English

Saturday

Sunday

4

(10 mins): Activity 4. Students listen for the answers (T.2.4.2) 1. 2. 3. 4. 5.

play with friends

(3)Khmer English

- 28 -

Tell students to listen again and complete the table. Tell students to write answers in their notebooks. Ask instruction checking questions (e.g. Do you write your answers in your notebooks or books?) Give a time limit of 6 minutes. Check answers as a class.

T.2.4.3

5

Chapter 2, Unit 4, Lesson A

Listen and repeat.

Remember: When do you have English class? On Monday. What time do you study maths? I study maths at 9.30.

(5 mins): Activity 4. Students listen and repeat (T.2.4.3) TAPESCRIPT 2.4.3

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello wait for students to repeat. When do you have English class? On Monday. What time do you study maths? I study maths at 9.30.

Make your own timetable in your notebooks. 5 Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

1. Tell students to make their own timetables in their notebooks. 2. Ask instruction checking questions (e.g. Are you writing about your friend? (No) Are you writing YOUR timetable? (Yes)) 3. Give a time limit of 8 minutes. 4. Go around and help students as necessary. 6

6

(10 mins): Activity 5. Freer practice

(8 mins): Activity 6. Speaking 1. 2. 3. 4.

Ask and answer questions about your partner.

Put students in pairs. Tell them to ask and answer questions with their partners about their own timetables. Ask instruction checking questions and give a time limit of 5 minutes. Go around and help students as necessary.

(2 mins): Learner assessment and lesson wrap up

What time do you have English? When do you study science?

1. Ask some questions from today’s lesson (e.g. What time do you study maths?). 2. Listen to students’ answers. Are students confident? Are all students, or only students who already knew today’s lesson? Who might need extra support/encouragement?

I have English on Monday and Friday at 8 o’clock.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

I study science on Wednesday and Thursday.

Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Classifying things is a skill! In real life, we classify a lot of things (e.g. according to colour, functions). Classifying vocabulary helps children make connections between words and concepts. How can you help your students develop this skill? 2. When you classify vocabulary, it is also important to remember that there are different ways of grouping things, not just the first that comes to mind. How can you foster an environment that encourages students to look at things from various perspectives? 3. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

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១. ារាត់ានាក់អវី ៗ គឺាជំនញមួយ! កនុងជីវិតពិត យើងាត់ានាក់អវី ៗ ាចាើន (ឧាហរណ៍ដូចាៈ ាមពណ៌ ាមមុខារ)។ ារាត់ានាក់ាកាយស័ពទជួយឲាយសិសាសបងកើតទំនក់ទំនងរាងាកាយ និងគំនិត។ តើអនកាចជួយឲាយសិសាសរបស់អនកអភិវឌាឍជំនញនាះ យ៉ាងដូចមតាច? ២. ៅពាលដាលអនកាត់ានាក់ាកាយសពទ ាសំាន់ផងដារ កនុងារចងាំាានវិធីផាសាង ៗ គនានាារចាក កាុមអវី ៗ ាមិនមានានវិធី តាមយ ួ ដាលអនកដឹងពីដប ំ ង ូ ោះទា តើអក ន ាចបងកត ើ បរិយាស ដាលលើក ទឹកចិតស ត ស ិ សា ឲាយមើលអវី ៗ ពីទសាសនៈផាសង ា ៗ គនដ ា រា ឬទា? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________________________________________________? C2-2

Chapter 2, Unit 4, Lesson B

Chapter 2, Unit 4, Lesson B

4b I study English! - Time for class? 1

What time is it? 12 11

1

10

2

9

3

8

4 7

5

6

Good students: I study English!: Time for class (7 mins): Warmer. Play ‘Month chant’

It’s quarter past 10. It’s quarter past 7. It’s quarter to 10. It’s quarter to 7.

1. 2. 3. 4.

Look at the clock. 1

Which side do we use quarter past? blue / red Which side do we use quarter to? blue / red

2

It’s 10.15.

It’s 2.45.

(10 mins): Activity 1. Review Draw a clock on the board (e.g. 7.00, 8.30, 10.00). Ask students the times. Say the times (o’clock and half past only). Call some volunteers to draw the times you say on the board. Show the clock in Activity 1. Ask: Which side do we use quarter past? Which side do we use quarter to? Help students as necessary. 7. Draw the first clock together as a class (e.g. 9.45). 8. Ask instruction checking questions and give a time limit of 7 minutes. 9. Students work in pairs to draw rest of the clocks. 10. Check answers as a class. 1. 2. 3. 4. 5. 6.

Try this! Write the times! Use your notebooks.

It’s 9.45.

2

It’s 8.15.

(4 mins): Activity 2. Lead in and students guess 1. Show students the photo of Jacky in activity 2. 2. Ask about Jacky (e.g. What’s her name? How old is she? Where’s she from? Encourage students to guess. 3. Have a class vote. (e.g. How many students think she is 14 years old?)

Look at the pictures. Label the pictures. Choose the words from the box. Write in your notebooks.

(5 mins): Activity 2. New words

c

1. 2. 3. 4. 3

a

d

3 C2-3

Read the text quickly. Do you like to study in the same way as Jacky? Tell your partner.

Tell students to match the words with the photos (Australia, computer, microphone, village). Ask instruction checking questions. Give a time limit of 3 minutes. Check answers as a class.

(3 mins): Activity 3. Students read for the big idea 1. Say: This is Jacky. Now, read about her. Do you like to study in the same way as Jacky? Tell students to read quickly for the answer. 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Students compare their answers with their partner. 4. Ask some ideas from the class.

Australia (c) Village (d) microphone (a) computer (b)

b

Review the months of the year. Put students into groups. Each group chooses a month. Each group take it in turns to say the chant (e.g. J for January, J for January, J for January to S for September, S for September, S for September, September to D for December, etc.).

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Chapter 2, Unit 4, Lesson B

4

Hi! My name is Jacky. I live in Australia. I live far away from the city, so I don’t go to school. I study at home. I use my computer and microphone to speak to my teacher. At 8.00 a.m., I sit in front of my computer and wait for my teacher and classmates. Today’s lesson is maths. I study maths at 9.15. I love maths. I’m really good at it.

1. Tell students to read the text again and put a tick or a cross next to the sentences. 2. Ask instruction checking questions (e.g. Are you going to write words? No) and give a time limit of 3 minutes. 3. Check answers as a class. 5

Now read the text again. Put a tick () or a cross () next to the sentences. 1. 2. 3. 4. 5.

5

________  ________  ________  ________  ________ 

Jacky doesn’t go to school. She uses a computer to study. She has a maths lesson today. They go to class together for one week in January. Her teacher visits them in October.

6

Tuesday

Wednesday

Thursday

Friday

Saturday

(2 mins) Learner assessment and lesson wrap up 1. Ask some students to talk about the results of their game. 2. Listen for pronunciation. 3. Tell students that they have done a great job. Thank students who worked well in groups and helped their friends.

Sunday

play with friends

play with friends

study flying

no school

no school

study English

study geography

study martian

study physics

study cooking

no school

no school

study maths

study maths

(8 mins): Activity 6. Speaking and listening-categorising 1. Tell students they will play a game in pairs. One is the writer and one is the speaker. 2. Tell students to draw a table in their notebooks. 3. The speaker reads words found in activity 6. The writer writes the words in his/her notebooks under the correct headings. 4. Ask instruction checking questions and give a time limit of 3 minutes. 5. After 3 minutes, students swap roles. 6. Students compare notes.

This is Marshy. He comes from planet Mars. Write about his school activities. Monday

(8 mins): Activity 5. Writing 1. Point to Marshy’s photo in activity 5. 2. Tell students Marshy is not from Earth. Ask questions (e..g. Is Marshy from Cambodia? Is he from Australia? Is he from the USA? ) 3. Point to the photo of the solar system and ask students where we are (Earth). Pick a stronger student to do this. 4. Say that Marshy is from one of the planets moving around the sun. Can they guess? Point to planet Mars. 5. Tell students to write about Marshy using the time table. Do the first answer together as a class. 6. Ask instruction checking questions and give a time limit of 5 minutes. 7. Tell students to compare their answers with their partners. 8. Ask and answer questions as a class.

In January, all my friends go to a classroom in the city for one week. We meet our teacher there for the first time. In October, we have ‘mini-school’. Our teacher comes to the village to stay with us for 3 days. We dance, sing and study together. We have so much fun.

4

(5 mins): Activity 4. Students read for the answers

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Children learn a lot of things in the classroom, not just English! They learn to listen to each other and respect ideas different to their own. They learn to work well with other students too. What other things can students learn in the classroom, aside from English? 2. Think of today’s lesson. What other skills did your students learn today? 3. How can you help students develop other skills that would help them become better citizens of your country? 4. Your own question(s). ____________________________________________________?

Hi! I’m Marshy! On Monday I _______________________ . ______________________________ ______________________________

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

______________________________

6

Draw this table in your notebook. Now listen to your partner. Write the words he/she says. Days of the week

Months of the year

Subjects

Sunday

October

science

geography June

Monday November January Wednesday Khmer English July

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចង ាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

!

Game

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. សិសាសរៀនអវី ៗ ាចាើនៅកនុងានាក់ មិនមានគាាន់តារៀនាាអង់គលាសោះទា! ពួកគារៀនាតាប់គនា ៅវិញៅមក និងាតាប់គំនិត ផាសាង ៗ ដាលខុសពីគំនិតរបស់ពួកគា។ ពួកគារៀនធវើកិចចារោយ សាុះសាួលគនា ាមួយសិសាសដ៏ទាទៀតផងដារ។ តើានអវី ៗ ផាសាងទៀត ដាលសិសាសាចរៀនានៅកនុង ានាក់កាពីាាអង់គលាស? ២. ចូរគិតអំពីមារៀនថងានាះ។ តើថងានាះសិសាសរបស់អនកានរៀនជំនញផាសាង ៗ អវីខលះ? ៣. តើអក ន ាចជួយសិសសា របស់អក ន ឲាយអភិវឌាឍជំនញផាសង ា ៗ ដាលនឹងជួយពួកគា ឲាយាលយ ា ាពលរដឋលរអ បស់បទ ា ស ា ាតិអក ន យ៉ង ា ដូចមតច ា ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________________________________________________?

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C2-4

Chapter 2, Unit 4, Lesson C

4c I study English! - I love Sundays! 1

Good students: I study English!: I love Sundays!

Remember the days of the week? Order them in your notebooks.

(7 mins): Warmer. Play ‘Whispers’

Friday

Wednesday Sunday

1. The teacher whispers a word to a student on the first row. 2. The student in turn, whispers to the next student, until the last student at the end of the row. 3. The last student either shouts the word or writes it on the board. Tip: Students could also be asked to stand in line.

Monday

Tuesday

1

1. 2. 3. 4.

Thursday

Saturday

2

Can you remember what these subjects are? Write them in your notebooks. a

d

b

e

c

f

Hi, nice to meet you.

a) maths , b) science , c) Khmer , d) English , e) physics , f) geography C2-5

Tell students to order the days of the week in their notebook. Ask instruction checking questions and give a time limit of 4 minutes. Students compare with their groups/partner. Check answers as a class.

(6 mins): Activity 2. Review 1. Point to the picture of the world. Ask What subject is this? Students: geography! Write geography next to letter a on the board. 2. Tell students to write the subjects in their notebooks. 3. Ask instruction checking questions and give a time limit of 4 minutes 4. Students compare with their groups/partner. 5. Check answers as a class.

Monday , Tuesday , Wednesday , Friday , Saturday , Sunday

2

(6 mins): Activity 1.Review

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Chapter 2, Unit 4, Lesson C

3

T.2.4.4

3

Listen and match.

(7 mins): Activity 3. Students listen and match (T.2.4.4) TAPESCRIPT 2.4.4

Our classes Hi! I’m Avorng! I play with my egg every day. I don’t go to school. Hi! I’m Dara! I study english at 8.00 o’clock. Hi! I’m Sophal! I study physics every day at 10.30. Hello! I’m Bopha! I have geography classes on Tuesday and Thursday at 2.15 p.m. Hello! I’m Marshy! I study flying on Wednesday at 3.45.

every day

4

2.15

(7 mins): Activity 4. Speaking 1. Ask: What did Avorng say? Students: I play with my egg every day! 2. Put students in pairs. 3. Tell students to take it in turns to remember what each of the character said (e.g. Avorng: I don’t go to school!) 4. Ask instruction checking questions and give a time limit of 5 minutes. 5. Check answers as a class.

Hi, nice to meet you.

3.45 5

(12 mins): Activity 5. Speaking 1. Students work in pairs. Student A turns to page 230. Student B turns to page 237. 2. They take it in turns to say the times and draw clocks to show the times. 3. Ask instruction checking questions and give a time limit of 8 minutes. 4. Allow some time for students to compare clocks and check their answers. Student A: It’s half past 3. / It’s ten o’clock. / It’s 7 o’clock. / It’s quarter past 10. Student B: It’s half past 7. / It’s three o’clock. / It’s 12 o’clock. / It’s quarter to 8.

10.30

8.00

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

4 5

1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

Can you remember what they said? Tell your partner. Draw your clocks. Work with your partner.

After the lesson: Thinking about the lesson (Reflection)

Student A: Turn to page 230. Student B: Turn to page 237. Your partner will tell you the time. Draw the clocks!

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. 2. 3. 4.

How much of the lesson was in English? How much was in Khmer? Did the students have fun? Did you have fun? Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

Congratulations!

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

You inished Unit 4. Tick () the things you can do. I can tell the time. I can say some of my subjects. I can say what time I study. I can say the days of the week.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

   

១. ២. ៣. ៤.

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តើមារៀននាះបាើបាស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ? តើសិសាសានាពសបាាយរីកាយដារឬទា? តើអនកានាពសបាាយរីកាយដារឬទា? សំណួរផទាល់ខលួនរបស់អនកៈ__________________________________________________________________?

C2-6

Unit 5 - Study habits

Chapter 2, Unit 5, Lesson A Good students: Study habits: I love school!

5a Study habits - I love school! 1 2

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Look at the picture. This is Hiroko. Can you guess what she loves? school/study/her teacher/game Write your guess in your notebook. Hiroko loves _______________________. T.2.5.1

1. Write ‘Japan’ on the board. 2. Tell students to talk about what they know about Japan. 3. Ask some students what they spoke about.

Listen and check.

1

2

Can you remember what Hiroko said? Match the sentence halves.

T.2.5.1

Listen and check. a. watch TV. b. games in English. c. is my favourite. d. my homework. e. I go home. f. 14. g. Hiroko. h. 2 schools!

1. My name is 2. I’m 3. I go to 4. English 5. We play 6. We sometimes 7. At 6 o’clock 8. I do

4

T.2.5.2

1. do homework

2

Go 5 C2-7

3

play 2

work 3

4

do home work 1

5

6

study 4

watch 6

Tell students Listen. What does Hiroko love? Ask instruction checking questions. Tell students to listen. Tell students to compare with their partners. Check the answer as a class Hiroko loves studying / school / English / her teacher / game (All correct)

TAPESCRIPT 2.5.1

What are these pictures of? Match the words to the pictures. Listen and check.

1

Tell students to look at the picture of Hiroko. Ask ‘Where is she from?’ Students: Japan! Ask students where she is. Students: school. Tell students to write their guess about what Hiroko loves. Do not tell students the answer.

Things I love!

- 34 -

Interviewer: Can I ask you some questions? Hiroko: Yeah, sure! Interviewer: What’s your name? Hiroko: My name is Hiroko. Interviewer: How old are you? Hiroko: I’m 14! Interviewer: Where are you from? Hiroko: I’m from Japan. Interviewer: Do you go to school? Hiroko: Yes, I do! I’m very busy! I have 2 schools. Interviewer: Can you say that again? 2 schools? Hiroko: That’s right! I go to 2 schools! I love school. I love studying. I study every day! Interviewer: What do you study? Hiroko: My classes are Maths, Science, Japanese, English and Physics. English is my favourite! I love my teacher! We play games in English. I love games. They are my favourite. Inerviewer: What do you do in English? Hiroko: We sometimes watch T.V. I talk to my classmates in English and the teacher talks to us in English. At 6 o’clock I go home. Guess

(3 mins): Activity 3. Students guess the answers 1. Tell students to look at activity 3. 2. Say My name is… watch TV? Students say no. My name is… games in English? Students: No! My name is…Hiroko? Students: Yes! 3. Tell students that they are going to talk to their partner (not write in their notebooks). 4. Ask students to match the sentence halves. 5. Ask instruction checking questions (e.g.Do I want you to write? Students: No! ) Give students a 3 minute time limit. 6. Tell students to write numbers 1-8 in their notebooks. 7. Tell students that they are going to listen for the answers and that they need to write the letter next to the number. 8. Ask instruction checking questions (Writing sentences, or numbers and letters? ). 9. Tell students to compare their answers with their partners. 10. Ask answers from the class.

(3 mins): Activity 2. Listening for the big idea (T.2.5.1) 1. 2. 3. 4. 5.

1-g , 2-f , 3-h , 4-c , 5-b , 6-a , 7-e , 8-d

3

(3 mins): Activity 1. Students guess 1. 2. 3. 4.

Cool kids say: Guess what!

3

what I do then! I study! I do my homework. Interviewer: Wow! Thanks, Hiroko!

(2 mins): Lead in

4

(5 mins): Activity 4. New words (T.2.5.2) 1. Tell students to look at the pictures. Tell them to cover the text and talk to their partners. 2. Do they know the words? 3. Tell students to talk to their partners and point to the pictures and the words. Give students 2 minutes to do this. Do not translate for the students. There will be no point to the exercise if you do. 4. Tell students to listen and check. 5. Tell students to listen and repeat. (Do not spend more than 5 minutes on this stage. Students will practice the vocab in the next stage). TAPESCRIPT 2.5.2

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) do homework / play / work / study / go / watch

Chapter 2, Unit 5, Lesson A

5

5

What can you remember about Bopha?

(2 mins): Activity 5. Students guess 1. Ask students to cover exercise 6 and to look at the picture. 2. Say Can you remember this girl? What can you remember? 3. Tell students to talk to their partner. 4. Give a time limit of 1 minute.

6

6

T.2.5.3

(5 mins): Activity 6. Controlled practice (T.2.5.3) 1. Say Let’s read! Tell students to read with you. Hi! My name is Bopha! I’m __ years old. 2. Ask How old is Bopha? Let’s guess! How many pens? Students: 13! So How old is Bopha? Students: 13! 3. Tell students to talk with their partner and try to use the pictures to complete the passage about Bopha. Students should not write. You will not have enough time to complete the lesson if they do. 4. Ask instruction checking questions. Make sure students put their pens away and talk. Allow a few minutes for this. 5. Tell students to listen and compare.

Code Cracker! Talk to your partner. Take it in turns to pretend to be Bopha. Use the pictures to help you. Listen and check.

TAPESCRIPT 2.5.3

All about Bopha

13 years old. I am from 2)

I’m 1)

I 4)

go to school with 5)

Classmates. I 8)

I 10)

Dara and 6)

do homework and 9)

Cambodia. I love my 3)

Sophal. Thay are my 7) study every day. I’m a good student.

work hard! But I have fun, too! I 11)

and I 13) watch

Bopha: Hi! My name is Bopha. I’m 13 years old. I am from Cambodia. I love my school. I go to school with Dara and Sophal. They are my classmates. I do homework and study every day. I’m a good student. I work hard! But I have fun, too! I play football and I watch TV.

School

play.

7

1. Tell students that they are going to write about themselves, but first they will take notes. 2. Ask students to write in their notebooks. Make sure that they write notes only. 3. Ask instruction checking questions and give a 3 minute limit.

football 12).

TV. 8

7

Answer these questions in your notebook.

Use your notes to write about you. Don’t write your name!

9

Swap writing with your friends. Can they guess which writing is yours?

(10 mins): Activity 8. Writing 1. Tell students to use their notes to write a piece about them similar to activity 7. 2. Tell students that they need to keep their writing secret for the next activity and not to write their name. 3. Ask Instruction checking questions. Tell students that they have 7 minutes to write.

1. How old are you? 2. Where are you from? 3. Do you go to school? 4. What do you study? 5. What do you do in English? 6. Are you a good student? Give examples!

8

(5 mins): Activity 7. Taking notes

9

- 35 -

(5 mins): Activity 9. Speaking 1. Tell students make sure they don’t have their names on their paper. 2. Collect all the papers. 3. Ask students to come up to you and collect a paper, but if it is their own they should put it back. 4. Tell students to find the owner of their paper by asking questions from the note taking stage.

5. Ask instruction checking questions and give a time limit. (2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask people whose paper they had, and how they found them. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Kid’s learn new words by practicing them. Did you translate the words for the students? Did you use Khmer to explain the new words when you could have used the pictures and body language? 2. How much of the lesson was about copying? Sometimes it’s good for students to copy, but not all the time. Was there any more than 10 minutes copying time in the lesson? Why was there any copying at all? Do you think it’s a good use of students’ time to copy the board? Why? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សិសសា រៀនាកាយថមី ោយអនុវតតាកាយាំងោះ។ តើអក ន ាន បកបាាាកាយាាាខមារឲាយសិសាសដាឬទា? តើអនកាន បាប ើ ស ា ា ់ ាខមរា ដើមបា ព ី នាយល់ាកាយថមី ពាលដាលអនកាច បាើបាស់រូបាព និងាា ាយវិារដារឬទា? ២. តើៅកនុងមារៀននាះារចមលងចំាយពាលអស់បុន ៉ ាន ម ? ជួនាលាលអដល ា ឲាយសិសសា ចមលងមារៀន ប៉ន ុ ម ាត ន ិ មានគាប់ ពាលោះទា។ តើកនុងមារៀននាះារចមលងចំាយពាល លើស១០នទីដរា ឬទា? ហាតអ ុ ា ីវ នាសិសសា ាំាច់ចមលង មារៀន ពីាតារខៀន? តើអនកគិតាាាារលអកនុងារបាើ បាាស់ពាល វាារបស់សិសាសដើមាបីឲាយពួកគាចមលងអវី ៗ ពី ាតារខៀនដារឬទា? ហាតុអវី? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C2-8

Chapter 2, Unit 5, Lesson B

Chapter 2, Unit 5, Lesson B

5b Study habits - Are you a good student? 1

Good students: Study habits: Are you a good student?

Look at the 2 pictures. Who is a good student? Who is naughty?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

6. Ask students if they are like Dara or Sophal! (this is supposed to be silly!

(5 mins): Warmer. ABC ball

2

T.2.5.4

1. Tell students to stand up 2. Tell students that they will play a game to test their spelling 3. Put class in two teams -left side of the room vs right side of the room. Have students move to their side of the room (left or right) as much as you can (with a smaller class, you can do this at the front on the room in front of the whiteboard). 4. Students who make a mistake must sit down. If a student drops the ball, they must sit down. If a student does a “bad throw” they must sit down. 5. Say a word and throw the ball to one of your students. (e.g Pen! ). 6. The student says the first letter of the word (e.g. P ) and throws the ball to a classmate on the other team 7. The student has to say the second letter (e.g. E ) , and throw the ball to the other team. 8. RULES Students who make a mistake must sit down. If a student drops the ball, they must sit down. If a student does a “bad throw” they must sit down.

Listen, read and check.

Dara . I’m 13 years old. I’m from Cambodia. Am I a good 1. Hi! My name is ______ student? Um… let’s see. I never do my homework. I always play games and watch TV instead. I sleep. Everyone sleeps, but I sleep a lot! I go to school… sometimes. I always go to sleep late so I never wake up early! I watch TV every day and I play games every night. I love TV. It’s my favourite. See you later! It’s time to sleep again! Sophal . Am I a good student? Yes, I am! School is my 2. How are you? My name is _______ favourite place and English is my favourite subject. I always work hard. I never play games. I hate games. Games are for children. I always do my homework and I always study. I never watch TV but I read books. I always study. I’m a good student. But some of my classmates are naughty. Dara is naughty!

3

Complete the table about Sophal and Dara’s study habits. Write Sophal or Dara.

do homework go to school work study play games watch TV

4

None of the time Dara

Some of the time

1

All of the time Sophal

1. Tell students to cover the text in their books. 2. Tell students to look at the picture. 3. Ask students if they can remember the boys’ names. 4. Ask students to guess: Who is a good student? Who is naughty?

Sophal Sophal Dara Dara

Sophal Sophal

2

How often?

never

Where do you think these words go?

always

Some of the time

0%

30%

100%

sometimes

always

never C2-9

(5 mins): Activity 2. Students read/listen for big idea (T.2.5.4) 1. Tell students they are going to read and listen and decide which is Dara and which is Sophal. 2. Ask instruction checking questions. 3. Students read and listen. 4. Students compare their guesses. 5. Ask for answers as a class. (Number 1 = Dara. Number 2 = Sophal)

sometimes

None of the time

(2 mins): Activity 1. Lead in and students guess

All of the time.

- 36 -

TAPESCRIPT 2.5.4

See Reading in Activity 2 3

(10 mins): Activity 3. Students read for the answers (T 2.5.4) 1. Tell students to look at the table. Say Who does homework none of the time? (Dara) Ask students how they know. 2. Have students point to the sentence in the text. 3. Tell students to draw the table quickly in their books and fill in the rest of the table. Give a limit of 5 minutes for this. 4. Ask instruction checking questions (e.g. Does it have to be a very neat table, or just a quick one?) 5. Have students complete. Go around helping them in English. 6. Students compare their answers. 7. Ask for answers as a class.

4

(2 mins): Activity 4. Grammar 1. Ask students to look at the picture and talk to their group. Tell them not to write. 2. Students compare their answers. 3. Ask for answers as a class. (none of the time=never; some of the time=sometimes; ALL OF THE Time=always)

Chapter 2, Unit 5, Lesson B

5

T.2.5.5

Listen to Sreymao and Bopha talking. Is Sreymao a good student?

5

(10 mins): Activity 5. Listening (model of the speaking activity) (T 2.5.5) 1. Ask students to look at the picture. Say ‘Where is Bopha?’ ‘Where is Sreymao?’ 2. Tell students they are going to listen and find out if Sreymao is a good student. 3. Ask instruction checking questions. 4. Tell students to listen and check. 5. Tell students to compare their answers with their partner/group. 6. Ask for the answer as a class.

How often do you do homework?

I always do my homework.

TAPESCRIPT 2.5.5

6

Bopha: Sreymao, are you a good student? Sreymao: ummm… Bopha: Can I ask you some questions? Sreymao: OK. Bopha: How often do you do homework? Sreymao: I always do homework. Bopha: How often do you study? Sreymao: Always! I always study every day! Bopha: How often do you watch TV? Sreymao: Ummm. Sometimes. I sometimes watch TV, but I do my homework first! Bopha: And how often do you play games? Sreymao: I never play games. Bopha: Guess what? Sreymao: What? Bopha: You’re a good student! Sreymao: Oh! He he he. Thank you!

Is your partner a good student? Which character is he/she? Ask and answer questions.

6

How often do you…?

7

never – 0 sometimes – 1 always – 2

never – 0 sometimes – 1 always – 2

never – 0 sometimes – 1 always – 2

never – 2 sometimes – 1 always – 0

never – 0 sometimes – 1 always – 2

never – 2 sometimes – 1 always – 0

(10 mins): Activity 6. Speaking 1. Tell students that they are going to interview each other, just like Bopha did with Sreymao. 2. Put students into partners. 3. Tell students to keep a score as their partners answer the questions. Point to the scores in the book. Tell students that they mustn’t check the back of the book until both students have answered all the questions. 4. Ask instruction checking questions. 5. Have students interview each other. 6. Have students add up each other’s scores. 7. Have students read each other the results at the back of the book. 8. Make sure any students who got You are lazy understand that the quiz is funny and it doesn’t really mean they are lazy.

(5 mins): Learner assessment and lesson wrap up 1. Ask students what their partners got in the quiz. 2. Ask students why. My partner is Dara! He is lazy because he never does his homework. etc. 3. Make sure students see this as funny and do not feel bad about the results!

Check the answer on page 230. - 37 -

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. It happens to everyone at least once in their careers! What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. It is best to have as little Khmer in the classroom as possible. If you do use Khmer, it is better not to use it to translate things that students can probably guess by themselves. This is particularly true of kids. When did you use Khmer today? Did you really need to use Khmer? 2. Students don’t need to understand every word. (If they do it means the class is too easy for them!) Did you spend too much time trying to make sure they understood everything? 3. How could you do this lesson better next time? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ាបាសើរាស់បាសិនបើនិយយាាខមារតិចតួចាម ដាលាចធវើានៅកនុងានាក់។ បាសិនបើអនក ាំាច់បាើ បាស ា ា ់ ាខមរា យកលអកប ំុ ប ើា ស ា ា ់ ាខមរា ដើមបា ប ី កបាា អវី ៗ ដាលសិសាសបាហាលាាច ាយអតថន័យោយ ខលួនពួកគាាន។ ារធវើដូចនាះ គឺាារពិតរបស់សិសាស។ តើថងានាះអនកាន បាើបាស់ាាខមារៅពាលា? តើ អនកពិតាាំាច់បាើបាស់ាាខមារដារឬទា? ២. សិសាសមិនាំាច់តាូវយល់អតថន័យគាប់ាកាយោះទា។ (បាសន ិ បើពក ួ គាយល់អតថនយ ័ គាបា ់ កាយោះ ានន័យា មារៀនគឺាាយសាួលពាកសមាាប់ពួកគា!) តើអនកាន ចំាយពាលចាើនពាក កនុងារ ពាាយមធវើឲាយបាាកដា សិសាសានយល់នូវអវីៗ គាប់យ៉ាង ដារឬទា? ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C2-10

Chapter 2, Unit 5, Lesson C

Chapter 2, Unit 5, Lesson C

5c Study habits - Is that right? 1

2

T.2.5.6

T.2.5.6

4

T.2.5.7

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (3 mins): Lead in/Warmer

Yes, that’s right. Yes, that’s right. Yes, that’s right. Yes, that’s right. Yes, that’s right. Yes, that’s right.

No, that’s not right. No, that’s not right. No, that’s not right. No, that’s not right. No, that’s not right. No, that’s not right.

1

(3 mins): Activity 1. Students guess 1. Tell students to look at the picture of Mom. Ask who she is. 2. Ask “Does she like her job?” 3. Ask instruction checking questions and give a 1 minute time limit. 4. Students write their guesses in their notebooks.

Miss Mom says one thing that is false! Look at the tapescript. Can you guess which one? Write your guess in your notebook. Listen and check.

(5 mins): Listen and Check (T.2.5.6) 1. Tell students that they are going to listen and check their guesses. 2. Tell students to compare answers with their pairs. 3. Check answers as a class.

True or false? Look at the table and the sentences. Are there any false sentences? Tick () the true sentences. Cross () the false sentences.

TAPESCRIPT 2.5.6

Ms. Mom’s busy job

30%

100%

100%

100%

70%

85%

70%

30%

30%

100%

100%

100%

0%

0%

70%

 





  

1. I always do homework. 2. I sometimes play games. 3. I sometimes work very hard.

Miss Mom: I work very hard. I’m a teacher! I go to school every day. I love my work, my school and my students. Ah my students… Sometimes they are naughty! Sometimes they stand up when they should sit down. Sometimes they don’t do their homework. They sometimes play football when they should do their homework. But, they always have pens and notebooks and they are all very smart. I love my school and I love my students and I love being a teacher. I like my job a lot!

0%

0%

1. I always do my homework. 2. I never watch TV. 3. I sometimes play games with my friends. 4. I always work very hard! C2-11

70%

1. I always do my homework. 2. I always study hard. 3. I never watch TV and play games.



2. Check that students know the difference between a tick () and a cross (). 3. Tell students to read the questions with their partners and see if they can remember/ guess the answers. Tell students to put a () for “Yes, that’s right” in their notebooks, and a () for “No, that’s not right”. 4. Tell students that they are going to listen and check and write the answers in their notebooks. 5. Ask instruction checking questions and give a 3 minute time limit. 6. Tell students to compare with their group/ partner. 7. Ask students the answers as a class. Encourage students to use “Yes, that’s right!” “No, that’s not right.” (They will use this in the speaking activity).

1. Write true and false on the board. 2. Ask students if they know what the words mean. (If they don’t know, give extra clues! Add truth/lie; right/wrong/ and  ) 3. Ask What do students lie about? 4. Tell students to talk to their partners/ groups with their books closed. 5. Ask instruction checking questions. 6. Compare ideas as a class.

Listen again. Put a tick () for “Yes, that’s right.“and a cross () for “No, that’s not right.“ next to the sentences.

a. She sometimes goes to school.  b. Her students are always naughty.  c. They never do homework.  d. They always play football.  e. They never have their pens and notebooks.  f. She loves her students. 

3

Good students: Study habits: Is that right?

Listen to Mom talk about her job. Does she like her job? Write your answer in your notebook. Yes, she does. or No, she doesn’t.





- 38 -

2

(10 mins): Activity 2. Students listen for the answers (T.2.5.6) 1. Tell students to write the letters a-f in their notebooks.

3

(5 mins): Activity 3. Students listen for the answers (T.2.5.7) 1. Tell students that Miss Mom played a trick and said one thing that is false! 2. Ask students to look at the tapescript. Can they guess the thing that is false? 3. Model the activity. Write: My name is Mom. Ask True or False? Students: True! 4. Ask instruction checking questions and give a 3 minute limit. 5. Tell students to compare their answers with their partners. 6. Ask students the answers as a class. 7. Ask students to listen and check. TAPESCRIPT 2.5.7

Miss Mom: Can you guess the false sentence? My students don’t always have their pens and notebooks! I ask them to have their pens and notebooks, but sometimes they forget! Especially Dara! Dara forgets his pen and notebook a lot!

Chapter 2, Unit 5, Lesson C

5

Write 3 sentences that are true () about you. Write 2 sentences that are false () about you.

I

6

never sometimes always

4

(2 mins): Activity 4. True or False? Tell students to look at the pictures of Dara, Bopha, and Sophal (not the sentences yet!). Ask them who they think says the most false things. Get some ideas from the students but do not say who is right and wrong. Tell students that they are going to check their guesses. Look at Dara’s list together I always do my homework. Ask students if this is true or false. Students: false! 6. Ask instruction checking questions and give a 5 minute limit. 7. Tell students to compare their answers. 8. Ask answers from the class.

1. 2. 3. 4. 5.

do my homework. play games. play football. watch TV. go to school. listen to my teacher. talk to my partner.

5

(10 mins): Activity 5. Writing. This stage also prepares students for the speaking 1. Write one thing that is true about you and one thing that is a lie about you. (e.g. I sometimes play games. I never watch TV. Ask students which one they think is true and which one they think is false. 2. Tell students they are going to write 3 sentences that are true about them and 2 sentences which are lies about them. 3. Give a 5 minute limit, and ask instruction checking questions (e.g. How many truths? How many lies?)

Tell your group your sentences. Can they guess which ones are true () and which ones are false () ?

6

(7 mins): Activity 6. Speaking 1. Tell students that you are going to find out who is a good liar in their group. 2. Put students in groups of four (If you don’t have much time, ask students to do this in their partners). 3. Tell students to take it in turns to read their sentences. 4. Ask instruction checking questions and give a time limit of 5 minutes. 5. The rest of the group guesses. 6. Ask class to vote on the trickiest person!

I never talk to my partner.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

No, that’s not right.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. It happens to everyone at least once in their careers! What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Instruction checking questions are great. They help you to talk in Khmer less! Did you use instruction checking questions, or did you rely on just translating instructions into Khmer? 2. How could you do this lesson better next time? 3. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

Congratulations!

You inished Unit 5! Tick () the things you can do. I can talk about my studies. I can say how often I do things.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

 

១. សំណួរបញជាក់ារយល់អំពីារណានំគឺសំាន់ាស់។ ាជួយអនកកនុងារនិយយាាខមារ តិចតួច! តើអនកានបាើបាស់សំណួរ បញជាក់ារយល់ដឹងអំពីារណានំ ឬក៏អនកគាាន់តាពឹងផអាកលើ ារបកបាាារណានំាំងោះាាាខមារ? ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

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C2-12

Unit 6 - Talking with teachers

Chapter 2, Unit 6, Lesson A

Good students: Talking with teachers: Can we have a party?

6a Talking with teachers - Can we have a party?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

What are they doing? Guess. Tell your partner.

1

2. Students close their books. 3. Ask instruction checking questions (e.g. Are you going to write any answers? No). 4. They listen and check if their guesses were right.

(7 mins): Warmer. Play ‘Active true or false’ 1. Tell students that they will hear sentence. Can they be the first to guess if they are true or false? RULES

2

TAPESCRIPT 2.6.1

. Students are not allowed to talk! . If they think the answer is true, students clap their hands. . If they think it is false, students stamp their feet. 2. Say a few sentences to students and see who does the action correctly! (e.g. There is a table in the classroom. Students: Clap Clap! There is a Kangaroo in the classroom! Students: stomp stomp!). 3. Have some students “be the teacher” and ask questions of the class.

Where is she from? Can you guess?

A visit from a friend Bopha: Yeah! Linda is coming! She’s from the UK. She is visiting me soon! Sophal: Wow! Lucky you! Let’s have a party at school! Bopha: Excellent idea, Sophal! Let’s ask Mr.Sovann. Bopha: Hi, Mr.Sovann. My friend is visiting me. Can we have a party at school, please? Mr.Sovann: I’m sorry, Bopha! You can’t have a party at school. Bopha: (sad voice): Oh…May I bring my friend to school? Mr.Sovann: Sure, you may! Sophal: Don’t worry, Bopha! I know where we can have a party! Avorng: Yes, yes, yes! You can have a party at my house!

Option 2: Change the actions! Students could stand in line, and move to either left / right, if they think the sentence is true/false 1

(3 mins): Activity 1. Lead in 1. Show students the photo in the book. 2. Ask: What are the people doing (they are having a party)? Use questions as necessary (e.g. What can you see? What is this? What are they doing? )

2

3

T.2.6.1

4

T.2.6.1

Bopha wants to have a party at school. Can she have a party at school? Guess. Tell your partner. Listen and check.

1. Linda wants to have a party. 3. Linda is from Cambodia. 4. Avorng wants to have a party at his house. 5. Bopha can bring Linda to school. C2-13

1. Show a picture of Linda, Bopha’s friend. 2. Tell students to guess where she is from. 3. Tell students to talk with their partners and share ideas. 4. Then show a picture of Linda and UK. If there is a map in the classroom, use the map to show where Linda is from.

Listen again. Put a tick () or a cross ().

2. Linda is visiting Sophal.

(3 mins): Activity 2. Students guess

___________ 

 ___________  ___________  ___________ 

3

___________

(5 mins): Activity 3. Students listen for the big idea (T.2.6.1) 1. Say: Bopha wants to have a party at school? Can she have a party at school? Guess. Tell your partner.

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4

(5 mins): Activity 4. Students listen for the answers (T.2.6.1) 1. Tell students to listen and put a tick or a cross next to the sentences / in their notebooks about what they can remember/ guess. 2. Ask instruction checking questions (e.g. What do you write if the sentence is correct? Tick ) Give a time limit of 4 minutes. 3. Students listen and check. 4. Ask and answer questions as a class.

Chapter 2, Unit 6, Lesson A T.2.6.2

Listen and repeat.

(5 mins): Students listen and repeat (T.2.6.2) TAPESCRIPT 2.6.2

Remember: Can we have a party at school? Yes, you can. No, you can’t. May I bring my friend with me? Yes, you may. No, you may not.

5

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) Can we have a party at school, please? May I bring my friend with me? Yes, you can. No, you can’t. Yes, you may. No, you may not.

Look at the pictures. Make a sentence. Can your partner guess which picture? 5

(7 mins): Activity 5. Guessing game 1. Tell students to work in pairs or in groups of 3. 2. Students take it in turns to make requests using the pictures as prompts. The other students have to guess which picture the speaker is talking about. 3. Ask instruction checking questions and give a time limit of 5 minutes

6

(4 mins): Activity 6. Speaking 1. Tell students to ask the teacher (you) things they want to do at school, using “May I…”, “Can I…” 2. Ask some students to speak on behalf of other students, using “ May we…?”, Can she…?” TIP: Start off this activity by nominating stronger and more confident students in the class.

6

Ask your teacher!

7

1. Put students into groups of 5/6. 2. Tell one student in each group they are Mr. Sovann. 3. Students in groups take it in turns to ask Mr. Sovann using ‘Can I, May I, Can he, May we’. 4. Tell students to make silly requests (e.g. Can we study in your office? Can we camp at school? Can my dog study with me?) 5. Ask instruction checking questions and give a time limit of 7 minutes

Ms. Mom, may I talk to Sophal, please?

7

(9 mins): Activity 7. Roleplay

Roleplay. Work in small groups. One of you is Mr.Sovann. Ask him questions.

(2 mins): Learner assessment and lesson wrap up

Mr. Sovann, can I go home early?

1. Ask some students what they asked “Mr Sovann”. 2. Listen to students answers. Can they use the language correctly? How is their pronunciation? Do they need more help with language for requests? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. We learn differently at different times of our life. Kids usually need to be tricked into learning. You tell them that we need to learn this English for a game, not so they can get a good job! Did you trick your students into learning today? 2. Were the students interested in the lesson? 3. Would the students have been interested in the lesson if it was in Khmer (if the answer is yes, well done!)? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. យើងរៀនាមបាបផាសាង ៗ គនាៅពាលផាសាង ៗ គនានាជីវិត របស់យើង។ ាធមមាសិសាសតាូវារធវើឲាយ ាក់ាញកនុង ាររៀន។ អនកបាប ា ព ់ ក ួ គាាយើងតាវូ ាររៀនាាអង់គស ាល សមាាប់ារកមាានតមួយ មិនដូចនាះទាពួកគា មិនាចទទួល ានារារលអឡើយ! តើថងានាះអនកានាក់ាញសិសាស របស់អនក កនុងារសិកាាដារឬទា? ២. តើសិសាសានាប់ារមមណ៍នឹងមារៀនដារឬទា? ៣. តើបាសិនបើារបងាៀនាាាខមារ សិសាសាប់ារមមណ៍ នឹងមារៀនដារឬទា (បាសន ិ បើចមលយ ើ គឺ ាទ/ាស ាបាសរើ ាស់!)? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

Assessing the success of the lesson. Not testing all the students!

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C2-14

Chapter 2, Unit 6, Lesson B

Chapter 2, Unit 6, Lesson B

6b Talking with teachers - Water Festival fun

Good students: Talking with teachers: Water Festival fun

What are they doing? What can you see? Guess. Tell your partner.

1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

1. fireworks (b) 2. celebration (c) 3. boat racing (a) (7 mins): Warmer. Game! Play ‘Active true or false’ 1. This is the same warmer as in lesson one. Play it the same way, but change the action to a noise. 2. Tell students that they will hear sentence. Can they be the first to guess if they are true or false? RULES . Students are not allowed to talk! . If they think the answer is true, students meow like a cat. . If they think it is false, students bark like a dog. 3. Say a few sentences and see who does the action correctly! (e.g. There is a table in the classroom. Students: Meow Meow! There is a Kangaroo in the classroom! Students: Woof! Woof!). 4. Have some students “be the teacher” and ask questions of the class. 5. Have students come and take it in turns to be the teacher.

a

b

2

T.2.6.3

3

Who is Bopha going out with? Read quickly and check.

c

Match the words with the pictures. Listen and repeat.

Bopha

Example sentences: 1. It’s half past three. 2. His name is ___________. 3. My name is ___________. 4. Today’s lesson is maths.

: Hi mum! Today’s the Water Festival! We are having a big celebration. May I go out with my friends, Dara and Sophal? 1

Bopha’s mum : No, stay at home. Bopha

1. 2. 3. 4.

: But mum, I want to make my own paper boat! Can I make my own paper boat?

Bopha’s mum : Yes, you can. You can make me one, too! Bopha

: Ohhhh….so……Mum, can I go and see the boat racing please?

2

Bopha’s mum : No, you can’t. Stay at home and watch TV. Dara

Show some water festival photos from activity 1. Ask What can you see? What are they doing? Students guess which festival it is in pairs. Ask some students to tell the class what their guesses are.

(5 mins): Activity 2. New words (T.2.6.3) 1. Students match the words with the photos. 2. Students listen and repeat.

: Hello auntie! Here’s your ice cream!

Sophal & Dara : Auntie, may we go and see the boat racing and the

TAPECRIPT 2.6.3

fireworks please? It’s water festival!

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)

Bopha’s mum : Only if you take Avorng with you! Avorng

(5 mins): Activity 1. Lead in

boat racing / fireworks / celebration

: Yes! Come on! Let’s go! 3

(3 mins): Activity 3. Students read for the big idea 1. Students read quickly to answer this question. Who is Bopha going out with? (Dara, Sophal and Avorng) 2. Ask instruction checking questions (e.g. Do I want you to read slowly or fast? fast ). Give a time limit of 2 minutes. 3. Students compare with their partner/group. 4. Ask and answer as a class.

C2-15

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Chapter 2, Unit 6, Lesson B

4

Now read again. Who said these? Write in your notebooks. 1. Come on. Let’s go!

Avorng _____________

2. Can I go and see the fireworks please? 4. Stay at home.

________________ Sophal and Dara ____________ Bopha ______________ Bophal’s mum

5. Take Avorng with you.

______________ Bophal’s mum

3. May I go out with my friends?

5

4

1. Tell students to name the characters that said the sentences. 2. Students write their answers in their notebooks. 3. Ask instruction checking questions (e.g. Where do you write your answers? Notebooks ). Give a time limit of 3 minutes. 4. Students compare with their partner/group. 5. Ask and answer as a class. 5

Mum, can we _________________________? _______________________________________? _______________________________________? _______________________________________?

(10 mins): Activity 5. Writing 1. Tell students to pretend that they are going to go to water festival! Tell students to talk to their partner/ group about what they want to see at Water Festival. 2. Tell students that they are going to make a list of sentences for their mums. Tell students to add their own ideas to the list! 3. Ask instruction checking questions and give a time limit of 8 minutes.

What do you want to see at the Water Festival? Make a list. Then write sentences for your mum. Write in your notebooks. Mum, may I ___________________________?

(5 mins): Activity 4. Students read for the answers

go to the pagoda 6

see the fireworks

(5 mins): Activity 6. Roleplay 1. Students practise asking requests with their partners. 2. Students use their ideas from activity 5.

eat ‘Ambok’ go out with friends

7

see the boat racing

(10 mins): Activity 7. Guessing game 1. 2. 3. 4.

watch the moon

_______________________________________? _______________________________________?

Put students into groups of 4/5 students. Students take turns to make sentences using the pictures as prompts. Other students in the group guess which picture the speaker is talking about. Ask instruction checking questions and give a time limit of 8 minutes.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

6

Now practise with your partner. Ask and answer questions.

7

Play a guessing game!

1. Ask students to talk about their group work. Ask for some sentences they used playing the game. 2. Are students confident about using the language? How is their pronunciation?

!

Game

1

After the lesson: Thinking about the lesson (Reflection)

2

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

3

Think about the answers to these questions. You don’t have to tell anyone the answers!

4

5

1. If you ask students if they understand, students will always just say “yes!” A better idea is to ask questions like “ Do I want you to read or speak” “ Will you work alone, or with your partner”. Did you just ask yes/no instruction checking questions or did students need to think about the answers? 2. Your own question(s). ____________________________________________________?

6

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

Can I have ice cream in class?

Is it picture 3?

១. បាសិនបើអនកសួរសិសាសាតើពួកគាយល់ដារឬទា សិសាសតាងតាឆលើយា “យល់!” ោបល់ដ៏បាសើរមួយ គឺតាូវសួរសំណួរដូចា “តើខញុំចង់ឲាយអនកាន ឬនិយយ” “តើអនកនឹងធវើារតាឯង ឬក៏ាមួយដាគូរបស់ អនក” តើអនកគាាន់តាសួរសំណួរដាលតមាូវឲាយសិសាស ឆលើយាទ/ាស/ទា ដើមាបីតាួតពិនិតារយល់ដឹង ឬក៏សួរសំណួរតមាូវឲាយសិសាសគិតអំពីចមលើយ? ២. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

No, it isn’t!

- 43 -

C2-16

Chapter 2, Unit 6, Lesson C

Chapter 2, Unit 6, Lesson C

6c Talking with teachers - Can I do everything? 1

T.2.6.4

Good students: Talking with teachers: Can I do everything?

Listen and tick () or cross ().



This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)





(7 mins): Warmer. Play ‘I hear with my little ear’ 1. Put students into groups of 4/5. Ask students what their team name is. Write the team names on the board. 2. (optional) Teach the phrase ‘I hear with my little ear’. (Note: Some students might find this too childish. If this is the case, the teacher can opt not to pre-teach it. 3. The teacher says ‘I hear with my little ear’ something beginning with / s / (sound). 4. In groups students think of a word that begins with /s/. 5. The first group to yell out something beginning with s gets a point for their team! 6. Continue with a different letter / sound. 7. At the end of time, count the points. Tell students to clap for the winners! Now everyone clap for everyone for having a good try anyway!



 2

1

1. Ask students what they think the characters are asking. 2. Let them guess and talk to their partners. Give a time limit of 1 minute. 3. Students listen and tick.

Can you remember? Write in your notebooks. Can I_________?

TAPESCRIPT 2.6.4

Can we_________?

1. 2. 3. 4. 5.

Yes, you can. No, you can’t. May I_________?

2

May we_________? No, you may not. 3

C2-17

- 44 -

Tell students to write what the characters said using the picture prompts. Tell students to write the responses for the requests. Ask instruction checking questions (e.g. Are you going to write about your friend? No) Give a time limit of 8 minutes.

(15 mins): Activity 3. Writing and speaking 1. 2. 3. 4. 5.

Now make a list of what you want to ask your friend. Use the pictures. Add your own ideas. Write in your notebooks. Then ask your friend.

Mum, may I watch TV, please? Yes, you may. Mum, can I hang out with my friends? Yes, you can. Mum, can we have dinner now? No, we can’t. Mum, may we use the computer? No, you may not! Mum, can we go swim in the river? Yes, you can.

(10 mins): Activity 2. Writing 1. 2. 3. 4.

Yes, you may.

3

(3 mins): Activity 1. Lead in (T.2.6.4)

Tell students to work in pairs. First, let each student write any more ideas they have in their notebooks. Ask instruction checking questions and give a time limit of 7 minutes. Tell students to ask and answer questions using the pictures as prompts and their own ideas. Ask instruction checking questions and give a time limit of 5 minutes.

Chapter 2, Unit 6, Lesson C

4

Look at the pictures. What do you want to do? Ask and answer questions with your partner.

4

(10 mins): Activity 4. Speaking 1. 2. 3. 4. 5.

Point to activity 4. Show students the 2 photos. Tell students to work with a different partner from the one in activity 3. In pairs, students ask and answer questions. Students put a tick on what they can / may do, based on their classmate’s response.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. How much of the lesson was in English? How much was it in Khmer? 2. How could you have students use English more and Khmer less? 3. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. អនកសិកាាពាញវ័យ ាញឹកាប់ាចតាូវានលើកទឹកចិតតកនុងារសិកាាោយារតាាជីព ឬារ ធវើដំណើររបស់ពួកគា។ តើអវី ដាលលើកទឹកចិតតអនកសិកាាវ័យកមាង? ២. តើដើមាបីឲាយសិសាសរបស់អនក ចង់ សិកាាាាអង់គលាស អនកាចធវើយ៉ាងដូចមតាច? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

Congratulations!

You inished Unit 6! Tick () the things you can do. I can use ‘May I, May we’ when asking questions. I can use ‘Can I, Can we’ when asking questions.

  - 45 -

C2-18

Chapter A school day

3

Chapter 3, Unit 7, Lesson A

A school day: Getting ready for school: The things we do for school This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (10 mins): Warmer. Play a game: Line Up!

Unit 7 - Getting ready for school

1. Write ordinal numbers first- tenth on small pieces of paper before class. 2. Put students into groups of 10. 3. Tell students they are going to play a game. Students put themselves in a line from first to tenth. Tell students that they should not read each other’s pieces of paper. They should SAY what is written there. (Do not show the paper!) 4. Ask instruction checking questions. 5. Call each group in front of the class near the whiteboard. 6. Hand each student a piece of paper. 7. Time each group. (Other students could be asked to be the timers!) 8. The team that gets in line in the correct order the fastest is the winner!

7a Getting ready for school - The things we do for school 1

T.3.7.1

What are the people doing? Look and match. Write in your notebooks. a

b

c

1. have a shower (e) 2. get ready (a) 3. get dressed (b) 4. comb my hair (c)

d

e

5. brush my teeth (f)

f

6. have breakfast (d) 1

2

T.3.7.2

2

1. Tell students they are going to listen to Bopha and Dara and decide which of the two characters they are most like (similar to). 2. Ask instruction checking questions. 3. Students talk to their group/partner and say why they chose Bopha or Dara. 4. Come together as a class. Take a vote! (Put your hand up if you’re like Dara!) TAPESCRIPT 3.7.2

Are you the same or different? Hi! I’m Bopha! I wake up early in the morning. I get up at 5.30. I help my mum cook food. Then I have a shower and brush my teeth. After that, I get ready for school. I comb my hair. I get dressed and put on my school uniform. I get to school by 6.30. Then I hang out with my friends for half an hour. After that, it’s school time! Am I a good student? Yes, of course!

(8 mins): Activity 1. New words (T.3.7.1) 1. Tell students to match pictures with words with their group/partner. 2. Ask instruction checking questions and give a 3 minute time limit. 3. Students compare with their group/partner. 4. Students listen, check their answers and repeat.

Listen to Bopha and Dara. Who are you like? Talk to your partner.

Hi! I’m Dara! I usually wake up late in the morning! I get up at 7.00. Then I have a shower and brush my teeth. I sometimes have breakfast. I get ready for school and put on my school uniform. I never comb my hair. Then I run to school. I get to school at 8.00. Uh..oh…I’m late again! Am I a good student? Hmmm…. Yes, of course.

TAPESCRIPT 3.7.1

If you do not have the recording, say each word (or phrase) 2 times.e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)

3

T.3.7.2

Listen again and tick ().

Get ready / Get dressed / Comb my hair /Have breakfast /Have a shower / Brush my teeth/

Bopha 1. I get up early.

 

5. I hang out with my friends.



6. I help my mum.



7. I brush my teeth.



C3-1

1. Tell students to work with their groups or in pairs. Tell students to talk about what they do every day. 2. Ask: Which picture do you do every day? Which picture do you do sometimes? What do you do every day that is not in the pictures? 3. Ask instruction checking questions and give a 3 minute time limit.



4. I run to school.

3

(5 mins): Activity 3. Students listen for the answers (T.3.7.2) 1. Students listen again and tick. Bopha

(5 mins): Activity 1. Lead in



2. I get up late. 3. I comb my hair.

Dara

(3 mins): Activity 2. Students listen for the big idea (T.3.7.2)



- 46 -

I get up early.

 

I get up late. I comb my hair.

 

I run to school. I play with my friends. I help my mom. I brush my teeth.

Dara

  



Chapter 3, Unit 7, Lesson A T.3.7.3

Listen and repeat.

(5 mins): Activity 3. Students listen and repeat (T.3.7.3) TAPESCRIPT 3.7.3

Remember: I wake up at 5.30. Then, I have breakfast. After that, I put on my school uniform.

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) I wake up at 5.30. Then I have breakfast. After that, I put on my school uniform. 4

4

(7 mins): Activity 4. Speaking 1. Put students into small groups. 2. Tell students to talk about what they do every day in their small groups. 3. Ask instruction checking questions and give students a 5 minute time limit.

Work in your small groups. What do you do every day? Tell your partner.

5

I go to school at 6.30.

(7 mins): Activity 5. Speaking 1. In groups, students guess what Avorng does every day. 2. Ask instruction checking questions and give students a 5 minute time limit.

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask some students to tell the class their guesses. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. How much time did you spend setting up the activities? 2. Could you set up activities faster? How? 3. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

5

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

This is Avorng. What does he do every day? Tell your group. Then tell your teacher.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. តើដើមាបីរៀបចំសកមមាពាំងអស់កនុងមារៀននាះ អនកានចំាយពាលប៉ុនមាន? ២. តើអនកាចរៀបចំសកមមាពាំាងោះានលឿនាងនាះដារឬទា? ហើយរៀបចំយ៉ាងដូចមតាច? ៣. សំណរួ ផទាល់ខលួនរបស់អនកៈ______________________________________?

In the morning, I _____________.

- 47 -

C3-2

Chapter 3, Unit 7, Lesson B

Chapter 3, Unit 7, Lesson B

7b Getting ready for school – A cold cool school 1

A school day: Getting ready for school: A cold cool school

Guess. What country is this? (7 mins): Warmer. Game! Which time? 1. Put students into groups of 4/5. 2. Say: pencil, pencil, pencil, pencil, pen, pencil 3. Ask: Which is different? Is the first different? Is the second different? Is the fourth different? 4. Tell students listen and say which time was different. Encourage them to use ordinal numbers (e.g. The 5th word. It’s walk, not homework).

2

Examples: 1, 2, 3, pen, 5, 6, 7, 8, 9, 10. pencil, pencil, pencil, pencil, pen, pencil bathroom, classroom, bathroom, bathroom, bathroom, bathroom first, second, third, fourth, 5, sixth, seventh half past 2, half past 10, half past 10, half past 10, half past 10

What do you do every day? Read quickly. Do you do the same things as Bonny? Do you do anything different? Read quickly and tell your partner.

1

1. Show photos of Canada. Let students guess what country they will learn about today. 2. Give students hints as needed (e.g. This country starts with letter C. It’s usually cold). Students: Canada! (If students have never heard of Canada, it’s no problem. Show them where it is on the map and let students guess!) 3. Tell students to talk about what they know about this country. (If students have never heard of Canada, they can think of things they want to find out).

Hi! My name is Bonny! I am from Canada. In the morning, I usually get up at 7.30. Then I have breakfast. I usually have cheese and bread for breakfast. Then I walk to school with my sister. School starts at 8.30. We study English, maths, geography, arts and so much more. We have lunch together at school at 11.00. At 2.15, school is finished. I do my homework and then I walk the dog. We have dinner at 4.00. After that, I hang out with my friends. We play games on the computer and watch TV. After that, I read a little before I go to sleep. I go to bed at 9.30. Good night!

2

C3-3

I get up and have breakfast.

07.30

Second

(1)

----------

Third

We start school.

08.30

Fourth

(2)

11.00

Fifth

We finish school.

(3) 2.15

Sixth

I do my homework.

------------

Seventh

(4)

------------

Eighth

I have dinner.

4.00

Ninth

I hang out with my friends.

-----------

Tenth

I go to bed.

(5) 9.30

I have breakfast

We have lunch

I walk the dog

- 48 -

Ask students what they do every day? Tell students to read the text quickly to find out. Ask: Do you do the same things as Bonny? Do you do anything different? Ask instruction checking questions and give a time limit of 3 minutes. Students compare their answers with their group/partner Come back together as a class and get some ideas from the students.

(7 mins): Activity 3. Students read for the answers 1. 2. 3. 4.

Read again. Complete the table. First

(7 mins): Activity 2. Students read for the big idea 1. 2. 3. 4. 5. 6.

3

3

(5 mins): Activity 1. Lead in

Tell students to read again and complete the table in their notebooks. Ask instruction checking questions and give a time limit of 5 minutes. Students compare their answers with their group/partner. Ask and answer questions as a class

Chapter 3, Unit 7, Lesson B

4

What do you do every day? Are you the same as Bonny? Complete the table. Write sentences. I get up and have breakfast.

7.30

I walk to school.

----------

We start school.

8.30

I have lunch.

11.00

We finish school.

2.15

I do my homework.

------------

I walk the dog.

------------

I have dinner.

4.00

I hang out with my friends.

-----------

I go to bed.

9.30

4

(14 mins): Activity 4. Writing 1. Tell students they are going to compare their daily routines with Bonny’s. 2. Tell students to complete their own timetables. 3. Ask instruction checking questions and give a time limit of 10 minutes.

5

(10 mins): Activity 5. Game! Guessing game 1. 2. 3. 4. 5.

Put students into groups of 5/6. Students play a guessing game in pairs or groups. Tell students to take turns to say the times they’ve written in their notebooks. Other students guess she/he does at that time. Students get 1 point for each correct guess. Ask instruction checking questions and give a time limit of 5 minutes.

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask some students to tell the class about their time tables. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

Draw yourself.

1. 2. 3. 4.

This is me!

How much do you use the board? How do you use it? Using the board takes time. Do you think you take too much time using the board? Is there any Khmer on your board? Why? Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. ២. ៣. ៤.

5

តើអនកបាើបាស់ាតារខៀនកនុងារបងាៀនចាើនយ៉ាងាដារ? តើអនកបាើបាស់ាយ៉ាងដូចមតាច? ារបាើបាស់ាតារខៀនចំាយពាលចាើន។ តើអនកគិតាអនកចំាយពាលចាើនពាក កនុងារបាើបាស់ ាតារខៀនដារឬទា? តើៅលើាតារខៀនរបស់អនក ានាាខមារខលះដារឬទា? ហាតុអវី? សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

Play a guessing game! Work with your partner. Say the times. Your partner will guess what you do. e! Gam

It’s 7.30. You get up at 7.30. No, you’re wrong!

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C3-4

Chapter 3, Unit 7, Lesson C

Chapter 3, Unit 7, Lesson C

7c Getting ready for school – Great days 1

A school day: Getting ready for school: Great days

Can you remember the ordinal numbers? Order and write them in full form in your notebooks.

1st 2nd 7th

8th

10th

th

6th

3rd

5th

9

4th

(7 mins): Warmer. Game! Charades 1. Put students into 2 teams. You may let each team choose their team names too. 2. Choose a strong student from each team to be the ‘actors’. 3. The actors take it in turns to mime words/phrases the teacher tells them (e.g. sit down, school, notebook, sun etc…) 4. Their team must guess the word. 5. Ask instruction checking questions and give a time limit of 5 minutes. 6. If the team doesn’t guess the word / phrase within the set time, the other teams can steal and guess the word. 7. Tell everyone they are great actors! 1

1. Tell students to order the ordinal numbers in exercise one. Then they write the full forms in their notebooks. 2. Ask instruction checking questions, and give a time limit of 5 minutes. 3. Check answers as a class.

1 st - first, 2 nd - second, 3 rd - third, 4 th - fourth, 5 th - fifth, 6 th - sixth, 7 th - seventh, 8 th - eighth, 9 th - ninth, 10 th - tenth

2

T.3.7.4

(7 mins): Activity 1. Review

(5 mins): Buzz! Stirrer

What does Bopha do on Sunday? Listen and order the pictures. Use 1st, 2nd, 3rd,…

1. This is a counting game. Students need to count up the numbers quickly. 2. In groups, students take turns counting up one number at a time, but for any multiple of 4, they say ‘buzz’ (e.g. 1, 2, three, buzz…..). (Change to multiples of 3, 5). 3. Rules. If you say the number when you should say buzz, you’re out. If you take too long to say a number, you’re out. If you take too long to say a number, you’re out. 4. Ask instruction checking questions, and give a time limit of 3 minutes. 2

(5 mins): Activity 2. Students listen for the answers (T. 3.7.4) 1. Tell students to listen to Bopha and order the pictures using ordinal numbers.

4th

5th

3 th

TAPESCRIPT 3.7.4

Bopha’s Day Hi, I’m Bopha! On Sunday, I get up at 9.00. Then I have breakfast with mum and dad. After that, mum and I go shopping. We go to the shop together and buy everything we need. We buy food and some clothes. Then I swim in the river with my friends. We usually have lunch there! We go home at 3.00. I watch TV and then help my mum cook dinner. And now, it’s dinner time! Yum! Yum! Yum!

1st

C3-5

6 th

2 th

7th

- 50 -

Chapter 3, Unit 7, Lesson C

3

Write about Avorng’s day. Use the pictures to help you.

Hi! I’m Avorng! Every day, I get up at_________. Then I ________________ _______________

3

(10 mins): Activity 3. Writing 1. 2. 3. 4.

4

Tell students to write about Avorng. Ask instruction checking questions and give a time limit of 7 minutes. Students compare their writing with their partners. Have some students read their work out for the class.

(7 mins): Activity 4. Play Sok says! 1. Tell the students to stand up and look at the teacher (you!). 2. Say that you will tell them to do things but they should only do it if you say Sok Says. 3. There are rules. If a student is too slow they are out. If students do something, but you didn’t say Sok Says, they are out! 4. If they don’t do something, but you did say Sok Says they are out! 5. Play the game. You can play till you find the winner if your class is fast, if they are slow, you may need to stop this activity after a few minutes.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

4

Play Sok says!

! Game

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. 2. 3. 4. 5.

How much of the lesson was in English? How much was in Khmer? Were ALL your students engaged? Did all your students participate well? How can you make students participate more? Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. ២. ៣. ៤. ៥.

Congratulations!

You inished Unit 7. Tick () the things you can do.

តើមារៀននាះបាើបាស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ? តើសិសាស ាំងអស់ របស់អនកានចូលរួមដារឬទា? តើសិសាស ាំងអស់ របស់អនកចូលរួមានលអដារឬទា? តើអនកាចធវើឲាយសិសាសចូលរួមានចាើនាងមារៀននាះយ៉ាងដូចមតាច? សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

  I can say some ordinal numbers.  I can listen to people talking about what they do every day.  I can say what I do every day. I can tell the time.

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C3-6

Unit 8 - Going to school

Chapter 3, Unit 8, Lesson A

A school day: Going to school: Do you know what he does?

8a Going to school - Do you know what he does? 1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Look at the picture. Can you remember who the people are? Why is Sophal talking to Linda?

1

T.3.8.1

Read the sentences. What does Sophal say? Is it Sophal, Dara or Linda? Talk to your partner.

1. He is a good student. S 2. He always has two pens. S 3. He borrows pens. D 4. He listens to the teacher. S 5. He always showers. S 6. He sleeps all the time. D

3

T.3.8.1

4

T.3.8.2

5

T.3.8.3

7. He watches TV. D 8. He goes to football. D 9. He listens to music. D 10. He goes on facebook. D 11. She goes on facebook. L

es / s

s

He, she, it

es / s

s

do, does, doesn’t, don’t

es / s

s

Linda: He goes on facebook? I go on facebook! We can be facebook friends! Sophal: *SIGHS* 3

There are 3 ways to say an end s in English. Listen. /s/

sleeps talks gets

C3-7

TAPESCRIPT 3.8.1

/z/ pens listens goes borrows showers

TAPESCRIPT 3.8.2

I’m cool!

Read and listen to the sentences. What happens to the word brush in each one? A B Choose the rule A or B? I, you, they, we

(5 mins): Activity 2. Students listen for big idea (T.3.8.1)

Sophal: I am a good student but Dara is naughty and lazy. I’m cool, but Dara is not. I always have 2 pens but Dara never has a pen. He always borrows my pen. He’s naughty. I listen to the teacher, but he doesn’t listen. He talks to his friends! I get up early, but he gets up late. And he’s dirty. He never showers and he never brushes his teeth. I always shower and brush my teeth. I don’t play games and I don’t listen to music. I always do my homework and study. But you know what he does? He watches TV, he plays games, he sleeps all the time, he goes to football, he listens to K-pop music, he goes on facebook…

/iz/ watches brushes

- 52 -

(5 mins): Activity 3. Students listen for the answers (T.3.8.1) 1. Tell students to work with a partner. 2. Tell students to try and remember/guess what Sophal said. Make sure that they understand it is about what Sophal said (which might be different to what they think). Give a 3 minute limit. 3. Tell students to write 1-11 in their notebooks and write S for Sophal, D for Dara and L for Linda. 4. Ask instruction checking questions. 5. Students listen. 6. Students compare. 7. Ask for some answers as a class.

(3 mins): Activity 4. Grammar pronunciation presentation (T.3.8.2) 1. Tell students to look at the grammar box. 2. Tell students that they are going to read, listen and guess what happens to the word brush in the words. 3. Ask students to complete the grammar rules by looking at the example sentences DO NOT EXPLAIN THE RULES TO THEM. Try and get students to work them out for themselves. 4. Students compare 5. Ask for the answers as a class. Encourage guessing! He, she, it = add an S. With regular verbs we add es when the last consonant sound is /ʧ/ʤ/s/z/ʃ/ʒ/. Unless you know your students are very good with the phonemic chart, do not explain this to them. They will get bored and they won’t understand anyway! It is hoped they will pick this up from the next section.

1. Students listen and check. 2. Students compare. 3. Ask for some answers as a class. (Possible answers: Sophal is flirting with Linda. Sophal wants Linda to think he is good/ cool. Sophal wants Linda to think that he is better than Dara).

Write 1-11 in your notebook. Listen and check. Write S for Sophal, D for Dara or L for Linda.

I brush my teeth. He brushes his teeth. He doesn’t brush his teeth. Does he brush his teeth? Do you brush your teeth?

4

1. Ask students to look at the picture. Ask what they can remember about Sophal and Linda. Tell students to talk to their partners for a minute. 2. Ask for some answers as a class. 3. Ask students why they think Sophal is talking to Linda. Tell students to talk to their partners for a minute 4. Ask for some answers as a class. 2

2

(3 mins): Activity 1. Lead in/Students guess

I brush my teeth. He brushes his teeth. He doesn’t brush his teeth. Does he brush his teeth? Do you brush your teeth? 5

(5 mins): Activity 5. Grammar Pronunciation presentation (T.3.8.3) 1. Tell students that there are 3 different ways to say the ending s noise in English. 2. Tell students to listen. 3. Tell students to listen and repeat. TAPESCRIPT 3.8.3 /s/ - sleeps / talks / gets / /z/ - pens / listens / goes / borrows / showers /iz/ - watches / brushes

(7 mins): Game! Pronunciation controlled practice (T.3.8.4) 1. Tell students that you are going to play a game to find out who the best listeners are. 2. Tell students to close their books. Write S, Z, IZ on the board. Drill the sounds. 3. Tell students to wave their hands in the air if they hear a /S/ word, touch their nose if they hear an /IZ/ word, and shake theirpartners hand if they hear a /Z/ word. 4. Check instructions by saying the sounds and pointing to them on the board.

6

Chapter 3, Unit 8, Lesson A

Look at the list. What things do you do? Write a-l in your notebook and tick () and cross (). Do not write the sentences. b

a

g

sleeps / showers / brushes / pens / notebooks / gets / watches / goes / borrows / cleans / eggs / classmates / kangaroos / libraries / bathrooms / footballs /

d

c

f

e

TAPESCRIPT 3.8.4

5. Play the game again. This time play “sudden death” 6. RULES press play. When students hear the word, pause the tape. The last student to do the action correctly has to sit down.

h 6

k

j

i

(5 mins): Activity 6, Speaking – preparing to speak 1. Tell students to write a-k in their notebooks. 2. Tell students to look at the pictures in their textbooks and tick  the things they do and cross  the things they don’t do. 3. Ask instruction checking questions. Give a time limit of 3 minutes.

l

7

7

8

Tell your friend about you.

(5 mins): Activity 7, Speaking – freer practice 1. Tell students to tell their partner about them using the pictures. 2. Ask instruction checking questions.

8

I do my homework. I sometimes play games…

(10 mins): Activity 8, Speaking – freer practice 1. Tell students to draw 2 columns down the side of the page next to the letters. 2. Tell students that they will have 5 minutes to find one person that does and one person that doesn’t for each of the activities. They do not have to write sentences, just names. Draw this picture on the board to show students what to do.

Find one classmate who does these things and one that doesn’t. Write the name. Do you...? No, I don’t.

Yes, I do. a b c

Dara Andy

3. Ask instruction checking questions. Give a time limit of 5 minutes! It’s a race! 4. Clap your hands and ask students to sit down. Students then talk to their partners using and + but. (2 mins) Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

9

1. Ask individual students about what they found during the race. 2. Listen for /S/, /Z/ and /IZ/ and congratulate students who do this correctly. 3. Tell students that they have done a great job. Thank students who worked well in groups and helped their friends.

Tell a new friend.

Homework: (OPTIONAL). Tell students that they are expected to have the homework completed by next lesson. Homework. Write 5 sentences. Use and + but I brush my teeth and Sophal brushes his teeth. I don’t get up early but Sophal gets up early. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Kids need 2 things to learn English and stay on task. They need to get excited, and then they need to calm down. Was there a good balance between calm and excitement? 2. Did students get over excited and then get off task? 3. Did students have too many activities where they were expected to be quiet and calm? Did they get bored and come off task? 4. How could you do this lesson better next time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សិសាសតាូវារកាតា ២យ៉ាង ដើមាបីរៀនាាអង់គលាស និង ផតាតារយកចិតតទុកាក់លើារកិចច។ ពួកគា តាូវារាព រំភប ើ រីកាយ ហើយពួកគាកត ៏ វូា ារតាឡប់មកសាពសងៀម ាងាត់ធមមាវិញ។ តើានតុលាយ-ាពរាងាពរំភើបរីកាយ និងាពសងៀមាងាត់ធមមាដារឬទា? ២. តើសស ិ សា រំភប ើ រីកាយជាល ុ ហើយានោះបង់ោលារកិចច ដារឬទា? ៣. តើសិសាសានសកមមាពចាើនពាក ពាលដាលពួកគាតាូវ ានរំពឹងាៅសងៀមាងាត់ដារឬទា? តើពួកគា ធុញទាាន់ ហើយឈប់ធវើកិចចារដារឬទា? ៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

Dara brushes his teeth.

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C3-8

Chapter 3, Unit 8, Lesson B

Chapter 3, Unit 8, Lesson B

8b Going to school - Liar Liar 1

A school day: Going to school: Liar liar

Look at the picture. What does Dara do in the morning?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

1

2

T.3.8.5

1. 2. 3. 4. 5. 6.

Was your guess right? Is Dara a liar? Read, listen and check. Dara is a liar. The cartoon is real.

2

I am not a naughty student! I’m a good student. I always get up early. Then I brush my teeth. After that, I study for an hour. I get dressed, say goodbye to my mother and I walk to school. I don’t ride my bicycle because I live close to school. I can walk there in 5 minutes, so it is not really far! I am always early. I always have my homework and I always have a pen. Yes. I am a very good student.

3

4

Do you lie?

C3-9

See reading in activity 2 3

No, I don’t.

4

Do I lie? Do you lie? Do we lie? Do they lie? Does he lie? Does she lie? Does it lie? Yes, I do. No, I don’t.

I don’t lie. You don’t lie. We don’t lie. They don’t lie. He doesn’t lie. She doesn’t lie. It doesn’t lie. don’t =do not doesn’t = does not

(10 mins): Activity 3. Students read for the answers 1. Write Does he get up early? on the board. 2. Tell students that they are going to answer questions about what Dara says and NOT the cartoon. 3. Ask Does Dara say he gets up early? Students answer Yes. Have students point to the part of the text where they found the answer. 4. Give students a 5 minute limit. Ask instruction checking questions. 5. Students complete. 6. Students compare with their group/ partner. 7. Check answers as a class.

Do you lie? Tell your partner. -

(5 mins): Activity 2. Students read/listen for the big idea (T.3.8.5)

TAPESCRIPT 3.8.5

6. Does he ride his motorbike? No, he doesn’t. 7. Does he always have a pen? Yes, he does. 8. Does he always have his homework? (Students own ideas). No, he doesn’t. 9. Is he a good student? No, he isn’t.

?

Ask students how they get to school. Tell students to open their book, but to cover the text. Tell students to look at the cartoon. Ask How does Dara get to school? Tell students to work with their partner and describe but not read the text. Ask instruction checking questions. Give a time limit of 3 minutes. Come back together as a class. Get 2 or 3 ideas from students.

1. Tell students that they are going to read and listen. They are reading to see if what Dara says and what is in the cartoon is the same or different. Is Dara a liar? 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students compare their answer with their group/partner. 6. Check the answer as a class.

What did Dara say? Answer these questions in your notebook. Use Yes, he does. and No, he doesn’t. 1. Does he get up early? Yes, he does. 2. Does he always brush his teeth in the morning? Yes, he does. 3. Does he say goodbye to his mother? Yes, he does. 4. Does he walk to school? No, he doesn’t. 5. Does he ride his bicycle? No, he doesn’t.

(5 mins): Activity 1. Lead in

(2 mins): Activity 4. Post task 1. Ask students if they lie? What about? 2. Students discuss with their partner. 3. Ask for some answers as a class. (This is supposed to be funny and silly!)

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Chapter 3, Unit 8, Lesson B

5

Are these truths () or lies ()? 1. Use do with I, you, we, they.  2. Use do with he, she and it.  3. Use does with I, you, we, they.  4. Use does with he, she and it.  5. Use s after does  6. No s after does 

6

5

(10 mins): Activity 5. Grammar 1. Write Use do with I you we they. 2. Point to the example box. Ask Truth or Lie? Students: Truth 3. Draw a tick next to Use do with I you we they  . 4. Tell students to write numbers 1-12 in their notes books and  for truths and  for lies. 5. Ask instruction checking questions and give a time limit of 5 minutes. 6. Students compare. 7. Ask and answer questions as a class.

7. Use don’t with I, you, we, they.  8. Use don’t with he, she and it.  9. Use doesn’t with I, you, we, they.  10. Use doesn’t with he, she and it.  11. Use s after doesn’t.  12. No s after doesn’t. 

What about your friend? 6

(10 mins): Activity 6 and 7. Writing 1. Put students into groups of 4. Ask them to decide on one student to be the writer. 2. Tell students to look at the picture. Tell students that Sophal wants to find out more about Bopha’s friend Linda

Note.

(Linda is new at the school. She is friend with Bopha, so Bopha knows a lot about her. Sophal is excited to have a new person in the class, and wants to find out more about her, so he wants to ask Bopha questions about her.

7

3. Say What does Sophal ask Bopha? Students: Does she like birds? 4. Ask students what other questions Sophal might like to ask a new classmate. 5. Ask instruction checking questions. Give a time limit of 5 minutes.

Sophal wants to ask Bopha questions about Linda. He doesn’t know what to ask! Write 10 questions in your notebook. 1. Does she like birds?

8

Game!

Guess Who Work with a partner. Choose someone you both know. Ask questions about the person. Can they guess who?

8

1. Model the activity with one of the students. Ask them to think of a student but not to tell you who it is. 2. Ask: Is it a girl? Does she like English? etc. After 4-5 questions, guess who you think the student is. 3. Ask instruction checking questions. 4. Have students play the game till 2 minutes before the end of the lesson.

Is it a girl? Yes! Does she like school?

(6 mins): Activity 8. Speaking

Yes!

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

2. Listen for correct use of auxiliary verbs and 3rd person singular. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Students need quick clear instructions. If instructions are too long, they don’t know more clearly – they stop listening! Were your instructions clear and quick? 2. Did students do most of the talking in class? 3. A good rule for a lesson is 20%= teacher 80% = student. What % were students doing things in your lesson? 4. How could you do this lesson better next time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់

ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា

ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន

មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល

“លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក

មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សិសសា តាវូ ារារណានដ ំ ល ា ចាាស់ ហើយលឿន។ បាសន ិ បើារណានំវាងពាក ពួកគាយល់មិនចាាស់ ដូចនាះពួកគា នឹងឈប់ាប តា !់ តើារណានរំ បស់អក ន ចាាស់ ហើយលឿន ដារឬទា?

២. តើសិសាសានអនុវតតាគចាើននាារនិយយៅកនុងានាក់ ដារឬទា?

៣. ាមចាាប់គរុោសលាយកនុងមារៀនមួយគឺគាូធវើសកមមាព ២០% សិសាសធវើសកមមាព ៨០%។ តើៅកនុង ារបងាៀន របស់អនក សិសាសធវើសកមមាពានប៉ុនមានាគរយ?

៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ?

៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

1. Ask a few students what they found out about their “guess who” partner .

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C3-10

Chapter 3, Unit 8, Lesson C

Chapter 3, Unit 8, Lesson C

8c Going to school - Lazy boy 1

A school day: Going to school: Lazy boy

Look at the picture. What’s wrong? Dara and Bopha are arguing.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (10 mins): Warmer. Game! Spelling Badminton

2

T.3.8.6

3

Does Dara do A or B?

1. Put the class into 2 teams (right side v’s left side). 2. Tell students that they have 30 seconds to decide on a team name. Write them on the board. 3. Ask students if they can play badminton. Ask: Who is the best at badminton? 4. Tell students you are going to play spelling badminton. Tell students they have one minute to look at the word list from the unit. At the end of a minute, clap your hands. Books Closed! 5. Ask one “player” from each team to come to the front of the room. 6. “Give” them a racket each. (There is no racket! That’s why it’s funny!) 7. Show the class how to play. Say a word. (e.g. UGLY). Stand where the Student 1 is. Say: U. Then stand where student 2 is. Say G. Then stand where student 1 is. Say L. Then stand where student 2 is. Say I. Ask: Is that right? Students: No! 8. RULES If students don’t use the “racket”, they die and the other team gets a point. If a student takes too long, the ball hits the ground and they die. If a student says the last letter of the word correctly, their team gets a point. 9. Ask instruction checking questions. 10. Play the game. Rotate the players a lot so lots of students (Hopefully all!) have a turn.

Listen and check.

A

1=A

2=B

3=A

B

1.

2.

3.

4

1

1. Ask students to look at the picture. What can they see? 2. Ask students What is happening? 3. Ask students Why? 4. Students compare with their partner for a minute. 5. Come back together as a class and get some different ideas (but do not say who is right or wrong).

Write sentences about what Dara does and doesn’t do in your notebook. He rides to school. He doesn’t walk. He plays football. He doesn’t do homework. He watches TV. He doesn’t study.

5

Write 5 sentences about what you do and 5 sentences about what you don’t do every day. Write in your notebook. Game!

2

1. I ride to school. I don’t walk. C3-11

(2 mins): Activity 1. Students guess

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(5 mins): Activity 2. Students listen for the big idea (T.3.8.6) 1. Tell students that they are going to listen

and check their guesses. 2. Students listen. 3. Students compare. 4. Check answers as a class. TAPESCRIPT 3.8.6

Do not, do too! Bopha: You’re so lazy Dara! You never do anything! Dara: I am not! Bopha: You are too! Dara: I am not! Bopha: How do you get to school? Dara: I walk! Bopha: No, you don’t! Dara: Yes, I do. I mean… well not every day but usually. Bopha: Dara, I can’t remember you walking. Dara: So what!? I sometimes walk. Bopha: Liar. Dara: OK. I never walk. Bopha: That’s right. You don’t walk. You ride your bike. You live very close to school. You should walk! And you never do your homework either! Dara: I do my homework! Bopha: No, you don’t! You play football. Dara: No, I don’t! OK. I sometimes play football. But I don’t play football every day! Bopha: Yes, you do! You do so always play football every day! I see you when I walk home from school! Dara: *Big Sigh* OK. Whatever. I play football. I play football every day. Bopha: And homework? Dara: *In a quiet voice* I don’t do homework. Bopha: I can’t hear you. Dara: *Loud * I DON’T DO HOMEWORK Bopha: And you watch too much TV. Dara: I do not! I never watch TV. Bopha: Dara! You always watch TV! Dara: I don’t have time for this, Bopha. Bopha: Why? Dara: My cartoon is on now. *Both giggling*

Chapter 3, Unit 8, Lesson C

6

Give the paper to your teacher. They give you a new paper. Find the person on your new paper!

3

(5 mins): Activity 3. Students listen for the answers (T.3.8.6) 1. Tell students to work with a partner. 2. Tell students to try and remember/guess if it was Dara did A or B. Give a 2 minute limit. 3. Tell students to write 1-3 in their notebooks. Then tell them to listen and write A or B. 4. Ask instruction checking questions. 5. Students listen. 6. Students compare with their partner/group. 7. Ask for answers as a class.

4

(7 mins): Activity 4. Controlled grammar practice 1. Write He ____ to school. He doesn’t ____. on the board. 2. Ask students to tell you what goes in the blanks. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Students complete and compare. 5. Check answers as a class.

5

(7 mins): Activity 5. Game! 1. Tell students to take out a scrap piece of paper (they will give it to you after, so it cannot be in their notebooks. 2. Tell students to write 5 more “do/don’ts” (10 sentences). Make sure students know to keep their paper secret 3. Ask instruction checking questions and give a limit of 5 minutes. 4. At the end of the time, clap your hands and tell students to put down their pens.

Congratulations!

6

You inished Unit 8. Tick () the things you can do. I can say what other people do. I can say what other people don’t do. I can ask questions. I can say what I don’t do. I can introduce my friends.

(6 mins): Activity 6. Game! 1. Collect all the student’s papers together. 2. Tell students to come and choose a new paper and they have to keep the paper secret. Students need to ask all the students questions to try and find the owner of the paper BUT that they need to keep asking questions even when they think they have found the owner of the paper! 3. Ask instruction checking questions and give students a 5 minute time limit. 4. At the end of 5 minutes, clap your hands and tell students to sit down.

    

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5. Ask some students who they think is on their paper. 6. Tell students to go and give the paper back to its owner. Were they right? (5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Kids can be very noisy! How did you get their attention? Did you shout? 2. Do you shout at students when they are naughty? How does it make them feel? 3. Do you ever feel like you have to shout louder at your class every day? 4. How else could you control your class apart from shouting? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សិសាសាចឡូាាលាំង! តើដើមាបីឲាយពួកគាយកចិតតទុកាក់ អនកធវយ ើ ង ា៉ ដូចមតច ា ? តើអក ន ានសាក ា ាក់ ពួកគាដរា ឬទា? ២. តើអនកសាាកាក់សិសាសៅពាលដាលពួកគារញ៉ាចរា៉ាច ដារឬទា? តើាធវឲ ើ យា សិសសា ានារមមណ៍ យ៉ង ា ដូចមតច ា ដារ? ៣. តើអក ន ធលប ា ា ់ នារមមណដ ៍ ច ូ ាអនកតាវូ តាសក ា ឲាយលឺ ៗ ាក់ សិសាសរបស់អនករៀងាល់ថងាដារឬទា? ៤. តើកាពីសាកឲាយលឺ ៗ ាក់សិសាស ានវិធីអវីផាសាងទៀត ដាលអនកាចគាប់គាងានាក់ាន? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C3-12

Unit 9 - After school

Chapter 3, Unit 9, Lesson A

A school day: After school: My after school favourite

9a After school - My after school favourite 1

Look at the pictures. What do you do after school? Point to the pictures.

2

T.3.9.1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

I do this and this and this. I don’t do that.

1

2

3

4

5

6

7

8

9

10

(5 mins): Warmer. Magic Finger - Colour Race 1. Tell all students to stand up. 2. Tell students that they have a magic finger Show them your magic finger. Ask students to hold up their magic fingers. 3. Tell students that you will say a colour and they have to touch something that colour with their magic finger. 4. RULES If you touch the wrong colour, you are out. If you are the last one to touch a colour, you are out. 5. Say a colour (e.g. Green!) Students touch something that is green with their “magic finger” (e.g. a bag or a pen or a lunch box). 6. Tell students that are touching the wrong colour to sit down. 7. Repeat until there is a winner. Everyone clap!

Match the words. Listen and check. Listen and repeat.

The tapescript reads the pictures out in order. Remember! It is more important for students to practice than to have the right answers written! a1, b2, c10, d4, e6, f9, g7, h3, i8, j5

1

1. Put students into groups of 4. 2. Tell students to look at the pictures for the new words. 3. Tell students what you do after school. Point to the pictures and say I do this and this I sometimes do that. I never do that… etc. 4. Tell students to talk to their group and tell them what they do. 5. Ask instruction checking questions (e.g. Are you working alone or in groups? Groups).

a. go on Facebook b. go to the pagoda c. go for a bike ride d. go fishing e. play football f. go for a picnic g. hang out with friends h. go swimming i. go for a walk j. watch TV

3

T.3.9.2

What’s their favourite thing to do after school? Listen. Did you guess right?

1. Tevy 2

4. Rith 2. Pich

3. Kosal

4

T.3.9.2

(5 mins): Activity 1. Lead in

(10 mins): Activity 2. New words (T.3.9.1) 1. Students work with their partner. 2. Tell students to write numbers 1-10 in their notebooks. 3. Students match the letters to the numbers/ pictures. 4. Ask instruction checking questions and give a time limit of 2 minutes. 5. Students look at the pictures and listen and check. 6. Students listen and repeat.

Cool kids say It’s really cool /ɪts/rɪəli/kuːl/ = Everyone likes it!

Who is it? Can you remember who it is? Guess with your partner. Listen and check.

TAPESCRIPT 3.9.1

1. She lives near a lake. Tevy 2. She can swim. Tevy 3. She always studies after school. Pich 4. She doesn’t hate Facebook. Pich 5. He has fun after school. Kosol C3-13

6. He hardly ever plays football. Kosol 7. He never goes for a picnic. Kosol 8. He doesn’t watch TV and he doesn’t go on facebook. Rith 9. He plays football every day. Rith

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello wait for students to repeat.

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go on Facebook / go to the pagoda / go swimming / go fishing / watch TV / play football / hang out with friends / go for a walk / go for a picnic / go for a bike ride (2 mins): Students guess 1. Ask students to look at the pictures. Say: What do they do after school? 2. Tell students to talk to their friends and guess for a minute. 3. Come back together as a class and get some different ideas (but do not say who is right or wrong). 3

(5 mins): Activity 3. Students listen for the big idea (T.3.9.2) 1. Tell students that they are going to listen and check their guesses. 2. Students listen. 3. Students compare. 4. Check answers as a class. TAPESCRIPT 3.9.2

My favourite thing to do after school Tevy: Hi! My name is Tevy. I’m 12 years old. I’m from Kampong Thom. It’s beautiful here! What’s my favourite thing to do after school? Hmmmm. Well, I sometimes go for a walk or go for a bike ride. I sometimes go to the pagoda with my Grandma. But my favourite thing to do after school is to go swimming. I can swim really well! I go swimming in the lake. I don’t go swimming very often. I hardly ever go swimming. But I love it! Pich: Hello! I’m Pich! I’m 13 and I live in Battambang. After school, I always study. After that I have free time! I sometimes watch TV. I love Cartoon Network!.. Um… I sometimes go for a bike ride… sometimes! But my favourite thing to do after school is to go on Facebook. I always go on Facebook! I have 500 friends on Facebook! Facebook is really cool. I love facebook.

Chapter 3, Unit 8, Lesson A

5

Do you know your partner? Write 1-10 in your notebook and think about your partner. Tick () the things you think they do after school and cross () the things they don’t.

1

6

2

7

3

8

4

Kosol: Hey! I’m Kosal. I’m 12 and I live in Phnom Penh. After school, I’m tired! I work hard at school so after school I relax. I never go fishing. I never go for a picnic and I hardly ever play football. It’s too hot, and I am too lazy! I hardly ever hang out with friends. But I have fun. I watch TV. I always watch TV. We have a big TV. It’s my favourite thing to do after school.

5

Rith: Hello! Im Rith. Im 14 and I’m from Kampong Cham. I love after school because after school means football. Manchester United is my favourite! I always play football. I love playing football with my friends. I never watch TV or go on Facebook. I never go swimming. I always play football. I want to play football for Cambodia one day!

10

9

Do you go on Facebook after school?

4

Yes, I do.

(10 mins): Activity 4. Students listen for the answers (T.3.9.2) 1. Students work with a partner. 2. Students try and remember/guess the answers to the questions. Do the first one together as a class. 3. Students to write 1-9 in their notebooks. 4. Students listen and write T for Tevy P for Pich K for Kosal and R for Rith. 5. Ask instruction checking questions (e.g. What do you write for Tevy? T ). 6. Students listen. 7. Students compare their answers with their partner. 8. Compare answers as a class.

5

Now check! Do you know your partner? Check your score.

8 - 10 4 - 7 Is your partner your best friend? You know your partner very well!

You know your partner a little. Cool!

6

6

(3 mins): Activity 5. Preparing for speaking 1. Put students into partners. If you can, change people who usually work together to make it more fun. 2. Ask students how well they know their partner. 3. Tell students that they are going to make guesses about what their partners do after school. 4. Tell students that they are not allowed to ask their partners yet! 5. Ask instruction checking questions and give a 3 minute time limit.

2. When both students have finished, tell them to check their scores. Do they agree? (3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Talk about the results as a class. Ask what students got right and wrong. Encourage them to use the new words. Are they confident? How is their pronunciation? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Do you only ask “good students” the answers in class? How do you think this makes “bad students” feel? 2. How do you think “bad students” would feel if they thought you thought they knew the answers? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើអនកសួរយកចមលើយតាពី “សិសាសពូក”ា ៅកនុងានាក់ដារ ឬទា? តើអនកគិតាាធវើឲាយ “សិសាសខាាយ” ានារមមណ៍ យ៉ាងដូចមតាច? ២. តើអនកគិតា “សិសាសខាាយ “ នឹងានារមមណ៍យ៉ាងដូច មតច ា បាសន ិ បើពក ួ គាយល់ឃញ ើ ា អនកគិតា ពួកគាដង ឹ ចមលយ ើ តាអនកមិនសួរយកចមលើយពីពួកគា? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

(10 mins): Activity 6. Speaking 1. Tell students to talk to their partner and check their guesses.

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C3-14

1-3 You don’t know your partner!

Chapter 3, Unit 9, Lesson B

Chapter 3, Unit 9, Lesson B

9b After school - How often? 1

T.3.9.3

A school day: After school: How often?

Listen and read. Think about your answers.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

4. How often do you do your homework after school?

1. How often do you go for a bike ride after school?

a) always b) usually c) sometimes d) hardly ever e) never

a) always b) usually c) sometimes d) hardly ever e) never

6.

a) always b) usually c) sometimes d) hardly ever e) never

a) always b) usually c) sometimes d) hardly ever e) never 3. How often do you go for a swim after school?

7.

6. How often do you work for your parents after school?

a) always b) usually c) sometimes d) hardly ever e) never

2

1. 2. 3. 4. 5.

5. How often do you go fishing after school?

2. How often do you go for a walk after school?

1. 2. 3.

a) always b) usually c) sometimes d) hardly ever e) never

Answer the questions about you! Write your answers in your notebook. 4.

1. always 1

0

1

2

3

4

always = 4 usually = 3 sometimes =2 hardly ever =1 never = 0 Now add your scores. Are you busy after school?

Tell all students to stand up. Put class into 4 groups. Tell students to decide on a team name. Write the team names on the board. Have one student from each group go to the board and face the class so they cannot see the board. Write an after school activity on the board from the last lesson. Tell the students facing the rest of the class Guess the word and walk around the room. If no one has guessed it after a minute, tell them to look at the board. RULES. . The people at the board can talk. . The people trying to act and show the word are not allowed to talk. . First team to guess gets a point. People who cheat lose a point. Ask instruction checking questions. Play the game. Use the words from the Unit (do homework, study, work, go to school, watch TV,) as well as any other words that you think your students will know. Keep playing the game until everyone has had a turn at the front. Don’t worry if you have to repeat words. Say who the winning team is at the end. Everybody clap!

(5 mins): Activity 1. Students read and listen for the big idea (T.3.9.3) 1. Ask: Are you busy after school? 2. Tell students that they will do a quiz to find out. 3. Tell students to read and listen and think about their answers. 4. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 5. Ask instruction checking questions. Fingers Ready? Play the recording. 6. Students listen and read along with their fingers.

What is your score? Add up your points.

C3-15

TAPESCRIPT 3.9.3

(5 mins): Warmer. The acting game

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Are you busy after school? 1. How often do you go for a bike ride after school? A. Always, B. Usually, C. Sometimes, D. Hardly ever, E. Never 2. How often do you go for a walk after school? A. Always, B. Usually, C. Sometimes, D. Hardly ever, E. Never 3. How often do you go for a swim after school? A. Always, B. Usually, C. Sometimes, D. Hardly ever, E. Never 4. How often do you do your homework after school? A. Always, B. Usually, C. Sometimes, D. Hardly ever, E. Never 5. How often do you go fishing after school? A. Always, B. Usually, C. Sometimes, D. Hardly ever, E. Never 6. How often do you work for your parents after school? A. Always, B. Usually, C. Sometimes, D. Hardly ever, E. Never 2

(10 mins): Activity 2. Students read for the answers 1. Tell students to write numbers 1-6 in their notebooks. 2. Students write their answers as full words. 3. Ask instruction checking questions. Give a 5 minute limit. 4. Students complete. 5. Students compare their answers with their partner. 6. Students add their scores and look at the scores to see if they are lazy. 7. Compare as a class. Do students agree with their score?

Chapter 3, Unit 9, Lesson B

3

How often? Copy the table into your notebook. Then write the words on it. 0%

10%

1. never

4

30% 2. always

85% 3. hardly ever

4. usually

3

1. Draw the table on the whiteboard. 2. Write never next to 100% 3. Say Is that right? Students: No! 4. Write never next to 30% 5. Say Is that right? Students: No! 6. Write never next to 0% 7. Say Is that right? Students: Yes! 8. Tell students to complete the table in their notebooks __________________________________________________________ 0% 10% 30% 85% 100%

100% 5. sometimes.

Writing. Write your own quiz!

4

4. How _______________________ ?

a) always

a) always

b) usually

b) usually

c) sometimes

c) sometimes

d) hardly ever

d) hardly ever

e) never

e) never

2. How often do _______________ ?

5

a) always

b) usually

b) usually

c) sometimes

c) sometimes

d) hardly ever

d) hardly ever

e) never

e) never

(10 mins): Activity 5. Speaking 1. Tell students to stand up. 2. They will ask 4 people their quiz. They should ask 2 girls and 2 boys. They should take their quiz with them so that they can remember the questions, but they have to ask the questions (Not just show their friend). 3. Ask instruction checking questions. 4. Give a time limit of 7 minutes.

(5 mins): Learner assessment and lesson wrap up

5. How ______________________ ?

a) always

(10 mins): Activity 4. Writing 1. Tell students that they are going to write their own quiz. 2. Tell students to brainstorm ideas with their partners. (e.g. Are you a good student? Are you boring? Are you lazy? etc). 3. Tell students to copy the table into their notebooks and to write their quiz. Encourage creativity! 4. Ask instruction checking questions and give a time limit of 10 minutes.

Are you _______________________ ? 1. How often do you ___________ ?

(5 mins): Activity 3. Grammar

Assessing the success of the lesson. Not testing all the students! 1. Ask students what they got in their friends quizzes. Why? 2. Listen to student’s pronunciation. /sʌmtaɪmz/ /ɒlweɪz/. Are they saying the /z/ (This is hard for Khmer students and they often forget). After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

3. How often __________________ ?

6. ___________________________ ?

a) always

a) always

b) usually

b) usually

c) sometimes

c) sometimes

d) hardly ever

d) hardly ever

e) never

e) never

1. Students remember better if lessons are personal to them. One way to help this is to encourage creativity. Did you encourage your students to be creative? 2. How could you do this lesson better next time? 3. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

5

១. សិសាសចងាំានលអ បាសិនបើមារៀនានទំនក់ទំនងាមួយខលួនគាផទាល់។ វិធីមួយដើមាបីជួយសិសាស ឲាយានទំនក់ទំនងាមួយមា រៀនគឺលើទឹកចិតតសិសាសឲាយានគំនិតចនាបាឌិត។ តើអនកានលើកទឹកចិតត សិសាសឲាយានគំនិតចនាបាឌិតដារឬទា? ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

Ask your friends the questions!

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C3-16

Chapter 3, Unit 9, Lesson C

Chapter 3, Unit 9, Lesson C

9c After school - How many people can you ind after school? 1

A school day: After school: How many people can you ind after school?

Look at the pictures about after school. What do you do irst? Last? Order the pictures.

d

(10 mins): Warmer. Pictionary!

c

b

a

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

e

1. Tell students the rules of the game (They are not allowed to speak. They have one minute to have their partner guess what they are drawing). 2. Divide the class into two teams for them to compete to guess. 3. Draw one of the words from Wordlist on the board (e.g. swimming) 4. Ask students to guess. 5. Give a point to the right guessing team. 6. Tell students to break into groups of 4. Tell students to choose a partner in their group. 7. Ask instruction checking questions and give a time limit of 7 minutes. 8. Students play the game and keep their own score. 9. Stop the game after 10 minutes. 10. Ask who the winner was in each group.

f

1

2

T.3.9.4

(2 mins): Activity 1. Students guess 1. 2. 3. 4.

Read and listen about Chamroeun. Can you put what he does in the right order? a, e, f, c, b, d

2

Ask students to look at the pictures. What can they see? Tell students to guess what order the pictures go in. Students compare with their partner for a minute. Come back together as a class and get some different ideas (but do not say who is right or wrong).

(10 mins): Activity 2. Students read and listen to the model (T.3.9.4) 1. Tell students that they are going to listen and check their guesses but not to write. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Ask: Fingers ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students to write 1-6 in their notebooks and to write letters in order for Chamroen’s day. 6. Ask instruction checking questions and give a time limit of 5 minutes. 7. Students compare their answers. 8. Check the answers as a class.

Hi! I’m Chamroen. What do I do after school? First, I go home. Then I usually watch TV for 30 minutes but I sometimes work with my mum and dad. After that, I always do my homework for an hour. Then I eat dinner with my family. After that, I brush my teeth and get ready for bed. Finally, I sleep! Goodnight!

TAPESCRIPT 3.9.4

3

See reading in Activity 2

What do you do after school? Choose at least 4 things.

3

1. Tell students to talk to their partners and tell them 4 things they do after school. Use the pictures in Activity 3 if they don’t have ideas. 2. Tell students to write about what they do after school. Use the model from Chamroeun and first, second, then finally etc. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Put students in groups of 4. 5. Ask students to read their writing to their group. Make sure students understand that they must put down their pens and listen carefully to people when they are reading. 6. Ask instruction checking questions. 7. Come together as a class. Congratulate students who were listening to their friends.

Write about what you do after school. Use first, second, then, finally. C3-17

(10 mins): Activity 3. Writing

- 62 -

Chapter 3, Unit 9, Lesson C

4

T.3.9.5

Listen to Bopha and Dara talk about things Dara does after school. Where should the things go on the table? Point with your inger. 0%

10%

30%

85%

4

(5 mins): Activity 4. Students listen to the model (T.3.9.5) 1. Tell students to get their pointing fingers ready. 2. Say I never go on facebook and point at the table next to facebook where it says 0%. Tell students to point as well. 3. Say I sometimes go to the pagoda and point. Repeat with other examples until students get the idea. 4. Tell students that they are going to listen to Dara and Bopha talking and to point to the table.

100%

Dara Dara Dara

TAPESCRIPT 3.9.5

Dara

What Dara does after school. Bopha: How often do you go on Facebook after school? Dara: I never go on facebook after school! Bopha: How often do you go to the pagoda after school? Dara: I usually go to the pagoda after school. Bopha: How often do you go swimming after school. Dara: I sometimes go swimming after school. Bopha: How often do you go fishing after school? Dara: I hardly ever go fishing after school. Bopha: How often do you do your homework after school. Dara: I always do my homework after school! Bopha: Liar Both : *Laughing*

Dara

5

5

How often do you...?

1. Tell students to copy the table into their notebook. They have 2 minutes! Go! 2. Tell students they are going to play a game and that they need to talk to as many different people as they can. 3. RULES If the teacher hears Khmer, you lose a point. You get one point for each box you fill in. You get 10 points if you have boys and girls. You get an extra point for every different name. 4. Ask instruction checking questions and give a 7 minute limit. Write the time on the board. 5. At the end of the time, clap your hands and have students sit down and add up their scores 6. Who is the winner?

e!

Gam

1. Copy the table into your notebook. 2. Don’t show your notebook to anyone. Ask your classmates “How often do you… after school?” questions. Try and find as many people as you can in the time limit! You get more points if you have different names! Ask boys and girls!

Congratulations!

You inished Unit 8. Tick () the things you can do. I can talk about what I do after school. I can say how often I do things. I can ask how often my friends do things.

(10 mins): Activity 5. Game! (Similar to Find Someone Who)

  

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements.

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2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. The students should know the new words now. The book uses lots of pictures so that you don’t need to translate the word in Khmer. (Remember, you’re trying to have a class that is as close to 100% in English as possible!) Did you translate new words? Do you think that was a help? Why? 2. How much of the lesson was in English? How much was in Khmer? 3. How could you have students use English more and Khmer less? 4. Could you use English more and Khmer less? 5. How could you do this lesson better next time? 6. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ឥឡូវនាះសិសសា គួរតាចះា ាកាយថម។ ី រូបាពាចាន ើ តាវូ ាន បាើបាស់ៅកនុងសៀវៅនាះ ដូចនាះអនក មិនាំាច់បក បាាាកាយាាាខមារទា។ (ចូរចងាំា អនកកំពុងតា ពាាយមបងាៀនោយបាើបាស់ ាាអង់គលាសឲាយាន ១០០% ាមតាាចធវើាន!) តើអនកានបកបាាាកាយ ថមីាាាខមារដារឬទា? តើអនកគិតា ាជួយសិសាសដារ ឬទា? ហាតុអវី? ២. តើមរ ា ៀននាះបាប ើ ស ា ា ់ ាអង់គស ាល ប៉ន ុ ន ាម ាគរយ? ហើយ បាើបាស់ាាខមារប៉ុនមានាគរយ? ៣. តើអនកាចធវើឲាយសិសាសរបស់អនកបាើបាស់ាាអង់គលាស ចាើន ហើយាាខមារតិចតួចយ៉ាងដូចមតាច? ៤. តើអក ន ាចបាប ើ ស ា ា ់ ាអង់គស ាល ចាន ើ ហើយាាខមរា តិចតួចដារឬទា? ៥. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៦. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C3-18

Chapter In my family Unit 10 - My family

4

Chapter 4, Unit 10, Lesson A In my family: My family: Family tree

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (7 mins): Warmer. Play Hangman! Draw this on the board.

3

1. Show Dara’s family photo. 2. Students guess who the people are in the photo. They tell their partners. 3. Students listen and point to the people in the photo as they hear them.

10a My family - Family tree 1

Look at the pictures. Match the words with the pictures. Write the number next to the letter in your notebook.

1

2

6 T.4.10.1

4

3

7

5

8

9

Naughty girls TAPESCRIPT 4.10.2

a. young (1) b. old (2) c. tall (7) d. short (6) e. good-looking (8) f. pretty (9) g. smart (3) h. small (4) i. big (5)

(on their way to the shopping centre / home)

Point to the pictures. Listen and repeat.

I am smart!

3

I’m not smart!

Look at Dara’s photo. Can you guess who they are? Tell your partner. I think she is...

4

T.4.10.2

Listen again. Answer the questions. Write in your notebooks.

1

2. Who is smart? Dara’s sister

TAPESCRIPT 4.10.1 young / old / smart / small / big / tall / short / good-looking / pretty

3. Who is tall? Dara’s dad 2

4. Who is pretty? Dara’s mum

C4-1

Listen and point to the pictures as you hear them.

(8 mins): Activity 1. New words (T.4.10.1) 1. Students match pictures with words. 2. Students write the words in their notebooks. 3. Students point to the pictures as they listen and check their answers. 4. Students listen and repeat.

1. Who is good-looking? Dara’s brother

T.4.10.2

Linda: Come on, Bopha! School is over! Let’s go shopping! Bopha: Alright! Alright! Linda: Look! There’s a bag. It’s blue. Whose is it? Bopha: Let’s look inside and see! Bopha: Hmmm…There’s a ball and some chocolate. There is only one notebook. There aren’t any pens and there aren’t any books! Linda: Oh…I think it’s Dara’s bag! Bopha: Oh, look! There’s a photo. It’s Dara’s family photo! Linda: Really? Where is he? Bopha: He’s here. And this is Dara’s older brother. Linda: Oh…He’s good-looking! Bopha: Oh, yes! And he’s much better at school than Dara. Linda: And who’s this? Bopha: That’s Dara’s younger sister. She is 2 and she’s really smart. She’s smarter than Dara! Linda: Are these Dara’s parents? Bopha: Yes. This is Dara’s dad. He’s tall. And this is Dara’s mum. She’s pretty. Linda: They’re so lucky to have him! Dara: Ohhh…Linda, Bopha! Is that my bag? Bopha: Yes, Dara. Here it is. Dara: Naughty girls! Now let me have my bag back! Linda and Bopha: You’re welcome Dara!

- Tell the students you are thinking of a word. Draw the same number of lines as letters in the word you want them to guess (e.g. egg = ___ ___ ___ )on the board. - Ask a few students to guess one letter at a time. - If students say a letter right, write it on the board. - If wrong letters are given, draw the hanging man one body part at a time (head, neck, arms, etc). - Game continues until the word is guessed (win!) or all the parts of the hangman are drawn (lose!) - Put students into groups of 4/5. - Students take it in turns to let other students guess the words they are thinking. - Monitor closely.

Which one are you? Tell your partner.

2

(5 mins): Activity 3. Students listen for the big idea (T.4.10.2)

(6 mins): Activity 2. Speaking 1. Tell students use the words to tell their partner about themselves.

5. Who are naughty? Linda and Bopha

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4

(8 mins): Activity 4. Students listen for the answers (T.4.10.2) 1. Tell students to listen again and answer the questions in their notebooks. 2. Ask instruction checking questions 3. Students listen and check. 4. Students compare with their group/partner 5. Ask and answer questions as a class

Chapter 4, Unit 10, Lesson A

5

Match the words with the pictures.

5

1. Tell students that the pictures are of Dara’s family. 2. Point to the first picture. Say Who is this? Students: Dara’s brother! 3. Tell students to continue to match the pictures

brother sister mum dad

brother

(5 mins): Activity 5. Students match the words with the photos

6

(11 mins): Activity 6. Speaking 1. Students draw their family trees. Then in pairs, they talk about their family trees.

After the lesson: Thinking about the lesson (Reflection)

sister

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

mum

6

1. Do you have ‘classroom rules’? How effective are they? Do you stick to the rules closely? Children work best to classroom rules that are fair and unchanging. Classroom rules help you manage the class better. They help students understand what is expected of them. 2. What do you do when students break ‘the rules’? Do you embarrass them in class or talk to them quietly after class? Can you think of other ways to avoid embarrassing your students when they break the rules? 3. Modelling the rules yourself helps students understand what is expected of them. Do you follow your classroom rules? 4. Students are likely to respect the rules if they helped to create them. Don’t just tell students what to do! Ask them for their ideas, and make the rules together. Or ask students to set their own classroom rules. You may be surprised at the results! 5. Your own questions: ______________________________________________________________?

dad

Draw your family tree. Tell your partner about it.

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. តើអនកាន “វិន័យបាាំានាក”់ ដារឬទា? តើវិន័យាំងោះានបាសិទធាពយ៉ាងដូចមតាចដារ? តើអនក បាាន់ាជាប់វិន័យាំងោះ ដារឬទា? សិសាសអនុវតតានលអនូវវិន័យបាាំានាក់ាំងាយាដាល យុតតិធម៌ និងមិនផលាស់បតូរ។ វិន័យបាាំានាក់ជួយអនកឲាយគាប់ គាងានាក់ានលអបាសើរ។ វិន័យាំងោះជួយ ឲាយសិសាសយល់ពីអវីដាលតាូវានរំពឹងពីពួកគា។ ២. តើអនកានវិធនារអវីខលះ ៅពាលដាលសិសាសមិនោរពវិន័យ? តើអនកធវើឲាយពួកគាាមាស់គាៅកនុងានាក់ ឬនិយយាមួយពួកគា ាងាត់ ៗ បនទាប់ពីបងាៀនចប់? តើអនកាចគិតអំពីវិធីផាសាង ៗ ទៀត ដើមាបីចៀស-ាងារធវើឲាយសិសាសាមាស់គា ពាលដាលពួកគា មិនោរពវិន័យដារឬទា? ៣. គំរោ ូ រពវិនយ ័ ោយខលន ួ គាផ ូ ល ទា ់ ជួយសិសាសឲាយយល់ពអ ី ដ វី ល ា តាវូ ានរំពង ឹ ពីពក ួ គា។ តើអក ន អនុវតតវន ិ យ ័ បាាា ំ ក នា រ់ បស់អក ន ាជប ា ខ ់ ន ជួ ដារឬទា? ៤. សិសាសទំនងាោរពវិន័យ បាសិនបើពួកគាចូលរួមបងកើតវិន័យាំងោះ។ កុំគាន់តាាក់វិន័យឲាយពួកគា អនុវតត! តាូវសួរោបល់ ពីពក ួ គា ហើយបងកត ើ វិនយ ័ ាំងោះាមួយគន។ ា ឬក៏ឲយា សិសសា បងកត ើ វិនយ ័ បាា-ំ ានក ា ោ ់ យខលន ួ របស់ពក ួ គាផល ាទ ។ ់ អនកនឹងាញក ា ផ ់ ល ើអ នឹងលទធផលដាលនឹងទទួលាន!

៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

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C4-2

Chapter 4, Unit 10, Lesson B

Chapter 4, Unit 10, Lesson B

10b My family - I’m smarter than that

In my family: My family – I’m smarter than that

1

Whose family is this? Guess.

2

Read quickly and point to the pictures as you read.

(7 mins): Warmer. Play ‘Things in Common’ 1. Put students into groups of 4/5. 2. Give a category (e.g. colours, parts of the body, numbers, days of the week, months of the year, school item). 3. Give a time limit of 20-30 seconds. 4. In groups, students write down as many words as they can from the given category within the time limit. 5. Stop the groups after 20-30 seconds. 6. Award points: 1 point for words written in the correct category. 5 points for words only one team wrote. 7. The team with the most number of points at the end of the game wins. 8. Praise the winning teams. Encourage the other teams. 1

1. Tell students to look at Avorng’s photo. 2. Ask questions (e.g. How many sisters has he got? ).

Hi! I’m Avorng! This is my family. This is my mum. She is a good cook. She is 5 years old. This is my dad. He’s 7 years old. He is really old! He is older than my mum. I have 3 brothers and 3 sisters. I don’t know where they are. I never see them. I think I’m smarter than them. I also fly better than them. Oh, and I have one egg. It’s beautiful. It’s so young. It’s only 3 days old. I love it.

3

2

5 7 3 days 3 brothers 3 sisters 1

3

Read the sentences. Match them with the photos. 1. He’s taller than Avorng. b

a

b

3. They’re smarter than Dara. e

c

4. He’s older than Avorng. h I’m 4 years old.

I’m 2 years old.

e C4-3

d

f

g

h

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Tell students to read the text and answer the questions in their notebooks. Ask instruction checking questions and give a time limit of 5 minutes. Tell students to compare their answers with their partner/group. Ask and answer questions as a class.

(5 mins): Activity 4. Grammar model 1. 2. 3. 4.

2. She’s bigger than my sister. d

Tell students to read about Avorng’s family. Ask them to read quickly and point to the people in Avorng’s family photo as they read about them. Ask instruction checking questions and give a time limit of 2 minutes. Tell students to compare their answers with their partner/group. Ask and answer questions as a class.

(7 mins): Activity 3. Students read for the answers 1. 2. 3. 4.

4

4

(3 mins): Activity 2. Students read for the big idea 1. 2. 3. 4. 5.

Read again and answer the questions. Write in your notebooks. 1. How old is Avorng’s mum? 2. How old is Avorng’s dad? 3. How old is his egg? 4. How many brothers has he got? 5. How many sisters has he got? 6. How many eggs has he got?

(2 mins): Activity 1. Lead in. Students guess

Tell students to read the sentences and match them with the photos. Ask instruction checking questions and give a time limit of 3 minutes. Students compare with their group/partner. Ask and answer questions as a class

Chapter 4, Unit 10, Lesson B

5

Look at the sentences. Answer the questions. He is tall. The cat is young.

5

1. Students complete the exercises in the grammar box. 2. Help as necessary, but let students guess / think about the rules. 3. Ask questions to help students (e.g. Do we always use than when comparing two people or things?)

He is taller than Bopha. Avorng is younger than the cat. 6

Complete the sentences:

7

yes _____________ _____________ yes yes _____________ _____________ yes

(2 mins): Learner assessment and lesson wrap up

Remember:

Assessing the success of the lesson. Not testing all the students!

He is good. He is better than my brother. He is bad. He is worse than my brother.

1. Review some of the sentences as a class. 2. Are students using articles? (The pen is bigger than the marker etc)? Are students using than? Are students confident using comparative adjectives?

Circle: To talk about two people or things, we use good / better and bad / worse.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

Yes or No? Work with your friend. Make a sentence. Does your friend agree?

Think about the answers to these questions. You don’t have to tell anyone the answers!

The dog is smarter than the rat.

1. Skimming is reading quickly to get a general understanding of texts. This skill is very useful for students. Students don’t have to understand all the words in a text to understand it. Can your students skim texts well, or do they stop reading when they see new/difficult words? 2. Giving a short time limit when reading helps students with this. How can you help students skim texts better? Think of 2 ways. Then try them out in your next class. 3. Your own questions: ______________________________________________________________?

No, it isn’t.

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

Yes, it is.

7

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

Work in groups. Your teacher will show you things. Compare them. Your group wins if you make the correct sentence irst.

(10 mins): Activity 7. Speaking B 1. Show students some school items (e.g. pens, pencils, notebooks, books, desks, chairs). 2. Tell students to compare the items in their groups. 3. Give rules (e.g. Students must discuss their answers first in groups. When the group has a final answer, the students should raise their hands and be acknowledged by the teacher. A group representative will say the sentence.) 4. Ask instruction checking questions 5. In groups students compare the two items.

Yes or no?

6

(9 mins): Activity 6. Speaking A 1. In pairs, students take it in turns to compare the two pictures. They either agree or disagree.

Sophal is ____________ smarter than Dara. (smart) She is _____________ prettier than my friend. (pretty) He is _____________ younger than my brother. (young) My dad is ___________ older than my mum. (old)

Did you talk about two people or two things? Did you add –er to the words? Did you change y to –ier in pretty? Did you add than?

(5 mins): Activity 5. Grammar box

១. ារានតាួស ៗ គឺាារានយ៉ាងលឿន ដើមាបីដឹងគំនិតរួមរបស់អតថបទ។ បំនិននាះ ានបាោជន៍ ាលាំងាស់ចំោះសិសាស។ សិសាសមិនាំាច់ចាះាកាយាំងអស់ៅកនុងអតថបទទា។ តើសិសាសរបស់អនក ាចានអតថបទតាួស ៗ ានលអ ឬពួកគាឈប់ាន ៅពាលដាលពួកគាជួបាកាយថមី ឬាកាយពិាក? ២. ារផតលព ់ ាលកំណត់ខលីៅពាលដាលសិសាសាន ជួយឲាយពួកគាចាះបំនិនានតាួស ៗ។ តើអនកាចជួយ ឲាយសិសសា ានអតថបទតាួស ៗ ានបាសើរោយរបៀបា? ចូរគិតអំពីវិធី ២យ៉ាង។ បនទាប់មកអនុវតត ាៅពាលបងាៀនលើកកាាយ។ ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

!

Game

The marker is bigger than the pen.

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C4-4

Chapter 4, Unit 10, Lesson C

Chapter 4, Unit 10, Lesson C

10c My family - I’m taller than my sister 1

2

In my family: My family: I’m taller than my sister

Match the broken words. Write them in your notebooks. bro

er

smart

ter

sis

nds

you

ther

tal

ler

frie

nger

(7 mins): Warmer. 1. 2. 3. 4. 5. 6. 7. 8.

Note: Students making sentences about themselves should be fun. However, some students might find this offensive. In which case, when nominating students’ names to be written on the board, the teacher should be sensitive and discretion is required. Including the teacher’s name on the list might lighten students up a bit. 1

A

B

C

D

E

F

G

H

I

J

K

L

M

N

10

9

18

17

20

1

23

5

22

21

24

19

25

3 2

C4-5

O

P

Q

R

S

T

U

V

W

X

Y

Z

26

6

7

4

14

13

8

2

15

16

11

12

5 10 14 h a s

10 3 a n

26 19 17 20 4 o l d e r

2. 5 20 H e

5 10 14 h a s

10 3 a n

20 23 23 e g g.

3. 14 5 20 S h e

22 14 i s

6 4 20 13 13 11 p r e t t y.

4. 13 5 20 11 ‘ 4 20 T h e y ‘r e

1 4 22 20 3 17 14 f r i e n d s.

5. 5 20 ‘ 14 H e ‘ s

14 5 26 4 13 s h o r t

23 26 13 g o t

(7 mins): Activity 1. Broken words 1. Tell students to look at the broken words. Ask: What goes with bro? ter? Students: No! Ask: ler? Students: No! Ask: ther? Students: yes! 2. Tell students to complete the rest of the word halves in their notebooks. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Students compare their answers with their partner/group. 5. Ask and answer questions as a class.

Use the code. Write the sentences in your notebooks.

1. 5 20 H e

Recall adjectives. Allow students to call them out. Write them on the board as they call them out. Write about 10 adjectives. Let students call out 10 names of their classmates (teacher’s name, optional). Write them on the board. Put students into groups of 4/5. Give a time limit of 2 minutes. In groups, students write as many comparative sentences as they can within the time limit. Feedback: Allow students to call out their sentences. Give points for each correct sentence. Board some incorrect sentences. Ask questions to help students correct the sentences.

(10 mins): Activity 2. Crack the code 1. 2. 3. 4. 5. 6. 7. 8. 9.

9 4 26 13 5 20 4 b r o t h e r.

5 10 22 4 h a i r.

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Write 5 and 10 on the board. Tell students to look at the table. Ask What letter is 5? H Write H on the board. Tell students to look at the table again. Ask What letter is 10?e Write e on the board. Put students into groups. Tell them to use the given code to make sentences. Give a time limit of 8 minutes. The first team to write the sentences wins.

Chapter 4, Unit 10, Lesson C

3

Write about you and one person in your family.

3

(11 mins): Activity 3. Writing 1. Students write about themselves and one member of their family in their notebooks. 2. Ask instruction checking questions. 3. Give a time limit of 10 minutes.

I am _______________. I am _____________ years old. I am smart. I am smarter 4

than ______________________.____________________________________________

(10 mins): Activity 4. Communicative task 1. Put students into 2 big teams. 2. Say a sentence (e.g. An elephant is big) 3. In teams students think of a comparative sentence (e.g. A hippo is bigger than an elephant) 4. Teams decide if their sentences are accurate.

________________________________________________________________________ ________________________________________________________________________

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

My sister’s name is __________________________. She is tall. She is taller than ________________. She is ____________ years old.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

________________________________________________________________________

Think about the answers to these questions. You don’t have to tell anyone the answers!

________________________________________________________________________

4

1. Competition can be motivating and fun, but some students might become over competitive and others might be disappointed when they lose. How is competition in your class – is it friendly or harmful? 2. Smile often. This is one good way to promote friendly competition. Smiling shows that it is just a game. When students see you relaxed, they are more likely to enjoy the activities. Also, keep the winning and the losing as light-hearted as possible. Try these out in your next lesson, and you’re likely to have fun, too! 3. Can you think of 2 more ways to promote healthy and friendly competition in class? Make sure you try them out in your next lessons. 4. Your own question(s). ____________________________________________________

Big - bigger. Play a game. Work with your teams. Can you compare?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

Congratulations!

You inished Unit 10. Tick () the things you can do. I can talk about my family. I can draw my family tree. I can talk about two people or two things. I can describe myself and my friends.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. ារបាកត ួ បាជង ា ាចាារជំរញ ុ ទឹកចិតត និងាពរីកាយ ប៉ន ុ ស ាត ស ិ សា មួយចំនន ួ បាហល ា ាបាកត ួ -បាជង ា ជាល ុ ហើយសិសសា មួយចំនន ួ ទៀតបាហាលាខកចិតតពាលដាលពួកគាាញ់។ តើារបាកួត-បាជាងៅកនុងានក់របស់អនកដូចមតាចដារ - តើាាមិតតាព ឬា ារបងកបញហា? ២. ចូរញញឹមឲាយានចាើន ។ នាះគឺាវិធីមួយដ៏លអ ដើមាបីជំរុញារបាកួតបាជាងាមិតតាព។ ារញញឹម បាហាញាារបាកួតបាជាង គាាន់តាាលាបាងកមាានត។ ៅពាលដាលសិសាសឃើញអនកមិនសូវតឹងតាង ោះពួកគាទំនងារីកាយនឹងសកមមាពាំងោះ។ ចូរបាប ា ស ់ ស ិ សា ាារាញ់ឈះន គឺារឿងធមមា។ ចូរាកលាបងធវដ ើ ច ូ នាះៅកនង ុ ារបងាៀនលើកកាយ ា របស់អក ន ហើយអនកក៏ទន ំ ង ាានាពសបាាយ រីកាយផងដារ។ ៣. តើអនកាចគិតអំពីវិធី ២យ៉ាងទៀត ដើមាបីជំរុញឲាយានារបាកួតបាជាងាមិតតាព និងាចទទួលយក ានាំងអស់គនាដារឬទា? ចូរបាាកដាអនកនឹងាកលាបងាៅកនុងារបងាៀនលើកកាាយរបស់អនក។ ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

   

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C4-6

Unit 11 - I’m the coolest in my family 11a 1

Chapter 4, Unit 11, Lesson A

In my family: I’m the coolest in my family: I’m the best

I’m the coolest in my family - I’m the best

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Birthday party! What do you do? What do you see? Write in your notebooks.

1. Put students into groups of 3-4. 2. Students in each group take turns to write words on each other’s back, using their point fingers. 3. The student then guesses the word. 4. If the student guesses the word correctly, it’s now his/her turn to write on another student’s back. 5. Tell students to open their books. They choose words learnt in previous units for this activity. TIP: Some students might not feel comfortable with the idea of touching each other’s back, so separate boys and girls groups might work better for this activity.

balloons talk to friends

birthday party

2

T.4.11.1

It’s grandma’s birthday! Look at your list. Tick () the ones you hear.

3

T.4.11.1

Listen again. Number the pictures.

5

4

1

3

1. grandma 2. grandpa 3. aunt 4. uncle 5. cousins

1

5

2

(5 mins): Activity 2. Students listen for the big idea (T.4.11.1) 1. Tell students that it is grandma’s birthday today. 2. Students listen and tick the ones they hear on their spider web diagrams.

Listen and repeat. Point to the pictures.

TAPESCRIPT 4.11.1 Hi! I’m Bopha. It’s my grandma’s 80th birthday today! I’m so happy! Oh, I’m the happiest kid today. I love my grandma. Look at her. She’s sitting on the sofa. She’s wearing a purple dress. She’s really pretty. Grandpa’s sitting beside her. Grandpa is the oldest in the

Can you remember? Answer the questions. Write in your notebooks.

4

1. Who’s pretty? 2. Who’s the tallest? 3. Who’s the shortest? 4. Who’s the smartest? C4-7

grandma aunt uncle Sreyta

5. Who’s the youngest? Meng 6. Who’s the coolest? Bopha 7. Who’s the best? Bopha

- 70 -

3

(5 mins): Activity 3. Students listen for the answers (T.4.11.1) 1. Students listen again and number the pictures. 2. Students compare their answers in pairs, then call on some students for the answers. 3. Check answers as a class.

(5 mins): Activity 1. Lead in 1. Put students into groups. 2. Ask students to think about birthday parties. Ask: What do you do? (play games, eat, talk/chat with friends) What do you see? (balloons, cake, food,etc.) 3. Students complete the spider web diagram on birthdays in the student’s book. 4. Ask instruction checking questions. 5. Give a time limit of 3 minutes.

2

T.4.11.2

family. He’s 85, but he is still good-looking. And that’s my aunt over there, beside the cake. She’s wearing a pink t-shirt. She’s taller than my uncle. Look! She’s the tallest in the family. And my uncle’s the shortest! And look! My 2 cousins are having fun, popping the balloons. Sreyta is really smart. She’s the smartest in the family. No one has a present for grandma, but she has! We don’t know what it is. It’s a secret. And my cousin Meng is the youngest. He’s only 3 and he is the naughtiest! Oh, and me? Oh well, there I am. I’m having ice-cream. I’m the coolest, and the best!

(7 mins): Warmer. Play ‘Back writing’

(3 mins): Students listen and repeat (T.4.11.2) 1. Students point to the pictures as they listen and repeat. TAPESCRIPT 4.11.2 Grandma / grandpa / aunt / uncle / cousins 4

(7 mins): Activity 4. Students listen for the answers (T4.11.1) 1. Tell students to listen again. 2. Tell students to write the answers in their notebooks. 3. Ask instruction checking questions. 4. Give a time limit of 5 minutes.

5

Chapter 4, Unit 11, Lesson A

Look at the sentences. Answer the questions.

My mum is the prettiest.

Dara’s good.

5

Sophal is the best.

Avorng is the shortest.

(7 mins): Activity 5. Grammar box 1. Students complete the exercises in the grammar box. 2. Help as necessary, but let students guess / think about the rules. 3. Ask questions to help students (e.g. Do we always use the when comparing three or more people or things?) 4. Ask instruction checking questions. 5. Give a time limit of 5 minutes. 6. Check answers as a class.

Circle the correct word: Sophal is the happyest / the happiest boy in the class. Avorng is the short / the shortest bird. Dara is coolest / the coolest student. Yes or no? Did you talk about three or more people or things? Did you add –est to the words? Did you change y to –iest in happy? Did you add the?

yes yes yes yes

How do you spell?

6

2 people or things

3 or more people or things

happy

ier happ______ than

pretty big

ier than prett_____ ger than big______

est the happi_______ iest the prett_______

tall

taller than

smart

smarter than

Let students work in pairs. One student uses ( X ). The other student uses ( O ). Students take it in turns to answer the questions in the boxes. When a student has correctly answered a question in one box, that student draws his / her symbol ( X ) or ( O ) in the box. 5. When a student has answered all questions vertically or horizontally, he/she wins. 6. Stop students after 10 minutes. 7. Ask students some questions in the game. Were there answers correct? 1. 2. 3. 4.

est the bigg_______ the tallest the smartest

After the lesson: Thinking about the lesson (Reflection)

Remember: To talk about three or more people or things, we use good / better / best and bad / worse / worst.

6

Game

Make a sentence: I am (pretty) than ________.

Say it: cousin

Answer a question: Who is younger than you?

Make a sentence: (big)

Spell: sad sad__ __ __ than the __ __ __ __ __ __ __

Spell: good be __ __ __ __ than the __ __ __ __

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

Noughts and crosses.

!

Say it: grandma

Answer a question: Who is the tallest in your class?

(11mins): Activity 6. Post task – noughts and crosses

1. 2. 3. 4.

Do you encourage your students to help one another? How? What’s good about students helping each other? How can you encourage your students to help each other? Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. ២. ៣. ៤.

Make a sentence: (smart)

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តើអនកលើកទឹកចិតតសិសាសរបស់អនកឲាយចាះជួយគនាៅវិញៅមកដារឬទា? តើោយរបៀបា? តើារដាលសិសាសចាះជួយគនាៅវិញៅមកនាះ ានអតថបាោជន៍អវីខលះ? តើអនកាចលើកទឹកចិតតសិសាសរបស់អនកឲាយចាះជួយគនាៅវិញៅមកយ៉ាងដូចមតាច? សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

C4-8

Chapter 4, Unit 11, Lesson B

1

Chapter 4, Unit 11, Lesson B

I’m the coolest in my family – Small or big?

11b T.4.11.3

In my family: I’m the coolest in my family: Small or big?

Do you know what these are? Match the words to the pictures. Write the words in your notebooks.

1. make the bed (b)

2. do the laundry (a)

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (7 mins): Warmer. Play ‘Memory Spelling game’

3. do the washing up (c)

1. Put students into groups of 3 / 4. 2. Tell students they will ONLY listen to the words you say. 3. Students shouldn’t write anything at this point. If necessary, have them keep their notebooks and pens in their bags. 4. Say 5 words (e.g. brother, mum, grandpa, pencil, notebook). Students listen ONLY. 5. Then, each group remembers the words and writes down the words on a piece of paper. 6. If necessary, you may read the words again. TIP: Always ensure that students are ONLY LISTENING when you say the words. Students only write AFTER you say the words. 1

a

2

b

c

1. Tell students to match the words with the pictures. 2. Students listen and repeat. 3. Check answers as a class.

How many people are there in your family? Is your family big or small? Tick (). grandma

___

cousin

___ (how many? ______)

grandpa

___

brother

___ (how many? ______)

mum

___ 

sister

___ (how many? ______)

aunt

___ (how many? ______)

uncle

___ (how many? ______)

dad

___

TAPESCRIPT 4.11.3 do the laundry / make the bed / do the washing up 2

C4-9

(5 mins): Activity 2. Lead in 1. 2. 3. 4.

Look at the pictures. Which picture is a picture of a small family? Which picture is a picture of a big family? A

(5 mins): Activity 1. New words (T.4.11.3)

B

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Ask: How many people live in your family? Is your family big or small? Students tick the family members that live with them. Students look at the photos of the two families. Ask: Which picture is a picture of a small family? Which picture is a picture of a big family?

Chapter 4, Unit 11, Lesson B

3

Read quickly. Which is Carol’s family? Which is Phalla’s family? Hi! My name’s Carol. I’m from Canada. I live with my younger brother, my mum and my dad. My younger brother’s name is Joe. We often watch TV together after school. Sometimes we fight because I don’t like Cartoon Network! He loves Cartoon Network! He watches Cartoon Network all the time. I always make my bed. Joe never makes his bed. Sometimes I feel sad because I have only one brother. We often do things together, but sometimes he is really naughty. He is the naughtiest brother I know!

4

3

1. Tell students to read the text quickly. 2. Give a time limit of 2 minutes. 3. Ask: Which is Carol’s family picture? Which is Phalla’s family picture?

Hi! My name is Phalla. I’m from Cambodia. I live in a big house. A lot of people live in our house – my mum, my dad, my brother, my 2 sisters, grandpa and grandma and my 3 cousins. Wow! 11 people live in my house. I help my mum do the washing up and my two sisters help with the laundry. We do the laundry every day! Look at our house – it’s a mess! But we have fun too! My cousins and I often go swimming in the river. I’m the fastest swimmer! Then we run home. My youngest sister is the slowest runner. She’s only 6.

4

Yes or No? 5

Remember your family tree? Use it. Draw your aunt, uncle, grandpa, grandma and cousins.

7

Who’s the laziest in your family? Who’s the naughtiest in your family?

Guessing game! Ask your friend questions. Can they guess your answer?

7

!

Game

Who is the smartest in your family? Hmmm.. Is it your uncle? No, you’re wrong! Yes, of course!

(7 mins): Activity 6. Writing

Learner assessment and lesson wrap up After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Make a list of all the GOOD things about your lesson today. Be proud! 2. Make a list of all the things that you didn’t like about your lesson today. How can you make them better next time? Be creative! 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ចូរកត់តានូវ ចំណុចលអ ៗ ាំងអស់អំពីារបងាៀនរបស់ អនកៅថងានាះ។ សូមានោទនាពចំោះ ារបងាៀន របស់អនក! ២. សូមកត់តា ចំណុចាំងាយាដាលអនកមិនពាញចិតត អំពីារបងាៀនរបស់អនកៅថងានាះ។ តើអនក ាចកាលំអ ចំណុចាំងោះឲាយានលអបាសើរ សមាាប់ារបងាៀន លើកកាាយយ៉ាងដូចមតាច? ចូរានគំនិតចនាបាឌិត! ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

1. Students answer questions about their family in their notebooks. 2. Give a time limit of 5 minutes.

Now answer these questions about your family. Who’s the tallest in your family? Who’s the smartest in your family? Who’s the prettiest in your family?

(10 mins): Activity 5. Writing and drawing 1. Ask students about their family trees from previous lessons. 2. If they have it with them, ask them to include grandpa, grandma, aunts, uncles and cousins. 3. If they don’t have it with them, let students draw another family tree. Tell them to include grandpa, grandma, aunts, uncles and cousins. 4. Ask instruction checking questions 5. Give a time limit of 8 minutes. 6. Show to the class some of the completed family trees.

6

6

(5 mins): Activity 4. Students read for the answers 1. Tell students to read again and answer the questions with yes or no. 2. Give a time limit of 3 minutes. 3. Check answers as a class. 1. Is Carol from Cambodia? (no) 2. Is she sometimes sad? (yes) 3. Does she like Cartoon Network? (no) 4. Does Phalla live in a small house?(no) 5. Does Phalla help his mum? (yes) 6. Is Phalla a fast swimmer? (yes) 7. Do you help your mum? (___)

no (No, she isn’t.) 1. Is Carol from Cambodia? ________________________ yes (Yes, she is.) 2. Is she sometimes sad? ________________________ no (No, she doesn’t.) 3. Does she like Cartoon Network? ________________________ no (No, he doesn’t.) 4. Does Phalla live in a small house? ________________________ yes (Yes, he does.) 5. Does Phalla help his mum? ________________________ yes (yes, he is.) 6. Is Phalla a fast swimmer? ________________________ (open question) 7. Do you help your mum? ________________________

5

(3 mins): Activity 3. Students read for the big idea

Is it you?

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(8 mins): Activity 7. Speaking 1. Put students in pairs. 2. Tell students not to show their answers to activity 6 with their partners. They should keep their answers secret. 3. Students ask and answer questions about their families. 4. Stop students after 6 minutes. 5. Call on some students to tell you what their guesses are. Were they correct? C4-10

Chapter 4, Unit 11, Lesson C

1

Chapter 4, Unit 11, Lesson C

I’m the coolest in my family – Family of monsters

11c

In my family: I’m the coolest in my family: Family of monsters

Look! It’s the monster family!

(7 mins): Warmer. Play ‘Memory test’ 1. 2. 3. 4. 5. 6. 7. 8.

Shin (woman)

1

Du man) Shakey (woman)

Betsy (woman)

Nom (man)

2

Bimby (man)

4. Andy is Pam’s brother. No 5. Pam and Bimby are cousins. Yes 6. Tim is Andy’s father. Yes

TEXT A: Pam is a monster, but she is the prettiest monster ever. She is lovely too. She is 4 years old. She’s young. She lives in a big house with grandpa and grandma. She swims in the river every day!

Listen to your partner. Write what he/she says.

TEXT B: Jay is a monster too. He is Pam’s friend. He isn’t good-looking. He is ugly! He has no hair. He’s old! He’s 8 years old. He lives in a small house in the forest. He plays football sometimes.

Can you spell that please? Can you say it again, please? Student A, Turn to page 231. Student B, Turn to page 237.

Student A : Pam is a monster, but she is the prettiest monster ever. She is lovely too. She is 4 years old. She’s young. She lives in a big house with grandpa and grandma. She swims in the river every day! C4-11

(15 mins): Activity 2. Listening and Writing Students work in pairs. Student A turns to page 231. Student B turns to page 237. Tell students not to look at each other’s texts. Their texts are secret. Pre-teach ‘Can you repeat that, please?’and ‘Can you spell that, please?’ Give examples of this in class. Do not translate. 6. Student A reads his/her text. Student B writes. Then, student B reads his/her text. Student A writes. 7. Ask instruction checking questions and give a time limit of 12 minutes. 8. Stop students after 12 minutes. 9. Tell students to compare their texts and check their mistakes. 10. Tell them to pay attention to punctuation (use of capital letters and full stops).

Yes or No?

2

Write or draw a monster on the board. Ask students what they think it is. Let them guess, and then tell them it’s a monter. Ask them what they know about monsters. Accept all answers. Tell students they are going to read about a family of monsters. Students use the family tree to answer yes/no questions. Ask instruction checking questions (e.g. Can you use monster as an answer? No) Give a time limit of 6 minutes. Check answers as a class.

1. 2. 3. 4. 5.

Andy (man)

Pam (woman)

1. Betsy is Pam’s mum. Yes 2. Du is Bimby’s grandpa. Yes 3. Shakey is Pam’s uncle. No

(8 mins): Activity 1. Students read for the answers 1. 2. 3. 4. 5. 6. 7. 8.

Tim (man)

Put students into groups of 4/5. Write 5 sentences on the board. As you write, make sure students are not copying them on to their notebooks. Give students 1-2 minutes to memorize the sentences written on the board. Erase the board clean. Students in groups remember the sentences and write them on a piece of paper. Give a time limit of 2-3 minutes. The group that remembers the most wins.

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Chapter 4, Unit 11, Lesson C

3

Think of an animal. Work in your groups. Then present to the class. Which group has got the strongest animal?

3

(15 mins): Activity 3. Writing and speaking 1. 2. 3. 4.

Students work in groups. Tell students to complete the table about animals. Give a time limit of 10 minutes. Each group chooses a reporter to share their answers in class. The teacher can also nominate stronger students in each team to be the reporters.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

Think of an animal: _______________________________________

1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

Think of an animal which is bigger: _______________________________________

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

Think of an animal which is smaller: _______________________________________

Think about the answers to these questions. You don’t have to tell anyone the answers! 1. 2. 3. 4.

Think of an animal which is stronger: _______________________________________

How much of the lesson was in English? How much was in Khmer? How much translating did you do today? Think of 2 ways to avoid translating in your next lessons. Your own question(s). ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

Think of the biggest animal: _______________________________________

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

Think of the smallest animal: _______________________________________

១. តើមារៀននាះបាើបាស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ? ២. តើថងានាះអនកានធវើារបកបាាាាាខមាចាើនយ៉ាងាដារ? ៣. ចូរគិតអំពីវិធី ២យ៉ាង ដើមាបីចៀសាងារបកបាាាាាខមារសមាាប់ារបងាៀនរបស់អនកលើកកាាយ។ ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

Think of the strongest animal: _______________________________________

Congratulations!

You inished Unit 11. Tick () the things you can do. I can talk about my family. I can draw my family tree. I can compare three or more people and things. I can describe myself and my friends.

    - 75 -

C4-12

Unit 12 - Monsters!

In my family: Monsters!: The scariest monster

12a

Monsters! - The scariest monster

1

Are you scared of monsters? Is Dara scared? Listen and check.

T.4.12.1

Chapter 4, Unit 12, Lesson A

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Lead in 1. Tell students to guess what you are drawing on the board. Draw a monster! 2. Ask What this is called in English? 3. Ask students Are you scared of monsters?

braver than Bopha. I’m the bravest person in the whole school! You know, Linda. I’m probably the bravest person in the world! Linda: Oh! I see! The bravest person in the world! Um… Dara? Dara: (lovingly *SIGH*) Yes, Linda? Linda: Is that the monster? 7. Can you guess what the monster is? Turn to page 231 to check.

(2 mins): Students guess

2

1. Ask students to look at the picture. What can they see? 2. Ask students Are you scared? 3. Ask students Is Dara scared of the monster?

What does Dara tell Linda? Answer the questions in your notebook.

1

1. Does the monster want to eat Dara? Yes, it does. 2. Is the monster ugly? Yes, it is. 3. Does it have small teeth? No, it doesn’t. 4. Is the monster young? No, it isn’t. 5. Is Dara scared or brave? (Student’s answers will vary before they look at the back of the book. This is ok! The real answer is: Dara says he is brave. He is really scared.)

Match the pictures and words! 1. scary 4. tall 7. naughty

2. scarier 5. taller 8. naughtier

3. the scariest 6. the tallest 9. the naughtiest

a.

b.

c.

d.

e.

f.

g.

h.

i.

TAPESCRIPT 4.12.1 Dara: *SOUND OF RUNNING AND DARA PANTING* Monster! Monster! There’s a huge monster and it wants to eat me up! Linda: Really, Dara? Is it ugly? Dara: Oh yes. It’s very ugly. Its uglier than Mr Savann! It’s the ugliest thing in the world! Linda: And does it have big teeth? Dara: Big teeth? BIG TEETH! Puh. It has the biggest teeth in the world! It’s teeth are bigger than you are Linda! Linda: Is it old? Dara: Im sure it’s old. It’s older than you, It’s older than me! It’s probably older than everyone! It’s the oldest monster in the world! Linda: (In a fearful voice) Are you scared? Dara: Puh! Nuh uh! I’m never scared! I am brave. I am braver than Sophal. And I’m

Look at the words and tick () and cross () the rules. When a word ends in y, drop the y, and add est/iest When a word ends in any other letter, add est/iest C4-13

(5 mins): Activity 1. Students listen for the big idea (T.4.12.1)

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(5 mins): Activity 2. Students listen for the answers (T.4.12.1) 1. Tell students to look at the questions and to try and guess and remember the answers. 2. Tell students not to write yet, because it will take too much time to correct. 3. Tell students that they are going to check their guesses and memory from the recording. 4. Ask instruction checking questions. 5. Tell students to compare their answer with their group/partner. 6. Check the answers as a class.

1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students compare with their group/partner. 4. Ask and answer as a class. 5. Ask students if they can guess who the monster really is. Get some answers from the class. 6. Tell students to listen and to look at the picture to find out what the monster really is.

Turn to page 231. Is this the monster, Dara?

3

2

3

(5 mins): Activity 3. Grammar 1. Write 1. 2. 3. down the side of the board. Tell students to look at the pictures. Ask What pictures are scary? 2. Ask which one is just a little scary. Write it next to number1 Ask students which is number 2 for scary. Write it next to number 2. Ask which picture they think is the most scary. Write the letter next to number 3. 3. Ask students to do the others. 4. Ask instruction checking questions. Give a 3 minute limit. 5. Ask students to compare. 6. Ask answers as a class.

Chapter 4, Unit 12, Lesson A

4

Look at these pictures. Can you write all three words? 1

2

4

4

3

5 5

Who in your class is…

Who in your class has...

1. the oldest? 2. the nicest? 3. the youngest? 4. the messiest? 5. the tidiest?

6

1. the longest hair? 2. the whitest teeth? 3. the biggest smile? 4. the shortest hair? 5. the coolest clothes?

6

1. Tell students to look at the pictures. Point to the first picture Say: He is … Students: Old! 2. Write old on the white board Say old and point to the second column in activity 4 old Students: older. Write older on the board. Point to column 3. Students: oldest! 3. Tell students to continue with the other words in their notebooks. Give students a 3 minute limit for this. 4. Ask students to compare. 5. Ask answers from the class.

Assessing the success of the lesson. Not testing all the students!

(5 mins): Activity 5.

(5 mins): Activity 6. Preparing for writing 1. Tell students to quickly read the text in activity 6. Ask Is our class the same or different? (Remember. This isn’t a reading. This is to give students an idea about the writing structure. Only allow one minute. You might like to read the text out load together if your class is easily distracted! 2. Ask Is our class the same or different? Students: different.

Read about Dalis and her class. Is your class the same or different? There are a lot of cool kids in my class. Lina is smart! She is the smartest in the class. She always does her homework and she studies hard. Chan is the oldest. She’s 13 years and 7 months old! Lisa is the youngest… 7

7

(2 mins): Learner assessment and lesson wrap up

1. Ask Who is the oldest? Guess who in the class you think is the oldest. Write it next to number one. 2. Tell students to answer the rest of the questions. 3. Tell them it’s OK to be wrong. Just guess! 4. Ask instruction checking questions and give a 5 minute limit for this. 5. Do not check answers, but you can ask 1 or 2 students for their ideas. There are not right and wrong answers though, because this is about opinion activity 6 is to prepare for the writing and its important students feel their ideas are good.

1. old, older, oldest

5

(5 mins): Activity 4. Controlled Practice

Now write about your class in your notebook!

(10 mins): Activity 7. Writing 1. Tell students that they are going to write about their class. They should use the ideas they wrote in Activity 7 and the model in model in exercise 6. 2. Ask instruction checking questions and give a lime limit of 7 minutes.

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1. Tell students to complete and edit their work for homework. Tell students that they will need to be ready to read their work to the class the next lesson. OR Have some students come and read their piece to the class. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. The lesson had a lot of stages, so you had to keep students (and yourself!) on task. Did you give too much time to the grammar? 2. Kids don’t really care about grammar, and knowing the “correct” words for things (ie comparatives and superlatives) doesn’t really help them to learn. Did you spend too much time on this? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. មារៀននីមួយ ៗ ានចាើនជំាន ដូចនាះអនកតាូវបាាកដ ាសិសាស (និងខលួនអនកផទាល់!) ផតាតារយកចិតត ទុកាក់ លើារកិច។ ច តើអក ន ានចំាយពាលចាន ើ ៅលើវយ ា ា ា ករណ៍ដារឬទា? ២. សិសាសមិនសូវាយកចិតតទុកាក់លើវាយាាករណ៍ និងារ ចាះាកាយឲាយាន “តាឹមតាូវ” សមាាប់អវី ៗ ោះទា (ាន ន័យា ារបាៀបធៀប និងារបាៀបធៀបកមាត ិ ាច់ាត) ពិតាមិនាចជួយឲាយពួកគា រៀនានឡើយ។ តើអក ន ាន ចំាយពាលចាើនលើបញហានាះដារឬទា? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

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Chapter 4, Unit 12, Lesson B

12b

Monsters! - The green monster

1

How does Bopha feel? Listen, read and check. Jealous

T.4.12.2

Chapter 4, Unit 12, Lesson B In my family: Monsters!: The green monster

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

(10 mins): Warmer/Lead in

This is based on the homework from last lesson. If you did not set homework in the previous lesson, play a game for a few minutes to get students talking and thinking in English 1. Put students in groups of about four. 2. Ask students to take out their homework (writing) from last time. 3. Tell students to read and compare their writing. Do they agree? Tell students that it is important for them to pay attention to their friends and to be polite. 4. Ask instruction checking questions such as Listening politely to your partner, or playing? 5. Allow students a few minutes to compare their work. 6. Ask a few students to read their work to the class and ask the rest of the class if they agree or not. 7. Make sure people listen clap and encourage their friends. (2 mins): Students guess 1. 2. 3. 4. 1

TAPESCRIPT 4.12.2

See reading in activity 1 2

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(10 mins): Activity 2. Students read for the answers 1. Write: Do people hang out with Bopha every day? on the board. Ask students if they can work out the answer as a class. Ask students to point to where they found the answer. 2. Write No they don’t. on the board. 3. Give students a 5 minute limit. 4. Ask instruction checking questions. 5. Students complete. 6. Students compare with their group/ partner. 7. Check answers as a class.

Answer the questions in your notebook. 1. Do people hang out with Bopha every day? No, they don’t. 2. Who is the prettiest girl in the class? Linda 3. Who is the smartest in the class? Sophal 4. Can Bopha ride a motorbike? Yes, she can.

(5 mins): Activity 1. Students read and listen for the big idea (T.4.12.2) 1. Tell students that they are going to listen and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students to compare their answer with their group/partner. 6. Check the answer as a class.

I don’t know what all the fuss is about this new girl, Linda! People hardly ever play games or hang out with me now. I’m cool! OK. She’s prettier than me. OK. She’s probably the prettiest girl in the class. But I’m smarter! I’m not the smartest, Sophal is the smartest, but I’m smarter than Linda! And I can ride a motorbike! She can’t. She can’t ride a bicycle! And I am better at football. I’m not the best in the class. Dara is the best in the class. But I’m better than Sophal! I’m the best at swimming in the class as well! No-one is better than me! I’m like a fish! I love water. I am the coolest in the class. It’s just the others don’t know!

2

Ask students to look at the picture and to cover the text. Ask Who can you see? How does she feel? Allow students a minute to talk to their partners. Compare ideas as a class.

5. Who is the best at football in the class? Dara 6. Who is the best at swimming in the class? Bopha 7. Who do you think is cooler? Linda or Bopha? Students own answers.

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Chapter 4, Unit 12, Lesson B

3

Who is the best in your class?

1

3

2

1. In your class, who is the best at homework? 2. In your class, who is the best at football?

1. Say: Who is the best at homework? Put up your hand if you are the best at homework! Encourage students to put up their hands. 2. Concept checking question: Say Look! There are lots of people who are good at homework! Is there a right or wrong answer then? Students: No. There are lots of different right answers. 3. Tell students to answer the questions according to their own ideas. Give 5 minutes for students to do this.

3

3. In your class, who is the best at riding a bike?

4

4. In your class, who is the best at badminton? 5. In your class, who is the best at fishing?

5

6

6. In your class, who is the best at volleyball?

4

Discuss your answers as a class! Naro isn’t the best at football! I’m better than him!

5

T.4.12.3

Read and listen. Try and clap! Can you do it as a class?

(7 mins): Activity 3. Controlled Practice and new words

4

(3 mins): Activity 4. Class discussion 1. Tell students that you are going to talk about the answers as a class. Make sure students understand that we don’t bully or make negative people in class. 2. Ask instruction checking questions. 3. Ask students what they got for the questions. Ask students if they agree. Encourage language like Lina is better at riding a bike than Linda.

!

5

Game

(5 mins): Activity 5. Chant! (T.4.12.3) 1. Tell students that they are going to listen to and learn a chant together. 2. Play the recording. Encourage students to join in with the clapping and clicking 3. Play the recoding again. Have students say the words and clap and click. 4. Tell students that you are going to have them do the chant in their groups. Tell them to use the pictures to help them. 5. Finally do the chant as a whole class. Have students yell out who they think is the best at activities as in the recording.

Best at Football DARA! Dara’s best at football Dara’s the best at football.

TAPESCRIPT 4.12.3

Dara’s the best you can see.

All: Best at Teacher: Football Dara: DARA! All: Dara’s best at football Dara’s the best at football. Dara’s the best you can see. Dara’s the best at football No one is better than he. So birds can fly in the blue sky

Dara’s the best at football No one is better than he. So birds can fly in the blue sky Fish can swim in the sea But no one is better at football.

Fish can swim in the sea. But no one is better at football. Noone is better than he. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Sometimes class should be fun, and it is more important that students are having fun than saying things “perfectly”. A lot of people think that in English class, fun is the most important thing! Were your students having fun? 2. It is more important that kids feel confident than be perfect! Do you correct kids too much? 3. Do you think the kids in your class feel brave enough to make mistakes? 4. How could you do this lesson better next time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ពាលខលះានាក់រៀនគួរតាានាពរីកាយ ហើយារដាល សិសសា ានាពរីកាយោះគឺាសំាន់ាងារ ដាលសិសសា និយយអវី ៗ “ានតាឹមតាូវឥតខចាះ” ៅទៀត។ មនុសាស ាចាើនគិតាៅកនុងានាក់ាា អង់គលាស ាពរីកាយគឺ ារឿងសំាន់បំផុត! តើសិសាសរបស់អនកានាពរីកាយ ដារឬទា? ២. សិសាសានាពជឿាក់ សំាន់ាងសិសាសានាពឥត ខចាះ! តើអនកកាកំហុសពួកគាចាើនពាកដារឬទា? ៣. តើអនកគិតាសិសាស កនុងានាក់របស់អនកានសាចកតីាលាាន គាប់គាន់ កនុងារានកំហុសដារឬទា? ៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

No one is better than he.

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Chapter 4, Unit 12, Lesson C

12c 1

Chapter 4, Unit 12, Lesson C

Monsters! - The green monster

In my family: Monsters!: The hungry monster

Look at the pictures. They are opposite! Opposite means very different. Can you match the opposites?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 Mins): Warmer. Game! The acting game (review new words)

a

b

h T.4.12.4

2

c

i

d

j

e

k

l

f

g

m

n

Can you match the words with the pictures? Match the number with the letter in your notebook.

2. small 9. messy

3. big 10. tidy

4. short 11. wet

5. happy 12. dry

6.sad 13. pretty

8. People who cheat lose a point. 9. Ask instruction checking questions. 10. Play the game. Use the words from the Unit (do homework, study, work, go to school, watch TV, ) as well as any other words that you think your students will know. Keep playing the game until everyone has had a turn at the front. Don’t worry if you have to repeat words. 11. Say who the winning team is at the end. Everybody clap!

3 T.4.12.5 Look at the picture. What is happening? Why? Dara is trying to play a trick on Sophal. Sophal is lirting with Linda.

1

(4 mins): Activity 1. Review new words 1. Teach the word opposite through examples (eg Black/white up/down ). 2. Tell students to look at the picture. Point to a. Ask Is she young? Students: No, she is old! Ask Who is young? Students point to the baby (m). 3. Tell students to match the pictures with the opposite. Tell them not to write. Point. Give a time limit of 2 minutes for this. Ask instruction checking questions. (e.g. Do I want you to write? ) 4. Check the answer as a class

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If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)

. The people at the board can talk. . The people trying to act and show the word are not allowed to talk. . First team to guess gets a point.

7. old 14. ugly

Cool kids say: Tell me about it! I know what you mean.

TAPESCRIPT 4.12.4

7. RULES.

The tapescript reads the pictures out in order. a7, b2, c10, d5, e8, f12, g13, h3, i4, j6, k9, l11, m1, n14.

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(6 mins): Activity 2. New words (T.4.12.4) 1. Look at the first word in activity 2 (young). 2. Ask students to decide which picture is Young. (m) Have students match the words with the pictures. 3. Ask instruction checking questions and give a time limit of 4 minutes. 4. Students compare with their group/partner. 5. Listen and check. 6. Ask students what the comparative and superlative adjectives are. (1 minute)

Tell all students to stand up. Put class into 4 groups. Tell students to decide on a team name. Write the team names on the board. Have one student from each group go to the board and face the class so they cannot see the board. 6. Write a word on the board (e.g. fishing). Tell the students facing the rest of the class Guess the word and pretend to fish. If no one has guessed it after a minute, tell them to look at the board. 1. 2. 3. 4. 5.

Listen

1. young 8. tall

2

a. old / b. small / c. tidy / d. happy / e. tall / g. dry/ h. big i. / short /j. messy/ l. wet / m. young / n. Ugly 3

(2 mins): Activity 3. Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students What is happening? 3. Ask students Why? 4. Students compare with their partner for a minute. 5. Come back together as a class and get some different ideas (but do not say who is right or wrong).

(5 mins): Activity 3. Students listen for the big idea (T.4.12.5) 1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students compare their answers with their partner/group. 4. Check answers as a class. TAPESCRIPT 4.12.5 Linda: Thanks for dinner, Sophal! Sophal: You’re welcome, Linda. Linda: So, tell me about the other people in the class. Tell me about… Dara!

Chapter 4, Unit 12, Lesson C

4

T.4.12.5

Who is it? What does Sophal say? Dara or Sophal? a) Who is lazier? Dara b) Who is late for class? Dara c) Who is the messiest? Dara

Sophal: oh… er… ahem. Well… He’s Lazy. Linda: Really? How? Sophal: Well he never does his homework and he’s always late for class. Linda: Is he the laziest in the class? Sophal: Yes! He is the laziest person in the world! Linda: Is he messy? Sophal: Oh yes! He’s messier than me! He’s messier than everyone! He’s the messiest person I know! No one is messier than Dara! Linda: But you’re tidy? Sophal: Puh! Tidier than Dara! I’m the tidiest in the class! And I’m older than Dara. I’m the oldest in the class. Linda: Are you better at school than Dara? Sophal: I am better at school and playing football than Dara. Linda: I think you are taller as well. Sophal: Yes, Dara is shorter than me. And everyone says I’m better looking. Linda: Really? But you know what? Sophal: What? Linda: Dara’s wetter! Sophal: Oh! He he! Yes he’s the wettest.

d) Who is the tidiest? Sophal e) Who is better at football? Sophal f) Who is better looking? Sophal

4

5

1. Tell students to work with a partner. 2. Tell students to try and remember/guess if it was Dara of Sophal. Set a 3 minute limit. 3. Tell students to write a-f in their notebooks. Then tell them to listen and write D for Dara and S for Sophal 4. Ask instruction checking questions. 5. Students listen. 6. Students compare. 7. Ask for some answers as a class.

Read about this family. Is your family like this family? Students own answers There are 5 people in my family. There are my mum, my dad, my little brother, my big sister and me! In my family, my mum is the oldest. She is 36 years old. My little brother is the naughtiest! He never does any work! My big sister is the coolest. She always helps me with my homework. I am the best at football. I can run very fast! 5

6

Now write about your family! Who is the oldest? The youngest? The best at something? You inished Unit 12. Tick () the things you can do. I can say who the biggest, youngest and oldest I can talk about who the best at something is.

(3 mins): Activity 5. Preparing for writing – looking at a model 1. Tell students to read the text in activity 5 quickly. Ask Is your family the same or different? (Remember. This isn’t a reading. This is to give students an idea about the writing structure. Only allow one minute. Read the text out load together if your class is easily distracted! 2. Ask Is your family the same or different? Students: different!

Congratulations!

in my family are.

(5 mins): Activity 4. Students listen for the answers (T.4.12.5)

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6

(10 mins): Activity 6. Writing 1. Tell students that they are going to write about their family. 2. They can use activity 5 as a model. 3. Ask instruction checking questions and give a time limit of 9 minutes.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Do you only ask “good students” the answers in class? How do you think this makes “bad students” feel? 2. How do you think “bad students” would feel if they thought you thought they knew the answers? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើអនកសួរយកចមលើយតាពី “សិសាសពូក”ា ៅកនុងានាក់ដារ ឬទា? តើអនកគិតាាធវើឲាយ “សិសាសខាាយ” ានរមមណ៍ យ៉ាងដូចមតាច? ២. តើអក ន គិតា “សិសសា ខាាយ” នឹងានារមមណយ ៍ ង ា៉ ដូចមតច ា បាសន ិ បើពក ួ គាយល់ឃញ ើ ា អនកគិតា ពួកគាដង ឹ ចមលយ ើ តាអនកមិនសួរយកចមលើយពីពួកគា? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C4-18

Chapter Tell me all about it!

5

Chapter 5, Unit 13, Lesson A

Tell me all about it!: Guess what I’ve got: My friend Tom

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Unit 13 - Guess what I’ve got

(5 mins): Warmer. Game! Magic Finger Colour Race 1. 2. 3. 4.

13a Guess what I’ve got - My friend Tom 1

Look at these things. Which have you got?

5.

6.

c

b

a

e

d

7. 8. 9.

f

2

T.5.13.1

g

h

i

1

Match the pictures with the new words. Listen and check.

1. short hair 6. curly hair

2. brown eyes 7. white teeth

3. big feet 8. a cute nose

4. long hair 9. ears

3

5. a great smile

2

Look at the picture of Bopha and Linda. Look at Linda’s big smile! Why is Linda smiling? Listen and check.

C5-1

TAPESCRIPT 5.13.1

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello wait for students to repeat.

Read the sentences about Tom. Which are true and which are false? 1. Tom is a girl. False! 2. Tom is 13 years old. True 3. Tom has got yellow teeth. False

(8 mins): Activity 2. New Words (T.5.13.1) 1. Tell students to write the new words next to the letter of the picture in their notebooks. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. Tell students to compare with their group/ partner before they listen and check. 4. Tell students to listen and repeat as a class. Join in! It will encourage students!

Any of these (or similar). she knows that Dara and Sophal are Listening, she is playing a trick on Dara and Sophal. because her friend is coming, because she is trying to make the boys jealous.

4

(2 mins): Activity 1. New words 1. Ask: What colour are my eyes? Students: Brown! 2. Point to number 2 and say: I have got brown eyes. 3. Tell students to tell their partners which things they have got.

The tapescript reads the pictures out in order. a4, b1, c5, d2, e3, f6, g7, h9, i8. T.5.13.2

Tell students that they have a magic finger Show them your magic finger. Ask students to hold up their magic fingers. Tell students that you will say a colour and they will need to touch something that is that colour with their magic finger. RULES If you touch the wrong colour, you are out. If you are the last one to touch a colour, you are out. Say a colour (e.g. Green!) Students touch something green with their “magic finger” (e.g. a bag or a pen or a lunch box). Tell students touching the wrong colour to sit down. Tell the last person to sit down. Repeat until there is a winner. Everyone clap!

4. Tom has got long hair. True 5. Tom hasn’t got black hair. True 6. Tom is from Australia. False

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Narrator: long hair/ short hair/a great smile / brown eyes/ big feet / curly hair/ white teeth/ ears/ a cute nose

(2 mins): Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students Who is in the picture? What are they doing? 3. Ask students Why is Linda smiling? 4. Students compare their guesses with their partner for a minute. 5. Come back together as a class and get some different ideas (but do not say who is right or wrong). 3

(5 mins): Activity 3. Students listen for the big idea. (T.5.13.2) 1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students compare with their group/partner. 4. Check answers as a class. TAPESCRIPT 5.13.2 Bopha: Wow Linda! You’ve got a big smile on your face today! A very big smile! Who are you thinking about? Linda: *SIGH* It’s a boy. Dara and Sophal: Hmm? Huh? Bopha: A boy? Linda: Yeah. He’s so nice. And he’s good looking. Bopha: Really? How old is he? Linda: Same as us. He’s 13 years old and he’s in grade 7 too. *SIGH* He’s got a great smile and white teeth. Bopha: Hair? Linda: He’s got short hair. Bopha: What colour? Linda: Red! Bopha: What? Red hair? Linda: *GIGGLING* Yes! Red hair! Bopha: Ok! I can’t guess! Who is it? Linda: *GIGGLING* It’s my friend! My friend Tom! You know Tom! My English friend! My best friend Tom is coming from England today! Bopha and Linda: Both giggling

Chapter 5, Unit 13, Lesson A

5

Read the sentences and then choose the rules. I have got long hair. My friend has got short hair. I haven’t got a blue bag. My friend hasn’t got a blue bag.

4

1. Tell students to work with a partner. 2. Tell students to try and remember/guess what the answers are. Give a 3 minute limit. 3. Tell students to write 1-6 in their notebooks and then to tick and cross ( and ). 4. Ask instruction checking questions before students listen. 5. Students correct incorrect sentences in their books. 6. Students compare. 7. Ask for some answers as a class.

Have I got green eyes? Has he got any friends?

• We use have got/has got with I, you, they, we. • We use have got/has got with he, she, it. • We use haven’t got/hasn’t got with I, you, they, we. • We use haven’t got/hasn’t got with he, she, it. • We use Has ___ got?/ Have ___ got? with I, you, they, we. • We use Has ___ got?/ Have ___ got? with he, she, it.

5

(5 mins): Activity 5. Grammar 1. Ask students to look at the grammar box 2. Write 1. We use have got / has got with I, you, they, we. Ask students which. Ask students to point to the example sentence where they found the answer. 3. Tell students to continue answering the questions in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students compare. 6. Ask and answer questions as a class.

he’s got = he has got I’ve got = I have got

6

(5 mins): Activity 4. Students listen for the answers (T.5.13.2)

Complete the sentences about me and my monster! Use is/am and have/has got.

6

(5 mins): Activity 6. Controlled Practice 1. Ask students to look at the picture of the monster. 2. Write He is got big feet. Ask: Is that right? Students: No! Write He have got big feet. Ask: Is that right? Write He has got big feet. Ask: Is that right? Students: Yes 3. Tell students to continue answering the questions in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students compare. 6. Ask and answer questions as a class.

7

1. He has got big feet. has ____ got purple hair. 2. He ____ is big. 3. He ____ has ____ got green teeth. 4. He ____ has ____ got red eyes. 5. He ____

7

have ____ got small feet. 1. I _____ have ____ got black hair. 2. I _____ am small. 3. I ____ have ____ got white teeth. 4. I _____ have brown eyes. 5. I _____

(13 mins): Activity 7. Freer practice 1. Tell students that you want them to draw their own monster and colour it in. Tell students that the monster can be as scary or cute as they like. 2. Ask instruction checking questions and give a 3 minute time limit. 3. Tell students to write sentences about their monster.

Draw a picture of you and your monster on a piece of paper. Don’t write your name! - 83 -

4. Ask instruction checking questions and give a 5 minute time limit. 5. Ask students to talk about their monster with their partner. 6. Ask instruction checking questions and give a 4 minute time limit. (5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask 2 or 3 students to share their pictures and sentences with the class. 2. Ask students to vote on the scariest monster After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Do you always start class on time? Why/ not? 2. If you are waiting for students so that you can start, do you think students will have a reason to change their behaviour? 3. Do you feel you make the most of your 50 minute lesson? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើអនកតាងតាាប់ផតើមារបងាៀនាន់ពាលដារឬទា? ២. បាសិនបើអនកកំពុងរងាំសិសាស ដើមាបីាប់ផតើមបងាៀន តើ អនកគិតាសិសាសនឹងានហាតុផលដើមាបី ផលាស់បតូរាកបាបកិរិយរបស់ពួកគាដារឬទា? ៣. តើអក ន គិតាអនកានបាប ើ ស ា រ់ យៈពាលបងាៀន ៥០នទី របស់អនក ឲាយានបាោជន៍ដារឬទា? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C5-2

Chapter 5, Unit 13, Lesson B

Chapter 5, Unit 13, Lesson B

13b Guess what I’ve got! - Guess who! 1

Tell me all about it!: Guess what I’ve got: Guess who!

Look at the picture. Who do you think the thief is?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

1. Write the words to the song on the board. 2. Tell the students that they are going to learn a song. 3. Play the recording once and have students join in when they know the words. 4. Show students the actions to the song (touch the body part as you say the word) 5. Sing the song and do the actions together as a class. 6. Sing the song faster and faster. Who can keep up?

2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students to use the clues to discuss who they think the thief is with their partner (make sure they know that checking the answer at the back of the book is illegal!) 6. Check student guesses as a class. Write some guesses on the board.

TAPESCRIPT 5.13.3

TAPESCRIPT 5.13.4

(10 minutes): Warmer. Song! (T.5.13.3)

Heads, shoulders, knees and toes, knees and toes Heads, shoulders, knees and toes, knees and toes Eyes and ears and mouth and nose Heads, shoulders, knees and toes, knees and toes

Dara: Where’s my apple? I know! A thief! The thief has got white teeth. The thief hasn’t got curly hair. The thief has got brown hair. The thief has got a big mouth and a great smile. The thief is shorter than Sophal and better looking. The thief isn’t Avorng or Sreymom. The thief is smart.

(3 mins): Lead in

2

T.5.13.4

1. Write the word Thief on the board and ask students if they know what it means. Ask the answer and if no one guesses, tell them it is someone who steals. 2. Ask students some questions to get them to think about thieves. What do they steal?

Read, listen and check. Dara Where’s my apple? I know! A thief! The thief has got white teeth. The thief hasn’t got curly hair. The thief has got brown hair. The thief has got a big mouth and a great smile. The thief is shorter than Sophal and better looking. The thief isn’t Avorng or Sreymom. The thief is smart.

3

Do you know who it is? Turn to page 231 to check your guess!

4

Who is it? Look at the picture and answer the questions.

1

C5-3

5. Who has got curly hair? 6. Who has got blue eyes? 7. Who hasn’t got brown hair?

(6 mins): Activity 2. Students read and listen for the big idea/Students read for the answer (T.5.13.4) 1. Tell students they are going to hear some clues from Dara about who the thief is.

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(1 min): Activity 3. Students check their guesses 1. Tell students to check their answers at the back of the book. Were they right? Who was closest?

(2 mins): Activity 1. Students guess 1. Ask students to look at the picture (and to cover the text). What can they see? 2. Tell students that one of the people they can see on the page has stolen something from Dara. Can they guess who? Tell students to talk to their group/partner. 3. Ask instruction checking questions and give a time limit of 1 minute. 4. Come back together as a class and get some different ideas (but do not say who is right or wrong).

2

1. Who is the oldest? Miss Mom 2. Who has got long hair? 3. Who has got a great smile? 4. Who is a bird?

3

4

(5 mins): Activity 4. Vocabulary review 1. Tell students to look at the picture and answer the questions. 2. Ask instruction checking questions and give a time limit of 5 minutes. You can start writing on the board for the next activity now. 3. Students compare their answers with a partner. 4. Check answers as a class.

Chapter 5, Unit 13, Lesson B

5

Guess Who!

Game!

5

(2 mins): Modelling the game (Activity 5) 1. Write 1-20 on the board 2. Tell students to look at the photos. Ask How many photos? Students: 20! 3. Tell one student to pick a photo between 1 and 20 and to write the number on a piece of paper but NOT TO TELL YOU. 4. Ask 5-6 yes/no questions and cross the number as you eliminate them. (e.g. Is it a girl? Yes Cross out the numbers for the boys). Have they got long hair? Yes! Cross out all the numbers of people who have short hair. 5. After 5 questions, guess which person from the photos.

Rules 1. Choose a kid. 2. Write the number. Don’t show your partner! 3. Write 1-20 in your notebook. 4. Ask yes/no questions. 5. Who can guess first? Remember Is it a boy? Has she got long hair?

(15 mins): Activity 5. Game! 1. Tell students that they are going to play the same game. 2. Drill the “Useful Language” in the box. 3. Tell students the rules

RULES. Students play against a partner. First, students choose a photo between 1-20. The students write the number somewhere secret (so students don’t change their mind and cheat!). Students take it turns to ask yes/no questions to try and guess who their partner has chosen. If you ask a question and the answer is no, it is the other persons turn. If you ask a question and the answer is yes, you get to ask another question. The first person to guess their partners number (photo) is the winner. 4. Ask instruction checking questions and give a time limit of 10-15 minutes (till about 3 minutes before the end of the class). (3 minutes): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask a few pairs who won. 2. Ask students what they found out about their partners ‘Guess Who’. Tell the whole class to listen along and see if they could guess the person as well! 3. Thank students for their hard work.

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After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. We all have students who are naughty sometimes. How do you make them do the right thing? 2. Do you only tell them when they are doing the wrong thing or do you tell them they are doing really well when they are doing the right thing? 3. How do you help your students feel good about good behaviour? 4. Do you ever say thank you to well behaved students? 5. How could you do this lesson better next time? 6. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ពាលខលះពួកយើងាំងអស់គនាានសិសាសរញ៉ាចរា៉ាច។ តើអក ន ជួយពួកគាឲយា ធវអ ើ ីវ ៗ ដាលតាម ឹ តាវូ យ៉ង ា ដូចមតច ា ? ២. តើអនក គាាន់ តាបាប់សិសាស ពាលដាលពួកគាកំពុងធវើ រឿងខុស ឬក៏បាប់ពួកគាផងដារ ាពួកគានឹងធវើ ានលអ ៅពាលដាលពួកគាកំពុងធវើរឿងតាឹមតាូវ? ៣. តើអនកជួយសិសាសឲាយានារមមណ៍លអចំោះាកបាបកិរិយ លអយ៉ាងដូចមតាច? ៤. តើអក ន ធលប ា ន ់ យ ិ យ អគុណ ចំោះសិសសា ដាលានបាពត ឹា ត លអដារឬទា? ៥. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៦. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C5-4

Chapter 5, Unit 13, Lesson C

Chapter 5, Unit 13, Lesson C

13c Guess what I’ve got! - Is that him?

Tell me all about it!: Guess what I’ve got: Is that him? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Warmer. Spelling Badminton

1

T.5.13.5

Bopha: Has he got a red bag? Linda: No! He’s got a blue bag!

Bopha: Has he got a big nose? Linda: No, he hasn’t

Bopha: Has he got a book? Linda: Yes, he has.

Bopha: Does he have yellow teeth? Linda: No! He doesn’t!

Bopha: Is he tall? Linda: Not really. He’s taller than me!

Bopha: Is he eating an apple? Linda: Yes, he is!

Bopha: Is he happy? Linda: Yes, he is!

2

Turn to page 232 to see the answer!

3

Someone in the classroom.

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1. Divide the class into 2 teams (right side v’s left side). 2. Tell students that they have 30 seconds to decide on a team name. Write them on the board. 3. Ask students if they can play badminton. Ask: Who is the best at badminton? 4. Tell students you are going to play spelling badminton. Tell students they have one minute to look at the word list from the unit. At the end of a minute, clap your hands. Books Closed! 5. Ask one “player” from each team to come to the front of the room. 6. “Give” them a racket each. (There is no racket! That’s why it’s funny!) 7. Show the class how to play. Say a word. (e.g. CURLY). Stand where the Student 1 is. Say: C. Then stand where student 2 is. Say U. Then stand where student 1 is. Say R. Then stand where student 2 is. Say Y. Ask: Is that right? Students: No! (L) 8. RULES If students don’t use the “racket”, they die and the other team gets a point. If a student takes too long, the ball hits the ground and they die. If a student says the last letter of the word correctly, their team gets a point. 9. Ask instruction checking questions. 10. Play the game. Rotate the players a lot so lots of students (hopefully all!) have a turn.

Can you help Bopha ind Tom?

Bopha: Can you see him? Linda: Yes! Can you guess who he is?

1

(2 mins): Activity 1. Students guess 1. Ask students to look at the picture and to cover the text at the bottom with another book. What can they see? 2. Ask students What is happening? 3. Students compare their guesses with their partner for a minute. 4. Come back together as a class and get some different ideas. Linda is at the airport meeting her friend Tom. 5. Ask students ideas as a class

Bopha: Is that him? Linda: Well done! Yes, it is!

Choose somebody in the classroom. Don’t tell your partner who! Ask “Is he a ___?”

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(10 mins): Activity 2. Model for speaking game (T.5.13.5) 1. Tell students that they are going to read along with Linda and Bopha and try and get clues about which one Tom is. 2. Tell students to discuss who they think Tom is with their partner and WHY. 3. Ask instruction checking questions and give a time limit of 5 minutes 4. Ask some ideas as a class. Take a class vote. (e.g. Who thinks it’s the one on the right ? Put up your hand! ) 5. Tell the class to look at the answer on page 232. TAPESCRIPT 5.13.5 Bopha: Can you see him? Linda: Yes! Can you guess who he is? Bopha: Has he got a red bag? Linda: No! He’s got a blue bag! Bopha: Has he got a big nose? Linda: No, he hasn’t Bopha: Has he got a book? Linda: Yes, he has. Bopha: Does he have yellow teeth? Linda: No! He doesn’t! Bopha: Is he tall? Linda: Not really. He’s taller than me! Bopha: Is he eating an apple? Linda: Yes, he is! Bopha: Is he happy? Linda: Yes, he is! Bopha: Is that him? Linda: Well done! Yes, it is!

3

(10 mins): Activity 3. Game! 1. Tell students to work with their partner. They are going to play a guessing game. 2. Tell students the rules

RULES. First students choose a student and write their name somewhere secret. (So students don’t change their mind halfway through!) If you ask a question and the answer is no, it is the other persons turn. If you ask a question and the answer is yes, you get another question.

Chapter 5, Unit 13, Lesson C

4

How many? You have 5 minutes to make as many sentences with “Have you got a/an/any…?” and “Do you have a/an/any…?”

The first person to guess the other persons kid is the winner and gets 5 points. NO PUT DOWNS. If students say mean and nasty things like Is she ugly? They lose all their points!

Have you got any eggs?

3. Ask instruction checking questions and give a time limit of 10 minutes 4

5

Game!

1. Books closed. Write Do you have any sisters? and Have you got any sisters? on the board. 2. Ask students what the difference is. Give them a minute to discuss with their partner. Ask the answer as a class (They mean exactly the same). 3. Tell students that you are going to give them 4 minutes to write as many sentences as they can using the pictures in Activity 4. 4. Ask instruction checking questions and give a time limit on the board. 5. At the end of the time, clap your hands, tell students to put their pens down and ask How many? 6. Ask the student with the most to read out their answers. Are they all correct?

Game!

1. Draw 5 things from the box in your notebook. 2. Work with a partner. 3. “Have you got a/an/any …?” and “Do you have a/an/any…?” questions. They have 1 second to answer but they have to use the right short answer. (Yes, I have. Yes, I do.) 4. If they say the wrong thing, you get a point!

5

Answer the questions in your notebook about you. 1. Do you have any brothers? 2. Do you like your classmates? 3. Have you got maths today? 4. Have you got your homework?

5. Have you got any sisters? 6. Do you have English class tomorrow? 7. Have you got long hair? 8. Have you got a pen today?

6

You inished Unit 13. Tick () the things you can do. I can say what people have and haven’t got. I can name some parts of the body.

(10 mins): Activity 6. Personalisation 1. Ask students to answer the questions about them in their notebooks using full short answers. 2. Ask instruction checking questions and give a time limit. 3. Students compare their answers with their partner. Are they the same or different?

Congratulations!

I can ask what people have got.

(10 mins): Activity 5. Game! 1. Tell students to draw 5 things in their notebooks. 2. Tell students they are going to play a game. 3. RULES: Students take it in turns to ask “Have you got any…?” and “Do you have any…?” questions to their partner. They must answer very quickly but they have to use the right short answer. (Yes, I have. Yes I do.) . 4. If they say the wrong thing or take too long, the other player gets a point. Tell students to record their points on a separate piece of paper. 5. Ask instruction checking questions and give a 5 minute limit. 6. At the end of time, clap your hands and find out who the winners were. Everybody clap for the winners!

Short answers Do you have any brothers? Have you got any brothers? Yes, I do. Yes, I have. No, I don’t. No, I haven’t

6

(5 mins): Activity 4. Controlled practice

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(3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. We all have kids who can be naughty sometimes. How do you try to make them do the right thing? 2. Do you yell at students in front of the other students, or quietly tell them what will happen if they behave badly? 3. If you always watch one student and use them an example of how you deal with “bad” behaviour, you are bullying. Bullying is unfair. Do you sometimes bully students so that you have control of the class? 4. How could you do this lesson better next time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ពាលខលះពួកយើងាំងអស់គនាានសិសាសរញ៉ាចរា៉ាច។ តើអក ន ជួយពួកគាឲយា ធវអ ើ ីវ ៗ ដាលតាម ឹ តាវូ យ៉ង ា ដូចមតច ា ? ២. តើអក ន សាក ា ាក់សស ិ សា ាំងោះ ៅចំោះមុខសិសសា ដ៏ទា ទៀត ឬបាាប់ពួកគាោយាងាត់ ៗ ានឹង ានអវីកើតឡើង បាសិនបើពួកគាបាពាិតតមិនលអ? ៣. បាសន ិ បើអក ន តាងតាមល ើ ចំាស ំ ស ិ សា ានក ា ់ ហើយបាប ើ ស ា ់ គាាឧាហរណ៍ ដើមាបីោះសាាយាមួយ សិសាសដាល ានាកបាបកិរិយ “មិនលអ” ោះានន័យាអនកកំពុងតា គំាមកំហង ា សិសសា ។ ារគំាម កំហង ា សិសសា គឺមន ិ យុតធ តិ ម៌ ទា។ តើអនកគិតាអនកគំាមកំហាងសិសាស ដើមាបីគាប់គាង សិសាសាំងអស់កនុង ានាក់ដារឬទា? ៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C5-6

Unit 14 - How do you feel today?

Chapter 5, Unit 14, Lesson A

Tell me all about it!: How do you feel today?: Get out of bed!

14a How do you feel today? - Get out of bed! 1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

How do you feel today? a

b

f

2

c

g

T.5.14.1

h

d

i

1. Use the board eraser or a pencil case. Ask What is it? talk into it like a phone. Students: It’s a phone! 2. Tell students that they are going to play the game in their groups. 3. RULES You get a point if your friends can guess what you are pretending the eraser is. But all the members lose a point if they can’t guess. The person with the eraser is not allowed to talk. The group must speak in English! Some ideas: an egg, a bird, a cat, a pen, a notebook, lunch, an apple, an orange, a friend, a game. 4. Ask instruction checking questions and give a time limit of 5 minutes.

j

Match the new words in your notebooks. Listen and check.

The tapescript reads the pictures out in order. Remember! It is more important for students to practice the language than to have the right answers written! a1, b9, c3, d5, e7, f8, g2, h4, i6, j10 1. angry 6. cold

3

T.5.14.2

2. happy 7. sick

3. sad 8. bored

4. lonely 9. excited

1

(2 mins): Activity 1. Students remember words 1. Books closed. Ask students how they feel today. 2. Books open. Ask students to tell their friends which picture they feel the most like.

5. hot 10. hungry 2

Why is Dara in bed? Listen and check. He doesn’t want to go to school.

(7 mins): Activity 2. New Words (T.5.14.1) 1. Tell students to work in groups to write the new words next to the letter of the picture in their notebooks. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. Tell students to listen and check their answers. 4. Tell students to listen and repeat. TAPESCRIPT 5.14.1

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello wait for students to repeat. angry/ excited/ sad/ hot/ sick/ bored/ happy/ lonely/ cold/ hungry (2 mins): Students guess

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3. Ask students Why is Dara in bed? 4. Students compare with their partner for a minute. 5. Come back together as a class and get some different ideas (but do not say who is right or wrong)

(5 mins): Warmer. Pass the eraser

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1. Ask students to look at the picture in Activity 3. What can they see? 2. Ask students What can you see in the picture?

3

(5 mins): Activity 3. Students listen for the big idea (T.5.14.2) 1. Tell students that they are going to listen and check their guesses. 2. Students listen. 3. Students compare. 4. Check answers as a class. TAPESCRIPT 5.14.2 Dara’s Mum: Dara! Dara! Dara! Oh my goodness! Where is that boy? Dara! Why are you in bed? Dara: I am not going to school! Dara’s Mum: Yes, you are! Dara: No, I’m not. Dara’s Mum: You do want to go to school today Dara! Dara: No! I don’t want to! Dara’s mum: Why not? How are you feeling? Dara: I’m lonely at school! I don’t have any friends! I don’t want to go to school because it’s too lonely. Dara’s Mum: Dara, that’s not true. What about Bopha and Sophal and that nice new girl from England, Linda? You have lots of friends at school. You’re not lonely. Dara: Yeah... But I’m sick! *COUGH! COUGH! COUGH! COUGH!* Oh I feel so sick! Feel me! I’m hot! Dara’s Mum: Dara. You are not sick. You are fine. Get up! Dara: I don’t want to get up! It’s too cold! I’m really cold! It’s too cold to get out of bed! Dara’s Mum: *SIGH* Oh well. There’re nice hot eggs for breakfast. But, if you are too lonely, sick and cold to go to school… Dara: I’m up! I’m up! I’m up!

Chapter 5, Unit 14, Lesson A

4

T.5.14.2

1. Dara wants to go to school.  2. Dara is in bed.  3. Dara says he has lots of friends at school. 

5

(7 mins): Activity 4. Students listen for the answers (T.5.14.2) 1. Tell students to work with a partner. 2. Tell students to try and remember/guess if the sentences were true or false. Give a 3 minute limit. 3. Tell students to write 1-6 in their notebooks. Then tell them to listen and tick  and cross  the numbers as they hear them. 4. Ask instruction checking questions. 5. Students listen. 6. Students compare. 7. Ask for some answers as a class.

4. Dara’s mum thinks he is sick.  5. Dara says it’s too cold to get up.  6. There are hot apples for breakfast. 

Complete the sentences about you in your notebook. 1. I feel bored when… I feel bored when I do homework. 2. I feel happy when… 3. I feel sad when… 4. I feel lonely when… 5. I feel hot when…

6

4

Are these things true () or false ()?

6. I feel cold when… 7. I feel sick when… 8. I feel excited when… 9. I feel hungry when… 10. I feel angry when…

5

Are you the same as your friends? Ask and answer questions. 6

Do you feel bored when you do homework?

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

1. Books closed. Write I feel bored when… on the board and get 3 or four idea from students about how to end the sentence. (e.g. I feel bored when I am at home. I feel bored when I am in maths. I feel bored when I don’t have school ). 2. Tell students to complete the sentences about them. 3. Ask instruction checking questions and give an 8 minute time limit.

1. The book uses lots of pictures so you don’t need to translate into Khmer. (Remember, you’re trying to have a class that is 100% in English!) If everything is repeated in Khmer, students don’t English and won’t learn new words. Did you translate new words? Do you think that helped? Why? 2. How much of the lesson was in English? How much was in Khmer? 3. How could you have students use more English? 4. Could you use English more and Khmer less? 5. How could you do this lesson better next time? 6. Your own question(s). ________________?

(8 mins): Activity 6. Game! Find someone the same as you

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

1. Write: Do you feel ____ when you ________? on the board. Ask some students how to complete the sentence. Get 2 or 3 different ideas. 2. Tell students that they are going to play a game and try and find people who are the same as them from their list. 3. RULES – Ask your classmates questions to find out if the same things make them happy. If they are the same as you, you can write down their name. You cannot write their name if they are different to you. You must have half boys and half girls. You can only write any name once! 4. Ask instruction checking questions and give a time limit of 5 minutes.

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

(10 mins): Activity 5. Writing

(3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to report back on who they found that was the same as them. 2. Do the examples they give match the vocab? 3. Listen for 3rd person singular s Sophal feels /fi:lz/ happy when he passes /pɑ:sɪz/ an exam. 4. Are they using a full clause after when?

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After the lesson: Thinking about the lesson (Reflection)

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. រូបាពាចាន ើ តាវូ ានបាប ើ ស ា ៅ ់ កនង ុ សៀវៅនាះ ដូចះាន អនក មិនាំាច់បកបាា ា កាយាាាខមរា ទា។ (ចូរចងាំា អនកកំពង ុ តាពា ា យមបងាៀនោយបាប ើ ស ា ់ ាាអង់គស ាល ឲាយាន ១០០%!) បាសន ិ បើអៗ វី ាំងអស់ តាវូ ាននិយយ ឡើងវិញាាាខមារ នាាះសិសាសនឹងមិនបាើបាស់ាា អង់គស ា ល ហើយនឹងមិនរៀនាកាយថម។ ី តើអក ន ានបកបាា ា កាយ ថមីាាាខមារដារឬទា? តើអនកគិតា ាជួយសិសាសដារ ឬទា? ហាតុអវី? ២. តើមារៀននាះបាើបា ស់ាាអង់គលាសប៉ុនមានាគរយ? ហើយបាើបាស់ាាខមារប៉ុនមានាគរយ? ៣. តើអនកាចធវើឲាយសិសាសរបស់អនកបាើបាស់ាាអង់គលាស ចាើន ហើយាាខមារតិចតួចយ៉ាងដូចមតាច? ៤. តើអក ន ាចបាប ើ ស ា ា ់ ាអង់គស ាល ចាន ើ ហើយាាខមរា តិចតួចដារឬទា? ៥. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៦. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C5-8

Chapter 5, Unit 14, Lesson B

Chapter 5, Unit 14, Lesson B

14b How do you feel today? - How does it make you feel? 1

Tell me all about it!: How do you feel today?: How does it make you feel?

Look at the picture of Sophal. How do you think he feels about animals? Read, listen and check. Any of these (or similar) He likes animals/ He loves animals./ They are important to him.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

T.5.14.3

(5 mins): Warmer.

2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students compare their answer with their group/partner. 6. Check the answer as a class.

1. Ask students to stand up. Can they remember Heads, Shoulders, Knees and Toes from the last unit? 2. Sing it as a class. 3. Say one of the new words and sing the song again in that emotion. (e.g. Sad! Half crying half singing) 4. Repeat with 3-4 emotions (e.g. happy, sick, bored, excited). Don’t forget to encourage all students to participate!

TAPESCRIPT 5.14.3

(5 mins): Lead in 1. Put students into groups of 4. Ask students to choose one person to be the writer. 2. Tell students to brainstorm as many animals as they can. 3. Ask instruction checking questions and give a time limit of 3 minutes. 4. Find out which group got the most. Compare answers as a class.

I love animals. They make me feel happy when I am sad. Sometimes I feel lonely and sometimes I feel no one understands me. Avorng understands me. When I think no one understands me, I talk to him. When I feel lonely, I talk to my dog. He doesn’t talk back, but he listens to me and I feel I have a friend. My dog is my best friend. Sometimes I think my dog is my only friend. When I feel bored, I play with my cat. He is always excited and loves to play. He is good when it is cold as well! He sits on me and makes me warm. Elephants are my favourite animal because they are big and beautiful. I think animals are better than people because they never get angry when you are good to them.

2

1. Ask students to look at the picture and to cover the text. What can they see? 2. Ask students how many animals they can name in the picture. 3. Ask students How does Sophal feel about animals? 4. Students compare with their partner for a minute. 5. Come back together as a class and get some different ideas (but do not say who is right or wrong)

5. Who loves to play? Sophal’s / His cat. 6. Who makes Sophal feel warm? Sophal’s / His cat. 7. What’s Sophal’s favourite animal? Elephants. 8. What does Sophal think are better than people? Animals.

3 Do you like animals? Why? What is your favourite animal? Tell your partner. C5-9

2

1

(5 mins): Activity 1. Students read and listen for the big idea (T.5.14.3) 1. Tell students that they are going to listen and check their guesses.

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(10 mins): Activity 2. Students read for the answers 1. Write Who does Sophal go to when he thinks people don’t understand him? On the board. Ask students the answer. Ask students to show you where they found the answer in the text. 2. Ask instruction checking questions. Give students a 5 minute limit. 3. Students complete. 4. Students compare with their group/ partner. 5. Check answers as a class.

(2 mins): Students guess

Answer the questions in your notebook. 1. Who does Sophal go to when he thinks people don’t understand him? Avorng 2. Who does he talk to when he feels lonely? Sophal’s / His dog. 3. Who listens to Sophal? Sophal’s / His dog. 4. Who is Sophal’s best friend? Sophal’s / His dog.

See reading in activity 2

3

(3 mins): Activity 3. Post task 1. Tell students to work in groups of 4 and discuss the questions. 2. Ask instruction checking questions and give 2 minute limit. 3. Compare answers as a class.

Chapter 5, Unit 14, Lesson B

4

Can you remember? How do these people feel? Tell your partner.

4

(3 mins): Activity 4. Review vocabulary 1. Tell students to look at the pictures and try to remember the words. 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Ask and answer as a class (30 seconds).

5

(3 mins): Activity 5. Listen to the model of the game (T.5.14.4) 1. Ask students to look at the picture. What can they see? What are Bopha and Dara doing? 2. Students compare with their partner for a minute. 3. Come back together as a class and get some different ideas (but do not say who is right or wrong) 4. Listen again to check. 5. Check the answer as a class. TAPESCRIPT 5.14.4

5

T.5.14.4

Dara: How are you today, Bopha? Bopha: Guess! It’s a game! Dara: Guess how you are today? A guessing game! I love games and I love guessing! OK, go! Bopha: *CRYING* Waaaaa!!!! Waaaaa!!!! I don’t have any friends! Waaa! Everybody hates me! Waaaa! Dara: Excited! Bopha: No! Listen again. Waaaa!!! No one will play football with me and even the teacher doesn’t like me! Waaaa! Dara: Hungry. You are hungry today. Bopha: Dara! Not everyone is always hungry! Dara: I know ! Sad! You are sad today! Bopha: Yes, that’s right!

Look at the picture. What are Dara and Bopha doing? How does Bopha feel?

6

6

How are you today? How to play.

1. Tell students to take out their notebook and to write one feeling. Keep it secret!! 2. Tell students to write 2 or 3 reasons that someone might feel this feeling. Ask instruction checking questions and give a 3 minute limit. 3. Tell students to stand up. They will need a pen and piece of paper. 4. Tell students that they are going to play the same game as Bopha and Dara. RULES. If you speak in Khmer, you lose your points. If you guess how your friend feels, you get a point. If someone guesses how you feel, you get a point.

Game!

1. Choose a feeling. 2. Write a short story about why you feel the feeling. 3. Act for your friends. When you guess theirs, you get a point. When they guess yours, you get a point!

(10 mins): Activity 6. Game! You will have to set up this activity step by step so that students don’t say “I have no ideas”

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5. Tell students to show their feeling to as many people as possible during the time. 6. Ask instruction checking questions and give a 5 minute time limit. (2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask a few students to act their feeling for the class. Have the class guess the feelings. 2. Monitor the students’ pronunciation. Are they putting the stress in the right place? (e.g. HAPpy not hapPY) 3. Congratulate students on their acting! After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Students like exciting lessons. If you give them time to get bored, they will speak Khmer and be naughty. Did you give students too much time with activities? 2. How could you do this lesson better next time? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សិសាសចូលចិតតមារៀនដាលគួរឲាយរំភើបរីកាយ។ បាសិនបើ អនកធវើឲាយពួកគាធុញទាាន់ ពួកគានឹងនិយយ ាាខមារ ហើយបងកាពរញ៉ាចរា៉ាច។ តើអនកានផតល់ពាលវាា ចាើនពាកឲាយសិសាសធវើកិចចារដារឬទា? ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C5-10

Chapter 5, Unit 14, Lesson C

Chapter 5, Unit 14, Lesson C

14c How do you feel today? - I know how you feel

Tell me all about it!: How do you feel today?: I know how you feel

1 Look at the picture. How do the people feel? Why? Talk to your partner. Don’t say who is right or wrong. Say things like. “Good idea”. and “Yeah! Maybe!”

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (10 mins): Warmer. Feeling greetings

G A

C

H

1. Write some first meeting vocab on the whiteboard. e.g. Hi. How are you? What’s your name? 2. Tell students to stand up. (You can have student work in groups if it is too small to have students walking around the room). 3. Tell students that they are going to do a get to know you role play. 4. Have the students do the activity once normally. 5. Tell students to choose a different partner, but this time their parents have given their sister $100 and given them nothing! How do they feel? Tell students to have the conversation with this feeling. 6. Keep changing the situation (and partners!). Dog is dead. You have a million dollars! etc.

F

E D

B

2

T.5.14.5

T.5.14.6

5. “I feel hot and cold and I can’t see very well.” A 6. “I got an A in maths!” H 7. “I have nothing to do and there’s nothing on TV”. E 8. “I’m wet and it’s windy!” C

2

(10 mins): Activity 2. Matching activity (T.5.14.5) 1. Tell students to write 1-8 in their notebooks. 2. Write “My best friend doesn’t like me anymore.” on the board. Ask“Who says this?” Students: B. 3. Tell students to write the letters next to the number in their notebook. 4. Ask instruction checking questions and give a 5 minute time limit. 5. Students compare. 6. Students listen and check.

Write the feeling in your notebook.

1.Sad. C5-11

(5 mins): Activity 1. Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students How do the people feel? 3. Ask students Why? 4. Students talk and compare with their partner for 3 minutes. 5. Come back together as a class and get some different ideas (but do not say who is right or wrong).

Match the people to the sentences.

1. “My best friend doesn’t like me anymore”. B 2. “My team won at football!” G 3. “I don’t have any lunch!” D 4. “I don’t have any friends or brothers or sisters”. F

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1

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TAPESCRIPT 5.14.5 1. 2. 3. 4. 5. 6. 7. 8. 3

“My best friend doesn’t like me anymore”. “My team won at football!” “I don’t have any lunch!” “I don’t have any friends or brothers or sisters”. “I feel hot and cold and I can’t see very well.” ““I got an A in maths!” “I have nothing to do and there’s nothing on TV”. “I’m wet and it’s windy!”

(5 mins): Activity 3. New words review (T.5.14.6) 1. Write My best friend doesn’t like me anymore. on the board. Ask How do they feel? Students: sad 2. Tell students to write the feelings next to the number in their notebooks. 3. Give a 3 minute limit and ask instruction checking questions. 4. Students listen and check. TAPESCRIPT 5.14.6 1. “My best friend doesn’t like me anymore”. I’m sad. 2. “My team won at football!” I’m excited. 3. “I don’t have any lunch!” I’m hungry. 4. “I don’t have any friends or brothers or sisters”. I’m lonely 5. “I feel hot and cold and I can’t see!” I’m sick 6. “I got an A in maths!” I’m happy. 7. “I have nothing to do and there’s nothing on TV”. I’m bored. 8. “I’m wet and it’s windy!” I’m cold

Chapter 5, Unit 14, Lesson C

4

I know how you feel. How to play.

4

Game!

(15 mins): Activity 4. Game! 1. 2. 3. 4.

1. Work with a partner. 2. Drop something onto the book. 3. Guess when your partner feels like this!

5. 6. 7. 8. 9.

Tell one student that you know them. Drop an eraser onto the book and see where it lands. Tell students which picture the eraser is on. (e.g.Hungry.) Say something you think might be true about this student and this feeling (e.g You feel hungry when you don’t have breakfast.) Say Is that right? Student: Yes, that’s right OR No, that’s not right. Tell students that they are going to play a game like this. RULES Students take turns to drop the eraser onto the book. If they can guess a fact about their partner, they get a point. If they can’t guess, they don’t get a point. Ask instruction checking questions and give a 10 minute limit. At the end of the time, clap your hands and find out who was the winner in each group. Ask some people what the winning guesses were.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. How did you group the students today? Did each group work well together? 2. Think of 2 ways to help students work better together. Try them out in your next lessons! បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. តើថងានាះអនកានរៀបចំសិសាសាកាុមយ៉ាងដូចមតាច? តើកាុមនីមួយៗ ធវើារាមួយគនាានសាុះសាួលគនា ដារឬទា? ២. ចូរគិតអំពវី ធ ិ ី ២យ៉ង ា ដាលជួយឲាយសិសសា ធវា ើ រកាម ុ ាមួយគនា ា នលអបស ា រើ ។ ាកលាបងបាប ើ ស ា ា ់ ៅពាលបងាៀនរបស់អក ន លើកកាយ ា ។ ៣. សំណរួ ផទាល់ខលួនរបស់អនកៈ______________________________________?

Congratulations!

You inished Unit 14. Tick () the things you can do. I can say how I feel. I can say when my friends and I feel things.

 

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C5-12

Unit 15 - What in the world are you wearing?

Chapter 5, Unit 15, Lesson A

Tell me all about it!: What in the world are you wearing?: I’m wearing something scary!

15a What in the world are you wearing? - I’m wearing something scary! What are you wearing today? Point to the things.

1 a

b

c

d

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

e (5 mins): Warmer. Banana-na

f

2

T.5.15.1

g

h

i

j

Match the words with the pictures. Listen and check.

1. shirt (b) 2. trousers (h) 6. underpants (d) 7. dress (a)

3. skirt (c) 8. hat (e)

4. shorts (g) 9. socks (i)

5. shoes (f) 10. t-shirt (j)

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Scary dress ups! Look at the picture. Which is the scariest costume?

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T.5.15.2

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2

the scariest costume a witch a lake monster

(5 mins): Activity 2. New words (T.5.15.1) 1. Tell students to write 1-10 in their book. Write 1 on the board. 2. Tell students to look at number one. Say What’s this? Students: a shirt ! Ask and point at number one. Say What do I write here then? Students: b! 3. Tell students to match the other numbers and letters in their notebooks. 4. Ask instruction checking questions and give a time limit of 3 minutes. 5. Students compare their answers with their group/partner. 6. Tell students to listen and check their answers. 7. Tell students to listen and repeat after the tape and point to the pictures as they hear them. 8. Make sure students are making their end sounds (e.g. /ʃɜ:t/ /skɜ:t/ /ʌndəpænts/ /ʃu:z/ shorts /ʃɔ:ts/ /traʊzəz/).

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TAPESCRIPT 5.15.1

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello wait for students to repeat. dress / shirt/ skirt / underpants / hat/ shoes / shorts/ trousers/ socks/ t-shirt 3

(2 mins): Activity 3. Students guess 1. Ask students to look at the picture. What can they see? 2. Point to the picture of the kids in costume. Ask Which is the scariest? Best? 3. Students compare with their partner for a minute. 4. Come back together as a class and get some different ideas (but do not say who is right or wrong).

(2 mins): Activity 1. New words 1. Tell students to cover exercise 2 and tell their partner what they are wearing today. Tell students to point to the pictures. (e.g. I’m wearing 1,6 and 9 ) 2. Ask instruction checking questions and give a time limit of 1 minute.

Listen and match.

Linda A witch Bopha A lake monster Dara The scariest costume

C5-13

1. Tell the students to ask you any questions they want. Answer Banana-na! Answer 4 questions like this. 2. Tell students that they are going to play this game in groups. 3. RULES – Students work in groups and chose one person to be “it”. 4. The student has to answer 5 questions with Bananana. They cannot laugh or pause. If they make it to the end of 5 questions, they get 5 points. If the group makes them laugh, they get one point. 5. Ask instruction checking questions and give a time limit of 5 minutes.

4

(5 mins): Activity 4. Lead in and listening for the big idea (T.5.15.2) 1. Tell students that they are going to listen and match the people with their costumes. 2. Ask instruction checking questions. 3. Students listen. 4. Students compare with their group/partner. 5. Check answers as a class. TAPESCRIPT 5.15.2 Bopha: I love your costume! What are you? Linda: Can you guess? I’m wearing a long black dress, a big nose and a big black hat. Oh! And I’m wearing long black shoes. I’m a witch, of course! Bopha: Wow! Scary! A scary witch! Can you guess what I am? I’m wearing my Dad’s green shirt. I’m wearing my mum’s green trousers. I’ve got my sister’s green skirt on my head, and I make this noise. Growl! Linda: um… Bopha: Growl! I come from the lake! Linda: I know! You’re a lake monster!

Chapter 5, Unit 15, Lesson A

5

T.5.15.2

Who’s that? Linda, Bopha or Dara?

1. Who is wearing a witch costume? Linda. 2. Who is wearing a black dress? Linda. 3. Who is wearing their dad’s shirt? Bopha. 4. Who is wearing a skirt on their head? Bopha.

Bopha: Yes, I am! I’m a scary, scary lake monster! Dara: Well, I’m scarier than everyone! I’m the scariest one of all! Can you guess? I’m wearing black trousers. I’m wearing a white shirt. I have a pen. I can make you bored! Bopha: Black trousers and a white shirt isn’t scary! Dara: Yes, it is! Guess what I am! Linda and Bopha: ummmm Dara: I’m Mr Sovan. Linda: Mr Sovan! The Principal at school! That’s not scary! Dara: Yes, it is! Mr Sovann is the scariest thing in the world!

5. Who is wearing a lake monster costume? Bopha. 6. Who is wearing trousers? Bopha and Dara 7. Who has got a pen? Dara 8. Who has got the best costume? Students own ideas

Remember I am wearing We/they/ you are wearing. She/he is wearing. What are you wearing?

6

5

What other scary costumes can you think of?

1. Tell students to work with a partner. 2. Tell students to write 1-8 in their notebooks. Tell students to try and remember/guess the answers. Give a 3 minute limit. 3. Tell them to listen and write the answers next to the numbers in their notebooks. 4. Ask instruction checking questions. 5. Students listen. 6. Students compare. 7. Ask for some answers as a class. 6

7

(7 mins): Activity 5. Students listen for the answers (T.5.15.2)

(2 mins): Activity 6. Brainstorming – Class discussion 1. Tell students to shut their books. 2. Write Scary dress ups on the board. 3. Ask students what other scary dress ups they can think of. Give them a minute to talk to their partner and then get ideas from the class. Praise students’ creativity! 4. Talk as a class about how you could dress up as these things (e.g. A white dress on your head and be a ghost).

Draw your own scary costume! Use these clothes. Don’t write your name on the picture!

7

(5 mins): Activity 7. Preparing to speak 1. Tell students that you want them to draw their own Halloween costume. Tell them to be creative like Bopha! 2. Ask instruction checking questions and give a 3 minute time limit.

8

Where am I?

Game!

• Give your picture to your teacher. • Get a classmates picture • Try and find your picture!

I am wearing a blue skirt.

8

I am wearing shoes on my hands.

(12 mins): Activity 8. Game! 1. Collect all the students’ papers together. 2. Drill target language. What are you wearing? I’m wearing ___. (Less than 1 minute on this!) 3. Tell students to come and collect a piece of paper that is not their own. 4. Tell students that they need to keep it secret.

Yes! That’s right!

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5. Have students ask “what are you wearing?” questions to try and find their piece of paper. (2 mins): Learner assessment and lesson wrap up 1. Ask some students to tell the class what they are wearing in their picture. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Kid’s learn new words by practicing them. Did you translate the words for the students? Did you use Khmer to explain the new words when you could have used the pictures and body language? 2. How much of the lesson was about copying? Sometimes it’s good for students to copy, but not all the time. Was there any more than 10 minutes copying time in the lesson? Why was there any copying at all? Do you think it’s a good use of students time to copy the board? Why? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សិសសា រៀនាកាយថមី ោយអនុវតតាកាយាំងោះ។ តើអក ន ាន បកបាាាកាយាាាខមារឲាយសិសាសដាឬទា? តើអនកាន បាើបា ស់ាាខមារដើមាបីពនាយល់ាកាយថមី ពាលដាលអនក ាចបាើបាស់រូបាព និងាា ាយវិារដារឬទា? ២. តើៅកនុងមារៀននាះារចមលងចំាយពាលអស់បុន ៉ ាន ម ? ជួនាលាលអដាលឲាយសិសាសចមលងមារៀន ប៉ុនតាមិនមាន គាប់ពាលោះទា។ តើកនុងមារៀននាះារចមលងចំាយ ពាលលើស១០នទីដរា ឬទា? ហាតអ ុ ា ីវ នាសិសសា ាំាច់ ចមលងមារៀនពីាតារខៀន? តើអនកគិតាាាារលអកនុងារ បាើបាស់ពាល វាារបស់សិសាសដើមាបីឲាយពួកគាចមលងអវី ៗ ពីាតារខៀនដារឬទា? ហាតុអវី? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C5-14

Chapter 5, Unit 15, Lesson B

Chapter 5, Unit 15, Lesson B

15b What in the world are you wearing? - I look cool

Tell me all about it!: What in the world are you wearing?: I look cool

Dara thinks he looks cool. Do you think he looks cool? Students own idea 1

1

2

(5 mins) Warmer. What are you wearing?

3

1. 2. 3. 4. 1

2

Linda: Let’s get Dara! Let’s tell him to wear his sock on his head!

Linda: Hey Dara!

Dara: Really?

Dara: Hey Linda! Linda, why are you wearing your sock on your head?

Linda: Oh yes! Are you cool Dara? Dara: Yes, I am!

Linda: I bet I can!

Linda: Oh! It’s really cool in England now! Everyone is wearing a sock on their head.

Ms. Mom: Dara! What in the world are you wearing?

Ms. Mom: Dara. Do you think Linda is playing a game with you?

Dara: I’m wearing a sock on my head, Miss Mom! Everyone is wearing them in England. It’s really cool! Linda says!

Dara: Oh. It’s a trick. I see. I’m not cool, am I?

Linda and Sophal: What in the world are you all wearing?

Ms. Mom: Yes, you are! And you can be smart too!

Read the cartoon. Why is Dara wearing a sock on his head? Because Linda told him it was cool 2

C5-15

Ask students to look at the cartoon but not to read the text. What can they see? Ask students to guess what is happening in the picture. Students compare with their partner for a minute. Come back together as a class and get some different ideas (but do not say who is right or wrong).

(5 mins): Activity 2. Students read for the big idea 1. Tell students that they are going to read and check their guesses and answer the question “Why is Dara wearing a sock on his head? 2. Tell students to read the cartoon. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? 4. Students read the cartoon. 5. Tell students to compare their answer with their group/partner. 6. Check the answer as a class.

1 2 3 4 5 6

Sophal: A sock on his head? You can’t make him put a sock on his head!

(2 mins): Activity 1. Students guess 1. 2. 3. 4.

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5

4

Stand in front of the class and say What am I wearing? Mime putting on 2 or 3 pieces of clothing (e.g. pretend to put on shoes, socks, and a hat. Ask students What am I wearing? Students: Shoes, socks, hat! Tell students to work in groups of 4 and take it in turns to pretend to put on an item of clothing. Can their friends guess?

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Chapter 5, Unit 15, Lesson B

3

Read the cartoon again and answer the questions. 1. Does Linda think she can get Dara to wear a sock on his head? Yes, she does. 2. Does Sophal think Linda can make Dara wear a sock on his head? No, he daesn’t. 3. Where does Linda say everyone is wearing a sock on their head? In England.

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1. Do the first question together as a class. Have students point to where the answer is in the text. 2. Tell students to do the other questions in their notebooks. 3. Ask instruction checking questions and give students a 5 minute limit. 4. Students complete. 5. Students compare with their group/ partner. 6. Check answers as a class.

4. Does Dara tell Linda he is cool? Yes, he does. 5. What does Miss Mom think Linda is playing on Dara? A trick 6. Does Miss Mom think Dara is cool? Yes, she does. 7. What is everyone wearing in the class when Sophal and Linda walk in? Everyone is wearing a sock on their head.

4

This is a tongue twister! A tongue twister is hard to say! Can you say it all the way through? Can you say it faster? Who is the fastest in the class?

What are you wearing to school that’s cool? What are you wearing to school that’s cool? A sock on my head! A sock on your head to school is cool. A sock on your head? That rules. A sock on your head that’s cool to school. A sock on your head? That rules.

Imagine the coolest clothes that people wear after school. Talk to your friends.

6

Draw the coolest clothes for a girl and the coolest clothes for a boy.

See tongue twister in Activity 4 5

(5 mins): Activity 5. Brainstorming ideas for writing 1. Ask students what is cool to wear after school? Get 1 or 2 ideas from the class. 2. Tell students that everyone has a different idea of what cool is and to talk to their friends about what they think is cool. 3. Ask instruction checking questions and give a 3 minute time limit. 4. Come back together as a class and get some ideas. Encourage creativity and make it clear that all ideas are good!

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(10 mins): Activity 4. Learn a tongue twister 1. Students practice the tongue twister. 2. Students practice, clap and repeat. 3. Let students work with their partner for a few minutes to learn the tongue twister. 4. Come back together as a class. Recite as a class. 5. Tell students to replace “a sock on your head” with their own ideas. 6. Race! Have 2 or more students read the tongue twister as quickly as they can. Who finished first? 7. Students practice the tongue twister for homework and have a competition the next day.

What’s cool at your school?

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(10 mins): Activity 3. Students read for the answers

(5 mins): Activity 6. Making Notes 1. Tell students that they are going to draw something cool for a boy to wear after school and something cool for a girl to wear after school. They can use coloured pencil, or they can put arrows and words for colours. (e.g. ----> green). They can put notes around the picture if they want. 2. Ask instruction checking questions and give a 5 minute limit.

Write about the cool clothes!

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(5 mins): Activity 7. Writing 1. Tell students to look at the example. 2. Tell students to add descriptions to their pictures. Encourage She is wearing and He is wearing. 3. Ask instruction checking questions and give a time limit of 5 minutes.

(3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Pens down! Ask students to decide on their favourite in their group. 2. Vote as a class! After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Warmers are important. They give students a reason to come on time and ‘wake up’ your class. Do you use warmers? 2. How could you do this lesson better next time? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សកមមាពដើមបា ា ី ប់ផម ើត ារបងាៀន (Warmers) គឺពត ិ ា សំាន់។ ាាហាតុផលមួយដាលធវើឲាយ សិសាសមករៀន ាន់ពាល និងជួយបាមូលារមមណ៍ពួកគាឲាយផតាតលើ មារៀនថងានាះ។ តើអនកាន បាើបាស់សកមមាពដើមាបី ាប់ផតើមារបងាៀន (Warmers) ដារឬទា? ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

He is wearing his hat on backwards. That is very cool. He is wearing purple shoes…

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C5-16

Chapter 5, Unit 15, Lesson C

Chapter 5, Unit 15, Lesson C

15c What in the world are you wearing? - Wear something special

Tell me all about it!: What in the world are you wearing?: Wear something special

Look at the kids from round the world. What are they dressed for? Guess!

1

wedding

church

party

dance

(10 mins): Warmer. Play Disappearing elephant 1. Draw a picture of an elephant on the board like this:

!

a

Choose a word (e.g. shoes, socks, a shirt, a skirt). Write a line for each letter on the board. Ask a student to guess a letter. If the letter is in the word, write it in the correct space. If the letter is not in the word, write it elsewhere on the board and erase one part of the elephant (i.e. begin with the trunk, then the eye, then the mouth, etc.). 7. Repeat steps 4-6 until students have guessed the word. 8. Put students into groups of 5/6. 9. In groups, students play the game. They take it in turns to draw the elephant and let other students guess. 10. Monitor closely. 2. 3. 4. 5. 6.

c d b

Match the picture to the text.

2

1

Hello. I’m Reginald. I’m from South Africa. Today is Sunday. On Sundays, my family and I go to church. Everybody always looks good at church. I usually wear shorts and a t-shirt. Today, I’m wearing my shirt. It’s my favourite colour. It’s orange. I’m wearing black trousers and black shoes. My hair is brushed. I look good! I’m ready for church! (b)

(5 mins): Lead in Books closed. Write Weddings, Churches, Parties, Dances on the board. Give students a minute to see if they know any of the words. Get the word meanings from the class. If no-one knows teach these words. Ask students to talk to their group about what they know about weddings, churches, parties and dances. 5. Ask instruction checking questions and give a time limit of 5 minutes. 1. 2. 3. 4.

2

Hi! I’m Kate from Australia. Today is a special day. It’s my friend’s birthday party. I usually wear old trousers, and an old shirt, but today is special. Today I am wearing my best skirt, and a cute little top. I am wearing a funny long hat, too. It’s a party hat. I don’t usually wear hats! Do I look ok? I’m so excited! Parties are my favourite! (c)

1

1. 2. 3. 4.

3

Hey! My name is Faith. I’m from Ireland. It’s cold in Ireland, so I usually wear trousers, a shirt and a hat. But today I’m wearing a dress. Can you guess why? I do traditional Irish dance. Today is dancing day, so I am wearing Irish dancing clothes! I’m wearing long white socks and black shoes. I’m wearing a special dress as well. The dress is red and black. I love it! (d)

2

Ask students to look at the pictures and to cover the text. What can they see? Ask students Who is dressed for a wedding, church, a dance? Students compare with their partner for a minute. Come together as a class and get some different ideas (but do not say who is right or wrong)

(5 mins): Activity 2. Students read for the big idea 1. Tell students that they are going to read and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers ready? Play the recording. 4. Students read along with their fingers. 5. Tell students compare their answer with their group/partner. 6. Check the answer as a class.

4

Hi! My name is Shin Mae How. I’m from China. Today is a special day so I am wearing special clothes. Can you guess? It’s a wedding! It’s my sister’s wedding. At weddings in China, everyone always wears red. So today I am wearing red! I’m wearing red shoes, a great red dress, and I am wearing a big red hat. I love weddings! I love the clothes! I usually wear my school uniform. It’s a dress, too. But I love wearing the special wedding dress. (a)

C5-17

(2 mins): Activity 1. Students guess

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Chapter 5, Unit 15, Lesson C

3

Make sentences about the kids. Write one sentence about what they usually wear and one about what they are wearing today.

3

1. Write Reginald is wearing shorts and a T-shirt. On the board. 2. Ask Is that right? Students: No, that’s not right. Ask“What is Reginald wearing today? Students: “He is wearing an orange shirt, black trousers, and black shoes”. Ask What does Reginald usually wear? Students: He usually wears shorts and a t-shirt. 3. Tell students to write 2 similar sentences about Kate, Faith and Shin Mae How. Ask instruction checking questions. Give students a 5 minute limit. 4. Students complete. 5. Students compare with their group / partner. 6. Check answers as a class.

1. Reginald usually wears shorts and a t-shirt. 2. Today, he is wearing his orange shirt, black trousers and black shoes. There are lots of correct answers! Don’t tell students they are wrong just because it isn’t exactly the same as the student book. 3. Kate usually wears old trousers and an old shirt 4. Today she’s wearing her best skirt, and a cute little top. She is wearing a funny long hat, too. or Today she’s wearing her best skirt, a cute little top and a funny long hat. 5. She usually wears trousers, and shirt and a hat. 6. Today she is wearing Irish dancing clothes. or Today she’s wearing black shoes, white socks and a red and black dress. or Today she’s wearing a red and black dress. etc… 7. Shin Mae How usually wears her school uniform. or Shin Mae How usually wears her school dress. 8. Today she is wearing a red dress, red shoes and a big red hat.

4

What do you usually wear to go to these places and do these things? What colour are the clothes?

4

Imagine and guess.

Game!

Imagine that you are at one of these places. Describe what you are wearing to your friend. Can they guess where you are? I’m wearing a white shirt.

Religious sensitivity.

Cambodia is mainly Buddhist, but there other religions! Islam for instance. Even if everyone says they are Buddhist, some families might be more religious than others. If you discuss religion in class, it is important not to say what you think is good or bad, so all students feel included. If students don’t want to talk about religion, don’t make them.

Are you at a wedding?

No! I’m wearing blue trousers, too.

Are you at school?

Yes, that’s right!

5

Congratulations!

You inished Unit 15. Tick () the things you can do. I can talk about clothes. I can say what I am wearing. I can say what my friend is wearing. I can ask what my friends are wearing.

(7 mins): Activity 4. Speaking 1. Put students into groups. 2. Tell students to look at the pictures. Ask: What do you usually wear to a wedding? Students: I usually wear____. 3. Tell students to talk in their groups about what they usually wear to these places. 4. Ask instruction checking questions. Give a 3 minute time limit. 5. Students talk. Make sure students are using present simple. 6. Get some ideas from the class.

I usually wear a beautiful dress to a wedding.

5

(10 mins): Activity 3. Students read for the answers

    - 99 -

3. Ask instruction checking questions and give a 5 minute time limit. 4. Students play the game. Listen and make sure that students are using present continuous. (3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students what they are wearing today. 2. Ask students what they usually wear to… 3. Are students using present simple and continuous appropriately? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. How much of the lesson was in English? How much was in Khmer? 2. The most important part of the lesson was the speaking (Activities 4 and 5) where students personalized the lesson and practiced the language. Were students given enough time? 3. How could you do this lesson better next time? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

(8 mins): Activity 5. Speaking. Game!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា

1. Ask students to guess where you are. Close your eyes and describe a place they know that is not school. Students guess. Tell students that when you pretend like this, you imagine. 2. Tell students that they are going to play a game. They imagine that they are in one of the places in the pictures and say what they are wearing. Their friends listen and get a point if they guess correctly.

១. តើមរ ា ៀននាះបាប ើ ស ា ា ់ ាអង់គស ាល ប៉ន ុ ន ាម ាគរយ? ហើយ បាើបាស់ាាខមារប៉ុនមានាគរយ? ២. ផនាកសំាន់បំផុតនាមារៀននាះគឺ ារនិយយ (សកមមាព ៤ និង ៥) ដាលសិសាសាចយកមារៀន មកបាើបាស់ សមាាប់ខលួនពួកគាផទាល់ និងអនុវតតាា។ តើសិសាសតាូវ ានផតល់ពាលវាាគាប់គាន់ ដារឬទា? ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C5-18

Chapter My life after school

6

Chapter 6, Unit 16, Lesson A My life after school: I can do it!: I can do it better! This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Unit 16 - I can do it! 16a 1

(7 mins): Warmer. Play ‘Word Association’ 1. Show students your pen. 2. Tell them you are thinking of some words about the pen. 3. Ask some students to give you answers. Use questions to help them (e.g. What colour is my pen? What shape is it?) 4. Write down words as students tell them (e.g. pen – black, long, write, school) 5. Put students into groups of 5/6. 6. Tell students you are going to say a word. They think of words associated with the word. Example: apple – red, fruit, food, eat, USA, ball – round, football, basketball, volleyball, white, black, orange, sports, team school – bags, students, desks, books, teachers, etc…. 7. The group with the most number of words win.

I can do it! - I can do it better!

Match the words with the pictures. c

1. sing (b) 2. dance (e) 3. feed the dog (f) 4. ride a bike (d) 5. play the guitar (a) 6. climb a tree (c)

d

b

e

a f

1

2

T.6.16.1

Listen and check. Listen and repeat.

T.6.16.2

Who is better - Avorng or Dara? Guess. Listen and check.

(5 mins): Activity 1. New words (T.6.16.1) 1. Tell students to work with a partner. 2. In pairs, students look for the words in the picture. 3. Tell students to match the words with the pictures. 4. Tell students to listen and check. 5. Tell students to listen and repeat. TAPESCRIPT 6.16.1

If you do not have the recording, say each word (or phrase) 2 times.e.g. Say: Hello (wait for students to repeat) Say: Hello wait for students to repeat. sing / dance / feed the dog / ride a bike / play the guitar / climb a tree (3 mins): Lead in 1. Tell students to close their books. 2. Tell students that Dara and Avorng can do some of the new words.

C6-1

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3. Ask: Can Dara sing? Can Avorng sing? Students should say Yes, he can. No, he can’t. 4. Have a class vote. Count how many students think Avorng can sing. Write the number on the board. . How many students think Dara can play the guitar? . How many students think Dara can ride a bike? 5. Ask students who they think is better Dara or Avorng? 2

(3 mins): Activity 2. Students listen for the big idea (T.6.16.2) 1. Tell students they are going to listen to Avorng and Dara. 2. Were their guesses right? Who do they think is better – Avorng or Dara? 3. Tell students to open their books and point to the pictures as they listen. TAPESCRIPT 6.16.2 Dara: Hi! I’m Dara. I’m better than Avorng! I can play football well. I can ride a bike! I can swim! Avorng: Oh, Dara. I’m better than you! I can climb trees really fast. I can speak English well. I’m really good at English. Dara: Oh yeah. But can you feed the dog? Avorng: No, I can’t. But I can fly. I can fly really high. Can you fly? Dara: No, I can’t! But I can draw. Look! (shows a picture to Avorng). I can draw really well! Avorng: I can’t draw, but I can sing and dance. Look here(Avorng dancing)! I can sing and dance really well. Oh, and I can play the guitar too. Dara: Oh yeah, but can you get out of this cage?

Chapter 6, Unit 16, Lesson A

3

T.6.16.2

Who said these? Listen again and tick ().

3

Dara

    

2. I can speak English. 3. I can’t feed the dog. 4. I can’t draw. 5. I can play the guitar. 6. I can sing.

4

T.6.16.3

1. Tell students to copy the table in their notebooks quickly. Give a time limit of 2 minutes. 2. Tell students to listen again and tick the sentences. 3. Tell students to compare with their answers with their partners. 4. Check answers as a class.

Avorng



1. I can play football.

4

(4 mins): Activity 4. Students listen and repeat (T.6.16.3) TAPESCRIPT 6.16.3

Listen and repeat. I can play football. She can play football. He can’t play football. Can she play football? Yes, she can. Can he play football? No, he can’t.

I can play football. She can play football. He can’t play football. Can she play football? Yes, she can. Can he play football? No, he can’t. 5

can’t = cannot

5

What can you do? What can’t you do? Write in your notebooks. Write 3 true things about you. Write 2 NOT true things about you.

6

Ask your friend. Don’t write. Can they guess? I can play football.

(8 mins): Activity 5. Writing 1. Write one sentence on the board that is true about you (e.g. I can speak English). 2. Write one more sentence that is not true about you (e.g. I can cook). 3. Tell students to guess which is right and which is wrong. 4. Have a class vote. How many students think you can speak English? How many students think you can cook? Write the numbers on the board. 5. Tell students which is right and which is wrong. 6. Tell students that they are going to do the same. They will write true and not true sentences about them. 7. Give a time limit of 6 minutes.

Yes, you can. No, you can’t.

7

(5 mins): Activity 3. Students listen for the answers

6

(7 mins): Activity 6. Guessing game – speaking 1. Put students into groups of 5/6. 2. Students take it in turns to read their sentences. Other students say Yes, you can or No, you can’t. 3. Tell students not to write. They listen and speak.

Work with a different partner. Tell him/her what your friend can and can’t do. 7

Dara can play football, but he can’t do his homework!

(6 mins): Activity 7. Speaking 1. Put students into different groups. 2. Each group takes it in turn to talk about their groupmates from the activity 6.

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3. How many sentences can they remember? (2 mins): Learner self-assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask some students to tell you about what they can / can’t do. 2. Ask some students to tell you what their friends can / can’t do. 3. Praise students who tried hard to speak English in class today. Encourage other students to keep trying. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Did you praise students who worked hard today? 2. It’s OK to make mistakes. Did you focus on mistakes students make, or did you also focus on their effort for trying hard? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់

ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា

ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន

មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល

“លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក

មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើថន ាង ះា អនកានលើកសរសើរសិសសា ដាលខិតខំបង ឹា បាង ា រៀនសូតាដារឬទា?

២. ាមិនានបញហាទាកនុងារដាលានកំហុស។ តើអនកាន ផតត ា លើកហ ំ ស ុ របស់សស ិ សា ឬផតត ា លើារ ខិតខំបង ឹា បាង ា របស់ពួកគា?

៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C6-2

Chapter 5, Unit 16, Lesson B

Chapter 6, Unit 16, Lesson B

16b I can do it! - I think I can ly!

My life after school: I can do it!: I think I can ly!

Whose family? What can they do? Guess. Tell your partner.

1

(7 mins): Warmer. Play ‘Human Clock.’

I think he can ride his bike!

1. Tell students you are a clock. 2. Show different times to students. Use both your arms, like this:

3. Ask: What time is it? Is it 12 o’clock? Students: It’s 3.45. No, it isn’t. 4. Ask some students to try this in front of the class. 5. Put students in groups of 4 /5. 6. Students in each group take it in turns to be a human clock. They ask other group members questions. 7. Go around and help as necessary.

Read quickly. Did you guess right?

2

1

Hi, I’m Linda! Here’s my family. I’ve got 2 brothers and 1 sister. My baby brother is the youngest. He’s only 1. He is smart. He can talk, but no one understands him. My older brother wants to be a footballer! He thinks he can play football really well but he can’t. Everyone smiles when he plays football. He thinks it is because he is good. It is because he is bad. He never scores a goal. He can’t even kick the ball! My dad thinks he can ride his bike really well! But look, my grandma rides her bike better – better than my dad! She’s 68 years old! Hmmm….my mum. Oh, she thinks she can cook and she can! She always cooks breakfast. We always get up early to get our food quickly. My sister and brothers eat two breakfasts. Even the dog loves mum’s food!

1. 2. 3. 4. 5. 6. 2

1. Can Linda’s baby brother talk? 2. Can her older brother play football? 3. Can her grandma ride a bike? 4. Can her dad ride a bike? 5. Can her mum cook? 6. What can you do? C6-3

Yes, he can. ____________ No, he can’t. ____________ Yes, she can. ____________ No, he can’t. ____________ Yes, she can. ____________ Students’ own answer. ____________________

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Tell students to read the text quickly. Ask instruction checking questions and give a time limit of 2 minutes. Tell students to compare their answers with their partners. Ask: Did you guess right?

(5 mins): Activity 3. Students read for the answers 1. 2. 3. 4.

Read again. Answer the questions.

Point to the picture. Ask students: Whose family is it? (Linda) Who is the father? Who is this? Who is the sister? Ask students: What can her brother do? Students work in pairs. Students take it in turns to guess what each of the family members can / can’t do. Give a time limit of 2 minutes.

(3 mins): Activity 2. Students read for the big idea 1. 2. 3. 4.

3

3

(3 mins): Activity 1. Lead in

Tell students to read the sentences and answer Yes, he/she can. No, he/she can’t. Ask instruction checking questions and give a time limit of 3 minutes. Ask students to compare their answers with their partners / groups. Check answers as a class.

Chapter 5, Unit 16, Lesson B

4

Work in your small groups. Ask and answer questions. Complete the table in your notebooks. Sovann, can you ride a bike?

5

Write. How many people? friend’s name ___________ Sovann

ride a bike



play the guitar



friend’s name ___________

(15 mins): Activity 5. Writing 1. Tell students to copy the table in their notebooks. 2. Students complete the table in their notebooks. 3. Ask instruction checking questions (e.g. Who are you working with?) 4. Give a time limit of 10 minutes. 5. Write this on the board: In my group, ________ people can ride a bike. 6. Ask some students: How many students in your group can ride a bike? 7. Write the number on the board. 8. Tell students to complete the sentences in their notebooks. 9. Give a time limit of 5 minutes.

No, I can’t.

me

(5 mins): Activity 4. Speaking 1. Put students into groups of 3/ 4. 2. Students ask and answer questions (e.g. Can you ride a bike?) 3. Ask instruction checking questions and give a time limit of 2 minutes.

Yes, I can.

Sovann, can you play the guitar?

5

4

friend’s name ___________

swim

6

(10 mins): Activity 6. Writing 1. Students make a bar graph of their results. For example:

In my group, __________ people can ride a bike. In my group, __________ people can play the guitar. In my group, __________ people can swim. In my group, _______________________________.

6

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. How many of your students weren’t on task today? How many of them seemed not motivated? 2. Why do you think these students weren’t on task / not motivated? 3. How can you help them? Think of 2 ways to try in your next lesson. 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើថន ាង ះា សិសសា ប៉ន ុ ន ាម នក់ ដាលមិនានចូលរួមធវក ើ ច ិ ា ច រ? ហើយតើពួកគាប៉ុនមាននក់ ដាលាក់បី ដូចាមិនតាូវ ានលើកទឹកចិតត? ២. ហាតុអវីានាអនកគិតាសិសាសាំងោះមិនានចូលរួម ធវើកិចចារ ឬមិនតាូវានលើកទឹកចិតត? ៣. តើអក ន ាចជួយពួកគាយង ា៉ ដូចមតច ា ? ចូរគិតអំពវី ធ ិ ី ២យ៉ង ា ដើមបា ា ី កលាបងៅកនង ុ ារបងាៀនរបស់ អនកលើកកាយ ា ។ ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

Make a chart. Colour. 5 2. Ask instruction checking questions and give a time limit of 8 minutes.

4

(2 mins): Learner assessment and lesson wrap up 1. Ask some students to talk about their pictures / charts. 2. Praise students who completed their work on time. Encourage other students.

3

2

1

0

ride a bike

play the guitar

swim

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C6-4

Chapter 5, Unit 16, Lesson C

Chapter 6, Unit 16, Lesson C

16c I can do it! - Avorng can speak English! 1

My life after school: I can do it!: Avorng can speak English!

Treasure hunt! 1. What have you got?

2. What can you do?

Choose 3.

Choose 3.

(12 mins): Warmer. Play ‘DIY Bingo!’

3. Tell your partner. What have you got? What can you do? I’ve got...

1. Ask students what they can / can’t do. Write the words on the board (e.g. ride a bike, run, draw, jump,etc..) 2. Write about 12-15 words. Help students remember the words by acting, if necessary. 3. Draw this grid on the board. Students copy the grid.

I can...

4. 5. 6. 7. 8. 9.

Start! Go to the park. Can you run? Yes – Go to 4. No – Go back to the start.

1

2

3

You’re tired. Have you got water? Yes – Go to 10. No – Go to 4.

5

8

11

12

Oh, oh! You lost the key! Go back to START!

9

10 You’re hungry. Have you got a chocolate bar? Yes – Go to 18. No – Go to 5.

14

Oops! Fence! Can you jump? Yes – Go to 19. No – Go to 12. C6-5

15 The treasure is on top of the tree! Can you climb? Yes – Go to 20. No – Go to 10.

17

4

7

18

19

Oops! There’s a guard. Can you speak English? Yes – Go to 18. No – Go to 4.

16

h! Finis 20

(15 mins): Activity 1. Speaking – Treasure hunt 1. Tell students they are going to play a game to find a treasure. 2. Briefly talk about what treasure is. What treasures do they like (e.g. money, house and lot, gold, diamond, etc.)? 3. Tell students that they need some things to find the treasure. They choose from the list in the book. 4. Tell students to choose what they can do. They choose from the list in the book. 5. In pairs, students talk about what they’ve got and what they can do. 6. Put students into groups of 4/5. 7. Each student uses a counter (This can be any small objects they can find, e.g. pen caps, erasers, small pieces of paper) 8. Use dice to play the game. If there are no dice, two students in the group do rock, scissors and paper. Whoever wins chooses a number between 1&6 for the next player. 9. Ask instruction checking questions. 10. Go around and help students as necessary. 11. Stop students after 12 minutes.

Shop! Have you got shoes? Yes – Go to 12. No – Go to 2.

6

Ride your bike to a house. Can you ride a bike? Yes – Go to 10. No – Go to 7.

13

1

There’s a small lake in the park. Can you swim? Yes – Go to 5. No – Go to 2.

Tell students to choose 9 words from the board. They write the words into their grids. One student chooses a word from his/her grid and calls it out. He/She can cross out the word. Other students who have the word in their grids also cross out the word. Another student chooses a word from his/her grid. Repeat steps 5-7. The first student to cross out ALL the words in his/her grid is the winner. and shouts “ bingo.”

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Chapter 5, Unit 16, Lesson C

2

Listen to your partner. How many mistakes can you ind? Student A: You’re the reader. Turn to page 232. Student B: You’re the listener. Stay on this page. How many mistakes can you ind?

2

(10 mins): Activity 2. Listen and correct Students work in pairs. Student A is the reader. Student B is the listener. Student A reads the text on page 232 (at the back of the book). Student B reads and listens. Student B looks for the mistakes in the text on page 103. (unit page) 5. Students check their answers. 1. 2. 3. 4.

My dream pet

3

My dream pet has got 2 eyes and 4 ears. It’s got a small body. It’s got 2 arms and 2 feet. They’re long. It can swim, but it can’t fly. It can dance and sing, but it can’t climb trees. It can write Khmer and English, and it can’t do my homework!

(8 mins): Activity 3. Drawing 1. Students draw the pet. They use clues from the text. 2. Show some of the best pictures in class.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

3

Draw the pet in your notebooks.

1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Kids like exciting lessons. If you give them time to get bored, they will speak in Khmer and be naughty. Did you let students take too much time with activities? Were students talking to their friends in Khmer and doing other things? 2. Did you stick closely to the times stated in the plan? If not, why not? 3. How can you time the activities better next time? Think of 2 ways to try in your next lesson. 4. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. សិសាសចូលចិតតមារៀនដាលគួរឲាយរំភើបរីកាយ។ បាសិនបើអនកធវើឲាយពួកគាធុញទាាន់ ពួកគានឹងនិយយ ាាខមារ ហើយបងកាព រញ៉ាចរា៉ាច។ តើអនកានផតល់ពាលវាាចាើនពាកឲាយសិសាសធវើកិចចារដារឬទា? តើសិសាសាននិយយៅាន់មិតតភកតិរបស់ពួក គាាាាខមារ ហើយធវើអវីផាសាង ៗ ដារឬទា? ២. តើអនកានអនុវតតយ៉ាងាជាប់ខជួនៅាមពាលវាាដាលានកំណត់ៅកនុងកិចចារតាងារបងាៀន ដារឬទា? បាសិនបើមិនាន ោយារមូលហាតុអវី? ៣. តើអនកាចកំណត់ពាលវាាសមាាប់សកមមាពាំងាយឲាយានលអបាសើរាងនាះ ៅពាលកាាយ យ៉ាងដូចមតាច? ចូរគិត អំពីវិធី ២យ៉ាង ដើមាបីាកលាបងៅកនុងារបងាៀនរបស់អនកលើកកាាយ។ ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

Congratulations!

You inished Unit 16. Tick () the things you can do. I can say what I can do. I can say what I can’t do. I can ask what people can and cannot do. I can listen for mistakes.

    - 105 -

C6-6

Unit 17 - It’s my time!

Chapter 6, Unit 17, Lesson A

My life after school: It’s my time!: I listen to music

17a It’s my time! - I listen to music

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Who does what? Look at the pictures. Can you guess?

1

1. I listen to music. Bopha 2. I draw cartoons. Sophal 3. I write a diary. Bopha 4. I walk the dog. Sophal

3. Stop the recording after each sentence. 4. Ask some students to point where the clues are in the picture. 5. Tell students to listen again and repeat. Tell them to point to the clues in the picture as they listen.

(5mins): Warmer. Play Disappearing elephant 1. Draw a picture of an elephant on the board like this:

5. I go horse riding. Sophal 6. I play computer games. Sophal 7. I collect stickers. Bopha

!

TAPESCRIPT 6.17.1

2 3

T.6.17.1

2. Choose a word (e.g. guitar, bike, sing, dance, etc.). 3. Write a line for each letter on the board. 4. Ask a student to guess a letter. 5. If the letter is in the word, write it in the correct space. 6. If the letter is not in the word, write it elsewhere on the board and erase one part of the elephant (i.e. begin with the trunk, then the eye, then the mouth, etc.). 7. Repeat steps 4-6 until students have guessed the word. 8. Put students into groups of 5/6. 9. In groups, students play the game. They take it in turns to draw the elephant and let other students guess. 10. Monitor closely.

Listen. Did you guess right? Listen and repeat. 1

How many of these things do you do? Tell your partner.

1. Tell students to look at the pictures of Bopha and Sophal’s room. 2. Tell students to guess who does what using the pictures as clues in pairs. 3. Ask instruction checking questions and give a time limit of 1 minute. 4. Collect some ideas from the class.

I draw cartoons. I don’t collect stickers.

4

Look at the sentences. Answer the questions. I collect stickers. We collect stickers. You collect stickers. They collect stickers. He collects stickers. She collects stickers. It collects stickers.

C6-7

(3 mins): Activity 1. Lead in and students guess

2

Do I collect stickers? Yes, I do. Do we collect stickers? No, we don’t. Do you collect stickers? Yes, you do. Do they collect stickers? No, they don’t. Does he collect stickers? Yes, he does. Does she collect stickers? No, she doesn’t. Does it collect stickers? Yes, it does.

(3 mins): Activity 2. Students listen for the big idea (T.6.17.1) 1. Tell students to listen and check if their guesses were right. Ask: Did you guess right? 2. Tell students to listen again and find the clues in the picture.

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1. Tell students to work with a partner. 2. In pairs, students look for the words in the picture. 3. Tell students to match the words with the pictures. 4. Tell students to listen and check. 5. Tell students to listen and repeat. Bopha: I listen to music. I write a diary. I collect stickers. Sophal: I draw cartoons. I walk the dog. I go horse riding. I play computer games. 3

(5 mins): Activity 3. Speaking 1. Tell students to work in pairs and tell each other what they do, using the vocabulary. 2. Ask instruction checking questions and give a time limit of 4 minutes.

4

(7 mins): Activity 4. Grammar box 1. Tell students to complete the exercises in the grammar box. 2. Help as necessary, but let students guess / think about the rules. 3. Ask questions to help students (e.g. Do we use ‘s’with ‘you’? ). 4. Ask instruction checking questions and give a time limit of 4 minutes. 5. Tell students to compare their answers with their partners / groups. 6. Check answers as a class.

Chapter 6, Unit 17, Lesson A

Yes or No? Use ‘s’ with she / he / it Use ‘s’ with I / we / you / they Use ‘do’ and ‘don’t’ with he / she / it Use ‘does’ and ‘doesn’t’ with I / we / you / they

5

yes _____________ no _____________ no _____________ no _____________

1. Write one sentence on the board that is true about one member of your family (e.g. My sister walks the dog.). 2. Write one more sentence that is not true about this member of your family (e.g. She plays football). 3. Tell students to guess which is right and which is wrong. 4. Have a class vote. How many students think your sister walks the dog? How many students think she plays football? Write the numbers on the board. 5. Tell students which is right and which is wrong. 6. Tell students that they are going to do the same. They will write true and not true sentences about a member of their family. 7. Ask instruction checking questions (e.g. How many true sentences will you write? ) and give a time limit of 5 minutes.

Circle. She draw / draws cartoons. We play / plays computer games. Does / Do we play computer games? Does / Do she draw cartoons? I am walk / walk the dog. We are write / write a diary.

6

5

Write about one person in your family. Write in your notebooks. Write 3 true things about her/him. Write 2 NOT true things about her/him.

6

Read your sentences to your partner. Don’t write. Can they guess?

(10 mins): Activity 7. Speaking and writing 1. 2. 3. 4.

Yes, that’s right!

She draws cartoons.

(8 mins): Activity 6. Guessing game – speaking 1. Put students into groups of 5/6. 2. Tell students to take it in turns to read their sentences. Other students say ‘Yes, that’s right!’ or ‘No, that’s not right!’ 3. Ask instruction checking questions (e.g. Writing or speaking? Students: speaking!) and give a time limit of 5 minutes 4. Have a few students share with the class interesting things they found out.

7

My sister walks the dog.

(7 mins): Activity 5. Writing

No, that’s not right!

Tell students to work in pairs. Tell students to ask and answer questions. Tell students to complete the table in their notebooks. Ask instruction checking questions and give a time limit of 8 minutes.

(2 mins): Learner assessment and lesson wrap up 1. Ask some students to tell you what they do after school/on the weekend. 2. Ask some students to tell you what their friends after school/on the weekend. 3. Praise students who completed their work on time. Encourage other students. After the lesson: Thinking about the lesson (Reflection)

7

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

Complete the table. Ask your partner.

Think about the answers to these questions. You don’t have to tell anyone the answers!

My friend’s sister: ____________ listen to music

Does she listen to music?

Yes, she does.



1. Did you talk about grammar a lot and make the class boring, or did you let students practice the grammar? 2. How could you do this lesson better next time? 3. Your own question(s) ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

play computer games

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

draw cartoons

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

write a diary

១. តើអក ន ានបងាៀនអំពវ ី យ ា ា ា ករណ៍ចន ើា ហើយធវឲ ើ យា ារបងាៀនគួរឲាយធុញទាន ា ់ ឬក៏អក ន ានឲាយសិសសា អនុវតតវយ ា ា ា ករណ៍ដរា ឬទា? ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? ៣. សំណរួ ផទាល់ខលួនរបស់អនកៈ______________________________________?

_________________________ _________________________

- 107 -

C6-8

Chapter 6, Unit 17, Lesson B

Chapter 6, Unit 17, Lesson B

17b It’s my time! - I do nothing.

My life after school: It’s my time!: I do nothing!

Who is he? What does he do after school and at the weekend? Guess.

1

(10 mins): Warmer. Play ‘Walking dictation’ 1. Write 5 sentences on a piece of paper (e.g. Dara can play the guitar, She can sing a song, He writes a diary, etc.). 2. Put students into 2 groups. 3. The teams stand at one end of the classroom. 4. Put the piece of paper with the sentences at the other end of the classroom. 5. One student from each team WALKS as fast as possible to the paper, memorises a sentence, returns to his/her team, and say the sentence. Do NOT let them RUN. Tell students they lose points if they run. 6. One student from each team writes the sentence. 7. Another student from each team takes their turn to walk to the paper, memorise a sentence and say the sentence in their teams. 8. Continue until one of the teams has completed writing all the sentences. 9. Monitor closely. Do not allow any incorrect sentences (one team player must go back and try again). 10. The first team to write ALL the sentences wins.

I don’t think he goes swimming!

Read quickly. Who thinks Mr.Sovann is happy? Who thinks Mr.Sovann is sad?

2

1

Mr.Sovann is our school principal. He never smiles. He walks to school. He always tells students to be quiet. He’s scary sometimes. I don’t like him. He never plays football with us. He hasn’t got any friends. I think he doesn’t go swimming at all. He doesn’t watch TV and he doesn’t listen to music. He only reads his books all the time. I think he is really sad.

1. 2. 3. 4. 5. 6.

Mr.Sovann is my grandpa. I love him. He’s the coolest grandpa ever! Every morning, he cooks breakfast for the family. Then in the afternoon, we always go for a walk – in the park, near the lake, at the shop, everywhere! Sometimes we take the dog for a walk too! Then he buys me ice cream! Yum! I love Saturday and Sunday with grandpa! Sometimes we go horse riding. Sometimes we ride our bikes up to the mountains. Yes, my grandpa is really strong! Before dinner, we watch TV together. We watch Cartoon Network. He loves Tom and Jerry. We like Tom and Jerry!

2

1. He doesn’t listen to music. 2. He goes for a walk. 3. He cooks breakfast. 4. He never plays football. 5. He loves Tom and Jerry. 6. He reads his book all the time.

C6-9

____________ Dara ____________ Pisey ____________ Pisey ____________ Dara ____________ Pisey ____________ Dara

Point to the picture of Mr.Sovann. Ask students if they remember who he is (the school principal). Ask: What does he do when he isn’t at school? Tell students to guess with their partner. Ask instruction checking questions and give a time limit of 3 minutes. Come back together as a class, but don’t say who is right or wrong.

(3 mins): Activity 2. Students read for the big idea 1. Tell students they are going to read about what Dara and Pisey (Mr.Sovann’s granddaughter) think Mr.Sovann does when he isn’t at school. 2. Tell students to read quickly. It doesn’t matter if they don’t understand every word. They only need to understand the main idea. 3. Ask instruction checking questions and give a time limit of 2 minutes. 4. Ask: Who thinks Mr.Sovann is sad? Who thinks Mr.Sovann is happy?

3

(5 mins): Activity 3. Students read for the answers 1. Tell students to read the sentences and write the names. 2. Ask instruction checking questions and give a time limit of 3 minutes. 3. Check answers as a class.

Read again. Who said these?

3

(5 mins): Activity 1. Lead in and students guess

- 108 -

Chapter 6, Unit 17, Lesson B

4

Play Sentence Relay! Who can remember the sentences?

4

(7 mins): Activity 4. Game – sentence relay 1. Say a sentence (e.g. I play football). 2. Have another student say your sentence and add his/her sentence (e.g. Teacher Mom plays football, I draw cartoons.) 3. Call another student to say both sentences and add his/her own sentence (e.g. Teacher Mom plays football, Sophal draws cartoons and I go for a walk). 4. Tell student they are going to play the same game in their big groups. 5. Tell them they can’t write. They have to remember the sentences without writing. 6. Put students into 2 big groups. 7. Put them in a circle. 8. Students take it in turns to say a sentence, one sentence building from the other, until the last student has said everybody’s sentence.

5

Write a diary

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday





















listen to music

1. Tell students to work with a partner. 2. Tell student A to turn to page 232. Tell student B to turn to page 238. Tell them not to look at each other’s timetable. 3. Tell them to ask and answer questions about Dara and Sopha’s timetable. 4. Tell them to tick the correct columns. 5. Ask instruction checking questions and give a time limit of 2 minutes. 6. Ask some questions about the timetable. 6



go fishing

(3 mins): Activity 5. Speaking

(5 mins): Activity 6. Writing 1. Tell students to use the timetable to write about Dara and Sophal. 2. Ask instruction checking questions and give a time limit of 4 minutes.

____________

(2 mins): Learner assessment and lesson wrap up

5

Work with a partner. Ask and answer. Complete the table. Student A: Turn to page 232. Student B: Turn to page 238. Does Dara play football on Monday?

Does he go fishing on Saturday?

6

1. Ask some students to tell you what Dara and Sophal do. 2. Praise students who worked hard today. Encourage the others. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

Yes, he does.

1. The most important part of the lesson was the writing and speaking. Were students given enough time to do this? 2. Did you talk about grammar a lot and make the class boring, or did you let students practice the grammar? 3. How could you do this lesson better next time? 4. Your own question(s) ____________________________________________________?

No, he doesn’t.

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

Write in your notebooks.

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

Dara plays football on Monday. He doesn’t go fishing on Saturday.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. ២. ៣. ៤.

- 109 -

ផនក ា សំាន់បផ ំ ត ុ នាមរ ា ៀននាះ គឺារសរសារ និងារាន។ តើសស ិ សា តាវូ ានផតលព ់ ល ា វាាគាបគ ់ ន ា ឲ ់ យា ធវក ើ ច ិ ា ច រនាះដារឬទា? តើអក ន ានបងាៀនអំពវ ី យ ា ា ា ករណ៍ចន ើា ហើយធវឲ ើ យា ារបងាៀនគួរឲាយធុញទាន ា ់ ឬក៏អក ន ានឲាយសិសសា អនុវតតវយ ា ា ា ករណ៍ដរា ឬទា? តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

C6-10

Chapter 6, Unit 17, Lesson C

Chapter 6, Unit 17, Lesson C

17c It’s my time! - We play game!

My life after school: It’s my time!: We play games

Snakes and ladders! Work in your groups. Climb up the ladder! Go down with the snake! Who can inish the game irst?

1

21

22

23

Choose!

Spell!

I’m the naughtiest / naughtiest in the family.

Bad w _ _ _ _ than the w _ _ _ _

19

20 Answer! Can you ride a bike?

1. Write a letter on the board (e.g.h ). 2. Tell students to think of words that start with the letter written on the board (e.g. house , hat, high, etc.) 3. Write the words on the board as students call them out. 4. Put students into groups of 4/5 5. Write another letter on the board. 6. Students write down words beginning with the letter on the board in their notebooks. 7. Assign a ‘writer’ in each team. 8. Give a time limit of 30 seconds per letter. 9. The team with the most words win.

24

h! Finis

18 One extra letter. Which one?

17 1

14

15

Spell! smart s _ _ _ _ _ _ than the s _ _ _ _ _ _ _ 12

11

10 Answer!

There is / are a pencil in my bag.

Do you go on Facebook every day?

5

6

7

One extra letter. Which one?

6. 7. 8. 9.

9

8 Make a sentence! she / play / does / football?

There is a foootball field in my school. 4

16 Make a sentence! cook / They / breakfast / can’t

Choose!

3

2

Spell!

Choose!

good better than the _ _ _ _

Are / Do you happy?

(15 mins): Activity 1. Speaking - Snakes and ladders 1. 2. 3. 4. 5.

My friend is older thatn me.

13

C6-11

(7 mins): Warmer. Play ‘Beginning letter’

1

Start! - 110 -

Tell students they are going to play a game of snakes and ladders. Draw a snake and a ladder on the board. Tell students that snake means ‘go down’ and ladder means ‘go up’. Put students into groups of 3/ 4. Each student uses a counter (This can be any small objects they can find, e.g. pen caps, erasers, small pieces of paper) Use dice to play the game. If there are no dice, two students in the group do rock, scissors and paper. Whoever wins chooses a number between 1 & 6 for the next player. Ask instruction checking questions. Stop the students after 13 minutes. Walk around and help students if necessary.

Chapter 6, Unit 17, Lesson C

2

My life after school! Write 5 things you do after school. Number 1 is what you like best! You don’t like number 5!

sleep

es

am ter g

u

mp o c y

2

1. 2. 3. 4. 5. 6. 7. 8. 9.

do nothing

r

ita u g e h t y pla

pla

3

Ask your friend. Write their answers in your notebook.

4

Tell students to work in pairs. Tell students to take it in turns to ask and answer questions about their partners. Tell them to write their classmate’s answers in their notebooks in the right order. Ask instruction checking questions and give a time limit of 8 minutes.

(5 mins): Activity 4. Peer correction 1. Tell students to swap notebooks. 2. Tell students look at the checklist in their books. 3. Tell students to answer yes or no, then correct their partner’ mistakes in their partners’ sentences. 4. Ask instruction checking questions and give a time limit of 4 minutes. 5. Go through some of the corrected answers in the class.

My friend: What’s your number 1?

Write some free time activities on the board (e.g. collect stickers, play football, play the guitar) Ask some students which of these 3 they like best. Number it 1. Ask some students which they like next. Number it 2. Ask some students which they like least. Number it 3. Tell students they are going to write 5 free time activities. Number 1 is the one they like best, number 5 is the one they like the least / they don’t like. Tell students to write in their notebooks. Ask instruction checking questions and give a time limit of 8 minutes.

(10 mins): Activity 3. Speaking and writing 1. 2. 3. 4.

do my homework

3

(10 mins): Activity 2. Writing

She sleeps.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

I sleep.

4

1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Swap notebooks. Check your friend’s sentences. 1. Did he / she use capital letters, like this: 2. Did he / she use full stops, like this: 3. Did he / she use ‘s’, like this:

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

She sleeps. She sleeps. She sleeps.

Think about the answers to these questions. You don’t have to tell anyone the answers! 1. How did you encourage your students today? 2. Do you only tell the strong students that they did well, or do you tell weak students who are trying hard that they are doing well? 3. How could you do this lesson better next time? 4. Your own question(s). ____________________________________________________?

Congratulations!

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

You inished Unit 17. Tick () the things you can do. I can talk about what I do in my free time. I can ask about what my friends do in their free time. I can find and check for mistakes in sentences.

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

  

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. តើថងានាះអនកានលើកទឹកចិតតសិសាសរបស់អនកយ៉ាងដូចមតាច? ២. តើអនកគាាន់តាបាប់សិសាសពូកាាពួកគាធវើានលអ ឬក៏បាប់សិសាសខាាយដាលកំពុងពាាយមខិតខំ បាឹងបាាងាពួកគានឹងធវើាន លអដារ? ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

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C6-12

Unit 18 - I like my friends!

Chapter 6, Unit 18, Lesson A

My life after school: I like my friends!: What do you like?

18a I like my friends! - What do you like? 1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Look at the pictures. What are they? Guess.

(7 mins): Warmer. Play Numbers and me!

b

a

e

f

c

1. Write 3 numbers on the board about you (e.g. 3 – you have 3 sisters, 2- speak 2 languages, 4 – you have 4 children). 2. Tell students about the first number. Ask: What number is this? (3). Yes, that’s right. 3. I have 3 sisters. 3. Let students guess what the other numbers are about in pairs / groups. 4. You can tell them what the numbers are, or say it’s a secret for now. They can ask you just before the class ends. 5. Put students into groups of 5 /6. 6. Tell students they are going to play the same game in their small groups. 7. Each student writes 5 numbers about him/her. 8. Students take it turns to guess what their group mates’ numbers are. 9. Students answer with yes, that’s right / no, that’s not right.

d

g

h

1. singing (f) 2. playing badminton (h) 3. playing volleyball (g) 4. sunbathing (a) 5. rollerblading (c) 6. hiking (d) 7. dancing (e) 8. waterskiing (b) T.6.18.1

Listen and check. Did you guess right? Listen and repeat. 1

Who is she? What does she like? Guess.

2

C6-13

Listen. Did you guess right? - 112 -

2

(3 mins): Activity 2. Students guess 1. Tell students to open their books. 2. Tell students to look at the picture of teacher Mom. Who is she? Can they remember? 3. Tell students to guess what teacher Mom likes / doesn’t like. 4. In pairs, students put a smiley or a sad face beside the words in activity 1. They can also write their answers in their notebooks. 5. Give a time limit of 2 minutes.

1. Tell students to look at the pictures and talk to their partners. Do they know the words? Students guess. 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Tell students to listen and check. 4. Tell students to listen and repeat. Do not translate.

3

TAPESCRIPT 6.18.1

Hi! I’m Mom! I teach every day! I teach from Monday to Saturday. Sometimes, I feel really tired. When I’m tired, I go for a walk. I like walking. I also play football at the weekend. I like football .It’s my favourite sport! But I don’t like playing basketball. My grandpa likes playing basketball, but I don’t. Hmm…I also like collecting stickers. My students think I don’t. They’re wrong. Sometimes I go swimming at the beach. At the beach, I go waterskiing. It’s so fun! I like waterskiing in the afternoon because it’s not too hot. But I don’t like sunbathing. It is very hot and boring. Oh, and I also like singing and dancing. I sing and dance in the shower every day but no-one sees me!

singing / playing badminton / playing volleyball / rollerblading / hiking / dancing / waterskiing / sunbathing T.6.18.2

1. Tell students to close their books and look at the board. 2. Write 3 words on the board from activity 1 (e.g. camping, rollerblading, playing football). 3. Say: I like hiking. 4. Draw a smiley face beside I like hiking. 5. Say: I don’t like rollerblading. 6. Draw a sad face beside I don’t like rollerblading.

(5 mins): Activity 1. New words (T.6.18.1)

1. Tell students to work with a partner. 2. In pairs, students look for the words in the picture. 3. Tell students to match the words with the pictures. 4. Tell students to listen and check. 5. Tell students to listen and repeat.

3

(5 mins): Lead in

(3 mins): Activity 3. Students listen for the big idea (T.6.18.2) 1. Tell students to listen and check their guesses. 2. Ask: How many of your guesses were right? TAPESCRIPT 6.18.2

My cool teacher

Chapter 6, Unit 18, Lesson A

4

T.6.18.2

Listen again. Draw

or

4

(5 mins): Activity 4. Students listen for the answers (T.6.18.2) 1. Tell students to look at the pictures. What are they? 2. Tell students to listen again and draw or 3. Check answers as a class.

5

(5 mins): Activity 5.Speaking 1. 2. 3. 4. 5. 6. 7.

6

5

Tell students to look at the words and pictures in activity 1. Which do they like? Which don’t they like? Tell students to write numbers 1-8 in their notebooks. Tell them to draw or next to each number. Let students work in pairs. In pairs, students ask and answer questions (e.g. Do you like___? No I don’t. Yes, I do.). Ask instruction checking questions and give a time limit of 4 minutes.

(15 mins): Activity 6. Writing and speaking 1. Tell students to write 5 sentences about themselves – what they like and don’t like (e.g. I like ice-cream). 2. Students write on a piece of paper. Do not let them write in their notebooks. They have to write on a piece of paper because you will collect them afterwards. 3. Give students 5 minutes to write their sentences. 4. Then collect all the pieces of paper. 5. Tell students you are going to give them paper, but it’s not their paper. 6. Give students paper. If they get their own paper, tell students to let you know so you can change their paper. 7. Tell students that they need to find the person whose paper they have. 8. Students find the person who wrote on the paper by asking questions (e.g. Do you like playing football?) 9. Students go around and ask. Tell students NOT to show the paper they’re holding when asking questions. 10. When students find the right person, they sit down. 11. Stop after 5 minutes. Do not wait until everyone has found the right person. This is unlikely.

What do you like? Draw or in your notebooks. Ask and answer questions with your partner.

(2 mins): Learner assessment and lesson wrap up

Do you like playing football?

1. Ask some students what they like. 2. Praise the students who found the right persons in activity 6. 3. Praise students who participated well today. Encourage other students.

No, I don’t.

After the lesson: Thinking about the lesson (Reflection)

Yes, I do.

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. 2. 3. 4.

How many of your instructions were in English? Think of 2 ways to give ALL your instructions in English. Try them out in your next lesson. How could you do this lesson better next time? Your own question(s) ____________________________________________________?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

6

Do you like hiking? Write 5 sentences about you. Swap. Whose paper do you have? Can you ind him / her?

១. តើកនុងចំោមារណានំាំងអស់របស់អនក ានារណានំចំនួនប៉ុនមានាាារអង់គលាស? ២. ចូរគិតអំពីវិធី ២យ៉ាង ដើមាបីផតល់ារណានំាំងអស់របស់អនកាាាអង់គលាស។ ចូរាកលាបងាៅកនុង ារបងាៀនរបស់អនក លើកកាាយ។ ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

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C6-14

Chapter 6, Unit 18, Lesson B

Chapter 6, Unit 18, Lesson B

18b I like my friends! - Who likes sleeping?

My life after school: I like my friends!: Who likes sleeping?

Who are they? What do they like? Guess.

1

(7 mins): Warmer. Play ‘Back to the board’ Put students into 3 teams. Put a chair in front of the whiteboard. One student from team A comes and sits on the chair. He/she must not look at the board. Write a word on the board (e.g. pencil, school, football, bag, badminton). Other students from team A act out the word. They mustn’t talk. The student in front of the board must guess the word. The other teams cannot guess. They have to wait for their turn. 7. Give a time limit of 30 seconds for each word. 8. When the student in front of the board guesses correctly, the team gets a point. 9. Continue playing with the other teams, writing a different word each time. 10. The team with the most number of points at the end of the game wins. 1. 2. 3. 4. 5. 6.

Read quickly. Did you guess right?

2

What do they like doing?

1

1. 2. 3. 4. 5.

Hi! I’m Linda. Can you guess what I like doing? Hmm…I like playing basketball. Sophal and Dara don’t like basketball, but I do. I’m the best at basketball. I love hiking too. I love going up the mountains for a long walk. I always go with my friends. We play hide and seek on the mountain! I love collecting stickers too. Sometimes, teacher Mom gives me stickers. I like them all.

2

3

Read again. Answer the questions.

C6-15

Dara and Sophal ________________ Linda ________________ Dara ________________ Sophal ________________ Sophal and Dara ________________ Teacher Mom ________________

(3 mins): Activity 2. Students read for the big idea

(5 mins): Activity 3. Students read for the answers 1. 2. 3. 4. 5.

Hi! I’m Sophal. Hmmm….I like fishing. I like fishing in the river. I always catch fish. Always! Sometimes Avorng eats them all. I like playing football. I play football every day with Dara. Dara’s a good friend but he laughs at me when I do something wrong. I like doing my homework too. I always help Dara with his homework. He doesn’t like doing his homework, so I help him. I’m a really good friend. What do you think?

1. Who likes playing football? 2. Who likes collecting stickers? 3. Who likes sleeping? 4. Who likes doing homework? 5. Who doesn’t like playing basketball? 6. Who doesn’t like eating in the classroom?

Tell students look at the pictures of the characters. Ask: Who are they? What do they like? What don’t they like? In pairs, students guess what the characters like and don’t like. Ask instruction checking questions and give a time limit of 2 minutes. Ask some students to tell you their guesses.

1. Tell students to read the text quickly. They don’t have to understand ALL the words. 2. Give a time limit of 2 minutes. 3. Ask: Did you guess right?

Hi! I’m Dara. Hmmm…What do I like doing? First, I like doing nothing! I also like sleeping and eating. I like sleeping. Sometimes I sleep in the classroom. But I never eat in the classroom. Teacher Mom goes crazy when I eat in the classroom. She doesn’t like students eating in the classroom. Oh, and I play football too. I play football with Sophal. Sophal is not good at playing football, so I laugh at him.

3

(3 mins): Activity 1.Lead in and students guess

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Tell students to read again and answer the questions in their notebooks. Ask instruction checking questions (e.g. What do you write in your notebooks? Names ) Give a time limit of 3 minutes. Tell students to compare their answers with their partners / groups. Check answers as a class.

Chapter 6, Unit 18, Lesson B

4

Look at the sentences. Answer the questions.

4

I like bananas. You like bananas. We like bananas. They like bananas.

She likes swimming. He likes swimming. It likes swimming.

Do I like bananas? Yes, you do. Do you like bananas? Yes, I do. Do we like bananas? No, we don’t. Do they like bananas? No, they don’t.

Does she like swimming? Yes, she does. Does he like swimming? No, he doesn’t. Does it like swimming? No, it doesn’t.

1. 2. 3. 4. 5. 6. 7. 5

yes __________ yes __________ no __________ no __________

6

5

It likes / like apples. Does / Do he like rollerblading? Does / Do they like hiking?

like

doesn’t like

1. Ask some students what their friends like / don’t like. 2. Praise the students who completed their work on time. Encourage the others. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

No, I don’t. Yes, I do.

1. playing football Dara

3. ______________

Bopha

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

5. ______________

6

Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Remember, you do not need to translate NEW words every time. If you do, students will not think in English. Did you translate new words today? Was it helpful? 2. Could you use English more and Khmer less? 3. How could you do this lesson better next time? 4. Your own question(s). ____________________________________________________?

2. ______________

4. lions

(10 mins): Activity 6. Writing

(2 mins): Learner assessment and lesson wrap up

Complete the table in your notebooks. Ask your friends. Do you like football?

Tell students to choose 3 words from today’s lesson. Tell students to add 2 more words (e.g. egg, red, blue, pencil, etc.). Tell students draw a table in their notebooks, similar to the example. Ask instruction checking questions and give a time limit of 5 minutes. Tell students to go around. They ask and answer questions. Tell students they can only ask 2 questions for 1 student. Students complete their tables. Ask instruction checking questions and give a time limit of 4 minutes.

1. Tell students write about their classmates in their notebooks. 2. They use the information in their tables to write. 3. Ask instruction checking questions and give a time limit of 8 minutes.

Circle. We like / likes rowing. I like play / playing football. She doesn’t / does like doing her homework. He doesn’t like go / going fishing.

Tell students to complete the exercises in the grammar box. Help as necessary, but let students guess / think about the rules. Ask questions to help students (e.g. Do we use ‘s’ with ‘you’? ) Ask instruction checking questions and give at time limit of 8 minutes. Go around and help as necessary. Do not translate. Tell students to compare their answers with their partners / groups. Check answers as a class.

(10 mins): Activity 5. Speaking and writing 1. 2. 3. 4. 5. 6. 7. 8.

Yes or No? Use ‘likes’ with she / he / it Use ‘like’ with I / we / you / they Use ‘do’ and ‘don’t’ with he / she / it Use ‘does’ and ‘doesn’t’ with I / we / you / they

(10 mins): Activity 4. Grammar box

Write in your notebooks.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. ចូរចងាំា អនកមិនាំាច់បកបាាាកាយថមីាាាខមារ គាប់ពាលោះទា។ បាសិនបើអនុវតតដូចនាះ សិសាសនឹងមិនគិតាាា អង់គលាសទា។ តើថងានាះអនកានបកបាាាកាយថមីាាាខមារដារឬទា? តើា ានបាោជន៍ដាឬទា? ២. តើអនកាចបាើបាស់ាាអង់គលាសចាើន ហើយាាខមារតិចតួចដារឬទា? ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

Dara likes playing football. Bopha doesn’t like lions.

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C6-16

Chapter 6, Unit 18, Lesson C

Chapter 6, Unit 18, Lesson C

18c I like my friends! - I think he likes my food!

My life after school: I like my friends!: I think he likes my food!

Who is he? What does he like? What doesn’t he like? Guess.

1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (7 mins): Warmer. Play ‘Tell me the truth!’ 1. Write one sentence on the board that is true about you (e.g. I like going for a walk). 2. Students guess if this is true or not true. Ask questions (e.g. Is this right? Do I like going for a walk? ). 3. Write another sentence that is not true about you (e.g. I have 10 sisters and 5 brothers ). 4. Students guess if this is true or not true. Ask questions (e.g. Is this right? Do I have 10 sisters and 5 brothers? ) 5. Tell students they are going to play the same game. 6. Put students into groups of 5 / 6. 7. Each group writes 3 sentences about students from the other teams. They cannot write about their group mates. 8. Students in each group take it in turns to read their sentences, one at a time. 9. The student being referred to say Yes, that’s right or No, that’s not right. e.g. Team A: Sophea can ride a horse. Sophea (from team B): Yes, that’s right. 10. Tell students that the game is about telling the truth. They should tell the truth and be honest to make the game work. 11. Give points for groups that wrote correct sentences about their classmates. 12. The group with the most number of points win.

Read quickly. Who is correct? Dara or Sophal?

2

What does Avorng like? What does Avorng like? Oh, I know. Avorng likes hanging out with his friends. He likes dancing and eating ice cream. He doesn’t like basketball and football. He is too small to play basketball or football. He likes my food. He eats rice and soup. The only thing he doesn’t like is fish.

Read again. Who said these?

3

4

What does Avorng like? Oh, I know. Basketball. He really likes basketball. He’s good at playing basketball. He likes swimming and going for a walk, too. He goes swimming with his friends, a cat and a dog. He goes walking in the park and sometimes on the mountain, alone! He goes fishing sometimes, too. He likes fish but he doesn’t like the water. He can’t swim! 1

1. Avorng likes playing basketball.

_______________ Dara

2. He likes going for a walk.

_______________ Dara

3. He likes swimming.

_______________ Dara

4. He likes fish. 5. He likes dancing.

_______________ Dara _______________ Sophal

6. He doesn’t like playing football.

_______________ Sophal

T.6.18.3

C6-17

Listen to Avorng. What does he like? What doesn’t he like? Who is correct? Dara or Sophal?

(3 mins): Activity 1. Lead in and students guess 1. Point to the picture of Avorng. 2. Ask: Who is he? What does he like? What does he not like? 3. Tell students to guess what Avorng likes and doesn’t like with their partners. 4. Ask instruction checking questions and give a time limit of 1 minute. 5. Ask some students what their guesses are.

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2

(5 mins): Activity 2. Students read for the big idea 1. Tell students to read the text quickly. 2. Give a time limit of 3 minutes. 3. Ask: Who do you think is correct? Dara or Sophal? Why? 4. Tell students to compare their answers with their partners. 5. Collect some ideas from the class.

3

(5 mins): Activity 3. Students read for the answers 1. Tell students to read again and answer the questions in their notebooks. 2. Ask instruction checking questions and give a time limit of 3 minutes. 3. Tell them to compare their answers with their partners / groups. 4. Check answers as a class.

4

(5 mins): Activity 4. Students listen for the answers (T.6.18.3) 1. Tell students they are going to listen to Avorng. 2. Ask: What does he like? What doesn’t he like? 3. Ask: Who is correct? Dara or Sophal? TAPESCRIPT 6.18.3 Hi! I’m Avorng. I don’t like basketball. I’m too small to play basketball. But I like hanging out with my friends, a cat and a dog. We like talking. Sometimes we talk for 3 hours. Oh, I like all food, all food but fish. I don’t like fish. I’m scared of the water and I can’t swim! And I don’t like going for a walk. Why walk? I can fly! I don’t like walking, but I like flying.

Chapter 6, Unit 18, Lesson C

5

Write. Use the questions to help you.

5

1. Ask students about their pets (e.g. Do they have pets? What are they? What does it like? What can it do? ) 2. Tell students they are going to write about their pets. 3. If they do not have pets, they can write about pets they would like to have. 4. Students draw pictures of their pets (or pets they would like to have) if there is enough time. Students can also do this for homework if there isn’t enough time. 5. Give a time limit of 8 minutes.

My Pet My pet is a bird. His name is Avorng. He can fly. He likes fish. He doesn’t like going for a walk._________________________ _____________________________________________________ _____________________________________________________

(10 mins): Activity 5. Writing

What is its name? What can it do? What has it got? What does it like? 6

Draw your pet.

(10 mins): Activity 6. Speaking 1. 2. 3. 4.

Put students in pairs or in groups of 3. Tell them to ask and answer questions about their pets. Ask instruction checking questions and give a time limit of 8 minutes. Stop students after 8 minutes. Ask them what interesting things they found out about their classmates’ pets.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

6

Tell your friends about your pet. Ask and answer questions. What is its name?

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

Avorng.

Can it fly?

1. Students need short, simple and clear instructions. If instructions are too long, they stop listening! Were your instructions short and clear? 2. One good way to make your instructions clear and simple is to write them. Find time in the next few days to write at least 5 instructions you often use in class – in English! This will save you time! 3. How could you do this lesson better next time? 4. Your own question(s). ____________________________________________________?

Yes, it can.

Does it like apples?

No, it doesn’t.

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

Has it got 3 eyes?

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

No, it hasn’t.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

Congratulations!

១. សិសសា តាវូ ារារណានដ ំ ល ា ខលី ាមញញ ហើយចាាស់។ បាសន ិ បើារណានវ ំ ង ា ពាក ពួកគានង ឹ ឈប់ ាតប ា !់ តើារណានរំ បស់អក ន ខលី ហើយចាាស់ដារឬទា? ២. វិធីដ៏លអមួយដើមាបីធវើឲាយារណានំរបស់អនកចាាស់ ហើយាមញញគឺតាូវសរសារា។ ចូររកពាលវាា ៅពីរ បីថងាបនទាប់ ដើមាបីសរសារ ារណានំាាាអង់គលាសយ៉ាងតិចឲាយាន ៥ ដាលអនកបាើបាស់ា ញឹកាប់ៅកនុងារបងាៀនរបស់អនក! ារធវើដូចចនាះនឹង ធវើឲាយអនកចំណាញពាល! ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

You inished Unit 18. Tick () the things you can do. I can talk about what I like. I can talk about what my friends like / don’t like. I can ask about what my friends like and don’t like.

   - 117 -

C6-18

7

Chapter Celebrations!

Chapter 7, Unit 19, Lesson A

Celebrations!: Guesses, tricks and presents!: Oh yuck!

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Unit 19 - Guesses, tricks and presents!

1. Write ghost house on the board. Ask students if they know what it is. 2. Tell students to guess in their groups. (This is a ride at dreamland in Phnom Penh. You go inside and people scare you) 3. Get answers as a class. Tell students that the ghost house is a game you can play in Phnom Penh where people try to scare you!

19a Guesses, tricks and presents! - Oh yuck! 1

T.7.19.1

Sophal has made his own ghost house to scare Linda. What is the trick? Look at the picture. Listen and check. Sophal gives Linda things to touch and pretends they are parts of a dead body. 1

(3 mins): Activity 1. Students guess 1. Tell students Sophal is trying to scare Linda. 2. Ask students to look at the picture. What can they see? 3. Ask students What is the trick? What is Sophal doing? 4. Students compare with their partner for a minute. 5. Come back together as a class and get some different ideas (but do not say who is right or wrong)

(5 mins): Activity 1. Students listen for the big idea. (T.7.19.1) This is the 1st part of a 2 part listening. 1. Tell students that they are going to listen and check their guesses. 2. Students listen. 3. Students compare with their partner/group. 4. Check answers as a class.

Cool kids say: Oh yuck!

TAPESCRIPT 7.19.1

This is the 1st part of a 2 part listening.

2

T.7.19.1

 C7-1

a

Sophal: Welcome to the ghost house, everyone! Do you want to feel the dead body, Linda? Linda: Sure Sophal: It’s a girl your age. She is 13. These are her eyes! Can you feel them? Linda: Oh yuck! They really feel like eyes! Sophal: These eyes can’t see anymore! OK. Next. This is her hair.

Tick () the body parts you hear. (Clue! There are 5!)



b

c



d



e

f



Linda: Oh yuck! It’s wet! Sophal. Yuck. It’s curly hair! *giggling* Sophal: Guess what this is! Can you feel it? Linda: Oh! Ew! I know what this is. This is a nose. This is a dead girl’s nose! Sophal: This is the nose! But can you guess what these are? Linda: Oh! Are these… are these her teeth? These really feel like teeth! Sophal: Yes! These are her teeth! Ok Linda. Last one. What’s this? Linda: Oh! It’s long! It’s wet, too. Ew. It smells bad! Oh no! It isn’t! This isn’t her stomach, is it? OH YUCK! It is! This is her stomach! Sophal: Yes Linda. This is the dead girl’s stomach! Bopha: Oh no! Dara looks sick! Is he sleeping? Sophal: No. I think dead bodies are too scary for him!

(4 mins): Lead in

g

- 118 -

2

(10 mins): Activity 2. Students listen for the answers (T 7.19.1) This is the 1st part of a 2 part listening. 1. Tell students to work with a partner. 2. Tell students to write a-g in their notebooks. Ask students to see if they can remember the things that were said. 3. Ask instruction checking questions and give a 3 minute time limit. 4. Students listen and tick the body parts they hear. 5. Students compare with their partner/group. 6. Ask and answer as a class.

3

T.7.19.2

Chapter 7, Unit 19, Lesson A

There isn’t really a dead body! How does the trick work? Can you guess? Match the things with the body parts.

1. eggs

2. noodles

3. wet clothes

4. an old apple

3

1. Tell students to work with a partner. 2. Tell students to write 1-5 in their notebooks. Tell students to try and remember/guess the order. 3. Tell them to listen and write the answers next to the numbers in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students listen. 6. Students compare. 7. Play the recording again only if students need. 8. Ask and answer as a class.

5. corn

a1, b2, d4, e5, g3 1. eggs = eyes

4

T.7.19.3

(10 mins): Activity 3. Students listen for the answers (T 7.19.2) This is the 2nd part of a 2 part listening.

Can you remember? Complete with this, that, these, those.

TAPESCRPT 7.19.2

5

What’s this? Student A, close your eyes! Student B, give your partner something from your bag or pocket. Can your partner guess what it is? What is this?

Sophal: He’s waking up! It’s ok Dara. Dara: Agghhh!!! The dead body! No!!! Linda: It’s alright Dara. Everything is over there, see? It’s all far away from you. It’s ok. Those aren’t eyes. Those are eggs! The eyes are really eggs! Bopha: That’s right Dara. And that is not really hair. Those are noodles. Those are the noodles from lunch today. Sophal: And that is a really old apple. It’s not really a nose. That nose is really an old apple. Bopha: And those weren’t teeth. That was some corn! Not teeth, just corn. Ok? Linda: And that isn’t a stomach. That’s some old wet clothes. It’s just wet clothes, Dara, not a stomach! Dara: Yeah! I know! Do you like my trick! I’m not really scared! I’m brave! All: Oh yes Dara. Very brave!

Game! 4

1. Ask students if they can remember what was said. Tell students to complete with this, that, these and those. 2. Ask instruction checking questions and give a time limit of 2-3 minutes. 3. Students compare. 4. Students listen and check 5. Students listen and repeat.

It’s a book!

What are these?

TAPESCRIPT (T 7.19.3)

ummm…

1. 2. 3. 4. 5

6

(5 mins): Activity 4. (T. 7.19.3)

Those are eggs. These are eyes. This is her nose. That is an old apple.

(5 mins): Activity 5. Game! What’s this? 1. Tell students You are going to play a guessing game. 2. Model the game with a student. (Tell them to close their eyes. Give them an object that they know the name of. Ask What’s this? Student: It’s a pen! 3. Ask instruction checking questions and give a time limit of 3 minutes.

!

What colour? Game Point to things in the class and ask your partner “What colour is/are these/those/this/that?” Can they answer? They only have 3 seconds! - 119 -

6

(5 mins): Activity 6. What colour? 1. Point to something in the room and ask students What colour is that? Students: That is ____! Repeat with this, these, that, those. 2. Tell students to play the game in groups. 3. Ask instruction checking questions and give a time limit of 3 minutes

(3 mins): Learner assessment and lesson wrap up 1. Ask questions to the class with this, that, these, and those. 2. Ask some other students to “play teacher” and do the same. 3. Are students using the words correctly? Who still needs help with the language? Why? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Students need quick clear instructions. If instructions are too long, they are difficult to understand – The students stop listening! Were your instructions clear and quick? 2. Did students do most of the talking in class? 3. A good rule for a lesson is 20%= teacher 80% = student. What % were students doing things in your lesson? 4. How could you do this lesson better next time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សិសសា តាវូ ារារណានដ ំ ល ា ចាាស់ ហើយលឿន។ បាសន ិ បើារណានំវាងពាក ពួកគាពិាកយល់ ដូចនាះពួកគានឹង ឈប់ាតាប់! តើារណានំរបស់អនកចាាស់ ហើយលឿន ដារឬទា? ២. តើសិសាសានអនុវតតាគចាើននាារនិយយៅកនុងានាក់ ដារឬទា? ៣. ាមចាាប់គរុោសលាយកនុងមារៀនមួយគឺគាូធវើសកមមាព ២០% សិសាសធវើសកមមាព ៨០%។ តើៅកនុង ារបងាៀន របស់អនក សិសាសធវើសកមមាពានប៉ុនមានាគរយ? ៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C7-2

Chapter 7, Unit 19, Lesson B

Chapter 7, Unit 19, Lesson B

19b Guesses tricks and presents! – That’s my present! 1

T.7.19.4

Celebrations!: Guesses tricks and presents!: That’s my present!

Look at the picture. What’s wrong? Read, listen and check. They are ighting because they are confused about who owns the presents.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

(5 mins): Warmer. Feeling greetings 1. Write some first meeting vocabulary on the whiteboard. e.g. Hi. How are you? How are you? What’s your name? 2. Tell students to stand up. (You can have students working in groups if the room is too small to have students walking around the room). 3. Tell students they are going to do a get to know you role play. 4. Have the students do the activity once normally. 5. Tell students to choose a different partner, but this time they have found out that their boyfriend/girlfriend has a different boyfriend/girlfriend! How do they feel? Tell students to have the conversation with this feeling. 6. Keep changing the situation and partners!. ( e.g. Your dog is dead. You have a million dollars! etc.)

2

4

1

5

3

1. 2. 3. 4. 5.

1

What do you think of the presents from my American Aunt? Linda: They don’t know which present is for which person! Hey, that’s my present! Bopha: That’s my present! Dara’s Aunt gave it to me! Sophal: No, it’s not! That’s your present! It’s the green one! It’s got elephants on the paper. Bopha: No it’s not. That’s Linda’s! That’s her present! My present hasn’t gotelephants on it. It’s that one with the apples on it. And it’s not green.It’s blue. Sophal: No. That’s Avorng’s! Your present, Bopha, is the yellow one with the oranges on it.

Dara:

Bopha: No! That is Avorng’s present! His present is the yellow one. Sophal: Well, where is my present? Bopha: Yours is yellow with orange hats on it. Sophal: That’s Avorng’s! Bopha: Listen to me! His present has got oranges, not orange hats! Sophal: No! What about the green present with the elephants? Is it Linda’s? Bopha: I’m not fighting anymore! There is only one person left! 1: blue with an apple. Bopha 2: yellow with oranges on it. Avorng 3: yellow with orange hats - Sophal 4: green with elephants. Linda 5: green with apples. Dara

a. Bopha 1 C7-3

b. Dara 5

c. Linda 4

d. Sophal 3

e. Avorng 2

Ask students to look at the picture and cover the text. ask: What can you see? Ask students How do the people feel? Ask students Why? Students compare with their partner for 2 minutes. Come back together as a class and get some different ideas (but do not say who is right or wrong).

(5 mins): Activity 1. Students read and listen for the big idea (T. 7.19.4) 1. Tell students that they are going to listen and read and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students to compare their answers with their group/partner. 6. Check the answers as a class. TAPESCRIPT (T. 7.19.4)

See reading in activity 1 2

(10 mins): Activity 2. Students read for the answers

This is a brainteaser! Not all students will get the right answer, but it doesn’t mean they haven’t been using their English! . 1. 2. 3. 4. 5. 6.

Can you help the kids ind their presents? Write the number of the present next to the name in your notebook. Clue! Bopha is right!

2

(2 mins): Activity 1. Students guess

- 120 -

Do the first question together as a class. Have students point to where the answer is in the text. Tell students to do the other questions in their notebooks. Ask instruction checking questions and give students a 5 minute limit. Students complete. Students compare with their group/ partner. Check answers as a class.

Chapter 7, Unit 19, Lesson B

3

Match the words.

3

I you he she it they we

4

1. Ask students to look at the grammar box. 2. Write 1. I. Ask students which word goes with I. Students – My! 3. Tell students to continue answering the questions in their notebooks. If students get stuck, tell them to check the reading. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students compare with their group/partner. 6. Ask and answer questions as a class.

their his your its our my her 4

Read Linda’s writing. What is her favourite thing?

6

7

5

6

• What can you do with it? • When do you like to use it? • What is it?

(10 mins): Activity 6 and 7. Writing 1. Students make notes about their favourite thing 2. Tell students to use their notes to write about their favourite thing. They can follow the model of Linda’s writing My favourite thing 3. Ask instruction checking questions and give a 7 minute time limit.

Make notes about your favourite thing. Use your notes to write about your favourite thing. Look at Linda’s writing for ideas. Draw a picture! Guessing Game! Can your friends guess your favourite thing? Tell them one clue at a time. My favourite thing is green.

(4 mins): Activity 5. Model for writing 1. Tell students to answer the questions in Activity 5 in their notebook. Tell students to use notes only. Not full sentences. 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Students compare their answers with their group/partner. 4. Ask and answer the questions as a class.

Answer the questions about Linda’s favourite thing in your notebook. • What colour is it? • How does it make you feel? • Is it old or new?

(3 mins): Activity 4. Model for writing 1. Tell students to look at the text. Ask What’s Linda’s favourite thing? 2. Ask instruction checking questions and give a time limit of 1 minute! 3. Students compare with their group/partner. 4. Ask and answer question as a class.

My favourite thing is blue. I like it because it makes me feel pretty. It is old. It isn’t new. I can wear it. I like to use it when I dance. Can you guess what it is? It’s my favourite blue dress!

5

(5 mins): Activity 3. Grammar

8

(5 mins): Activity 8. Guessing Game! 1. Tell students to read their sentences out to their group one by one. Can their group guess what their favourite thing is? 2. Ask instruction checking questions and give a time limit of 3 minutes.

Is it your teeth?

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask a couple of students to talk about their favourite things in front of the class. Can the class guess? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. If instructions are all in English, students have much more time practicing their English. How many of your instructions were in English? Could have done all your instructions in English? 2. How could you do this lesson better next time? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. បាសិនបើារណានំាំងអស់ាាាអង់គលាស សិសាស ានពាលវាាចាើនកនុងារអនុវតតាា អង់គលាសរបស់ ពួកគា។ តើកង នុ ចំោមារណានា ំ ង ំ អស់របស់អក ន ាន ារណានំាាាអង់គលាស ចំនួនប៉ុនមាន? តើអនកាច ធវា ើ រណានា ំ ង ំ អស់របស់អក ន ាាាអង់គស ាល ដារឬទា? ២. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

No! It isn’t!

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C7-4

Chapter 7, Unit 19, Lesson C

Chapter 7, Unit 19, Lesson C

19c Guesses tricks and presents! – A special present 1

T.7.19.5

Celebrations!: Guesses tricks and presents!: A special present

Look at the picture. Why is Dara smiling? What has Bopha got? Listen and check. A present from the cat.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

(3 mins): Lead in

Dara: No, you can’t use it at school. Bopha: Give me a clue. Dara: It’s black and white. Bopha: Black and white? Is it a book? Dara: No, it’s not. Bopha: What present is this? Give me another clue. Dara: Well. It’s wet and it’s not happy. Bopha: Wet and not happy? What sort of present is this? Give me another clue. Dara: No more clues! It’s time to guess.

1. Ask students to talk to their group about things people get as presents. Who gives people presents? When do you get presents? 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Come back together as a class and get some ideas from students. (3 mins): Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students What is happening? Why is Dara smiling? 3. Students compare with their partner for a minute. 4. Come back together as a class and get some different ideas (but do not say who is right or wrong) 1

2

T.7.19.5

TAPESCRIPT 7.19.5

1



2

5

3 C7-5





3

6





4

7

Dara: Bopha! The cat has got you a present! Bopha: A present! I love presents! And it’s not my birthday! What is it? Dara: Guess! Bopha: Okay! Is it a big present? Dara: Well. It’s big for a cat present. It’s smaller than the cat. Bopha: Can I eat it? Dara: No, you can’t. You really can’t eat this present! Bopha: Is it something I can wear? Dara: No. You can’t wear it. Bopha: Can I use it at school?





What do you think the present is? Can you think of anything not in the pictures?

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(10 mins): Activity 2. Students listen for the answers (T.7.19.5) 1. Tell students to work with a partner. 2. Tell students to write 1-7 in their notebooks. Ask students what they can remember. What do they think the present from the cat is? 3. Tell them to listen and to cross out the numbers of things it can’t be. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students listen. 6. Students compare their answers with their group/ partner. 7. Ask for some answers as a class.

(5 mins): Activity 1. Students listen for the big idea (T.7.19.5) 1. Tell students that they are going to listen and check their guesses. 2. Students listen. 3. Students compare with their partner/group. 4. Check answers as a class.

What do you think the cat’s present for Bopha is? Why? Listen and check. Put a cross () next to the things it can’t be.

2

3

(5 mins): Activity 3. Post task 1. Tell students to talk to their group/partner about anything else they think it could be. 2. Ask instruction checking questions and give a time limit of 3 minutes. 3. Get some ideas from the class. Do the ideas match the clues? Have a class talk. (e.g. a cow! No! A cow is bigger than a cat! socks. No! You can wear socks.

Chapter 7, Unit 19, Lesson C

4 5

Turn to page 232 to check your guesses!

4

(2 mins): Activity 4. Confirm guess 1. Tell students to look at the picture on page 232 Did they guess right?

Write a riddle! Choose one of your things. Write 3 sentences about it. Don’t say what it is! Tell your group your riddle. Can they guess it?

5

(10 mins): Activity 5. Write a riddle – preparing for speaking 1. Tell students to read the riddle in Activity 5. Can they guess what it is? (You use it at school. It is black. It is smaller than a bird. What is it? A pen!) 2. Tell students to choose one thing. It can be something in the classroom or at home, as long as they know the word in English! 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Tell students to work in groups of 4/5 and read their riddles. Can their friends guess?

Is it a pen? Yes, it is! 6

You use it at school. Is it a pen? Yes it is! It is black. It is smaller than a bird. What is it?

(10 mins): Activity 6. Game! 1. Tell students to look at the pictures. Ask students to ask a yes no question to try and guess the picture. When students guess the object, tell them how many points they got. 2. Tell students to work with their partner and to play a game! Tell students that they need to ask yes no questions to find out which object they are thinking of. 3. Ask instruction checking questions and give a time limit of 7 minutes.

(3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students!

6

Give me a clue!

1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

Game!

1. Work with your partner. 2. Choose one thing. 3. Make them guess! They can only ask yes/no questions! The less guesses, the more points.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. ALL teachers make mistakes! Even good teachers make mistakes. Sometimes we give the wrong answers. What do you do when you’re wrong? Do you pretend you’re right, or do you admit your mistake and correct it? 2. Why do you think pretending you’re right isn’t helpful? 3. You can avoid making mistakes! Go through your lesson before class. Answer the questions in advance. Any more ideas? Think of ways to avoid making mistakes in class. 4. Your own question(s). ___________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

Congratulations!

១. គាូ ាំងអស់ សុទធតាានកំហុស។ សូមាបីតាគាូលអក៏ានកំហុសដារ។ ពាលខលះគាូផតល់ចមលើយខុស។ តើៅពាលដាលអនកានកំហុស អនកធវើយ៉ាងដូចមតាច? តើអនកធវើពុតាអនកតាឹមតាូវ ឬទទួលាគាល់ កំហុសោះ ហើយកាតមាូវា? ២. ហាតុអវីានាអនកគិតា ារធវើពុតាអនកតាឹមតាូវ គឺមិនានបាោជន៍? ៣. អនកាចចៀសាងារានកំហុសាន! ោយារពិនិតាយមើលមារៀនមុនពាលបងាៀន។ ោយារឆលើយ សំណួរទុកាមុន។ តើអនកានគំនិតអវីផាសាងទៀត? ចូរគិតអំពីវិធី ២យ៉ាងដើមាបីចៀសាងារានកំហុស ៅកនុងារបងាៀន។ ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

You inished Unit 19. Tick () the things you can do. I can talk about my favourite thing. I can play guessing games.

  - 123 -

C7-6

Unit 20 - Festivals, parties and trouble!

Chapter 7, Unit 20, Lesson A

Celebrations!: Festivals, parties and trouble!: Khmer New Year at Angkor Wat

20a Festivals, Parties and Trouble! - Khmer New Year at Angkor Wat 1

T.7.20.1

Look at the picture. What are they doing? Listen and check. Students answers will vary slightly. They are playing at Angkor Wat. / They are making wishes. etc

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (2 mins): Lead in 1. Write Khmer New Year on the board. 2. Ask students to talk to their group about what they do at Khmer New Year. (3 mins): Activity 1. Students guess 1. 2. 3. 4. 5. 1

Ask students to look at the picture. What can they see? Ask students What is happening? Students compare with their partner for a minute. Come back together as a class and get some different ideas (but do not say who is right or wrong). Make sure students know what a wish is (for ideas on how to do this, check the teachers notes.

(5 mins): Activity 1. Students listen for the big idea (T.7.20.1) 1. 2. 3. 4.

Tell students that they are going to listen and check their guesses. Students listen. Students compare with their partner/group. Check answers as a class.

TAPESCRIPT (T.7.20.1)

2

T.7.20.1

Put the sentences in order in your notebook. Listen and check.

1. d a. Sophal is saving him. b. Dara is putting his wish in the water. c. I hope he’s not getting in trouble! d. We’re making wishes! e. I’m jumping in! f. Dara is falling! g. He isn’t swimming very well. 1d. We’re making wishes! 2c. I hope he’s not getting in trouble! 3b. Dara is putting his wish in the water. 4f. Dara is falling! 5g. He isn’t swimming very well. 6e. I’m jumping in! 7a. Sophal is saving him. C7-7

Linda: What are you doing? Bopha: We’re making wishes! The wishes float on the water and into next year! Linda: Where’s Dara? What’s he doing? I hope he’s not getting in trouble! Bopha: He’s ok. Dara is putting his wish in the water. Oh no! Dara is falling! He’s falling into the water! He isn’t swimming very well. He’s getting caught in the wishes! He’s dying! Sophal! What are you doing? Sophal: I’m jumping in! Bopha: Sophal is saving him. Dara: I’m wet and cold! Bopha: What’s your wish Dara? Dara: I wish never to wish again! 2

(10mins): Activity 2. Students listen for the answers (T .7.20.1) 1. 2. 3. 4. 5. 6. 7.

Remember I am dancing. You are dancing. She is dancing. He is dancing. They are dancing. We are dancing.

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Tell students to work with a partner. Tell students to write 1-7 in their notebooks. Tell students to try and remember/guess the order. Tell them to listen and write the answers next to the numbers in their notebooks. Ask instruction checking questions and give a 3 minute time limit. Students listen. Students compare. Ask for some answers as a class.

Chapter 7, Unit 20, Lesson A

3

We use am/are/is +ing when something is happening now. It is not inished. What are these people doing? Write sentences with the pictures and the words. 1. He

. He is talking.

2. I

. I am listening.

. They are walking.

4. They

T.7.20.2

. Nary is eating.

6. We

. We are playing games.

7. I

. I am studying.

8. Mum

. Mum is woking.

9. We

. We are watching TV.

. You are sleeping.

3. You

4

5. Nary

3

4

Listen to the rhyme. Can you join in?

We are acting! I am walking. I am singing. I am running till I’m hot. I am fishing. I am flying. I am crying till I’m not. I am jumping. I am sleeping. I am playing round a lot. I am swimming. I am dancing. I am riding till I stop!

5

What are you doing? Pretend to do one of the things. Game! Can your friends guess what you are doing?

(7 mins): Activity 3. Controlled practice

(3 mins): Learner assessment and lesson wrap up

1. Tell students to complete the exercises. 2. Ask instruction checking questions and give a 5 minute time limit. WHILE STUDENTS ARE DOING THIS, START WRITING WE ARE ACTING on te board (Tapescript 7.20.2). 3. Help as necessary, but let students guess / think about the rules. Don’t explain the present continuous to them. 4. Students compare their answers with their partner. 5. Ask and answer questions as a class. 6. Ask questions to help students. Do we use am/are/is +ing to talk about things that are finished or things that are not finished? Spend no more than 30 seconds on this. Students will learn by doing).

Assessing the success of the lesson. Not testing all the students!

(10 mins): Activity 4. Disappearing Chant (T.7.20.2)

Think about the answers to these questions. You don’t have to tell anyone the answers!

1. Have students close their books and stand up. 2. Tell students that they are going to learn We are acting. 3. Play the tapescript and encourage students to join in. 4. Tell students that they are going to sing the song again and this time they will do the actions as well. 5. Play the song. Encourage funny and energetic actions by doing them yourself! 6. Tell students that they are going to play a memory game and that you are going to erase an action word. When students get to that word, they don’t say the word they do the action. Ask instruction checking questions. 7. Erase walking. Sing the song through together. Continue with the rest of the words.

1. If instructions are all in English, students have much more time practicing their English. How many of your instructions were in English? Could have done all your instructions in English and had the students understand? Body language or an example? 2. If you say the instructions in Khmer after you say them in English, students have no reason to listen to the English! Did you repeat the instructions in Khmer? 3. How could you do this lesson better next time? 4. Your own question(s). _________________

TAPESCRIPT 7.20.2 I am walking. I am singing. I am running till I’m hot. I am fishing. I am flying. I am crying till I’m not. I am jumping. I am sleeping. I am playing round a lot. I am swimming. I am dancing. I am riding till I stop! 5

(10 mins): Activity 5. Game! What are you doing? 1. Choose one of the pictures in activity 5 and act it out for the class. Ask: What am I doing? Tell the student who guesses they just got 1 point. 2. Put students in groups of 4-5. 3. Tell students they are going to play a guessing game. 4. RULES. If your friends guess, you get 1 point and they get 1 point. 5. Ask instruction checking questions and give a time limit of 7 minutes.

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1. Ask a few students to act out what they are doing for the class. Can everyone guess? 2. Are students using the present continuous in their guesses? 3. Are students putting the stress on the Ing or the first syllable? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. បាសិនបើារណានំាំងអស់ាាាអង់គលាស សិសាស ានពាលវាាចាើនកនុងារអនុវតតាា អង់គលាសរបស់ ពួកគា។ តើកង នុ ចំោមារណានា ំ ង ំ អស់របស់អក ន ាន ារណានំាាាអង់គលាស ចំនួនប៉ុនមាន? តើអនកាច ធវើារណានំាំងអស់របស់អនកាាាអង់គលាស ហើយ ឲាយសិសាសយល់ដារឬទា? តើអនកបាើបាស់ាាាយវិា ឬឧាហរណ៍ដារឬទា? ២. បាសន ិ បើអក ន ណានា ំ ាាខមរា បនទប ា ព ់ ណ ី ន ា ា ំ ាា អង់គលាស ោះគមានហាតុផលអវីដាលសិសាស តាូវាតាប់ារ ណានំាាាអង់គលាសទា! តើអនកានធវើារណានំា ាាខមារចាំដាលៗ ដារឬទា? ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C7-8

Chapter 7, Unit 20, Lesson B

Chapter 7, Unit 20, Lesson B

20b Festivals, Parties and Trouble! - Is he getting in trouble again? 1

Celebrations!: Festivals, parties and trouble!: Is he getting in trouble again?

There is a story with these words. Guess what the story is about. There are no right and wrong answers, but creative answers are always fantastic! Encourage creativity!

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (8 mins): Warmer. Game! What are you doing?

chase

cow

1. This is an acting game. One student stands in front of the class doing a continuous ing acting. (eg fishing). 2. Student 2 comes and asks What are you doing. 3. Student 1 doesn’t say I am fishing. They say a different ing action. I’m flying! 4. Student 2 has to do the action student 1 said. (eg flying). 5. Students 2 keeps pretending to fly until student 3 asks What are you doing? Student 2 doesn’t say flying. They say a different ing action. 6. Continue until all students have had a turn. It’s really funny! (If you have a very large class. Just point to some people. You could also have students play the game in groups.

magic

2 What festival are Linda and Bopha at? What is Dara doing? Ploughing festival. Dara is running away from the bull.

1

(3 mins): Activity 1. Lead in 1. Tell students to cover the text and the picture that goes with it and look at the 3 words and the pictures. Drill the words. 2. Tell students that today’s story uses these words. Can they guess the story? 3. Ask instruction checking questions.

2

(5 mins): Activity 2. Students guess 1. 2. 3. 4. 5.

3

T.7.20.3

Read and complete the sentence. They are at the___ festival.

3

(5 mins): Activity 3. Students read and listen for the big idea (T.7.20.3) 1. Tell students that they are going to listen and read and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students compare their answer with their group/partner. 6. Check the answer as a class.

Linda: “What are they doing?” Bopha: “They are having ploughing festival! They are choosing what to plant this year!” Linda: “What’s Dara doing? Is he getting in trouble?” Bopha: “No. He’s being good. He’s over there. He wants to pet the cow. The cow chooses what to plant. He thinks it’s magic. He wants to pet the cow so he can get some magic, too!” Linda: “Watch out, Dara! That’s not a cow! That’s a bull! It’s the dad cow! It’s getting angry! Oh no! Now it’s chasing Dara! Dara is running fast, but the bull is running faster! Run, Dara! Run!” Bopha: “What’s he doing now? He’s jumping! He’s jumping over the fence! The bull is jumping as well! Run, Dara! Run! Oh no!” Linda: “What’s he doing now?” Bopha: “He’s flying! He’s just like Avorng!” Linda: “He really is magic!”

TAPESCRIPT 7.20.3

See reading in activity 3: 4

(10 mins): Activity 4. Students read for the answers 1. 2. 3. 4. 5. 6.

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Ask students to look at the picture and cover the text. What can they see? Ask students What are they doing? Ask students What festival do you think they are at? Students compare with their partner for a minute. Come back together as a class and get some different ideas (but do not say who is right or wrong).

Do the first question together as a class. Have students point to where the answer is in the text. Tell students to do the other questions in their notebooks. Ask instruction checking questions and give students a 5 minute limit. Students complete.*SET UP THE NEXT ACTIVITY ON THE WHITEBOARD WHILE THEY ARE DOING THIS. Students compare with their group/ partner. Check answers as a class.

4

1. What are they choosing? What to plant this year. 2. What does Dara want to do? Touch the magic cow. 3. Is it really a cow? No, it’s a bull. 4. What does the bull do to Dara? It chases him. 5. Who is the fastest? Dara or the bull? The bull.

Spelling Rules! -ing.

double letters! swim – swimming sit - sitting, stopping running, getting

catch close

do play

talk stop

no e! make-making have-having

double letters! swim – swimming sit - sitting

Just add ing! read - reading jump - jumping

2. Ask students where you should write write. 3. Tell students to draw 3 columns in their notebooks and write the ing words in the columns. 4. Ask instruction checking questions and give a time limit of 4 minutes. 5. Students compare with their groups/ partner. 6. Ask and answer as a class.

just add ing! read-reading, jumpjumping, catching, doing, talking, drawing, listening, opening, playing

draw run

(6 mins): Activity 5. Controlled practice 1. (DO THIS WHILE STUDENTS ARE READING FOR ANSWERS IN ACTIVITY 4) Draw 3 columns on the board and draw this from the students’ book on the board.

6

(2 mins):Activity 6. Brainstorming ideas 1. Ask students to look at the picture. What can they see? 2. Ask students How many words do you know in the picture? 3. Students compare with their partner for a minute. 4. Come back together as a class and get some different ideas (but do not say who is right or wrong).

Draw 3 columns in your notebook. Add more words to the columns with -ing. write open

6

5

6. What does Dara jump over? The fence. 7. What does the bull jump over? The fence. 8. Does the bull catch Dara? How do you know? Yes. Because Dara goes flying! (The bull bucks him into the air)

no e! make-making have-having writing, closing

5

Chapter 7, Unit 20, Lesson B

Answer questions about the reading.

7

(9 mins): Activity 7. Game! 1. Write a sentence from the picture on the board. 2. Tell students to work by themselves to write ing sentences about the picture. 3. Ask instruction checking questions and give a 7 minute time limit. 4. At the end of the time clap your hands and say Pens down! 5. Students compare with their group. Students get one point for every sentence that only they have (The other kids in their group don’t have them).

listen get

Look at the picture. How many words do you know?

2. Ask about the winning sentences. Call on both weaker and stronger students. 3. Are students using the correct form of ´to be’? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Students who believe that they can do things are much much more likely to be able to! How did you encourage your students today? 2. Do you only tell the strong students that they did well, or do you tell weak students who are trying hard that they are doing well? 3. How could you do this lesson better next time? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សិសាសដាលជឿាក់ាពួកគាាចធវើអវី ៗ ាន គឺទំនងា ាចធវើានចាើន! តើថងានាះអនកានលើក ទឹកចិតតសិសាស របស់អនកយ៉ាងដូចមតាច? ២. តើអក ន គាន ា ត ់ ប ា ប ា ស ់ ស ិ សា ពូកា ា ពួកគាធា ើវ នលអ ឬក៏បប ា ់ សិសាសខាាយដាលកំពុងពាាយមខិតខំ បាឹងបាាងាពួក គានឹងធវើានលអដារ? ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask groups who was the winner in their group.

7

How many sentences can you make about the picture? Use -ing!

Game!

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C7-10

Chapter 7, Unit 20, Lesson C

Chapter 7, Unit 20, Lesson C

20c Festivals, Parties and Trouble! - A beautiful wedding 1

Celebrations!: Festivals, parties and trouble!: A beautiful wedding

Look at the picture. Where are Linda and Sophal? At Sophal’s sister’s wedding.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) 2. Students listen. 3. Students compare with their partner/group. 4. Check answers as a class.

(10 mins): Warmer. Game!

2

Tell all students to stand up. Put class into 4 groups. Tell students to decide on a team name. Write the team names on the board. Have one student from each group go to the board and face the class so they cannot see the board. 6. Write present continuous words on the board. (e.g. dancing) . Tell the students facing the rest of the class Guess the word. They have to look at the actions the rest of their group is doing to guess! If no one has guessed it after a minute, tell them to look at the board. Change the people at the front of the class after each ing word. 7. RULES. . The people at the board can talk. . The people trying to act and show the word are not allowed to talk. . First team to guess gets a point. 8. People who cheat lose a point. 9. Ask instruction checking questions. 10. Play the game. Use the words from the Unit (do homework, study, work, go to school, watch TV, ) as well as any other words that you think your students will know. Keep playing the game until everyone has had a turn at the front. Don’t worry if you have to repeat words. 11. Say who the winning team is at the end. Everybody clap! 1. 2. 3. 4. 5.

1

5

4 3 7

6

2

T.7.20.4

Who is who? Look at the list of people. Can you match them to the numbers?

a. Sophal’s uncle 1 b. Sophal’s mum 4 c. Sophal’s little sister 6 d. Sophal’s aunt 2

3

1

What are the kids doing?

Game!

Student A, turn to page 233. Don’t show your partner your pictures! Student B, turn to page 238. Don’t show your partner your pictures! C7-11

1

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Linda: Sophal! I don’t know anyone! Who are all these people? Sophal: Don’t worry Linda. I can introduce you. That’s my uncle. He’s standing on the stage playing the guitar. He always plays his guitar at weddings. Linda: Yes, I can see him. Who is that? Sophal: That’s my Aunt. She is sitting next to him and singing. Linda: She can sing? Cool! Who is that eating? Sophal: That’s my big brother. He’s eating special eggs. Linda: And who is that? Sophal: Dancing like crazy? That’s my mum. She loves dancing. She dances around the house! She’s dancing with my Dad. Dad hates dancing, but he loves mum and she makes him! Linda: What is that girl doing? Who is she? Sophal: That’s my little sister. She’s sleepy so she is sitting under the table. She’s very young. Linda: Oh wow! Who is that? Sophal: That’s my big sister, of course! This is her wedding. She’s wearing a beautiful wedding dress. She has 5 wedding dresses! Linda: Wow! 5 wedding dresses! Maybe I should have my wedding in Cambodia! Sophal: I think so, too.

(4 mins): Activity 1. Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students What is happening? Where are they? 3. Tell students: These are people in Sophal’s family. Can you guess who they are? 4. Students compare with their partner for 3 minutes. 5. Come back together as a class and get some different ideas (but do not say who is right or wrong).

e. Sophal’s big sister 7 f. Sophal’s dad 5 g. Sophal’s big brother 3

TAPESCRIPT 7.20.4

(5 mins): Activity 1. Students listen for the big idea (T.7.20.4) 1. Tell students that they are going to listen and check their guesses.

2

(10 mins): Activity 2. Students listen for the answers (T.7.20.4) 1. Tell students to work with a partner. 2. Tell students to write a-g in their notebooks. Tell students to try and remember/guess who the people are. 3. Tell them to listen and write the answers next to the letters in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students listen. 6. Students compare with their group/partner. 7. Ask for some answers as a class.

Chapter 7, Unit 20, Lesson C

3

Be very careful setting up this activity! If students race ahead, they will be confused!

She is talking to the teacher! She is wearing a white shirt.

1. Tell students to close their books and look at you. Make sure students are listening carefully. 2. Tell students to work with a partner. Have pairs choose who is student A and who is student B 3. Tell student A’s to put up their hands. Tell student B’s to put up their hands. 4. Tell students that they are going to look at 20 pictures. There are people doing continuous actions in the pictures. They need to ask What is the kid doing? questions to find out which are the same and which are different. 12 are the same and 8 are different. Ask : How many the same? Students: 12! Ask: How many different? Students: 8! What type of question do you need to ask? Students: What is the kid doing! 5. Tell students that they are not allowed to look at their partner’s picture. They have to ask questions to find the eight differences. Ask: Can you look at your partner’s picture? 6. Give a time limit of 10 minutes.

Is it Pisey? Yes, it is.

4

4

(4 mins): Activity 4. Free Practice 1. Describe a student in the room. (It will be funny if you describe yourself!) You can say what they are wearing and what they are doing. Can the students guess? 2. Tell students to play the same game in groups of 4-5. 3. Ask instruction checking questions and give a time limit of 3 minutes.

Describe someone in the room to your partner. What are they doing? What are they wearing? Can your partner guess?

(4 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

Congratulations!

You inished Unit 20. Tick () the things you can do. I can say what I’m doing. I can say what my friends are doing. I can ask “What are you doing?” questions.

(12 mins): Activity 3. Freer controlled practice

1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

  

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After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Sometimes class should be fun, and it is more important that students are having fun than saying things “perfectly”. A lot of people think that in English class, fun is the most important thing! Were your kids having fun? 2. It is more important that kids feel confident than be perfect! Do you correct kids too much? 3. Do you think the kids in your class feel brave enough to make mistakes? 4. How could you do this lesson better next time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ពាលខលះានាក់រៀនគួរតាានាពរីកាយ ហើយារដាល សិសសា ានាពរីកាយោះគឺាសំាន់ាងារ ដាលសិសសា និយយអវី ៗ “ានតាឹមតាូវឥតខចាះ” ៅទៀត។ មនុសាសា ចាើនគិតាៅកនុងានាក់ាា អង់គលាស ាពរីកាយគឺា រឿងសំាន់បំផុត! តើសិសាសរបស់អនកានាពរីកាយដារ ឬទា? ២. សិស្សមានភាពជឿជាក់សំខាន់ជាងសិស្សមានភាពឥត ខចាះ! តើអនកកាកំហុសពួកគាចាើនពាកដារឬទា? ៣. តើអនកគិតាសិសាស កនុងានាក់របស់អនកានសាចកតីាលាាន គាប់គាន់ កនុងារានកំហុសដារឬទា? ៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ______________________?

C7-12

Unit 21 - A world of fun

Chapter 7, Unit 21, Lesson A

Celebrations!: A world of fun: The new baby

21a A world of fun - The new baby 1

What happens when a baby is born? Do you know any babies?

2

Look at the picture. Why do you think Dara is angry? Any of these (or similar).He is jealous of the new baby. / He can’t sleep. / He wants a usual Saturday but he can’t because of the new baby.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Warmer. 1. Put students in groups of 4. 2. Write: What I like about you is… on the board. 3. Ask students to help you finish the sentence about you! (e.g. What I like about you is you’re a good teacher. OR What I like about you is you’re funny. 4. Tell students that they are going to say nice things about each person in the group for 30 seconds! Students have to finish the sentence ‘What I like about you is…’ with something true and good about the person. Students then have to guess who the person is. 5. Tell students you are going to clap your hands at the end of 30 seconds and they need to change. 6. Ask instruction checking questions. (e.g. Are we saying good things, or bad things? ) 1

T.7.21.1

3

1. Put students into groups of 4. 2. Ask: Do you know any babies? What do they do? Tell students to talk to their groups. 3. Ask instruction checking questions and give a time limit of 2 minutes. 4. Ask some ideas from groups as a class.

Listen and check.

T.7.21.1

2

What do Dara’s family usually do on Sunday? What are they doing today? What Dara’s family usually do on Sunday.

What Dara’s family is doing today.

Dara’s dad

1. He usually plays football with Dara.

2. He is washing the baby’s clothes.

Dara’s mum

3. She usually makes lunch.

4. She is sleeping.

Dara’s big brother

5. He usually plays football.

6. He is making lunch.

Dara’s little sister

7. She usually plays with Dara. 8. She is playing with the baby.

The new baby

9. He usually cries and smiles.

C7-13

(3 mins): Activity 1. Lead in

(2 mins): Activity 2. Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students What is happening? 3. Ask students Why? 4. Tell students to compare with their partner for a minute. 5. Get some answers from the class (but do not say who is right or wrong).

(5 mins): Activity 2. Students listen for the big idea (T.7.21.1) 1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students listen.

10. He is smiling at Dara.

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4. Tell students to compare with their partner/group. 5. Check answers as a class. TAPESCRIPT 7.21.1 Dara: Please come to my house and play football, Bopha! Bopha: You know I can’t. I have a lot of homework! Dara: Do you know what Bopha? I’m sick of the new baby! I don’t like him at all! He cries and cries all night! Waaa! Waaa! We can’t sleep! Bopha: Don’t be silly! You do like the new baby. He is cute. Dara: No he isn’t! It’s Sunday! On Sunday, dad usually plays football with me. But he isn’t playing football with me. He is washing the new baby’s clothes. I want to play football as usual! Bopha: What about your mum? Can she play football with you? Dara: My mum! My mum should be making lunch! We always eat a big family lunch on Sunday but today she is sleeping. The new baby makes her feel tired. Bopha: What about your big brother? What is he doing? Can he play with you? Dara: No. He usually plays with me and Dad, but he’s making lunch because mum is sleeping. Bopha: Well what about your little sister? What is she doing? I know she is little, but can she play with you? Dara: No. She usually plays with me when I am bored. Do you know what she is doing today? She is playing with the new baby! Dara’s little sister: Look Dara! The baby is smiling at you. He is smiling at his big brother because he loves you. Dara: Really? You think he really loves me? Ok. I do like the new baby. Bopha: I told you!

4

More not normal Sundays! Make sentences from the chart in your notebook. Usually

1. Tom 2. Linda 3. Bopha 4. Miss Mom 5. Mr Sovann 6. Avorng 7. Sophal

Chapter 7, Unit 21, Lesson A

3

Doing today

1. Tell students to work with a partner. 2. Tell students to try and remember/guess what Dara’s family members usually do/ are doing 3. Tell students to write 3-10 in their notebooks and to write the information they remember. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Tell students to listen and check. 6. Tell students to compare with their group/ partner. 7. Ask and answer questions as a class.

go for a walk He is going for a walk. brush her hair She usually brushes do her homework She is doing he hair. her homework. go swimming She usually goes talk to Dara on the phone She is swimming. talking to Dara on the phone. play football She usually plays sleep She is sleeping. football. go out with his grandson He usually goes out with his fish He is fishing. grandson. look at his egg He usually looks fly to Sophal’s house He is flying at his egg. to Sophal’s house. watch TV He usually watches TV.

walk and brush the dog He usually walks and brushes the dog.

4

make lunch for Avorng He is making lunch for Avorng.

Imagine your family is having an unusual Sunday! What do your family usually do on Sunday? What are they doing on this not normal Sunday? Why? Is something special happening? Make notes in your notebook. Family member

6

Usually

(10 mins): Activity 4. Controlled practice 1. Write: 1. Tom usually watch TV on Sunday, but today he is go for a walk. Ask: Is that right? Students: No! 2. Correct your sentence. ( 1. Tom usually watches TV on Sunday, but today he is going for a walk.) Ask: Is that right? Students: Yes! 3. Tell students to write sentences 2-7 in their notebooks. 4. Ask instruction checking questions and give a time limit of 4 minutes. 5. Tell students to compare their answers with their group/partner. 6. Ask and answer questions as a class. Make sure students are pronouncing the 3rd person singular ‘s’!

1. Tom usually watches TV on Sunday, but today he is going for a walk.

5

(10 mins): Activity 3. Students listen for answers (T.7.21.1)

Doing today

5

(7 mins): Activity 5. Preparing for speaking 1. Talk about an unusual day. Give examples, e.g. birthday, very big storm, marriage etc. 2. Tell students to use their imagination. Tell students to imagine their family is having an unusual Sunday. 3. Tell students to make notes only about their Sunday. 4. Ask instruction checking questions (e.g. Notes or sentences?) and give a time limit of 3 mins.

Tell your group about the imaginary Sunday. Imagine it is really happening right now! My mum usually works in the garden on Sunday, but today she is fishing!

6

(10 mins): Activity 6. Freer Practice 1. Tell students to work in groups of 4. 2. Tell students to take it in turns to tell their group about their unusual Sunday. Group members have to listen and ask questions. 3. Ask instruction checking questions (e.g. When your group members are talking, are you listening or writing? How do we show people we are listening? etc) and give a time limit of 7 minutes.

Really? Why? Because she wants to eat fish for dinner with my cousins!

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(2 mins): Learner assessment and lesson wrap up Assessing the success of the lesson. Not testing students! 1. Ask some students to tell the class about their unusual Sunday. 2. Listen to student’s answers. Are students confident? Are all the students confident, or only students who already knew today’s lesson? Who might need extra support/encouragement? Do the students know the difference between simple and continuous? 4. Tell students to write about a festival they like. 5. Tell them to use the text in activity 2 as an example. 6. Ask instruction checking guestions and give a time limit of 5 minutes. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Good instruction checking questions are important! If you ask students if they understand, students will always just say “yes!” A better idea is to ask questions like “Should you be Reading or speaking?” “Should you work alone or with your partner”. Did you just ask yes/no instruction checking questions or did students need to think about the answers? 2. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សំណរួ បញ្ជាក់ការយល់អព ំ ក ី ារណែនាំដែលល្អគឺសខ ំ ាន់ ាស់! បាសន ិ បើអនកសួរសិសាសាតើពក ួ គាយល់ដារឬទា សិសាសតាងតាឆលើយា “យល់!” ោបល់ដ៏បាសើរមួយ គឺ តាូវសួរសំណួរដូចា “តើខញុំចង់ឲាយអនកាន ឬនិយយ” “តើ អនកនឹងធវើារតាឯង ឬក៏ាមួយដាគូរបស់ អនក” តើអនក គាន ា ត ់ ស ា រួ សំណរួ ដាលតមាវូ ឲាយសិសសា ឆលយ ើ ាទ/ាស/ទា ដើមាបីតាួតពិនិតារយល់ដឹង ឬក៏សួរសំណួរតមាូវឲាយសិសាស គិតអំពីចមលើយ? ២. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C7-14

Chapter 7, Unit 21, Lesson B

Chapter 7, Unit 21, Lesson B

21b A world of fun - There’s something about the moon. 1

Celebrations!: A world of fun: There’s something about the moon

Why do you think they are celebrating?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

b

a

(8 mins): Warmer. Sok says

This needs to be very very quick to get the lesson done! This is just to wake students up! 1. Tell the students to stand up and look at the teacher (you!). 2. Say that you will tell them to do things but they should only do it if you say Sok Says 3. There are rules. If a student is too slow they are dead. If students do something, but you didn’t say Sok Says, they are out. 4. If they don’t do something, but you did say Sok Says they are out! 5. Play the game. You can play till you find the winner if your class is fast, if they are slow, you need to stop this activity after a few minutes. Remember: You have to be fast in this lesson! Maybe try some hard ones! (3 mins): Lead in. Brainstorming 1. 2. 3. 4. 5.

d c

2

T.7.21.2

Check your guesses! Match the pictures to the texts. A1, B4, C2, D3

1

1

2

Ask students to look at the picture and cover the text. What can they see? Ask students: What can you see in the pictures? Ask students: What are they celebrating? Tell students to compare with their partner for 3 minutes. Get some answers from the class (but do not say who is right or wrong).

(5 minutes): Activity 2. Students read and listen for the big idea. (T.7.21.2) 1. Tell students that they are going to listen and read and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students to compare their answers with their group/partner 6. Check the answers as a class

Look at us! We’re dancing, and it’s really fun! I’m Can and I live in Huế. Today is a special day. It’s the first day of Tết in Vietnam! Tết is the name for New Year in Vietnam. I’m happy because on the first day we get an envelope with lucky money inside! I’m wearing my favourite pink dress.

2 3

Hello! My name is Saray. That’s me with my family. We’re having fun today because it’s Chinese New Year! We’re watching the dragon dancing! It’s beautiful! We’re Cambodian, but we still celebrate Chinese New Year. It’s because mum is Chinese Cambodian. We always eat special food for Chinese New Year! I always get lots of fruit and new clothes. It’s my favourite time of the year.

4

Hi! We’re from Mongolia! I’m Bolormaa and that’s my brother. His name is Bat. Today is the first day of Tsagaan Sar. That is Mongolian New Year. We call this month white month. We are standing in the white snow! My mum is inside making white foods for lunch. We are wearing our new clothes! We always get new clothes for Tsagaan Sar. And we always get lollies as well! C7-15

(5 minutes): Activity 1. Students guess 1. 2. 3. 4. 5.

Hi. My name is Dhashi. I’m Malaysian. Today is a special day. Today we are celebrating Thaipusam! We’re Hindu! It’s a full moon party. We’re carrying milk up the stairs. There are a lot of people here. We’re all having fun! Can you see me? I’m climbing! I’m wearing my best yellow sari! I always get a new sari for Thaipusam. A sari is a special dress.

Write: Celebrate! On the board. Ask: What do people celebrate? Get 1 or 2 ideas from the class. Tell students to keep talking about things people celebrate with their groups. Ask instruction checking questions and give a time limit of 2 minutes. Get some answers from the class.

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3

Chapter 7, Unit 21, Lesson B

Write the answers in your notebooks.

TAPESCRIPT 7.21.2

Dhashi

Can

Saray

Bolormaa

Where are they from?

Malaysia

1. Vietnam

6. Cambodia

11. Mongolia

What’s the name of the festival?

Thaipusam

2. Tết

7. Chinese New Year

What do they get at this festival?

A new sari.

8. He gets lots of clothes and fruit.

What are they wearing?

A new yellow Sari.

What are they doing?

She is carrying milk up the stairs

3. Red envelopes (with money inside). 4. (Her favourite) pink dress. 5. She is dancing.

4

3

12. Tsagaan Sar. or Mongolian New Year. 13. lollies and new clothes.

9. New clothes

14. New clothes.

10. He’s watching the dragon.

15. They’re standing in the snow.

4

Yes, I am.

5

Think of a festival you like. Imagine you are really there! Make notes about the festival. Think about the answers to these questions. 6

• What is the name of the festival? • Do you get anything at this festival? • Are you wearing anything special? • Are people doing interesting things? What are they doing? • What food do you eat? • Is there anything else special about the festival?

Tell your group to close their eyes. Tell them what you can see at your celebration. Can they guess which festival or party you are at?

7

Write about your festival. Imagine you are there!

(5 mins): Activity 5. Students prepare to speak 1. Tell students to choose a celebration or party (wedding etc). 2. Tell students to make notes only about their celebration in their notebooks. Encourage creativity! 3. Ask instruction checking questions and give a time limit of 3 minutes.

No. That’s not right.

6

(5 mins): Activity 4. Stirrer – Guess Who! 1. Tell students that you are imagining you are one of the children. Tell students to ask yes/no ing questions and guess who you are! 2. Tell students to play the same game with their partner. 3. Ask instruction checking questions and give a time limit of 3 minutes.

!

Are you Dhashi?

(5 mins): Activity 3. Students read for the answers 1. Ask: Where is Dhashi from? Students: Malaysia! Continue with the rest of the questions about Dhashi. 2. Tell students to answer the rest of the questions in their notebooks. Tell students to make notes. 3. Ask instruction checking questions and give students a 3 minute time limit. 4. At the end of the time, clap your hands and tell students to compare with their group/ partner. 5. Check answers as a class. 6. Ask students if they can guess what all the festivals have in common? (They are all about the New Moon Year).

Guess Who! Game Work with a partner. Pretend to be one of the people. Can your partner guess who you are? Are you wearing a dress?

5

See reading in activity 2

(7 mins): Activity 6. Freer speaking practice 1. Tell students they are going to describe their festival to their group. Tell students not to say which festival it is. Tell students that you like good descriptions and creativity! 2. Model the activity. Tell students to close their eyes and try to see what you are describing. Describe a festival. Can students guess? 3. Tell students to do the same thing in their groups. Ask instruction checking questions and give a 5 minute time limit.

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(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask some students to describe their festivals for the class. Can the class guess? 2. Listen to the students “strong” and “weak”. How is student’s vocabulary range? Do they seem confident with the language? 3. Ask students to do Activity 7 for homework (optional). 4. Tell students to write about a festival they like. 5. Tell them to use the text in activity 2 as example. 6. Ask instruction checking questions and give a time limit of 5 minutes. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Creativity helps students to personalise materials and remember lessons better. How do you encourage your students to be creative? 2. Do you think you worry too much about correct usage instead of encouraging students to be creative? 3. When students say the “wrong” answer, do you encourage them anyway? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. គំនិតចនាបាឌិតាចជួយសិសាសធវើអវីៗ ឲាយាក់ទងនឹងខលួន របស់ពួកគា ហើយាាចជួយឲាយពួកគាចង់ាំ មារៀនាន លអបាសើរ។ តើអនកលើកទឹកចិតតសិសាសរបស់អនកឲាយាន គំនិតចនាបាឌិតយ៉ាងដូចមតាច? ២. តើអនកគិតា អនការមភាលាំងពាកអំពីារបាើបាស់ឲាយតាឹម តាូវ ាាងារលើកទឹកចិតតសិសាសឲាយានគំនិត ចនាបាឌិត ដារឬទា? ៣. តើោះាៅពាលដាលសិសាសឆលើយ “ខុស” អនកៅតា លើកទឹកចិតតពួកគាដារឬទា? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________? C7-16

Chapter 7, Unit 21, Lesson C

Chapter 7, Unit 21, Lesson C

21c A world of fun - What’s happening? 1

Celebrations!: A world of fun: What’s happening?

Look at the picture. Something special is happening today. Can you guess what?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (6 mins): Warmer. Game! What are you doing?

2

T.7.21.3

1. Write: What are you doing? on the board. 2. Tell students that they are going to play an acting game! It’s called “What are you doing?” 3. Tell students that one person at a time stands in front of the class and does a continuous -ing action and they can’t stop until someone asks them “What are you doing?”. 4. Model! Do a continuous action. (e.g. fishing.) Pretend to be fishing. Say to students You keep going and keep going until someone says? Students: What are you doing?! Say: Yes! But the person doesn’t say fishing. They say a different action. (e.g. jumping). 5. Start jumping! Say You keep going and keep going until someone says? Students: What are you doing?! Say: Yes! Does the person say jumping? Students: No! They say a different action! 6. Ask instruction checking questions. 7. You go first! Do a continuous action (e.g swimming) and keep doing it! Don’t stop! Choose a brave student to ask you What are you doing? ( say a different action. e.g. crying!). Keep asking students to come to the front.

Read, listen and check.

Something special is happening today. Mr Sovann should be sitting in his office, but he isn’t. Miss Mom should be teaching, but she isn’t. Linda, Bopha, Sophal and Dara should be studying, but they aren’t. Avorng should be out looking for food, but he isn’t. Dara’s mum should be at home making dinner, but she isn’t. Everyone is outside. Everyone is happy and excited. They are watching Avorng’s egg. The egg is moving! Something special is happening today.

3

Answer the questions.

1

1. Is Mr Sovann sitting in his office? No, he isn’t. 2. Is Miss Mom teaching? No, she isn’t. 3. Are the students studying? No, they aren’t. 4. Is Avorng looking for food? No, he isn’t. 5. Is Dara’s mum cooking dinner? No, she isn’t.

4

6. Is everyone outside? Yes, they are. 7. Is everyone scared? No, they aren’t. 8. Are they watching an egg? Yes, they are. 9. Is the egg moving? Yes, it is. 10. Is anything special happening today? Yes, it is.

1. Ask students to look at the picture and cover the text. What can they see? 2. Ask students What is everyone doing? Why? 3. Students compare with their partner for a minute. 4. Come back together as a class and get some different ideas (but do not say who is right or wrong).

Correct 4 sentences in your notebook. Mr Sovan isn’t sitting in his office. He’s watching the egg.

C7-17

Remember. Yes, I am. – No, I’m not. Yes, she is. – No, she isn’t. Yes, he is. – No, he isn’t. Yes, they are. – No, they aren’t Yes, we are. - No, we aren’t. Yes, you are. - No, you aren’t.

(3 mins): Activity 1. Students guess

2

(5 mins): Activity 2. Students read and listen for the big idea (T.7.21.3) 1. Tell students that they are going to listen and read and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost.

- 134 -

3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students compare their answer with their group/partner 6. Check the answer as a class TAPESCRIPT 7.21.3

See reading in activity 2. 3

(7 mins): Activity 3. Students read for the answers 1. Ask: Is Mr. Sovann in his office? Students: No! Tell students to point to the answer in the reading. 2. Tell students to answer the rest of the questions in their notebooks. 3. Ask instruction checking questions and give students a 5 minute time limit. 4. At the end of time, clap your hands and tell students to compare with their group/ partner. 5. Check answers as a class.

4

(7 mins): Activity 4. Students read for the answers 1. Ask: Is Mr. Sovann in his office? Students: No! Say: Where is Mr Sovann? Students: Mr Sovann is watching the egg. 2. Write: Mr Sovann isn’t in his office. He’s watching the egg. 3. Tell students to correct 4 of the rest of the questions (write long answers) in their notebooks. They can choose any 4 questions they like. (Doing all the questions will take too long and be boring for students, but if students finish early, you can tell them to do 1 more). 4. Ask instruction checking questions and give students a 5 minute time limit. 5. At the end of time, clap your hands and tell students to compare with their group/ partner. 6. Check answers as a class.

Chapter 7, Unit 21, Lesson C

5

Look at the pictures of Neath. What should she be doing? What is she really doing? Talk to your partner.

5

(5 mins): Activity 5. Looking at the model 1. Tell students to look at the first picture Ask: What should she be doing? Students: She should be doing homework. Ask: Is she doing homework? Students: No, she isn’t doing homework! Ask: What is she doing? Students: She’s playing football. 2. Tell students to look at the rest of the cartoons with their partner and talk about Neath. 3. Ask instruction checking questions (e.g. Do I want you to write or to speak? ) and give a time limit of 3 minutes. 4. Talk about 2 or 3 of the pictures as a class (you don’t have to do them all).

6

(7 mins): Activity 6. Personalisation 1. Tell students to make their own cartoon. Tell students to follow the example in activity 5. Tell students to draw 2-3 pictures. 2. Ask instruction checking questions and give a time limit of 5 minutes.

7

(7 mins): Activity 7. Speaking 1. Put students in groups of 4 to 5. 2. Tell students they are going to play a guessing game with the pictures. 3. Tell students to take it in turns to ask - ing questions and make negative statements about the pictures. They get 1 point for every right guess using the right grammar. 4. Ask instruction checking questions and give a time limit of 5 minutes. 5. At the end of time, clap your hands and find out who won in each group. Tell everyone who participated that they did a great job.

(3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students!

Is she watching TV?

1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. Assure them that people learn languages differently and they will get there!

Yes, she is. She isn’t sleeping.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

6

Make your own cartoon! Who is in it? What should they be doing? What are they really doing?

7

Show your cartoon to your friend. Can they guess what’s in the pictures?

1. Children like exciting lessons. If you give them time to get bored, they will speak in Khmer and be naughty. Did you let students take too much time with activities? 2. Were the students talking to their friends in Khmer and doing other things? 3. How could you do this lesson better next time? 4. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

Congratulations!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

You inished Unit 21. Tick () the things you can do. I can talk about what usually happens. I can say what people aren’t doing. I can ask questions about what people are doing.

១. សិសាសចូលចិតតមារៀនដាលគួរឲាយរំភើបរីកាយ។ បាសិនបើអនកធវើឲាយពួកគាធុញទាាន់ ពួកគានឹងនិយយ ាាខមារ ហើយបងកាព រញ៉ាចរា៉ាច។ តើអនកានផតល់ពាលវាាចាើនពាកឲាយសិសាសធវើកិចចារដារឬទា? ២. តើសិសាសាននិយយៅាន់មិតតភកតិរបស់ពួកគាាាាខមារ ហើយធវើអវីផាសាង ៗ ដារឬទា? ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

   - 135 -

C7-18

Chapter

8

Chapter 8, Unit 22, Lesson A

There’s no country like my country: Cool things in my country: What animal is it?

There’s no country like my country

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Unit 22 - Cool things in my country

(7 mins): Warmer. Play ‘Feeling greetings’ 1. Write some first meeting vocabulary on the whiteboard. e.g.Hi. How are you? What’s your name? 2. Tell students to stand up. (You can have student work in groups if it is too small to have students walking around the room). 3. Tell students that they are going to do a get to know you role play. They greet each other as if they are meeting for the first time. 4. Stop after 30 seconds. 5. Tell students to choose a different partner, but this time they have just found out their sister / brother spent / stole all his /her money. Ask: How do they feel? (angry!) Tell students to have the conversation with this feeling (angry). 6. Stop after 30 seconds and change the situation again. Tell students to change partners too. Students have the conversation with different feelings. e.g. Your dog is dead (sad). You have a million dollars (happy). You scored 100 % in your test! (happy, surprised). You are going to the USA (or any other country) on holiday (happy, excited).

22a Cool things in my country - What animal is it? Animals! Look at the photos. What are these animals? Guess.

1 a

b

f

c

g

T.8.22.1

2

h

d

i

Listen and check. Then listen and repeat.

e

1.a cat (e) 2. a bear (h) 3. a dolphin (i) 4. a dog (g) 5. a tiger (b) 6. a sun bear (a) 7. an elephant (d) 8. a pangolin (f) 9. a water buffalo (c)

Some animals live with people. Some live in the forest and seas. Where do these animals live? Complete the table. animals that live with people

T.8.22.2

3

4

Listen and check

1.a cat

1.a sun bear

2.a dog

2.a tiger

3.a water buffalo

3.an elephant

Listen. One is NOT an animal. Which number? 7 Who is he? Dara

(3 mins): Lead in

4.a pangolin

T.8.22.3

T.8.22.3

animals that live in the forest and seas

1. Ask students their favourite animals. What other animals do they know? 2. Put students in pairs. Students talk about animals they like and don’t like. 3. Give a time limit of 1 minute.

5.a bear 6.a dolphin

Listen again. Match the questions with the answers in the box. 1

1. Where do dolphins live? 2. What animal is very big and heavy? 3. When do sun bears look for food? 4. Why don’t people like tigers 5. Who likes sleeping? 6. What colour are tigers? 7. What animal is man’s best friend? 8. How many friends has Dara got?

_______________ in rivers and seas _______________ an elephant at night _______________ _______________ because they’re scared Dara _______________ _______________ yellow and black _______________ a dog _______________ a lot

in rivers and seas because they’re scared elephant Dara at night dog a lot yellow and black

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(5 mins): Activity 1. New words (T.8.22.1) 1. Tell students to look at the photos of animals in Activity 1. 2. Ask: Which of these animals do you know? 3. Tell students to match the photos with words in their notebooks. 4. Tell students to compare with their partners. 5. Tell students to listen and check. 6. Tell students to listen and repeat.

TAPESCRIPT 8.22.1 a sun bear / a tiger / a water buffalo / an elephant / a cat / a pangolin / a dog / a bear / a dolphin 2

(5 mins): Activity 2. Categorising (T.8.22.2) 1. Tell students that some of these animals live with people. Some live in the forest and seas. 2. Ask students to copy the table in their notebooks quickly. 3. Tell students to work in pairs. They complete the table. 4. Tell students to listen and check. TAPESCRIPT 8.22.2 Some animals live with people. A cat, a dog, and a water buffalo live with people. Some animals live in the forest and seas. A dolphin lives in rivers and seas. An elephant, a sun bear, a pangolin, a tiger and a bear live in the forest.

3

(3 mins): Activity 3. Students listen for the big idea (T.8.22.3) 1. Tell students that they are going to listen about animals. 2. One is NOT an animal. Can they guess? What number? Who is he? 3. Tell students to listen and guess. 4. Check answers as a class. TAPESCRIPT 8.22.3 1. I live in rivers and seas. I eat fish. 2. I am very big and heavy. I live in the forest. 3. I am man’s best friend. I live with people. I sometimes sleep in their bedroom. 4. I am yellow and black. People don’t like me because they’re scared of me. I live in the forest. I eat other animals. 5. I am small. I am the smallest bear. I can climb really fast. I am black, but I’ve got a white mouth. I don’t sleep at night. I look for food at night.

Chapter 8, Unit 22, Lesson A

5

Look at the sentences. Answer the questions. My dog What does your dog eat? Where does it eat? When does it eat? Why does it eat? How many puppies has it got?

6. I help people a lot. I help farmers. I help them grow rice. I’m big, but people aren’t scared of me. They like me. 7. I am smart. I like sleeping. I have a lot of friends, but my best friend is Sophal. I like him – sometimes.

It eats meat. It eats in the kitchen with me! It eats in the morning and at night. It eats because it likes eating! It’s got 3 puppies.

4

1. Students listen again and match the questions with the answers. 2. Students write answers in their notebooks. 3. Ask instruction checking questions (e.g. Do you write short or long answers? ) 4. Check answers as a class.

Tick (). 

Use what to talk about Use where to talk about

5



Use when to talk about



Use why to talk about Use how many to talk about

 

Circle. What / When do tigers eat? Where / What do tigers live? When / Why do tigers look for food? Why / How many do they eat? How many / What pets have you got? Who / What is Dara’s best friend?

6

6

Other animals In the forest At night Because it keeps them strong 1 Sophal

What’s your favourite animal? Answer the questions. What is it? __________________________ What does it eat? ___________________ When does it sleep? _________________ Where does it live? __________________ Why do you like it? __________________ How many colours has it got? ________

7

Where does it live?

(8 mins): Activity 6. Writing 1. Ask some students about their favourite animals (e.g. What does it eat? ) 2. Tell students they are going to answer questions about their favourite animals in their notebooks. 3. If time, students draw their favourite animals. Set this for homework if there isn’t enough time.

Draw.

7

My favourite animal

(3 mins): Activity 7. Speaking 1. Tell students to work in pairs. 2. Tell students to ask and answer questions about their favourite animals.

(2 mins): Learner assessment and lesson wrap up 1. Show some completed pictures of their favourite animals. 2. Tell students that some of the animals are endangered. They are about to die and we will not see them ever again. 3. For homework, students can think of endangered animals they know. If possible, they think of ways to help these animals.

Tell your partner your favourite pet! What’s your favourite animal?

(7 mins): Activity 5. Grammar box 1. Tell students to complete the exercises in the grammar box in their notebooks. 2. Help as necessary, but let students guess / think about the rules. 3. Ask questions to help students. 4. Give a time limit of 5 minutes. 5. Check answers as a class.



Use who to talk about

(7 mins): Activity 4. Students listen for the answers (T.8.22.3)

Elephant.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. A teacher doesn’t have to KNOW EVERYTHING. It’s OK to say “I don’t know!” What do you say when students ask you a question you don’t know the answer to? Do you give them a wrong answer, or do you tell them you don’t know and that you will find out the answer? 2. If you don’t know the answer to a question, you can ask your fellow teachers, go on the Internet, or use the library. Try one of these the next time your students ask you a question you don’t know the answer to. 3. How could you do this lesson better next time? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. គាូមិនាំាច់ ចាះអវី ៗ គាប់យ៉ាងោះទា។ ា មិនអីទា កនង ុ ារនិយយា ”ខញម ុំ ន ិ ចាះទា!”។ តើអក ន ឆលយ ើ ា ដូចមតច ា ៅពាលសិសាសសួរសំណួរដាលអនកមិនដឹងចមលើយ? តើ អនកឲាយចមលើយខុសៅពួកគា? ឬអនកបាាប់ ពួកគាាអនក មិនដឹងចមលើយ ហើយអនកនឹងរកចមលើយឲាយពួកគាៅពាល កាាយ? ២. បាសិនបើអនកមិនដឹងចមលើយចំោះសំណួរាមួយ អនក ាចសួរគាូរួមាជីព ឆាកអ៊ិនធឺណាត ឬសាាវជាាវកនុង បាតាល័យ។ ចូរាកលាបងវិធី ១ កនុងចំោមវិធីាងលើ លើកកាាយ ពាលសិសាស របស់អនកសួរសំណួរដាលអនក មិនដឹងចមលើយ។ ៣. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

In the forest.

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C8-2

Chapter 8, Unit 22, Lesson B

Chapter 8, Unit 22, Lesson B

22b Cool things in my country - Life on the water 1

There’s no country like my country: Cool things in my country: Life on the water

Look at the photo. What is it? Where is it? Guess. Tell your partner.

(8 mins): Warmer. Play ‘Number, draw, race!’ 1. Put students into 2 -3 groups. 2. Have the groups stand in a line or sit in a circle. 3. The student at the back of the line starts. If students are seated in a circle, choose one student to start the game off. 4. Show the students at the end of the line a number (e.g. 70). 5. The students run to their lines and write the number on the back of the student in front of them with their finger. 6. When the student knows what the number is, he/she can write the number on the next students back. 7. Continue until the student at the front of the line knows the number. The student shouts it out or writes it on the board. 8. The first team to shout out / write the correct number on the board wins. 1

(5 mins): Activity 1. Lead in 1. Show students the photo of a floating village in Activity 1. 2. Tell students that this is photo of a floating village. What do they know about floating villages? 3. Ask questions (e.g. What is it? Who lives here? Would you like to live here? Why? ).

2

2

Read quickly. Does Panha like the loating village?

1. Tell students to read the text quickly. 2. Give a time limit of 3 minutes. 3. Ask instruction checking questions (e.g. Do I like you to read slowly or fast?(fast) Do you have to understand all the words?(no) ). 4. Ask: Does Panha like the floating village? Would you like to line in a floating village? Why? 5. Ask some students to share their ideas in class.

Hi! My name’s Panha. I live in a floating village. Do you know what that is? It means I live in a boat. I live on the water. I go to school. My school is a boat. And our market is also a boat. I play basketball with my friends – on a boat! We like basketball. We play basketball after school, but we don’t play football. We can’t play football in a boat. We don’t have a football field! Hmmm… What do we eat? I eat fish. My friends eat fish. My mum and dad eat fish. We eat fish all the time! We sometimes eat fruit and vegetables too. Oh, and I have a pet. It’s a dog. His name is Wi. I like Wi. We always go fishing together. Sometimes he is naughty. He eats all the fish. Do I like living in a boat? Let’s see. I’m happy. I love my dog. I love my friends and my family. What do you think?

3

3

C8-3

in a floating village / in a boat _______________________________________ _______________________________________ after school _______________________________________ No, because they don’t have a football field _______________________________________ fish _______________________________________ 1 (one) _______________________________________ Wi _______________________________________ yes

(10 mins): Activity 3. Students read for the answers 1. 2. 3. 4. 5. 6.

Read again. Answer the questions. 1. Where does Panha live? 2. When does he play basketball? 3. Does he play football? Why not? 4. What does he always eat? 5. How many pets has he got? 6. What is his pet’s name? 7. Is he happy?

(5 mins): Activity 2. Students read for the big idea

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Tell students to answer the questions. They write answers in their notebooks. Ask instruction checking questions (e.g. Do you write short or long answers? short ) Give a time limit of 7 minutes. Stop after 7 minutes. Students compare answers with their partners. Check answers as a class.

Chapter 8, Unit 22, Lesson B

4

Your best friend! Write questions about your friend. Don’t tell anyone the answers!

4

1. 2. 3. 4. 5. 6.

1. What is his / her favourite sport? a. football

b. basketball

c. waterskiing 5

2. Where’s he / she from? a. Phnom Penh

b. Battambang

b. June

c. _______________

4. ___________ brothers has he got? a. 3

b. 4

c. _______________

b. ___________

1. Ask: How many of your answers were correct? 2. Ask students to guess what your answers would be for the quiz questions. You can give them the answers, or say that they should discover the answers themselves. You can set this for homework. Talk about this quickly in your next lesson.

c. _______________

6. He / She doesn’t like _________. Why? a. Because it’s very small

After the lesson: Thinking about the lesson (Reflection)

b. Because it’s very hot c. _______________

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

7. _________________________________________________. a. ___________

b. ____________

Think about the answers to these questions. You don’t have to tell anyone the answers!

c. _______________

1. ALL teachers make mistakes! Even good teachers make mistakes. Sometimes we give the wrong answers. What do you do when you’re wrong? Do you pretend you’re right, or do you admit your mistake and correct it? 2. Why do you think pretending you’re right isn’t helpful? 3. You can avoid making mistakes! Go through your lesson before class. Answer the questions in advance. Any more ideas? Think of ways to avoid making mistakes in class. 4. Your own question(s). ____________________________________________________

Who is he / she? ____________________

5

Read your questions to your partner. Can they guess who your best friend is? What’s his favourite sport?

(10 mins): Activity 5. Speaking

(2 mins): Learner assessment and lesson wrap up

5. ________’s his / her favourite food? a. ___________

Tell students they are going to write questions about their best friend. Students complete the questions and write choices in their notebooks. Tell students they should NOT write the answers and they should NOT write their best friend’s name. Students write questions in their notebooks. Ask instruction checking questions. Give a time limit of 9 minutes.

1. Students work in pairs. To make this activity more exciting, you might want to pair students up such that they work with someone they don’t usually work with. 2. A student starts by reading his/her quiz questions to his/her partner. 3. She / He puts a tick as his/her partner answers the questions. 4. Students swap roles. 5. When both students have finished asking and answering questions, they count the number of correct questions their partners got. Did they guess right?

c. _______________

3. ________ ’s his / her birthday? a. May

(10 mins): Activity 4. Writing

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

C. I think it’s C. Waterskiing.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. គាូ ាំងអស់ សុទធតាានកំហុស។ សូមាបីតាគាូលអក៏ានកំហុសដារ។ ពាលខលះគាូផតល់ចមលើយខុស។ តើៅពាលដាលអនកានកំហុស អនកធវើយ៉ាងដូចមតាច? តើអនកធវើពុតាអនកតាឹមតាូវ ឬទទួលាគាល់ កំហុសោះ ហើយកាតមាូវា? ២. ហាតុអវីានាអនកគិតា ារធវើពុតាអនកតាឹមតាូវ គឺមិនានបាោជន៍? ៣. អនកាចចៀសាងារានកំហុសាន! ោយារពិនិតាយមើលមារៀនមុនពាលបងាៀន។ ោយារឆលើយ សំណួរទុកាមុន។ តើអនកានគំនិតអវីផាសាងទៀត? ចូរគិតអំពីវិធី ២យ៉ាងដើមាបីចៀសាងារានកំហុស ៅកនុងារបងាៀន។ ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

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C8-4

Chapter 8, Unit 22, Lesson C

Chapter 8, Unit 22, Lesson C

22c Cool things in my country - Where is it? 1

There’s no country like my country: Cool things in my country: Where is it?

What do you know about Cambodia? Work in your groups. Answer the questions. Guess the answer if you don’t know. 1. What is Cambodia’s money?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

2. Where is this?

a. Riels

a. Siem Reap

b. The dollar

b. Battambang

c. Riels and the dollar

c. Phnom Penh

(7 mins): Warmer. Play ‘How many things can you think of that…?’ Write a word on the board (e.g. small). Ask: What small things can you think of? (e.g. pencil, pen, rat, paper). Accept all possible answers. Tell students they are going to play the same game in groups. Put students into groups of 5/ 6. Assign a writer in each group. Ask a question / write on the board (e.g. red, square, bigger than the teacher, yellow) In groups, students write down as many things they can think of that are red, square, bigger than the teacher, yellow, etc. 8. Give a time limit of 1 minute for each word or phrase. 9. The group with the most number of words wins. Accept words that are spelt wrong. 1. 2. 3. 4. 5. 6. 7.

(3 mins): Lead in 1. Write Cambodia on the board. 2. Ask students what they know about their country / Cambodia. 3. Ask Wh- questions (e.g. Where is Angkor Wat? What do you like about Cambodia? ) 1

3. What is Cambodia’s

1. Tell students they are going to answer questions about Cambodia. 2. Tell them to guess the answers if they don’t know. 3. Put students into groups of 5/6. 4. Each group thinks of their group name. Write the names on the board. 5. Assign a writer in each team. The writer writes the answers in his /her notebook. 6. Students answer the questions about Cambodia. 7. Give a time limit of 8 minutes. 8. Stop after 8 minutes. 9. Students listen and check their answers. 10. Each group gets a point for every correct answer. 11. Congratulate the team with the most number of points.

4. What province in Cambodia

capital city?

is the biggest?

a. Sihanouk ville

a. Kampong Thom

b. Phnom Penh

b. Mondulkiri

c. Siem Reap

c. Sihanouk ville

(12 mins): Activity 1. Cambodia quiz (T.8.22.4)

TAPESCRIPT 8.22.4 1. 2. 3. 4. 5. 6. 7.

- 140 C8-5

What is Cambodia’s money? A. Riels Where is this? C. Phnom Penh What is Cambodia’s capital city? B. Phnom Penh What province in Cambodia is the biggest? B. Mondulkiri When is Royal Ploughing Day? C. In May What is Cambodia’s land area? B. 181,035 sq km Cambodia has got 3 neighbouring countries. What are they? A. Laos, Vietnam and Thailand

Chapter 8, Unit 22, Lesson C

2

5. When is Royal Ploughing Day?

6. What is Cambodia’s land area?

a. in April

a. 90,121 sq km

b. in August

b. 181,035 sq km

c. in May

c. 202,232 sq km

(10 mins): Activity 2. Writing- more quiz questions 1. 2. 3. 4. 5.

3

Students work in the same groups. Tell students they are going to write more questions about Cambodia. Students write 3 quiz questions. They must know the answers to the questions they write! Ask instruction checking questions (e.g. How many questions are you writing? 3 ) Give a time limit of 8 minutes.

(13 mins): Activity 3. Speaking 1. 2. 3. 4. 5. 6. 7. 8.

Tell students that they are going to read their questions to the other groups. Assign a reader and a writer in each team. The reader reads the questions and choices one by one. Each group has 30 seconds to shout out their answers. If other groups have not given an answer after 30 seconds, the reading group wins and gets a point. The writer adds extra points on the board. Continue until all 3 questions have been asked, then call on another group. If there isn’t enough time, each group reads only 1 (or 2) of their questions. Congratulate the winning team.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

7. Cambodia has got 3 neighbouring countries.

After the lesson: Thinking about the lesson (Reflection)

What are they?

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

a. Laos, Vietnam, Thailand b. Laos, Vietnam, Malaysia

Think about the answers to these questions. You don’t have to tell anyone the answers!

c. Thailand, Malaysia, the Philippines

T.8.22.4

1. Competition can be motivating and fun, but some students might become over competitive and others might be disappointed when they lose. How is competition in your class – is it friendly or harmful? 2. Smile often. This is one good way to promote friendly competition. Smiling shows that it is just a game. When students see you relaxed, they are more likely to enjoy the activities. Also, keep the winning and the losing as light-hearted as possible. Try these out in your next lesson, and you’re likely to have fun, too! 3. Can you think of 2 more ways to promote healthy and friendly competition in class? Make sure you try them out in your next lessons. 4. Your own question(s). ____________________________________________________?

Listen and check. How many questions did you get right?

2

Write some more questions about Cambodia.

3

Ask the other groups your questions. Do they know the answers?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

Congratulations!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

You inished Unit 22. Tick () the things you can do. I can ask questions about people, places, animals and things. I can answer questions about people, places, animals and things. I can write questions about my country.

១. ារបាកួតបាជាង ាចាារជំរុញទឹកចិតត និងាពរីកាយ ប៉ុនតាសិសាសមួយចំនួនបាហាលាបាកួត-បាជាងជាុល ហើយសិសាស មួយចំនន ួ ទៀតបាហល ា ាខកចិតព ត ល ា ដាលពួកគាាញ់។ តើារបាកត ួ -បាជង ា ៅកនង ុ ានករ់ បស់អក ន ដូចមតច ា ដារ - តើាាមិតា ត ព ឬាារបងកបញហា? ២. ចូរញញឹមឲាយានចាើន ។ នាះគឺាវិធីមួយដ៏លអ ដើមាបីជំរុញារបាកួតបាជាងាមិតតាព។ ារញញឹម បាហាញាារបាកួតបាជាង គាាន់តាាលាបាងកមាានត។ ៅពាលដាលសិសាសឃើញអនកមិនសូវតឹងតាង ោះពួកគាទំនងារីកាយនឹងសកមមាពាំងោះ។ ចូរបាាប់សិសាសាារាញ់ឈនះគឺារឿងធមមា។ ចូរាកលាបងធវើដូចនាះៅកនុងារបងាៀនលើកកាាយរបស់អនក ហើយអនកក៏ ទំនងាានាពសបាាយ រីកាយផងដារ។ ៣. តើអនកាចគិតអំពីវិធី ២យ៉ាងទៀត ដើមាបីជំរុញឲាយានារបាកួតបាជាងាមិតតាព និងាចទទួលយក ានាំងអស់គនាដារឬទា? ចូរបាាកដាអនកនឹងាកលាបងាៅកនុងារបងាៀនលើកកាាយរបស់អនក។ ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

   - 141 -

C8-6

Unit 23 - My cool house

Chapter 8, Unit 23, Lesson A

There’s no country like my country: My cool house: Where are my things?

23a My cool house - Where are my things? 1

Look at the pictures. What do you do here? Tell your partner. a

b

c

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

d a. a backyard / b. a front yard / c. a bedroom / d. a garage / e. a living room / f. a kitchen / g. a bathroom

(7 mins): Warmer. Classroom quiz

e

1. a bathroom (g) 5. a backyard (a)

2

f

2. a living room (e) 6. a front yard (b)

1. Tell students to stand up. 2. Tell them to close their eyes or cover them with their hands. No cheating / peeping! 3. Ask some questions about the class/ classroom (e.g. How many chairs are in the classroom? How many windows?) 4. Tell students to put up their hands if they want to answer. 5. The student/s who answer/s right sit/s down. Alternatively, you can also ask some students to ask questions instead of you. 6. Ask questions quickly.

g

3. a kitchen (f) 7. a garage (d)

4. a bedroom (c)

What are these photos of? Guess. Tell your partner. Listen and check. Listen and repeat.

1

T.8.23.1

3

T.8.23.2

4

T.8.23.3

(3 mins): Activity 1. Lead in 1. Tell students to look at the photos in activity 1. 2. Point to a picture (e.g. bedroom). Say: I sleep here. 3. Put students in pairs. 4. Tell them to talk about what they do in each part of the house. 5. Ask instruction checking questions (e.g. Are you writing or speaking? Speaking). 6. Give a time limit of 1 minute. 7. Get some answers from the class.

Is it a bad day or a good day for Dara? Guess. Tell your partner. Listen to Dara. Did you guess right? Listen. Order the pictures.

2

(5 mins): Activity 2. New words (T.8.23.1) 1. Ask some students if they know what the photos are. 2. Tell students to number the photos in their notebooks. Tell them to guess and talk to their partner. 3. Ask instruction checking questions and give a time limit of 2 minutes. 4. Tell students to listen and check. 5. Tell students to listen and repeat.

1

TAPESCRIPT 8.23.1

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) C8-7

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3

(5 mins): Activity 3. Students listen for the big idea (T.8.23.2) 1. Tell students that they are now going to listen to Dara. 2. Tell students that Dara is preparing for school. Ask: Is it a bad day or a good day for Dara? 3. Play the recording (T.8.23.2). 4. Get some ideas from students. TAPESCRIPT 8.23.2

Dara’s getting ready for school. He usually gets up late, but today, he gets up early. Dara has just had breakfast and is excited about school. He is getting dressed. 4

(7 mins): Activity 4. Students listen for the answers (T.8.23.3) 1. Tell students to listen again and number the pictures in their notebooks. 2. Ask instruction checking questions. 3. Tell students to compare their answers with their classmates. 4. Check answers as a class. TAPESCRIPT 8.23.3 Dara: Where are my socks and shoes, mum? Mum: They’re on the chair, in the kitchen. Go and have a look! Dara: Mum, where’s my book? It’s not in my bag! Mum: It’s in your bedroom. It’s on the desk in your bedroom, go and look! Dara: Mum, my pens! Where are they? Mum: Uh! Dara, they’re in the living room, next to the TV. Dara: Mum, I can’t find my homework! Mum: Dara, go and look in the kitchen. Go and look in the living room. Go and look in the bedroom. Stop asking questions, Dara! Dara: But mum, they’re not there! I can’t find them in the living room, I can’t find them in the kitchen, and I can’t find them in the bedroom!

Chapter 8, Unit 23, Lesson A

5

Look at the sentences. Answer the questions.

Avorng is in the box.

Avorng is on the box.

Tick () or cross (). 1. The pen is on the desk.

1

Mum: Well, go and look outside then, in the backyard! Dara: In the backyard? But mum….. Dara: (seeing Avorng) Avorng!!! Grrrr….. Avorng: Hi Dara! I’m ready for school. Are you ready? Let’s go! Dara and mum: (laughing)

Avorng is next to the box.



5

Avorng is under the box.

1. Tell students to complete the exercises in the grammar box. 2. Help as necessary, but let students guess / think about the rules. 3. Ask questions to help students. 4. Give a time limit of 7 minutes. 5. Check answers as a class.



2

2. She is in the bathroom. 3. Avorng is under the bed.

3

5

5. The cat is on the bed.

6

6. Dara’s socks are under the table.

Listen to your teacher.



(7 mins): Activity 6. Listening and drawing 1. Tell students to copy the drawing in activity 5 in their notebooks. 2. Tell them to listen and draw. 3. Check that everybody’s got a pen/pencil ready. 4. Give a time limit of 30 seconds for each sentence. Their drawings don’t have to be perfect. 5. Read these sentences out loud, one by one. Read each sentence 2-3 times.



4. His shoes are next to the chair.

6

6



4

(10 mins): Activity 5. Grammar box



Draw.

‘Draw a box. Draw a ball in the box. Draw a pencil next to the box. Draw a notebook next to the box. Draw an apple on the notebook.’ 7

7

(4 mins): Activity 7. Speaking 1. Tell students to compare their drawings. Are they the same or different? 2. Tell them to ask and answer questions (e.g. Where is the ball?) 3. Ask instruction checking questions and give a time limit of 3 minutes.

Ask and answer questions with your partner. Are your drawings the same or different?

(2 mins): Learner assessment and lesson wrap up

Where is the ball?

1. Show some good examples of drawings in activity 7. Tell students that their success in this activity depends on their ability to listen well. They can’t do this by listening and talking at the same time. 2. Praise students who came to class on time today. Encourage the others.

It’s in the box!

After the lesson: Thinking about the lesson (Reflection)

What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Getting students to tell you about the topic is a good teaching strategy. It maximises students’ talk time and makes them confident. It also helps them use what they already know to help them learn more. This means they remember the lessons better. Do you get the students to tell you about the lesson or do you explain everything yourself? How can you make students more active in your classes? Think of 2 ways. Try them out in your next classes. 2. How do you encourage students to share their ideas with the class? Giving them positive comments such as ‘great idea’ and ‘thank you’ is one. Also giving students time to think and not criticising wrong answers helps . Any more ideas? 3. Your own questions: _________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ារឲាយសិសាសបាាប់អនកពីបាធនបទអវីមួយ គឺាយុទធាសាត បងាៀនដ៏លអ។ ាជួយបងកើនពាលរបស់សិសាស និងធវើឲាយ ពួកគាានទំនក ុ ចិត។ ត ាក៏ជយ ួ ពួកគាផងដារ ឲាយបាប ើ ស ា អ ់ ីវ ដាលពួកគាចាះរួចហើយ ដើមាបីជួយ ពួកគាឲាយរៀនបនថាម ទៀត។ នាះានន័យាពួកគាចងាំមារៀនានលអាង។ តើអនកឲាយសិសាសបាាប់ អនកអំពីមារៀន ឬអនកពនាយល់អវី ៗ ាំងអស់ោយខលួនអនកផទាល់? តើអនកាចជួយឲាយសិសាស របស់អក ន សកមម ាងនាះៅកនង ុ ានក ា រ់ បស់អក ន យ៉ង ា ដូចមតច ា ? ចូរគិតអំពីវិធី ២យ៉ាង ដើមាបីឲាយសិសាសសកមមៅកនុងានាក់។ ចូរាកលាបងាៅកនង ុ ារបងាៀនរបស់អក ន លើកកាយ ា ។ ២. តើអនកលើកទឹកចិតតសិសាសឲាយចាះផលាស់បតូរមតិោបល់ ាមួយមិតភ ត កតៅ ិ កនង ុ ានក ា យ ់ ង ា៉ ដូចមតច ា ? ារផតលម ់ តិវជ ិ ា ជ ន ដល់សិសាសដូចាាកាយា “គំនិតលអ” និង “អរគុណ” គឺា វិធីលើកទឹកចិតតមួយ។ ារទុកពាលឲាយសិសាសគិតពិារា និងារមិនរិះគុណចំោះចមលើយដាលខុស ក៏ាចាារ លើក ទឹកចិតស ត ស ិ សា ផងដារ។ តើអក ន ានគំនត ិ អវផ ី សា ង ា ទៀត? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong.

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C8-8

Chapter 8, Unit 23, Lesson B

Chapter 8, Unit 23, Lesson B

23b My cool house - Big houses, small houses 1

There’s no country like my country: My cool house: Big houses, small houses

Look at the photos. Who has got a house like this? Talk to your partner.

1

a

(5 mins): Activity 1. Lead in 1. Tell students to look at the photos in activity 1. 2. Ask student if they have seen houses like these before. Where? Which of the two houses would they like to live in? 3. Tell students to work with their partners and answer the questions. 4. Ask instruction checking questions and give a time limit of 3 minutes. 5. Get ideas from students. Accept all answers.

b

2

(5 mins): Activity 2. Students read for the big idea 1. 2. 3. 4.

2

Read quickly. Match the text with the photos.

Hi! My name’s Veasna! I’m from Phnom Penh. There are 3 bedrooms in our house, one for me, one for my mum and dad and one for my sister. Our house is big! We have a kitchen and a living room! We watch TV in our living room. My sister and I play games in our living room, because we don’t have a backyard. We always have breakfast in the kitchen. We have a big table there. We sometimes have dinner in the living room, while watching TV. I do my homework in my bedroom. I have a bathroom in my bedroom too! I take a shower before I go to bed. Every day at 7 o’clock, I take a shower for 1 hour! C8-9

Hi! My name’s Vutha. I’m from Kampong Cham. There are 3 rooms in my house – the living room, mum and dad’s bedroom and my sisters’ bedroom. I don’t have a bedroom! I sometimes sleep in the kitchen, and sometimes in the living room too! Our kitchen is not in our house, it is next to our house. It’s small, but everybody likes our kitchen, especially our cat and our dog! We eat together in the living room. We don’t have a table. We eat on the floor. I like eating on the floor! Isn’t that cool! Oh, and we also have a backyard! It’s got a lot of flowers and trees. My sisters and I play games there every day! And I sometimes sleep in our yard too! It’s really cool!

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Tell students to read the text quickly. They don’t need to understand all the words. Tell students to match the texts with the photos. Ask instruction checking questions and give a time limit of 3 minutes. Check answers as a class.

Chapter 8, Unit 23, Lesson B

3

Read again. Answer the questions in your notebook. Is Vutha from Kampong Cham?

4

Yes, he is.

1. Does Vutha have a bedroom?

No, he doesn’t.

2. Is there a backyard in Vutha’s house?

Yes, there is.

3. Does Vutha like eating on the floor?

Yes, he does.

4. Is Veasna’s house small?

No, it isn’t.

5. Does Veasna do his homework in the living room?

No, he doesn’t

4

by the beach

near the river

on the mountain

___________

living rooms?

___________

kitchens?

___________

garages?

___________

___________

a front yard?

___________

What colour is your house?

Who?

Pink Blue Black Orange Other colours:

Me Friends

________________ ________________ ________________ ________________ ________________

1. Tell students to read again and answer the questions in their notebooks. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. Stop students after 5 minutes. Tell students to compare their answers with their partners. 4. Check answers as a class.

(2 mins): Learner assessment and lesson wrap up

(15 mins): Activity 4. Writing and drawing

2. Tell students that they are going to draw their dream house. It’s the group’s dream house. 3. Tell students to answer the questions with their ideas first. Students in each group have to agree about where and what their house would be like. 4. Tell students to think of their group names. Tell them to write their group name on their paper. 5. Ask instruction checking questions and give a time limit of 12 minutes. 6. Walk around and help students as necessary.

Is there… a backyard?

students to raise their hands, clap, or shout (e.g. yes!) if they like the picture.

NOTE: For this activity, it might be better to let students work with their friends.

How many… bedrooms?

(7 mins): Activity 3. Students read for the answers

1. Put students into groups of 3.

Work in your groups. Complete the table. Draw your house! Where is your house?

5

3

5

: ______________________ : ______________________

(11 mins): Activity 5. Speaking 1. Choose one student from each team to report about their work. Alternatively, you can also ask students to choose the reporters in their teams. 2. Call each reporter in front of the class. Tell them to talk about their work for 1 minute. 3. Ask the other students to think of one question for the reporting team. Remind them to listen to others.

Tell your class about your house! Do your friends like it? Our house is big. It’s got 20 bedrooms! It’s black and brown!

NOTE: If your students are shy and don’t feel confident talking in front of the class, you can let each reporter visit the other teams and report to them. Give the reporters a time limit of 1 minute. Go around and help as necessary. 4. Display some of the students’ work. 5. Have a class vote to see which of the houses students like best. You can do this by pointing to each picture and asking

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1. Ask some students which of the pictures they like best and why. 2. Praise students who came to class on time today. Encourage the others. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Skimming is reading quickly to get a general understanding of texts. This skill is very useful for students. Students don’t have to understand all the words in a text to understand it. Can your students skim texts well, or do they stop reading when they see new/difficult words? 2. Giving a short time limit when reading helps students with this. How can you help students skim texts better? Think of 2 ways. Then try them out in your next class. 3. Your own questions: _________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ារានតាួស ៗ គឺាារានយ៉ាងលឿន ដើមាបីដឹងគំនិត រួមរបស់អតថបទ។ បំនិននាះ ានបាោជន៍ ាលាំងាស់ ចំោះសិសាស។ សិសាសមិនាំាច់ចាះាកាយាំងអស់ៅ កនង ុ អតថបទទា។ តើសស ិ សា របស់អក ន ាចានអតថបទតាស ួ ៗ ានលអ ឬពួកគាឈប់ាន ៅពាលដាលពួកគាជប ួ ាកាយថមី ឬាកាយពិាក? ២. ារផតល់ពាលកំណត់ខលីៅពាលដាលសិសាសាន ជួយឲាយ ពួកគាចាះបំនិនានតាួស ៗ។ តើអនកាចជួយ ឲាយសិសាស ានអតថបទតាួស ៗ ានបាសើរោយរបៀបា? ចូរគិត អំពីវិធី ២យ៉ាង។ បនទាប់មកអនុវតត ាៅពាលបងាៀនលើក កាាយ។ ៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C8-10

Chapter 8, Unit 23, Lesson C

Chapter 8, Unit 23, Lesson C

23c My cool house - The coolest room ever! 1

What’s your favourite room in your house? Tell your partner.

There’s no country like my country: My cool house: The coolest room ever!

My favourite is the living room! I like watching TV there.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (7 mins): Warmer. Play New words

2

T.8.23.4

Bopha

3

T.8.23.4

1. Write a word on the board. Use the words from this unit (e.g. bathroom). 2. Tell students that some words can be made from the letters in the word bathroom (e.g. room, bath, roam, bat, hat) 3. Write bath on the board. Ask students if they can make some more words. 4. Write the words on the board as students call them out. 5. Put students into groups of 3 / 4. 6. Tell students that you are going to play the same game. 7. Tell students to write the words in their notebooks. 8. Write another word on the board from this unit or previous ones. 9. Give a time limit of 1 minute for each word. 10. Write the words students make on the board. Give points for each correct word. some examples: cinema – man, men, mine, aim, me, ma, name, cane, garage – rage, rag, are, age, ear, gear frontyard – front, yard, rat, dart, font, far, day, ray, tray, dry, try, rant, tardy, for

Listen to Sophal, Bopha and Dara. Write the name. Who likes the same room as you?

Dara

Sophal

Listen again. Complete the sentences.

I like watching TV, sleeping and (1) eating.

1

1. Tell students your favourite room in your house (e.g. bedroom) and why. Draw on the board (e.g. bedroom – bed). Put students in pairs. 2. Tell students to talk to their partners about parts of the house they like best. 3. Ask instruction checking questions and give a time limit of 3 minutes. 4. Ask some ideas from the class.

I like playing games with Avorng, (2) playing football ________ and (3) doing _________. homework 2

I like brushing my hair, (4) __________ and singing (5) _____________. dancing

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(7 mins): Activity 1. Lead in

(5 mins): Activity 2. Students listen for the big idea (T.8.23.4) 1. Tell students that they going to listen to Dara, Sophal and Bopha talking about their favourite place in the house.

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2. Tell them to write their names in their notebooks. 3. Ask: Who likes the same place as you? 4. Ask instruction checking questions. 5. Check answers as a class. TAPESCRIPT 8.23.4 Hi! I’m Dara. I like watching TV. I also like sleeping. I don’t like doing my homework! Sometimes I help my mum do the washing up – sometimes! I don’t like doing the washing up! Can you guess which room I like best in our house? Yes, the living room! I watch TV in the living room, I sleep in the living room and I eat in the living room! It’s the coolest room ever! Hi! I’m Sophal. I like playing football. I’m not good at playing football, but I like it. I like playing games with Avorng too. He’s so funny! I really like Avorng! I like doing my homework. Sometimes, Avorng helps me with my homework. I don’t like watching TV. I get bored when I watch TV. Can you guess what I like best in our house? Yes, the backyard! I play football in our backyard. I play games with Avorng in our backyard, and I do my homework in the backyard. It’s the coolest place ever! Hi! My name’s Bopha! I like having a shower. I have a shower 5 times a day! I also like singing in the shower – it makes me happy. I like dancing too, but I dance when no one sees me. I can dance really well, but no one knows. I go here when I’m sad and angry. Can you guess which room I like best in our house? Yes, the bathroom! I sing and dance in the bathroom. I brush my hair in the bathroom. I feel happy when I’m in the bathroom! It’s the coolest room ever!

Chapter 8, Unit 23, Lesson C

4

What’s your friend’s favourite place in the house? Write. Do you like the living room?

me

friend’s name ___________ Sovann

living room



bathroom



3

1. Tell students to listen again and complete the sentences in their notebooks. 2. Tell students NOT to copy the sentences. They write only the answers in their notebooks. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Check answers as a class.

Yes!

friend’s name ___________

friend’s name ___________

friend’s name ___________

4

kitchen backyard frontyard garage

How many people? 5

In my group, __________ people like the living room. In my group, __________ people like the kitchen. In my group, __________ people like the backyard. In my group, _______________________________.

6

6

bathroom

kitchen

(7 mins): Activity 6. Writing 1. Tell students to make a bar graph of their results. For example: 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. Show some of student’s completed work in class. 4. Tell students to do this for homework if they haven’t finished yet.

backyard

(5 mins): Learner assessment and lesson wrap up

Congratulations!

Assessing the success of the lesson. Not testing all the students!

You inished Unit 23. Tick () the things you can do. I can talk about some rooms in my house. I can talk about my favourite places in my house. I can ask and answer questions about where some things are in my house.

(5 mins): Activity 5. Writing 1. Write this on the board: In my group, ________ people like the living room. 2. Ask some students: How many students in your group like the living room? 3. Write the number on the board. 4. Tell students to complete the sentences in their notebooks. 5. Ask instruction checking questions and give a time limit of 5 minutes.

Make a chart. Colour. 7 6 5 4 3 2 1 0

(7 mins): Activity 4. Speaking – class survey 1. Quickly copy the table in activity 4 on the board. 2. Ask a student: Do you like the living room? Student: Yes. 3. Put a tick next to living room on the table. 4. Put students into groups of 4 / 5. 5. Tell students to copy the table in their notebooks. 6. Tell students that they are going to ask their group mates about the rooms in the house they like best. 7. Ask instruction checking questions (e.g. Can you ask the other groups? No) 8. Give a time limit of 5 minutes.

bedroom

5

(7 mins): Activity 3. Students listen for the answers (T.8.23.4)

   - 147 -

7 6 5 4 3 2 1 0

1. Ask students to look at the “can do” statements. 2. Compare with a partner.

bathroom

kitchen

backyard

3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Working in groups has a lot of benefits. It’s a good way to get students to talk more. It encourages sharing of ideas and listening to each other. However, grouping students can be difficult. Some students want to work with their friends only. How did you group students in today’s lesson? Was it effective? 2. If students refuse to work with others, what do you do? How can you encourage students to work with anyone in the class? One way to do this is to group them in random (e.g. draw lots). Any ideas? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ារធវើារាកាុមានបាោជន៍ាចាើន។ ាាវិធីលអមួយ ដើមាបីឲាយសិសាសនិយយានចាើន។ ាជួយ លើកទឹកចិតត ឲាយានារផលាស់បតូរមតិោបល់ និងារាតាប់គនាៅវិញ ៅមក។ តាោះាយ៉ាងា ក៏ោយាររៀបចំសិសាស ាកាុមាចពិាក។ សិសាសខលះចង់ធវើារាមួយតាមិតតភកតិ របស់ពួកគាប៉ុោណាះ។ តើអនករៀបចំសិសាសាកាុមដូចមតាច ៅកនុងារបងាៀនថងានាះ? តើានបាសិទធាពដារឬទា? ២. បាសន ិ បើសស ិ សា បដិសធ ា មិនធវា ើ រាមួយសិសសា ដ៏ទផ ា សា ង ា ទៀតតើអក ន ានវិធនារណ៍បប ា ា?តើអក ន លើកទឹកចិតត ឲាយសិសាសធវើារាមួយសិសាសដ៏ទាទៀត ៅកនុងានាក់យ៉ាង ដូចមតាច? វិធីមួយដើមាបី ោះសាាយបញហានាះ គឺារចាក កាុមោយោះ ៗ (Random) (ឧាហរណ៍ដូចាារ ាប់ឆនាត)។ តើអនកានគំនិតអវីផាសាងទៀត? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C8-12

Unit 24 - Cool places in my town

Chapter 8, Unit 24, Lesson A

There’s no country like my country: Cool places in my town: Where is it?

24a Cool places in my town - Where is it? 1

T.8.24.1

Do you have these in your town? Listen and repeat. a

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

b

TAPESCRIPT 8.24.1

(7 mins): Warmer. Play ‘Change the letters’

c

1. an Internet café (b) 4. a bus station (e)

2

T.8.24.2

3

T.8.24.2

d

2. a cinema (a) 5. a restaurant (d)

1. Write a four letter word on the board (e.g. bend). 2. Tell students that we can make some more words by changing one letter of this word, one at a time (e.g. band, bent, tend, bind). 3. Ask students if they can make a few words by changing one of the letters, one at a time. 4. Write the words on the board as students call them out. 5. Put students into groups of 4 /5. 6. Tell students you are going to play the same game. 7. Tell students to choose a writer and a speaker in their teams. 8. Write a three /four letter word on the board (e.g. cat, bag, tray, send) 9. The team thinks of words they can make by changing one of the letters, one at a time. The writer writes the words on a piece of paper. 10.Give a time limit of 30 seconds per word. 11. Stop students after 30 seconds. Ask the speakers in each team to read out the words. Give points for each correct word. 12. Continue playing this game with 4-5 words.

e

3. a hospital (c)

What’s Dara’s favourite place in town? Guess. Listen and check. Did you guess right? 1

Listen again. Complete the table. Favourite place

Linda

the cinema

Avorng

the park

Sophal

the Internet café

Dara

the restaurant

(3 mins): Activity 1. Lead in 1. Tell students to look at the photos in activity 1. 2. Ask them which of the photos are in their town. 3. Ask them which places are in their towns that are not in the photos (e.g. pagoda, park). If students say the words in Khmer, ask them what the English words are. Give them time to guess before telling them what the English words are. 4. Tell students to work with their partners. 5. In pairs, students say which of the photos are in their town and think of other places in their town that aren’t in the book. 6. Give a time limit of 1 minute. 7. Ask students what places are in their town and which places are in their town but are not in the book.

Why?

She likes watching movies He likes flying and meeting / talking / hanging out with friends He likes doing his homework on the computer and chatting with friends He likes eating

(5 mins): Activity 1. New words

Note: Students at this level should not be expected to write accurate grammatical sentences such as given above. Use your discretion. If you think the answers could be very well understood, they should be accepted as correct.

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1. Tell students to number the photos in their notebooks. 2. Ask instruction checking questions. 3. Give a time limit of 3 minutes. 4. Tell students to listen and check. 5. Tell students to listen and repeat.

Tell your partner your favourite place. Why do you like it? - 148 -

a cinema / an Internet café/ a hospital /a restaurant / a bus station 2

(6 mins): Activity 2. Students listen for the big idea (T.8.24.2) 1. Ask some students what they think Dara’s favourite place in town is. Accept all answers. Ask students why they think so. 2. Have a class vote (e.g. How many students think Dara’s favourite place is the park? Write the numbers on the board). 3. Tell students they are going to listen to Linda. What does Linda think Dara’s favourite place is? 4. Play the recording. Stop the recording after Linda. 5. Ask: What does Linda think Dara’s favourite place is? 6. Tell students they are now going to listen to Avorng. What does Avorng think Dara’s favourite place is? 7. Play the recording. Stop the recording after Avorng. 8. Ask: What does Avorng think Dara’s favourite place is? 9. Tell students they are going to listen to Sophal. What does Sophal think Dara’s favourite place is? 10. Play the recording. Stop the recording after Sophal. 11. Ask: What does Sophal think Dara’s favourite place is? 12. Tell students they are now going to listen to Dara. Who is correct? 13. Play the recording. 14. Ask: What is Dara’s favourite place? TAPESCRIPT 8.24.2 Linda: Hi! I’m Linda. My favourite place in my town is the cinema. I like watching movies. We have 8 cinemas in my town! There’s a cinema right next to our house! But I don’t like going there. I always go to the cinema behind the park. After watching, I go for a walk with my friends in the park. Hmmm… What’s Dara’s favourite place in his town? I know what it is. Sometimes, he goes there with his friends and sometimes he goes there alone and sometimes he goes there with his family! Can you guess? Avorng: Hi I’m Avorng. My favourite place in my town is the park! I love flying above the trees, up so high! Sometimes I meet my friends there too and we talk and talk and talk! There are 3 parks in my town. I like them

Chapter 8, Unit 24, Lesson A

5

Look at the sentences. Answer the questions.

Avorng is behind the tree.

Avorng is in front of the tree.

all, but my favourite is the one next to the bus station. Hmm..What’s Dara’s favourite place in his town? I know what it is. He goes there when he’s hungry, but also when he’s full. Can you guess?

Avorng is in between the tree and the school.

Sophal: Hi, I’m Sophal. My favourite place in my town is the Internet café! I go there to do my homework and chat with my friends. I’m on Facebook – I’ve got 500 friends on Facebook! There are 2 Internet cafés in my town. I go to the one between the shop and the cinema. Hmm…What’s Dara’s favourite place in his town? I know what it is. He buys some food here, but it isn’t the shop. People eat here. They have a lot of food. Can you guess?

Avorng is opposite the school.

Tick () or cross (). 1. The school is opposite the restaurant.  2. The park is next to the school.  3. There is a football field in front of the school.  4. The internet café is between the bus station and the hospital.  5. The shop is in front of the hospital.  6. The hospital is in between the school and the football field. 

Dara: Hi, I’m Dara. My favourite place in my town is the restaurant! I love eating! There are a lot of restaurants in my town. I don’t know how many, but there’s a lot! And I like all of them. My favourite is the one opposite my house. 3

(7 mins): Activity 3. Students listen for the answers (T8.24.2) 1. Tell students that they are going to listen again. 2. Tell them to complete the table in activity 3 in their notebooks. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Tell students to compare their answers with their pairs. Give a time limit of 1 minute. 5. Check answers as a class.

Write the correct sentences in your notebooks.

4

(5 mins): Activity 4. Speaking 1. Tell students to work with their partner. 2. In pairs, students talk about their favourite places in town and why. 3. Ask instruction checking questions. 4. Give a time limit of 3 minutes. 5. Ask students what some of their favourite places are and why.

5

6

1. Tell students to complete the exercises in the grammar box. 2. Help as necessary, but let students guess / think about the rules. 3. Ask questions to help students. 4. Give a time limit of 7 minutes. 5. Check answers as a class.

Where is your favourite place? Can your partner guess? My favourite place is next to my house.

Is it a school? Is it a football field?

(10 mins): Activity 5. Grammar box

6

No, it isn’t. Yes, it is.

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(8 mins): Activity 6. Speaking 1. Tell students to work with a different partner. 2. Ask them to think of their favourite place, but not to tell their partner. 3. Their partner will ask questions about their favourite place. Their partner will try and guess what that place is. 4. Go around and help students as necessary. 5. Give a time limit of 1 minute. 6. Stop students after 1 minute. 7. Tell them to find another partner. Students ask and answer questions with their new partners.

8. Give a time limit of 1 minute. Stop them after 1 minute. 9. Continue until students have spoken to at least 4 people. (2 mins): Learner assessment and lesson wrap up 1. Ask students what their favourite places in town are. Ask them if they can guess your favourite place. You can tell them the answer, or you can tell them to find the answer themselves. 2. Praise students who came to class on time today. Encourage the others. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Encouraging students to guess the meaning of new words gives them ownership of the language and they will remember the words better. Did you provide enough opportunities for students to guess what the new vocabulary might be? 2. If you feel that new words are familiar, international or similar to Khmer, and that students are likely to know them, make them guess! What do you tell your students if they don’t guess right? Do they really have to ‘guess right’? 3. Your own questions: _________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ារលើកទឹកចិតតសិសាសឲាយាយអតថន័យនាាកាយថមី ផតល់ឲាយ ពួកគានវូ ាពាាចស ា ា ់ រនាាា ហើយ ពួកគានឹងចងាំ ាកាយានលអបាសើរ។

តើអនកានផតល់ឱាសគាប់គាន់

ឲាយសិសាសាយអតថន័យនាាកាយ ថមីដារឬទា?

២. បាសិនបើអនកានារមមណ៍ាាកាយថមីដូចាធលាប់ឃើញ ា តើាកាយបរទាស ឬសាដៀងគនានឹងាកាយខមារ ោះសិសាស ទំនងាចាះាកាយាំងោះ ចូរឲាយពួកគាាយ! តើអនកបាាប់

សិសសា របស់អក ន ាយ៉ាងដូចមតាច បាសន ិ បើពក ួ គាាយមិន ានតាឹមតាូវ? តើពួកគាពិតាាំាច់តាូវតាាយឲាយាន តាឹមតាូវដារឬទា?

៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C8-14

Chapter 8, Unit 24, Lesson B

Chapter 8, Unit 24, Lesson B

24b Cool places in my town - Favourite places in my town 1

There’s no country like my country: Cool places in my town: Favourite places in my town

Look at the picture. What can you remember?

(7 mins): Warmer. Play Disappearing elephant 1. Draw a picture of an elephant on the board like this:

!

Choose a word (e.g. cinema, hospital, school, etc.). Write a line for each letter on the board. Ask a student to guess a letter. If the letter is in the word, write it in the correct space. If the letter is not in the word, write it elsewhere on the board and erase one part of the elephant (i.e. begin with the trunk, then the eye, then the mouth, etc.). 7. Repeat steps 4-6 until students have guessed the word. 8. Put students into groups of 5/6. 9. In groups, students play the game. They take it in turns to draw the elephant and let other students guess. 10. Go around and help as necessary. 2. 3. 4. 5. 6.

1

2

1. 2. 3. 4.

Read quickly. Is your town the same or different to Sophal’s town? Do you like Sophal’s town?

5. 6. 7. 8. 9.

Hi! I’m Sophal and I’m from Kompong Som. I love my town. There are a lot of shops, bus stations and restaurants. Dara loves my town because it’s got a lot of restaurants. A lot of people go there to go swimming. We have a lot of beaches. I live near the sea. There’s a park near my house. My school is next to the police station. We haven’t got a cinema, but we have a football field. It’s behind my school. My favourite restaurant is opposite the police station. It’s called ‘Amok restaurant!’ Oh and my favourite place of all, the Internet Café is just in front of the bus station. So, this is my town. Do you like it?

C8-15

(7 mins): Activity 1. Lead in

2

Put students in pairs. Tell students to look at the picture in activity 1. Give a time limit of 30 seconds. Stop students after 30 seconds. Tell them to close their books. In pairs, they try and remember what they see in the picture (e.g. Where is the bus station? It’s next to the school). Ask instruction checking questions (e.g. Are you writing or talking? Talking only, no writing) Repeat steps 2-4, 2 more times. Ask questions (e.g. Where is the bus station? How many schools are there?) Give points for each pair that gives the correct answer. Clap for the pair with the most number of points. Encourage the other teams.

(5 mins): Activity 2. Students read for the big idea Tell students they are going to read about Sophal’s town. Ask them if they remember where Sophal is from (e.g. Kompong Som). Tell students to read quickly. They don’t need to understand all the words. Ask instruction checking questions (e.g. Are you reading fast or slowly? Fast) and give a time limit of 3 minutes. 5. Ask: Do you like Sophal’s town? Is it the same or different to your town? 6. Collect some ideas from the class. Listen to students’ answers and accept all of them. 1. 2. 3. 4.

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Chapter 8, Unit 24, Lesson B

3

Read again. Write the places on the map. 3. Football field

3

(7 mins): Activity 3. Students read for the answers 1. 2. 3. 4.

4. Bus station 2. Police station

4

Tell students to read the text again and find the places in the map. They write the places in their notebooks. Ask instruction checking questions and give a time limit of 5 minutes. Check answers as a class.

(17 mins): Activity 4. Writing 1. Tell students they are going to draw a map of their town in their notebooks, as they remember it. It doesn’t have to be perfect. The pictures don’t have to be ‘perfect’ either. 2. Tell them to use the map of Sophal’s town in activity 3 as a model. 3. Tell students to write some sentences about their map too. 4. Ask instruction checking questions and give a time limit of 15 minutes. 5. Walk around and help students as necessary. Use English!

5

5. Internet Café

(5 mins): Activity 5. Speaking 1. Tell students to walk around. 2. Tell them to ask and answer questions about their maps. Do they have similar maps? What things are different? 3. Tell them to draw a smiley face if they like the picture. 4. Ask instruction checking questions and give a time limit of 4 minutes.

(2 mins): Learner assessment and lesson wrap up

1. Park

1. Show some completed pictures of the students’ towns. 2. Ask them what things are the same and different from each other’s maps. 3. Tell students to complete their maps for homework if they haven’t finished yet. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

4

1. Do you ask your students to read aloud in class? How often do you ask students to read aloud in class? 2. Before you ask students to read aloud in class, do you give them enough opportunities to listen first and understand how texts should be read? Remember that students understand faster through listening and silent reading. If they have to read aloud, make sure they get plenty of practice and that they have had good examples of reading aloud. 3. How do you correct their mistakes when students read aloud? Reading aloud can be a difficult task. Students might feel embarrassed if you keep correcting them. They might also lose confidence. Can you think of ways to avoid embarrassing students? How can you boost their confidence? 4. Your own question(s). ____________________________________________________?

Draw a map of your town. Write sentences. This is my town. There are 3 internet cafes. The school is opposite_______________________. _______________________________________ _______________________________________

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង)

_______________________________________ _______________________________________

ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

_______________________________________

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

_______________________________________

១. តើអនកឲាយសិសាសានលឺ ៗ ៅកនុងានាក់ដារឬទា? តើអនកៅសិសាសឲាយានលឺ ៗ ៅកនុងានាក់ញឹកាប់ ប៉ុាណា? ២. តើមុនពាលអនកឲាយសិសាសានលឺ ៗ ៅកនុងានាក់ អនកានផតល់ឱាសគាប់គាន់ឲាយពួកគា ដើមាបីាតាប់ ាមុនសិន និងយល់ពី របៀបដាលអតថបទតាូវានានដារឬទា? ចូរចងាំា សិសាសយល់ានលឿនាង ាមរយៈារាតាប់ និងារានោយាងាត់ ៗ ។ បាសន ិ បើពក ួ គាតវូា តាានឲាយលឺ ៗ សូមបាក ា ដា ពួកគាានពាលអនុវតតចន ើា និងពួកគាានឧាហរណ៍លន អ ា ា រានលឺ ៗ? ៣. តើអនកកាកំហុសសិសាស ពាលដាលពួកគាានលឺ ៗ យ៉ាងដូចមតាច? ារានលឺ ៗ ាចាារកិចចដាល ពិាក។ សិសាសបា ហាលាានារមមណអ ៍ ៀនាមស ា ់ បាសន ិ បើអក ន ចាះតាកក ា ហ ំ ស ុ របស់ពក ួ គា។ ពួកគា បាហល ា ាាចាត់បង់ាពជឿាក់ផងដារ។ តើអនកាចគិតអំពីវិធីផាសាង ៗ ទៀត ដើមាបីចៀសាងារធវើ ឲាយសិសាសអៀនាមាស់ដារឬទា? តើអនកាចជំរុញាពជឿាក់របស់ពួក យ៉ាងដូចមតាច? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________________________________________________?

_______________________________________

5

Tell your partner about your town. Does he/she like it?

Draw.

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C8-16

Chapter 8, Unit 24, Lesson C

Chapter 8, Unit 24, Lesson C

24c Cool places in my town - Turn left, turn right

There’s no country like my country: Cool places in my town: Turn left, turn right

What are these photos of? Guess. Tell your partner.

1

a

b

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

c

(7 mins): Warmer. Play ‘Beginning letter’

1. turn left (C)

T.8.24.3

2. turn right (b)

1. Write a letter on the board (e.g.h ). 2. Tell students to think of words that start with the letter written on the board (e.g. house, hat, high, etc.) 3. Write the words on the board as students call them out. 4. Put students into groups of 4/5 5. Write another letter on the board. 6. Students write down words beginning with the letter on the board in their notebooks. 7. Assign a ‘writer’ in each team. 8. Set a time limit of 30 seconds per letter. 9. The team with the most number of words win.

3. go straight on (a)

Listen and check. Listen and repeat.

2

Listen to your teacher. Follow his/her directions.

3

T.8.24.4

Listen and ind Avorng’s house. 1

Where is Avorng’s house?

(5 mins): Activity 1. New words 1. Tell students to look at the photos in activity 1. 2. Tell them to guess what they are in pairs. Give a time limit of 30 seconds. 3. Ask students to number the photos in their notebooks. 4. Tell students to listen and check. 5. Tell students to listen and repeat. TAPESCRIPT 8.24.3 go straight on / turn right/ turn left

2

(5 mins): Activity 2. Lead in 1. Ask some students to listen and follow your instructions (e.g. Sophal, walk straight on to the board. Vithu, take your book. Put it in between your desk and Vutha). Repeat this with several students. 2. Then ask some students to give directions to some of their classmates.

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3

(7 mins): Activity 3. Students listen for the answers 1. Tell students to look at the map in activity 3. 2. Tell students that this is a map to Avorng’s house. 3. Tell students to listen and follow the directions to find Avorng’s house. 4. Ask instruction checking questions. 5. Play the recording. 6. Tell students to compare their answers with their partners. Give a time limit of 1 minute. 7. Play the recording again. 8. Tell students to compare their answers with their partners. Give a time limit of 1 minute. 9. Check answers as a class. TAPESCRIPT 8.24.4 Hi! I’m Avorng. Can you find my house? Let’s see. OK, Can you see the bus station? Start at the bus station. Go straight on. Then turn right at the cinema. Yes, that’s right. Turn right at the cinema. Now can you see the two shops? Turn left at the small shop. Turn left at the small shop, not the big shop. Keep going straight on. There is a park opposite the restaurant. Can you see the park opposite the restaurant? Good. That’s where I live! That’s my nest right there! That’s my house!

Chapter 8, Unit 24, Lesson C

4

Work with your partner. Find the places. Student A: Turn to page 234. Student B: Turn to page 239. Excuse me. Can you show me the way to Amok restaurant?

5

4

(8 mins): Activity 4. Speaking 1. 2. 3. 4. 5. 6. 7.

OK. Can you see start? Then…

5

Put students in pairs. Tell students that they are going to find some places. They listen to their partners for directions. Student A turns to page 234. Student B turns to page 239. Tell students not to look at their partner’s page. Ask instruction checking questions and give a time limit of 6 minutes. Walk around and help students as necessary.

(8 mins): Activity 5. Drawing 1. Tell students to draw a map of their house from school in their notebooks. Tell them not to show their maps to their classmates. 2. Ask instruction checking questions and give a time limit of 8 minutes. 3. Walk around and help students as necessary.

Draw a map of your house.

6

(5 mins): Activity 6. Speaking 1. 2. 3. 4.

Tell students to swap papers/notebooks. Tell students to take it in turns to read the maps to their classmates. Are the directions correct? Ask instruction checking questions and give a time limit of 2 minutes. Ask some students to read out their classmates map to the class.

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

6

1. Most students are visual learners. They learn better when they see pictures/drawings. How often do you draw on the board? Do you feel happy doing this, or do you feel embarrassed? 2. Your drawings don’t have to be perfect. Draw fast, big and badly! Don’t spend too much time drawing. Using stick people and symbols is a good way to draw fast. Any other ideas? 3. If your drawings are funny and students have to work out what it is, students remember the words they illustrate better. So, the next time you draw, remember to draw fast, big and badly! 4. Your own question(s). ____________________________________________________?

Show your map to your partner. Your partner reads your map. Are the directions correct?

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

Congratulations!

You inished Unit 24. Tick () the things you can do. I can talk about some places in my town. I can talk about my favourite place in my town. I can ask and answer questions about where some places in my town are. I can draw a simple map of some places in my town.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. សិសសា ាគចាន ើ ាអនកសិកា ា ាមរយៈារមើលឃើញ។ ពួកគារៀនានលអបស ា រើ ាងៅពាលដាល ពួកគាឃញ ើ រូបាព (Pictures) និងរូបគំនូ (Drawings) ។ តើអនកគូររូបៅលើាតារខៀនញឹកាប់ប៉ុាណា? តើអនកានារមមណ៍រីកាយនឹងធវើបាប នាះដារឬទា ឬក៏អនកានារមមណ៍ាមាសអៀន? ២. រូបគំនូដាលអនកគូសមិនាំាច់តាូវតាលអឥតខចាះោះទា។ ចូរគូសឲាយលឿន ធំ និងមិនាំាច់ាអាតទា! កុំចំាយពាលចាើន ពាកកនុងារគូសរូប។ ារបាើបាស់រូបមនុសាសលកខណៈាបនទាត់ (Stick People) និងនិមិតតសញញាគឺាវិធីលអមួយដើមាបីគូសាន លឿន។ តើអនកានគំនិតអវីផាសាងទៀត? ិ បើរប ូ គំនរូ បស់អក ន ានលកខណៈកំបង ាល ហើយសិសសា តាវូ តាគត ិ ឲាយឃើញាាារូបអវោ ី ះ សិសសា ចង់ាា ំ កាយដាលគូសបាហញ ា ៣. បាសន ានបាសើរាង។ ដូចនាះៅពាលដាលអនកគូសលើកកាាយ ចូរចងាំា តាូវគូសឲាយលឿន ធំ និងមិនាំាច់ាអាតទា! ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________________________________________________?

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Chapter

9

Chapter 9, Unit 25, Lesson A

Why does everything have to change?: Do I have to?: It’s not fair This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Why does everything have to change?

Unit 25 - Do I have to?

1. Ask students to look at the picture and cover the text. What can they see? 2. Ask students What’s wrong with Tom? 3. Tell students to compare with their partner for a minute. 4. Come back together as a class and get some different ideas (but do not say who is right or wrong).

25a Do I have to? - It’s not fair 1

T.9.25.1

Tom is sad. Why do you think Tom feels sad? Listen and check.

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T.9.25.1

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Tom: I don’t like Cambodia! I want to go back to England. Linda: Really? Why? I love it here! Tom: It’s not fair! In England, I can sleep late. Here in Cambodia, I have to get up at 6 o’ clock in the morning! 6 o’clock! It’s really early! Linda: You have to get up for school in England too, Tom. Tom: Yes, but in England I don’t have to get up until 8 o’clock. 8 o’clock is much better than 6 o’clock. Linda: Hmmm. Tom: And I hate the school uniform here! Long trousers! Yuck! I hate long trousers and I don’t want to wear them every day. It’s not fair. Linda: You have to wear long trousers in England, too, Tom. Tom: Yeah, but it’s not hot in England. It’s hot here in Cambodia. And you know what? I have to walk for 30 minutes to get to school! 30 minutes of walking! It’s not fair! Who wants to walk half an hour in the morning? Linda: You have to walk to school in England as well!

5. In Cambodia, Tom has to walk half an hour to school in the morning.  6. In England, Tom doesn’t have to walk to school in the morning.  7. It’s hot in England.  8. Tom lives close to school in England.  9. Tom doesn’t like Cambodia. 

What things do you have to do? Answers will be different for each student.

1. Do you have to wear a school uniform? 2. Do you have to get up early in the morning? 3. Do you have to help your brothers and sisters get ready for school?

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4. Do you have to do homework for English class? 5. Do you have to feed the dog when you get home? 6. Do you have to clean your room? 7. Do you have to go to bed early?

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(10 minutes): Activity 2. Students listen for answers (T.9.25.1) 1. Tell students to work with a partner. 2. Tell students to write 1-9 in their notebooks. Tell students to try and remember/guess whether the statements are true or false. 3. Tell them to listen and write the answers next to the numbers in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students listen 6. Students compare 7. Ask and answer questions as a class.

TAPESCRIPT 9.25.1

Are these things true () or false ()?

1. In Cambodia, Tom has to get up at 8 o’ clock.  2. Tom loves wearing long trousers.  3. In England, Tom has to wear shorts to school.  4. In England, Tom has to wear a school uniform. 

(5 minutes): Activity 1. Students listen for the big idea (T.9.25.1) 1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students listen. 4. Tell students to compare their answer with their partner/group. 5. Get some answers from the class.

Cool kids say: It’s not fair! = My parents want me to do something. I don’t want to do it!

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Tom: But in England, I live close to school. And you know what? I hate tidying my room. Linda: Tom! You have to tidy your room in Cambodia and in England! Tom: Yeah… but, it’s not f… Linda: Tom! When we’re in England, you say you don’t like England and when we’re in Cambodia, you say you don’t like Cambodia! And I know you really love Cambodia. Are you missing England, Tom? Do you miss home? Tom: Yeah, maybe.

(3 minutes): Students guess

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(7 mins): Activity 3. Grammar presentation/ controlled practice 1. Tell students to close their books and look at you. Ask : Do you get in trouble if you don’t wear a school uniform? Students: Yes. Ask: What happens? Write: You have to wear a school uniform. on the board. Ask: What’s the question? Students: Do you have to wear a school uniform? Ask: What’s the answer? Students: Yes, I do! (1 minute). 2. Tell students to answer the questions in activity so that they are true about them. 3. Ask instruction checking questions (e.g. Will everyone’s answers be the same, or different?) and give a time limit of 5 minutes. 4. Tell students to compare their answers with their group/partner. 5. Compare answers as a class. Get students to put up their hands.

Chapter 9, Unit 25, Lesson A

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5

Where do you get in more trouble when you don’t do things you have to do? Home or school? What happens if you don’t do things at home? At school? T.9.25.2

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1. Elicit/Pre-teach get in more trouble 2. Tell students to discuss the questions in activity 4 in their groups. 3. Ask instruction checking questions and give a time limit of 2 minutes.

Learn the rap! The House Jobs Rap

Mum: Kid: Mum: Kid:

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Take the dog for a walk. Do I have to? Take the dog for a walk. I don’t want to.

Mum:

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Take the dog for a walk. Do it now do it soon or You’ll go to your room Where you’ll stay until noon Yes, you have to!

1. I have to tidy my room.

Feed the dog

Tidy your room

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Wash the clothes

Make your bed

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Make dinner / lunch / breakfast

Sweep the floor

(5 mins): Activity 6. Freer Practice 1. Ask students what their mums and dads tell them to do around the house. Get 1 or 2 suggestions. 2. Tell students to make their own list of things they have to do around the house. 3. Ask instruction checking questions and give a time limit of 3 minutes.

Do the washing up

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Do the gardening

(3 mins): Activity 7. Freer practice 1. Ask some “Do you have to…” questions to 2 or 3 different students. 2. Tell students to compare what they have to do at home with their friends. 3. Ask instruction checking questions and give a time limit of 2 minutes.

Are you the same or different to your friends? Do you have to make your bed?

(7 mins): Activity 5. Rap! (T.9.25.2) 1. Tell students that they are going to listen to and learn a rap together. 2. Tell students to read along and clap the beat. 3. Play the recording. 4. Tell students to practice the rap in groups. 5. Ask instruction checking questions and give a time limit of 2 minutes. 6. Tell the left half of the room they are “mums”. Tell the right half of the room they are “kids’’. 7. Play the recording again. Have students say the words and clap and click. 8. Try it without the recording. 9. Swap sides of the room so the right side of the room are mums and the left side of the room are kids. 10. When your students are ready, clap faster! Can students keep up?

Make a list of jobs you have to do at home. Use some from the list and your own ideas. How many things do you have to do at home?

Change the baby’s nappy

(3 mins): Activity 4. Post task

I don’t! My mum makes my bed.

(7 mins): Rap! - Personalisation

Yes, I do.

1. Tell students that they are going to do the rap again, but this time the groups are going to take it in turns to be the mums. Tell each group that they need to choose a job for the rest of the class. Give groups

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a moment to choose a job. 2. Have a strong group lead the rap. Have all the groups have a turn. (2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask some questions about what students have to do around the house. 2. Listen to students answers. Are students confident? Are all students, or only students who already know todays lesson? Who might need extra support/encouragement next lesson? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. It’s really hard for some kids to try in class. Do you ever thank students for trying to behave? 2. Do you thank students when they give you homework? 3. Do you thank students for participating? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ាពិតាពិាកាស់សមាប ា ស ់ ស ិ សា មួយចំនន ួ កនង ុ ារពាាយម រៀនសូតាៅកនុងានក់។ តើអនកធលាប់ អគុណសិសាសដាល ពាាយមរៀនសូតាៅកនុងានាក់ដារឬទា? ២. តើអនកអគុណសិសាស ៅពាលដាលពួកគាបាគល់កិចចារ ផទះឲាយអនកដារឬទា? ៣. តើអនកអគុណសិសាសដាលានចូលរួមកនុងារសិកាាទា? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

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Chapter 9, Unit 25, Lesson B

Chapter 9, Unit 25, Lesson B

25b Do I have to? - Crazy schools 1

Why does everything have to change?: Do I have to?: Crazy schools

What do you think students learn at this school?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Warmer. Sok Says 1. Tell the students to stand up and look at the teacher (you!). 2. Divide the class in half (e.g. left and right halves of the room) . Ask for a team name from each side. 3. Write the team names on the board. Mark 5 points for each team (e.g. 11111). 4. Say that you will tell them to do things. If you say “sok says” they have to do them, but they shouldn’t do them if you don’t say Sok Says 5. When someone gets ‘out’, erase a point from their team. 6. Continue until one team has lost all their points. The other team is the winner! 1

(3 minutes): Activity 1. Students guess 1. 2. 3. 4. 5.

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T.9.25.3

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Read about Lucy’s school. Do you want to go to this school?

TAPESCRIPT 9.25.3

See Reading in activity 2 3

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6. What do you have to eat in the morning at summer school? A big breakfast. 7. Do they have swimming lessons before lunch? No. (They have swimming lessons after lunch). 8. What do you have to wear to go swimming? a swimming costume 9. What does her group have to help make? Dinner.

(10 mins): Activity 3. Students read for the answers 1. Ask: What’s the girls name? Students: Her name is Lucy. Tell students to point to the part of the reading that they found the answer 2. Ask instruction checking questions and give students a 5 minute time limit. 3. Students complete. 4. Students compare with their group / partner 5. Check answers as a class.

Answer the questions about Lucy’s summer school. 1. What’s the girl’s name? Her name is Lucy. 2. Where is she from? America 3. Where is she now? Summer camp. 4. Do they have to wear a school uniform at summer school? No. 5. What does Lucy have to make for her little sister? A birthday present.

(5 mins): Activity 2. Students read and listen for the big idea (T.9.25.3) 1. Tell students that they are going to listen and read and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students compare their answer with their group/partner 6. Check the answer as a class.

Hi! I’m Lucy. I’m 14 years old and I’m from America. I go to a special school. It’s called a summer school! It’s in the forest. We camp for 6 weeks. We don’t see our mums and dads until the last day. Lots of kids go to summer school in America. We don’t have to wear our school uniform. We wear our normal clothes. Oh! But we do have to wear a green t-shirt. We have to get up early at 6 a.m. Then we have breakfast. You have to have a big breakfast. There’s lots to do before lunch! Today we are making toys. I have to make my little sister a birthday present! It’s her birthday tomorrow. After lunch, we have swimming lessons. You have to wear a swimming costume. You can’t swim in your clothes. After swimming lessons, my group has to help make dinner. There are a lot of hungry kids at the end of the day here at summer school!

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Ask students to look at the picture and cover the text. What can they see? Ask students What can you see in the picture? Ask students What do you think students learn at this school? Tell students compare with their partner for a minute. Get some answers from the class (but do not say who is right or wrong).

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Chapter 9, Unit 25, Lesson B

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What do you have to do at your school? Make a list of the things you have to and you don’t have to do in your notebook. We have to

1. We have to listen to the teacher.

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1. Draw 2 columns on the board. 2. Ask students questions until you have written 1 sentence in the We have to column and one sentence in the We don’t have to column. (e.g. Do we have to wear a uniform at our school?). 3. Put students in groups of 4. Tell students to choose 1 person to be the writer. 4. Tell students to write down as many as they can in the time limit. 5. Ask instruction checking questions and give a time limit of 5 minutes. 6. Come back together as a class and get some ideas (30 seconds).

We don’t have to

1. We don’t have to stay after school.

Read about Thida’s dream school and answer the questions with your partner. 5

Hi. My name is Thida. I go to hand walking school! Students here learn to walk on their hands! School starts at 10 o’clock and ends at 12 o’clock because students get very tired! Students don’t have to wear a uniform, but students have to wear shoes on their hands! Students have to learn to walk on their hands. Some students can run on their hands. Can you walk on your hands?

1. Tell students that they are going to read about a school. Do they think it is a real school? 2. Read the text. Ask: Is it a real school or an imaginary school? 3. Tell students to look at the model and answer the questions but not to write. They should speak only 4. Ask instruction checking questions and give a time limit of 2 minutes. 5. Come together as a class and ask and answer the questions (30 seconds). 6

There are no right and wrong answers, but creative answers are always fantastic! Encourage creativity!

Use your notes to write about your dream school.

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Swap schools with a partner. Is there anything else they want to know about your school?

(5 mins): Activity 6. Making notes 1. Tell students that they are going to make up their own school. It can be a real school (such as an after school programme), an imaginary school, or a very silly school! 2. Tell students to make notes about the school using the same questions. 3. Ask instruction checking questions (e.g. Full sentences, or just words?) and give a time limit of 3 mins.

Imagine you can make your own dream school! It can be a normal school, or it can be a special school like Lucy’s summer school in America or it can be a silly school like Thida’s silly school! Answer the same questions in activity 5.

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(5 mins): Activity 5. Looking at a model

This is not a reading. This is a model for the writing.

1. What do students learn there? Hand walking. 2. What time does school start? 10 o’clock. 3. What time does school finish? 12 o’clock 4. What do students have to wear? shoes on their hands 5. What do students have to do? Walk on their hands

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(6 mins): Activity 4. Personalisation

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Draw a picture.

(9 mins): Activity 7. Writing 1. Tell students that they are going to use their notes to write about their own dream school. 2. Students can follow the model closely if this is what they feel most comfortable with, but encourage creativity! 3. Ask instruction checking questions and give a time limit of 7 minutes.

Do I have to do homework?

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No, you don’t.

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(5 mins): Activity 8. Post Task – Speaking 1. Tell students to share their ideas with their group. Their group should ask extra questions about what they have to and don’t have to do at the school. 2. Ask instruction checking questions and give a time limit of 3 minutes.

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask some students to tell you some school rules in their school. Chose students that you don’t normally call on. 2. Are students confident with the language? Are they getting their ideas across successfully? Are they using the correct forms? Are they pronouncing their end sounds? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. The old idea of the teacher being at the centre of the classroom is dead! How do you help your students feel heard in the classroom? 2. Do you repeat correct answers after your students say them, or just say “Yes, that’s right”? Do you think students will listen to the kid giving the answer if they know you are going to say it again anyway? 3. How do you encourage students to respect students speaking in front of the class? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. គំនិតបុាណដាលបងាៀនាមបាបគាូមជាឈមណឌលគឺលាង ានទៀតហើយ! តើអនកជួយសិសាសរបស់ អនកឲាយានារមម ាតាប់លឺមតិរបស់សិសាសៅកនុងានាក់យ៉ាងដូចមតាច? ២. តើអនកនិយយឡើងវិញនូវចមលើយតាឹមតាូវ បនទាប់ពីសិសាស របស់អនកនិយយចមលើយាំងោះ ឬគាាន់តា និយយា “ាទ/ាស ាតាឹមតាូវហើយ”? បាសិនបើសិសាសដឹងាអនក នឹងនិយយចមលើយឡើងវិញ តើអនកគិតា សិសាសនឹងយក ចិតទ ត ក ុ ាក់ាប ាត ម ់ ត ិ ភ ត កតរិ បស់ពក ួ គាដល ា ផតលច ់ មលយ ើ ដារឬទា? ៣. តើអក ន លើកទឹកចិតស ត ស ិ សា ដើមបា ឲ ី យា ោរពសិសសា ដាលនិយយ ៅចំោះមុខសិសាសាំងអស់កនុងានាក់ យ៉ាងដូចមតាច? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C9-4

Chapter 9, Unit 25, Lesson C

Chapter 9, Unit 25, Lesson C

25c Do I have to? - It’s a big job 1

T.9.25.4

Why does everything have to change?: Do I have to?: It’s a big job

Dara has got a new job. Can you guess what he has to do?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Warmer. How many things can you think of?

Sophal: The first thing you have to do is sing to the cat. You have to sing to the cat at 5 a.m every morning or she feels sad. Dara: You want me to sing to the cat? Really? Sophal: THIS IS A VERY IMPORTANT JOB DARA! YOU HAVE TO… Dara: OK! OK! I understand. I First, I have to sing to the cat. What do I have to do next? Sophal: Next, you have to change the bird’s nappy. Dara: Sophal. Please don’t tell me the bird wears a nappy. Sophal: OF COURSE THE BIRD WEARS A NAPPY, DARA! YOU HAVE TO CHANGE IT EVERY DAY! Dara: OK. OK. I have to change the bird’s nappy. What do I have to do then? Sophal: Oh that’s very important. It’s the last thing. You have to get the dog dressed. Dara: I have to what? I have…to…get…the… dog…dressed? Sophal: Oh yes. You have to get the dog dressed for breakfast. He isn’t happy having breakfast without clothes on. Dara? Dara! Where are you going? Dara: I think I have to find another job. *DOOR CLOSES* Sophal, Bopha, and Linda: *GIGGLING* Oh no! He believes you Sophal! He he he! etc.

1. Write a word on the board (e.g. small). 2. Ask: What small things you can think of? (e.g. pencil, pen, rat, paper). Accept all possible answers. 3. Tell students they are going to play the same game in groups. 4. Put students into groups of 5/ 6. 5. Assign a writer in each group. 6. Ask a question / write on the board (e.g. red, square, bigger than the teacher, yellow) 7. Have the last category as “Pets”. (this fits in with today’s lesson). 8. In groups, students write down as many things they can think of that are red, square, bigger than the teacher, yellow, etc. 9. Give a time limit of 1 minute for each word or phrase. 10. The group with the most words wins. Accept words that are spelt wrong. 1

(3 minutes): Activity 1. Students guess 1. Ask students to look at the picture and cover the questions. What can they see? 2. Ask students to name the animals in the picture. 3. Ask students what they think Dara’s new job might be. 4. Tell students compare with their partner for a minute. 5. Get some answers from the class (but do not say who is right or wrong).

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T.9.25.4

What do they say? Are these things true () or false ()?

1. Sophal says it’s not an important job.  2. Dara says he’s good at looking after animals.  3. Sophal says Dara has to start work at 6.00 in the evening.  4. Sophal says Dara has to feed the cat.  5. Sophal says the bird wears a nappy. 

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1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students listen. 4. Tell students to compare with their partner/ group. 5. Check the answer as a class.

6. Sophal says Dara has to get the dog dressed first.  7. Sophal says the dog likes having breakfast without clothes on.  8. Dara wants the job.  9. It was all a trick! 

TAPESCRIPT 9.25.4

There are lots of correct answers! Encourage them all!

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A football player A dog

A principal A singer

A dog walker A baby

A monster

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Sophal: OK Dara. This is a very important job I’m giving you. You have to look after my animals while I am away. Looking after animals is hard. Dara: I know. I’m good at looking after animals! Tell me what I have to do. Sophal: OK. You have to start work at 5 a.m. Dara: 5 a.m?! You mean 5 in the morning! Sophal: Yes. Animals wake up early. You have to start at 5 a.m. Dara: Ok. Fine. 5 a.m. What do I have to do first?

(10 mins): Activity 2. Students listen for the answers (T.9.25.4) 1. Tell students to work with a partner. 2. Tell students to try and remember/guess if the sentences are true  or  . Tell students to tick and cross in their notebook. 3. Ask instruction checking questions and give a 3 minute time limit. 4. Tell students to listen and check. 5. Tell students to compare with their group/ partner. 6. Ask and answer questions as a class.

(5 minutes): Activity 1. Students listen for the big idea (T.9.25.4)

What things do you have to do for these jobs? Talk to your friends. An English teacher A ghost

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(5 mins): Activity 3. Brainstorming 1. Read the instructions for activity 3 as a class. Tell students to think about “An English teacher” as a class. Brainstorm some things that an English teacher has to do and be as a class. (e.g. They have to go to school. They have to speak English. They have to be fun. They have to be smart etc.) 2. Tell students to continue thinking about things that people have to do in other jobs. Tell students not to write (it takes up too much time) but they should speak. 3. Ask instruction checking questions and give a time limit of 3 minutes. 4. Ask some ideas from the class.

Chapter 9, Unit 25, Lesson C

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Student A: Choose a job. Don’t tell your partner what it is! Game! Student B: Ask questions and guess! Swap!

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1. Ask a student to choose a “job” but not to tell you what it is. Ask questions with “Do you have to…” (e.g. Do you have to run? Do you have to be scary? etc. ) Guess the job. Did you guess right? 2. Tell students that they are going to take it in turns to play the game with their groups/partners. 3. Ask instruction checking questions and give a time limit of 5 minutes.

Do I have to cry? No, you don’t. Do I have to walk?

Yes, you do.

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(2 mins): Activity 5. Preparing to listen 1. Ask students if they can guess what job the interview questions are for. Give them a hint. Tell them it’s from the list. 2. Read the questions out loud to the class. 3. Get some guesses but don’t say who is right or wrong.

Do I have to like dogs? 6

5

(7 mins): Activity 4. Speaking

(3 mins) Activity 6. Listening to a model (T.9.25.5)

Teachers Tip! If you don’t make much time, make students work in pairs. It will be quicker. If you have too much time, tell students to play it groups. It will be slower.

1. Tell students they are going to listen to an interview and decide if the person can do the job. 2. Ask instruction checking questions. 3. Play the recording and then tell students to compare with their group/partner. 4. Ask the class the answer.

Read these questions. What job are they for?

TAPESCRIPT 9.25.5 Interviewer: Ok. Can you do this job? First question. Are you nice? Miss Mom: Um…Yes! I think I’m nice! Interviewer: Good! Next question. Are you always on time? I mean, are you ever late? Miss Mom: Yes. I’m always on time. Interviewer: This is an important question. Do you like study? Miss Mom: Oh yes! I love studying. Interviewer: Great. Ok. This is the last question. It’s the most important question! Miss Mom: Ok. Interviewer: Can you speak English? Miss Mom: Yes, I can! We’re speaking English right now! Interviewer: Yes we are! Congratulations! You’ve got the job! Miss Mom: That’s good. Um. What is the job? Interviewer: An English teacher. Miss Mom: Oh! *giggling* Interviewer: What? Miss Mom: I’m already an English teacher!

1. Are you nice? 2. Are you always on time? 3. Do you like study? 4. Can you speak English?

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T.9.25.5

Listen to the interview. Can this person do the job? Yes, they can.

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Right for the job? • Choose a job. • Write 4 questions for the job. • Ask your friend the questions. Can they do the job?

Congratulations!

You inished Unit 25. Tick () the things you can do. I can talk about things I have to do. I can talk about things I don’t have to do. I can ask what other people have to do.

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  

(10 mins): Activity 7. Speaking Practice 1. Tell students to write their own interview about one of a job of their choice. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. At the end of time, clap your hands and bring the class back together. 4. OPTION 1 (recommended) – Tell students

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to stand up and to go around the room interviewing their classmates. How many people can they find who can do this job. OR 5. OPTION 2 – Tell students to interview their partners. (For classrooms where there is not enough space for students to move around the room). (3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the ’can do’ statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Did any activities go particularly well today? Which ones? Why? 2. It’s almost the end of the year! How have you improved as a teacher? 3. What are you most proud about your teaching? 4. What advice would you give to new teachers about teaching this book for the first time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើថន ាង ះា ានសកមមាពខលះ ដាលានដំណរើ ារៅយ៉ង ា រលូនដារឬទា? តើសកមមាពអវខ ី ះល ? ហាតអ ុ ា ីវ នាអនកគិត ាាដំណើរារៅយ៉ាងរលូន? ២. ាជិតចប់ឆនាំសិកាាហើយ! តើកនុងនមាគាូបងាៀន អនក ានអភិវឌាឍខលួនយ៉ាងដូចមតាចដារ? ៣. តើអវីដាលអនកានោទនាពបំផុតចំោះារបងាៀន របស់អនក? ៤. តើអនកនឹងផតល់ដំបូនមានអវីខលះដល់គាូថមី ៗ អំពីារបងាៀន សៀវៅនាះលើកដំបូង? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C9-6

Unit 26 - New babies

Chapter 9, Unit 26, Lesson A

Why does everything have to change?: New babies: Baby bird

26a New babies - Baby bird 1

T.9.26.1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Who are they? Listen and check. Avorng and his new baby

(10 mins): Warmer. Review verbs

TAPESCRIPT 9.26.1

This lesson reviews the present simple. Students need to review verbs in the simple form before they move onto past forms.

Avorng: The new baby is cute. Look at her! She’s my favourite thing in the world. Her names Arunny. Isn’t that a beautiful name? Arunny. Everybody says she’s the prettiest baby bird. She sings all day. She’s good at singing. And she can talk! Arunny can speak English and Khmer. Oh listen! She’s speaking now! Arunny: SQUARK!!!! Avorng: See! She says “It’s nice to meet you. I love my dad”. Beautiful English! She’s so smart. *** Dara: Oh my gosh! Avorng’s new baby is so ugly. Linda: Dara! All babies are beautiful! Dara: Well, Arunny isn’t! It’s the ugliest baby bird ever! And the singing! That baby bird can’t sing! That baby bird’s singing makes me want to cry. It’s the worst singing ever! Linda: Yes. Arruny’s singing is bad. Do you know Avorng thinks she can speak Khmer and English? She can’t! She can’t speak a word of English or Khmer! She just says Squark! Dara: Shhhh! He’s coming! Hi Avorng! Beautiful baby! Avorng: *sigh* I know!

Tell all students to stand up. Put class into 4 groups. Tell students to decide on a team name. Write the team names on the board. Have one student from each group go to the board and face the class so they cannot see the board 6. Write a verb on the board (e.g. walk). Tell students facing the class that they are not allowed to look at the word! They have to look at their groups acting and see if they can guess the word from their group’s acting! (Tell students to look if no one has guessed it after a minute). 1. 2. 3. 4. 5.

Cool kids say: Wow = That’s amazing!

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T.9.26.1

Who thinks it? Avorng, Dara or Linda?

1) Arunny is really cute. 1. Avorng 2) Arunny can sing. Avorng. 3) Arunny speaks good English. Avorng. 4) Arunny is smart. Avorng.

5) Arunny is ugly. Dara. 6) No babies are ugly. Linda. 7) Arunny’s singing makes him want to cry.

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8) Arunny can’t speak English. Linda.

What do you know about babies? Tell your group.

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T.9.26.2

Sssssssay it! Listen and repeat. /s/

speaks works walks

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/ɪz/

1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students listen. 4. Tell students to compare with their partner/ group. 5. Check the answer as a class.

brushes teaches dances

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(10 mins): Activity 2. Students listen for the answers (T.9.26.1) 1. Tell students to work with a partner. 2. Tell students to try and remember/guess who says the sentences. Give a 3 minute time limit. 3. Tell students to write 1-8 in their notebooks. Then tell them to listen and write D for Dara and L for Linda and A for Avorng. 4. Ask instruction checking questions. 5. Tell students to listen and check. 6. Tell students to compare with their group/ partner. 7. Ask and answer questions as a class.

(5 mins): Activity 1. Students listen for the big idea (T.9.26.1)

/z/ plays drives listens lives

(2 mins): Activity 1. Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students Who do you think the birds are? 3. Tell students to compare with their partner for a minute. 4. Get some answers from the class (but do not say who is right or wrong).

Dara.

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C9-7

7. RULES. . The people at the board can talk. . The people trying to act and show the word are not allowed to talk. . First team to guess gets a point. . People who cheat lose a point. 8. Ask instruction checking questions.

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(5 mins): Activity 3. Post task 1. Put students into groups of 4. Tell students to choose one person to be the writer in each group.

Chapter 9, Unit 26, Lesson A

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T.9.26.3

Snap!

Game!

2. Read the question aloud to the class. Tell students to discuss the question in groups and to make a list of things that babies do. (e.g. smile, cry, sleep, eat, drink etc). 3. Ask instruction checking questions and give a time limit of 3 minutes. 4. Talk about the things that babies do as a class.

• Get 3 pieces of paper. On the 1st piece of paper write /s/. On the 2nd piece of paper write /z/. On the 3rd piece of paper write /ɪz/. • Listen to the words. Snap the end sound. If you snap irst, you get a point! 4

(3 mins): Activity 4. Pronunciation review (T.9.26.2) 1. Tell students to listen and repeat after the tape. 2. Ask instruction checking questions (e.g. Just some students repeating or ALL students? ) TAPESCRIPT 9.26.2

If you do not have the recording, say each word (or phrase) 2 times. e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)

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/s/ speaks/ works / walks /z/ plays / drives / listens / lives /ɪz/ brushes / teaches / dances

Do you know anyone who does these things? 5

1. Do you know anyone who sings in the shower? 2. Do you know anyone who works in a shop? 3. Do you know anyone who speaks 3 4. languages? 4. Do you know anyone who walks to school every day? 5. Do you know anyone who plays the guitar? 6. Do you know anyone who dances Aspara?

My mum sings in the shower!

7. Do you know anyone who brushes their hair 3 times a day? 8. Do you know anyone who lives with more than 6 people? 9. Do you know anyone who drives a car? 10. Do you know anyone who listens to k-pop music?

(5 mins): Activity 5. Game! Snap! 1. Put students into groups of 4. 2. Tell students that they are going to play a game. Hold up 3 pieces of paper. Tell students to write /s/ on one piece of paper, /z/ on another and /ɪz/ on the last one. 3. Ask instruction checking questions and say 1 minute! Who can be first?! 4. Tell students to put the 3 pieces of paper in the middle of the table. Tell students they are going to hear a word and they need to listen to the end sound and snap (hit) the sound they hear. If they are first, they get a point. 5. Ask instruction checking questions. 6. Play the recording and pause after each word to find out which end sound it was.

Bona plays the guitar.

TAPESCRIPT (T.9.26.3) /s/ /z/ /ɪz/ works /s/ plays /z/ teaches /ɪz/ lives /z/ teaches /ɪz/ opens /z/ makes /s/ saves /z/ cries /z/ likes /s/ practices /ɪz/ 6

(10 mins): Activity 6. Freer practice

2. Tell students to talk about the people and to be careful of their end sounds! 3. Ask instruction checking questions and give a time limit of 5 minutes. (2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask some students some Do you know anyone who… questions. 2. Listen to students answers. Are students using the end sounds? Is it natural or do they need more practice? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect’’! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. How do you feel when people correct your English? 2. Have you ever taught a lesson where you only praised correct usage and ignored mistakes? 3. Why is telling students that they are doing well important? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើៅពាលដាលគាកាតមាូវាាអង់គលាសរបស់អនក អនក ានារមមណ៍យ៉ាងដូចមតាច? ២. តើអនកធលាប់បងាៀនមារៀនមួយ ដាលអនកគាាន់តាសរសើរ ារបាើបាស់ដាលតាឹមតាូវ និងមិនាប់ កំហុសសិសាសដារ ឬទា? ៣. ហាតុអវីានាារបាាប់សិសាសាពួកគាធវើានលអារឿង សំាន់? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

1. Put students in groups of 4.

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C9-8

Chapter 9, Unit 26, Lesson B

Chapter 9, Unit 26, Lesson B

26b New babies - My weird family 1

Why does everything have to change?: New babies: My weird family

Tam

Who are they?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Mom

Tom

(5 mins): Warmer. Review New Words

Linda

1. Put students into groups of 4. 2. Tell students to choose 1 person to be the writer. 3. Tell students that you are going to give them 1 minute to write down as many different family members as they can. . 4. Ask instruction checking questions 5. Write: Is it your mum? on the board. 6. Draw one of your family members on the board (10 seconds! Don’t worry if it looks stupid!) Ask Who is it? Have students guess. 7. Tell students that they are going to play a game in their groups. They have to draw a family member and the first person to guess it in their group gets a point. 8. Ask instruction checking questions and give a time limit of 3 minutes.

Dad

baby sister

The dog

2

T.9.26.4

Read and listen. Can you see all Tom’s family in the picture? How do you know it is them?

1

1. 2. 3. 4.

Hey! I’m Tom. I’m new in town. I’m from England! I’m 13 years old and I’m in grade 7. I live in Cambodia with my weird family. I love it here and it’s cool hanging out with Linda, but sometimes I miss England. My family are weird. My Dad plays guitar. He thinks he’s good but he isn’t! When he plays the guitar, my baby sister cries. The louder dad plays, the louder she cries! Dad thinks she likes his playing, but I don’t think she does! Everyone thinks my little sister is really cute. I have to change her nappy! Oh yuck! I think she is cute but she’s boring. She just drinks milk all day. She’s drinking milk now. That’s my big brother Cam. Cam thinks he’s cool, but he’s not. He sings to K-pop songs all day and he wants to be cool like them, but he’s not really cool. That’s my Mum. I love my Mum, but I don’t love her cooking! My Mum thinks she can cook Cambodian food. I like Cambodian food when Sophal’s mum cooks it, but my Mum’s Cambodian food is really bad. We eat it because we don’t want her to think we’re naughty. I sometimes feed mine to the dog, but he thinks it’s bad too! My dog’s smart.

3

2

C9-9

(5 mins): Activity 2. Students read and listen for the big idea (T.9.26.4)

TAPESCRIPT 9.26.4

See reading in activity 2 3

(10 mins): Activity 3. Students read for the answers 1. Write: ___likes hanging out with Linda. on the board. 2. Ask: Who is it? Students: Tom! 3. Tell students to point to the part of the text where they found the answer. Write Tom likes hanging out with Linda. 4. Tell students to answer the rest of the questions in their notebooks. 5. Ask instruction checking questions and give students a 5 minute time limit. 6. At the end of time, clap your hands and tell students to compare with their group/ partner 7. Check answers as a class.

1=e - Tom likes hanging out with Linda. a. thinks she can cook Cambodian food. b. wears nappies. c. plays the guitar. d. thinks he’s cool. e. likes hanging out with Linda. f. is smart.

Ask students to look at the picture and cover the text. What can they see? Ask students Who are the people? Tell students to compare with their partner for a minute. Get some answers from the class (but do not say who is right or wrong).

1. Tell students that they are going to listen and read and decide who the people in the picture are. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students to compare their answers with their group/partner. 6. Check answers as a class.

What does Tom think about his family? Match the sentence halves. Write the sentences in your notebook. 1. Tom (e) 2. Tom’s dad (c) 3. Tom’s baby sister (b) 4. Tom’s big brother (d) 5. Tom’s mum (a) 6. Tom’s dog (f)

(3 mins): Activity 1. Students guess

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Chapter 9, Unit 26, Lesson B

Have you got a weird family? 4

4

1. Tell students to work with a partner. Tell students that 1 person is going to pretend to be Tom, and the other person is going to ask them the questions from activity 4. 2. Ask instruction checking questions and give a time limit of 2 minutes.

Work with a partner. Student A – You are Tom. Student B – Ask Tom the questions. • What’s your name? • How many people are there in your family? • Which word is about your family? • Why? What do they do?

weird cool hungry magic

good-looking happy nice

5

Think about your family. Make notes about the questions.

6

Tell your friends about your family. Use your notes. Is there anything else they want to know?

7

You’re ready to write! Use your notes. My family is good-looking. My sister has beautiful hair and a cute nose.

(3 mins): Activity 4. Modelling/role-play

5

(5 mins): Activity 5. Taking notes 1. Tell students they are going to take notes about their family. They should not write sentences. Tell them to answer the questions in notes in their notebooks. 2. Ask instruction checking questions and give a time limit of 3 minutes.

6

(4 mins): Activity 6. Comparing notes 1. Tell students that they are going to ask and answer questions about their family with their partner. Partners have to listen and ask at least one extra question about their partner’s family. 2. Ask instruction checking questions and give a time limit of 3 minutes.

7

Really? My family is nice. We always help our neighbours.

(9 mins): Activity 7. Writing about your family 1. Tell students that they are going to write about their own family using their notes. 2. Ask instruction checking questions and give a time limit of 7 minutes.

8

(5 mins): Activity 8. Post task 1. Put students in groups of 4. 2. Tell students to take it in turns to read their writing to their group and to decide if they would like to be in their friend’s family. 3. Ask instruction checking questions and give a time limit of 4 minutes. 4. Come together as a class and have some students share their work with the class.

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students!

8

1. Come together as a class and have some students. Read their pieces to the class. The piece requires students to use a range of vocab and grammatical structures. It’s a good piece to judge students overall ability. 2. How do you feel students have progressed this year? Are students more confident? Are they interested? How is their grammar?

Read your writing to your group. Do you want to be in their family? - 163 -

Are they using a lot of Khmerlish (using Khmer grammar to form English sentences)? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. There is a saying in English: There is a difference between a teacher with 20 years of experience and a teacher with 1 year’s experience 20 times. It means that good teachers should always try and improve their skills. One way of doing this is to set teaching goals each lesson. What were your personal teacher development goals this lesson? 2. How are you trying to improve your teaching at the moment? 3. What are your professional goals at the moment? Classroom management? Staging? Timing? Something else? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ានសុាសិតាាាអង់គស ាល មួយោលាៈ “ានាព ខុសគនារាងគាូដាលានតាបទពិោធន៍ ២០ឆនាំតាមិន ខិតខំពាាយមអភិវឌាឍជំនញរបស់ខលួន និងគាូដាលាន បទពិោធន៍១ឆនាំ ហើយខិតខំ ពាាយមអភិវឌាឍជំនញ របស់ខលួន”។ ាានន័យាគាូលអ គួរតាខិតខំពាាយម និង អភិវឌាឍជំនញ របស់ខលួន។ វិធីមាា៉ាងកនុងារធវើដូចនាះគឺតាូវ កំណត់ោលៅបងាៀនសមាាប់មារៀននីមួយ ៗ ឲាយាន ចាាស់ាស់។ តើោលៅអភិវឌាឍារបងាៀនផទាល់ខលួន របស់អនកសមាាប់មារៀននាះគឺអវីខលះ? ២. តើអនកកំពុងខិតខំពាាយមអភិវឌាឍារបងាៀនរបស់អនកន ពាលបចចុបាបនននាះយ៉ាងដូចមតាច? ៣. តើោលៅសមាប ា ា ់ ជីពាគាប ូ ងាៀនរបស់អក ន នពាល បចចុបាបនននាះគឺអវីខលះ? តើាគឺាារគាប់គាង់ ានាក់? តើា គឺាារកំណត់ដំាក់ាល? តើាគឺាារកំណត់ពាល វាា? ឬក៏ាគឺាអវី ៗ ផាសាងទៀត? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C9-10

Chapter 9, Unit 26, Lesson C

Chapter 9, Unit 26, Lesson C

26c New babies - I hate them! 1

Why does everything have to change?: New babies: I hate them!

This is Tom’s brother. What does Tom think about him?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Warmer. What I like about you is

2

T.9.26.5

Complete the sentence. Tom thinks his brother…

a. is cool.

3

T.9.26.5

b. hates everything.

c. is smart.

d. loves everything. 1

Can you remember the things Tom’s brother hates? Circle the letters in your notebooks.

a

2

e

d

g

C9-11

f

(5 mins): Activity 2. Students listen for the big idea (T.9.26.5) 1. Tell students to look at the question and guess the answer with their partner. 2. Ask instruction checking questions. Give a time limit of 1 minute. 3. Tell students that they are going to listen and check their guesses. 4. Students listen. 5. Tell students to compare with their partner /group. 6. Check the answer as a class.

h

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Tom: You know my brother Cam, Linda? Linda: Yeah. Tom: He is such a grump! Linda: You mean he is unhappy a lot? Why? Tom: I don’t know. He hates everything! When I ask him to go for a walk, he says he hates walking! He says he doesn’t like walking because he gets tired and hot. When I ask him to come to the shop with me, he says he hates buying things. Really? Everyone loves shopping! He says he hates money and he hates shopping. I ask him what his favourite colour is. You know what he says? He says he doesn’t like colours! That’s right! He says he hates all colours. I ask him to go fishing. He says he hates the lake, he hates water, he hates fish, but most of all he hates fishing. Fishing is fun! Mum says it’s because he is a grumpy 16 years old. He hates everything because he’s a teenager and teenagers are grumpy sometimes. But I’m a teenager and I’m never grumpy. Linda: Liar! You were grumpy yesterday! Tom: Was not! Linda: Yes you were, and you’re grumpy now. Tom: Whatever.

(3 mins): Activity 1. Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students Who is the boy in the picture? Do you remember his brother? What do you think Tom thinks about his brother? 3. Tell students to compare with their partner for a minute. 4. Get some answers from the class (but do not say who is right or wrong).

c

b

TAPESCRIPT 9.26.5

1. Put students in groups of 4. 2. Write: What I like about you is… on the board. 3. Ask students to help you finish the sentence about you! (e.g. What I like about you is you’re a good teacher. OR What I like about you is you’re funny. 4. Tell students that they are going to say nice things about each person in the group for 30 seconds! Students have to finish the sentence What I like about you is with something true. 5. Tell students you are going to clap your hands at the end of 30 seconds and they need to change the person they are talking about. 6. Ask instruction checking questions. (e.g. Are we saying good things, or bad things? )

3

(10 mins): Activity 3. Students listen for the answers (T.9.26.5) 1. Tell students to work with a partner. 2. Tell students to try and remember/guess the things that Tom’s brother hates not has. Give a 3 minute time limit. 3. Tell students to write a-h in their notebooks. Tell students to listen and circle the ones they hear. 4. Ask instruction checking questions. 5. Tell students to listen and check. 6. Tell students to compare with their group/ partner. 7. Ask and answer questions as a class.

Chapter 9, Unit 26, Lesson C

4

T.9.26.6

Learn the grumpy song.

4

1. Write the chant on the board. 2. Students listen to the chant. 3. Students listen and repeat. Make up actions as a class. ( e.g. I don’t like ice cream - *Students pretend to eat an ice cream*, I don’t like blue. Students point to something blue. etc). 4. Erase some words. Students recite the chant. 5. Erase some more words. Do this until you have completely erased the chant. 6. Who can memorize the chant? Nominate a few students to try this out in front of the class. 7. Students practise in pairs.

The Grumpy Song I don’t like ice cream. I don’t like blue. I don’t like dancing. And I don’t like you!

My hate list 5

I don’t like smiling. I don’t like pink. I don’t like anything. And you? You stink!

Cool kids say: You stink! = I don’t like you!

TAPESCRIPT 9.26.6 I don’t like ice cream. I don’t like blue. I don’t like dancing And I don’t like you! I don’t like smiling. I don’t like pink. I don’t like anything. And you? You stink!

Think about things you don’t like. Make a list.

Remember.

There are no right and wrong answers, but creative answers are always fantastic! Encourage creativity!

6

(10 mins): Activity 4. Learn a chant

I hate that horse. BUT I hate horses.

5

(5 mins): Activity 5. Personalisation 1. Tell students to make their own list of things they hate. 2. Ask instruction checking questions and give a time limit of 3 minutes.

Tell your friends about your hate list. 6

(6 mins): Activity 6. Discussion 1. Put students in groups of 4. 2. Tell students that they need to discuss their answers with their group. They need to talk about whether they agree or disagree with their friends hate list and why. 3. Ask instruction checking questions and give a time limit of 4 mins.

I hate horses. Me too!

Why? Because they are scary!

(3 mins): Class feedback / vote 1. Tell students that they will hear sentences. They need to make noise to say if they think the things are true or false? RULES

. .

If students think a statement is false (they disagree), students stomp their feet. If they think the answer is true (they agree), students clap their hands. 2. Ask instruction checking questions. 3. Say a few sentences about things you hate. e.g. I hate noodles!

Congratulations!

You inished Unit 26. Tick () the things you can do. I can say what people think. I can tell you about my family. I can tell you what I hate and why.

   - 165 -

4. Have some students “be the teacher” and read things from their hate list. (3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Many teachers have students copy out the date, title of the lesson and other information into their textbooks. How long does this take? 2. What percentage of a 50 minute lesson does this take up? 3. What do students actually learn from this? 4. Do you think you waste time doing things like this when students could be learning and having fun in your class? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. គាូាចាើនឲាយសិសាសចមលងាលបរិចឆាទ ចំណងជើងមារៀន និងព័ត៌ានផាសាង ៗ ទៀត ាក់កនុងសៀវៅ សរសាររបស់ ពួកគា។ តើាចំាយពាលប៉ុនមាន? ២. តើរយៈពាលបងាៀន ៥០នទី ារឲាយសិសាសចមលងចំាយ ពាលអស់ប៉ុនមានាគរយ? ៣. តើសិសាសរៀនអវីឲាយបាាកដពីារឲាយសិសាសចមលងនាះ? ៤. តើអក ន គិតា អនកខជះាជយ ា ពាលវាាកនង ុ ារឲាយសិសសា ចមលង ដូចនាះ ៅពាលដាលសិសាសាចរៀនៅកនុង ានាក់ាន? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C9-12

Unit 27 - Yummy

Chapter 9, Unit 27, Lesson A

Why does everything have to change?: Yummy: What have you got for lunch today?

27a Yummy - What have you got for lunch today? 1

Do you know food? What are these foods and drinks?

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This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

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(5 mins): Warmer. Play ‘Buzz’ - Review numbers 1-20 1. Write the number ‘2 ‘on the board. 2. Tell students to count up to 10, but for every multiple of 2, they say ‘buzz’ (e.g. 1, buzz, 3, buzz, 5, buzz…). 3. Write another number on the board (e.g. 3) 4. Tell students to count up to 20, but for every multiple of 3, they say ‘buzz’ (e.g. 1, 2, buzz, 4, 5, buzz…) 5. Put students into groups of 4/5. 6. Write another number on the board. 7. In groups, students take turns counting up one number at a time, but for any multiple of that number, they say ‘buzz’ (e.g. 1, buzz, three, buzz…..).

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T.9.27.1

1. Ask students to work with a partner. Tell students to look at the pictures and cover the words. Do they know any of the names for food and drink already? 2. Ask instruction checking questions and give a time limit of 2 minutes.

Match the words with the pictures in your notebook. Listen and check.

Teachers Tip! The tapescript reads the pictures out in order. a2, b1, c9, d5, e6, f11, g3, h10, i8, j4, k7, l12 1. an egg 5. an apple 9. some onions

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2. some rice 6. some milk 10. a tomato

3. some noodles 7. some meat 11. some vegetables

(3 mins): Activity 1. Activate pre-existing vocab

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(5 mins): Activity 2. New words (T.9.27.1)

Some students find meat nouns confusing. In English, when something is alive, its countable, but when we eat it, it’s normally uncountable. E.g. a cow BUT some beef.

4. a coconut 8. some water 12. some fish

1. Tell students to match the words with the photos. 2. Tell students to write the words in their notebooks. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Tell students to compare their answers with their partner/group. 5. Students listen and check and then listen and repeat after the recording/teacher.

Look at the lunches. Can you name the foods?

TAPESCRIPT 9.27.1

If you do not have the recording, say each word (or phrase) 2 times.e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) some rice/ an egg/ some onions/ an apple/ some milk/ some vegetables/ some noodles/ a tomato/ some water/ a coconut/ some meat/ some fish C9-13

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(4 mins): Activity 3. Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students to name the food that they know in the picture. 3. Tell students to compare with their partner for a minute. 4. Get some answers from the class. 5. Ask students to guess whose lunch is whose. 6. Get some answers from the class (but don’t say who is right or wrong.

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(5 mins): Activity 4. Students listen for the big idea (T.9.27.2) 1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students listen. 4. Tell students to compare with their partner/ group. 5. Check the answer as a class. TAPESCRIPT 9.27.2 Bopha: What do I have for lunch today? I’ve got some rice. My Dad cooks the best rice. I have some fish, too. My brother goes fishing, and we always have fish for lunch the next day. I have some vegetables and I have an apple, too. Linda: What do I have for lunch today? Well, usually in England I have a sandwich and an apple, but here in Cambodia, I have Cambodian food for lunch. Today I have some noodles – lots of yellow noodles, and some vegetables. We grow vegetables in our garden. I help! Yum! Sophal: What do I have for lunch today? I don’t eat meat, because I love animals. Animals are our friends and we shouldn’t eat them. My family don’t understand. Today I’m having rice and vegetables and lots of fruit. I love fruit. It’s my favourite! Dara: What do I have for lunch today? Well, one of my jobs around the house is to make my own lunch. I have to make my own lunch every day. So today for lunch I have… nothing! I don’t have any lunch because I didn’tmake any. Linda, can I have some of your noodles? Linda: Oh, Dara! Not again!

Chapter 9, Unit 27, Lesson A

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T.9.27.2

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T.9.27.2

Match the people with the lunches. Listen and check. Sophal, Dara, Linda and Bopha.

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1. Tell students to work with a partner. 2. Tell students to try and remember/guess if the sentences are true or false. 3. Ask instruction checking questions and give a 3 minute time limit. 4. Tell students to write 2-9 in their notebooks. Then tell them to listen tick  for true and cross  for false. 5. Ask instruction checking questions. 6. Tell students to listen and check. 7. Tell students to compare with their group/ partner. 8. Ask and answer questions as a class.

Listen again and say if these things are true () or false ().

1. Bopha’s Dad can’t cook.  2. Bopha’s brother can fish.  3. Bopha has got some fruit for lunch.  4. Linda eats Cambodian food in England.  5. Linda’s noodles are yellow. 

(10 mins): Activity 5. Students listen for the answers (T.9.27.2)

6. Linda’s family grows vegetables.  7. Meat is Sophal’s favourite food.  8. Sophal has some fruit for lunch today.  9. Dara always makes his lunch. 

(2 mins): Grammar Presentation 1. Tell students to look at the grammar box for one minute. They can talk to their friends. Tell students that you will ask them questions at the end of one minute! 2. Asking instruction checking questions and give a time limit of 1 minute! 3. At the end of the time, clap your hands and ask concept checking questions (e.g. Can we count all foods in English? Can we count apples? Can we count rice? Can I say “some rices”? Can I say “some apple” ?

Remember. In English, we can count some food but not all food.

= 4 apples  some apples  some apple  = 1 apple  an apple  some apple  6

1. Tell students to look at the list of foods from activity 2. 2. Say: an egg. Which column should I write it in? Can count or Can’t count? Students: Can count. 3. Tell students to draw 2 columns in their notebooks and to add the new words to the right columns. 4. Ask instruction checking questions and give a time limit of 3 minutes. 5. Ask students to compare with their group/ partner. 6. Check the answers as a class.

= some rice  1 rice  a rice  some rices 

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Look at the list of food again. Write it in the correct column in your notebook. Can count (a, an, s) an egg a green tomato an onion an orange a coconut an apple some noodles

Can’t count (no a, an, s) some fish some vegetables some fruit some water some meat some milk some rice

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Teachers Tip! Countable and uncountable nouns are very hard for students and there are lost of confusing rules. For instance, an apple BUT some fruit. Or some fish ( dead ready to eat) or 3 fish (alive swimming in the water). Don’t tell them about all rules! The idea of the lesson is to get students to understand the concept that there are such things as countable and uncountable nouns.

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Play shop keepers! Student A – Page 234. /Student B – Page 239.

(5 mins): Activity 6. Controlled practice

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(8 mins): Activity 7. Freer practice 1. Tell students to work with their partner. 2. Tell students to decide who is student A and who is student B in their pair. 3. Tell student A’s to raise their hands. Tell student B’s to raise their hands. 4. Tell student A’s to turn to page 234. Tell student B’s to turn to page 239 but not to show their partner their page. 5. Tell student A that they have a shop and they will have a customer soon. Tell student B that they are going to go shopping and ask the shop keeper for things. They need to tick the things of the list as they go. 6. Ask instruction checking questions and give a time limit of 3 minutes.

7. Come back together as a class. Ask students if they have everything on their list. 8. Tell students to swap roles. (2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! Pronouncing end sounds can be challenging for Cambodian students. It’s important for them to be aware of end sounds to speak English accurately. 1. Ask students if they got everything on their shopping list. Listen to their answers. Are they pronouncing the plural s? Are they adding plural S to things they shouldn’t? 2. How can you help students be more aware of plural S sounds? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Do you remember grammar at school? Was it exciting, or boring? 2. Do you think children learn when they are bored? 3. Did you talk about grammar a lot and make the class boring, or did you let students practice the grammar? 4. How could you do this lesson better next time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. តើអក ន ចងាំវយ ា ា ា ករណ៍ដល ា បងាៀនៅាាដារឬទា? តើាគួរឲាយរំភើបរីកាយ ឬគួរឲាយធុញទាាន់? ២. តើៅពាលដាលសិសាសានារមមណ៍ធុញទាាន់ អនកគិតា ពួកគាយកចិតតទុកាក់រៀនដារឬទា? ៣. តើអនកានបងាៀនអំពីវាយាាករណ៍ចាើន ហើយធវើឲាយ ារបងាៀនគួរឲាយធុញទាាន់ ឬក៏អនកានឲាយសិសាស អនុវតត វាយាាករណ៍ដារឬទា? ៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C9-14

Chapter 9, Unit 27, Lesson B

Chapter 9, Unit 27, Lesson B

27b Yummy - Have a picnic 1

Why does everything have to change?: Yummy: Have a picnic

Look at the picture. What are they doing? Having a picnic.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Warmer.

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1. Put students into groups of 4. 2. Tell students to choose one writer in each group. 3. Tell students to brainstorm as many foods and drinks as they can. 4. Ask instruction checking questions and give a time limit of 2 minutes. 5. Tell students that they are going to play a game. They will hear foods and drinks. If a food or drink is countable, students have to bark like a dog. If a drink or food is uncountable, students need to meow like a cat. 6. Ask instruction checking questions. 7. Say some foods/drinks. (e.g. apple! (bark! Bark!) milk! (meow meow). 8. When students get the idea, have groups yell out one of their own words.

Can you ind these things in the picture?

some sweets

some corn

fried rice

some water 1

Look at our amazing picnic! We have all got something to share. There are some eggs, but don’t say anything to Avorng! He doesn’t eat eggs. There’s some meat, but Sophal doesn’t eat meat. He says eating meat is bad. There’s some fried rice there. Tom’s mum made it. There are some eggs, some vegetables and some meat in the fried rice. Tom doesn’t like his Mum’s Cambodian food, so he doesn’t eat it – unless she’s watching! Bopha has got some fruit. She’s got 5 apples and 6 oranges. She says she doesn’t eat orange things or yellow things and she hates eggs. I don’t know why she’s got oranges! She really hates them. She’s weird. Sophal has got yellow noodles with vegetables. I have some sweets there, but they are Cambodian sweets and English people don’t like them. Well, Tom and I don’t, anyway! Avorng has got some corn and Dara has got some water. He eats everything. He’s got a lot of water. Everyone has to drink lots of water because it’s hot today!

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T.9.27.3

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What’s at the picnic? Tick  the things that are there. 2

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(3 mins): Activity 2. Pre-teach words

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(10 mins): Activity 4. Students read for the answers 1. This reading develops problem solving skills. It works a little differently to a normal reading. Students may benefit from working in groups/discussing answers as a partner as they go. Don’t insist on silent reading. 2. Do the first question together as a class. Have students point to the answers in the text. 3. Tell students to do the other questions in their notebooks. 4. Ask instruction checking questions and give students a 5 minute limit. 5. Students complete. 6. Students compare with their group/ partner. 7. Check answers as a class.

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(3 mins): Activity 5. Post task/Personalisation 1. Tell students to talk in their groups about the questions. 2. Ask instruction checking questions and give a time limit of 2 minutes.

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(5 mins): Activity 6. Grammar practice (T.9.27.4)

1. Tell students to look at the picture of the characters having a picnic and to try to find the new words in it. Tell students not to write and give a time limit of 1 minute. 2. Ask and answer as a class.

1. Tell students they are going to listen to a rap. Encourage students to join in with clapping and actions. 2. Ask instruction checking questions. 3. Repeat the recording 2-3 times/ or till students can join in.

(5 mins): Activity 3. Students read and listen for the big idea (T9.27.3)

TAPESCRIPT 9.27.4

1. Tell students that they are going to listen and tick the food that they hear. . 2. Ask instruction checking questions. 3. Tell students to compare their answer with their group/partner 4. Check answers as a class

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See reading text in activity 2

(3 mins): Activity 1. Students guess 1. Ask students to look at the picture and cover the text. 2. Ask students What can you see in the picture? What are they doing? 3. Tell students compare with their partner for a minute. 4. Get some answers from the class.They are having a picnic.

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TAPESCRIPT 9.27.3

Have some rice. *CLAP*CLAP*CLAP* Eat it up! Yum! Yum! Yum! Eat it up! Up! Up! Up! Have some apples. *CLAP*CLAP*CLAP* Eat them up! Yum! Yum! Yum! Eat them up! Up! Up! Up! Have an orange. *CLAP*CLAP*CLAP* Eat it up! Yum! Yum! Yum!

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1. Dara Dara can have eggs, fried rice, apples, oranges, noodles, sweets, corn and water. 2. Linda Linda can have eggs, fried rice, apples, oranges, corn and water. 3. Avorng. Avorng can have apples, oranges, noodles, corn and water.

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Chapter 9, Unit 27, Lesson B

What can everyone have at the picnic?

Eat it up! Up! Up! Up! Have some milk. *CLAP*CLAP*CLAP* Drink it down! Yum! Yum! Yum! Drink it down! Down! Down! Down!

4. Sophal Sophal can have eggs, apples, oranges, noodles, sweets, corn and water. 5. Bopha Bopha can have fried rice, apples, sweets and water. 6. Tom Tom can have eggs, apples, oranges, noodles, corn and water

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1. Tell students to look at the Yummy yum rap rules. 2. Do the first one together as a class. Have students point to example in the rap. (e.g. We use it when there is one . Because Have an (1) orange. Eat it up. 3. Tell students to talk to their friends and answer the questions with their friends. They do not have to write in their notebooks. 4. Ask instruction checking questions and give a time limit of 2 minutes. 5. Ask and answer the questions as a class.

Imagine you are at the picnic! What foods at the picnic do you like? What foods at the picnic don’t you like? What’s your favourite food at the picnic? Tell your partner. T.9.27.4

Listen to The Yum Yum Rap. Can you rap The Yum Yum Rap?

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Have an orange. Eat it up! Yum! Yum! Yum! Eat it up! Up! Up! Up! Have some milk. Drink it down! Yum! Yum! Yum! Drink it down! Down! Down! Down!

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1. Tell students to write more lines for the rap. They can use vocab from outside of today’s lesson (as long as it’s in English!). 2. Ask instruction checking questions and give a time limit of 3 minutes. 3. Tell students to compare with their group/ partner.

The Yummy Yum Rap Rules! Are these true () or false ()? Think about things we can count and things we can’t count in English.

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(10 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students!

Here are some more lines from The Yummy Yum Rap. There are some words missing. Can you write them in your notebook? Have some noodles! 1. Eat Them up! Yum! Yum! Yum! Eat Them up! Up! Up! Up!

Have a tomato! 3. Eat it up! Yum! Yum! Yum! Eat it up! Up! Up! Up!

Have some eggs! 2. Eat Them up! Yum! Yum! Yum! Eat Them up! Up! Up! Up!

Have some fruit! 4. Eat it up! Yum! Yum! Yum! Eat it up! Up! Up! Up!

Write some more lines for the rap!

(5 mins): Activity 9. Freer practice (T.9.27.4)

It’s not always easy teaching food! Many foods in Cambodia have no equivalent in English speaking countries. Don’t worry too much if you can’t help students with all the words in English!

1. We use it when there is one.  2. We use it when there is more than one.  3. We use them with things we can’t count.  4. We use it with things we can’t count.  5. We use them with more than one thing. 

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(3 mins): Activity 8. Controlled Practice 1. Tell students to fill the gaps in their notebooks. 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Ask and answer as a class.

The YummyYum Rap! Have some rice. Eat it up! Yum! Yum! Yum! Eat it up! Up! Up! Up! Have some apples. Eat them up! Yum! Yum! Yum! Eat them up! Up! Up! Up!

(3 mins): Activity 7. Grammar Presentation

1. Sing The Yummy Yum rap together as a class with the recording. encourage clapping and actions. 2. Tell students that you are going to do the rap together as a class. You will call out a Have some___. line and students will answer with *CLAP*CLAP* CLAP* Eat them up! Yum! Yum! Yum! Eat them up! Up! Up! Up! OR *CLAP*CLAP*CLAP*

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Eat it up! Yum! Yum! Yum! Eat it up! Up! Up! Up! OR Drink it down! Yum! Yum! Yum! Drink it down! Down! Down! Down! 3. Can students remember which nouns are countable and which nouns aren’t? 4. Are students remembering plural s? 5. Is there a way you can think of to help students who are struggling? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Teaching can be lonely when you don’t have support. Who do you talk to when you have a problem in your classroom? 2. Do you tell people when things go wrong? or only about when things go right? 3. What benefits are there from sharing with and learning from your fellow teachers? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់

ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា

ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន

មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល

“លអឥតខចាះ” ោះទា!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក

មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ារបងាៀនាចានាពឯកោរ ៅពាលដាលអនកមិន ានារគំទា។ តើអនកពិាកាាាមួយអនកា ៅពាល អនកានបញហាៅកនុងានាក់របស់អនក?

២. តើអក ន បាប ា អ ់ ក ន ដ៏ទា ៅពាលដាលអវី ៗ ដំណរើ ារមិនលអ? ឬក៏អក ន គាន ា ត ់ ប ា ប ា អ ់ ក ន ដ៏ទា ៅពាល ដាលអវី ៗ ដំណរើ ារ

ានលអ?

៣. តើាានផលបាោជន៍អខ ីវ ះល ពីារចាករំលក ា និងរៀនសូតា ពីគាូរួមាជីពរបស់អនក?

៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C9-16

Chapter 9, Unit 27, Lesson C

Chapter 9, Unit 27, Lesson C

27c Yummy - Stop playing with your food! 1

Why does everything have to change?: Yummy: Stop playing with your food!

Look at the picture. What are the people doing?

a

b

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

c

(3 mins): Activity 1. Students guess

2

T.9.27.5

1. Ask students to look at the picture and cover the text. What can they see? 2. Ask students What food are the festivals about? What are the people doing? Where do you think they are? 3. Tell students compare with their partner for a minute. 4. Get some answers from the class (but do not say who is right or wrong).

Match the festivals to the photos. 2

La Tomatina is a festival in Buñol in Spain. They grow a lot of tomatoes in Buñol. It happens every August. It’s a big food fight! People use all the extra tomatoes and throw them at each other! People throw tomatoes until everyone is red with tomato juice. People love La Tomatina because it’s weird and messy! A

1. Tell students that they are going to listen and match the texts with the pictures. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Fingers Ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students to compare their answer with their group/partner. Students do not need to write the answer. They can just point and match with their partner. 6. Check the answer as a class. Have students point to the pictures.

Ivrea Orange Festival is in Italy. They grow oranges in Ivrea. In the festival, girls throw oranges at boys they think are good-looking. When the boys think the girls are goodlooking too, they throw oranges back at the girls! The festival is usually in March, but sometimes it’s in February. It’s an old festival. It’s more than 800 years old. La Tomatina is only 60 or 70 years old. Ivrea Orange Festival is older than La Tomatina. C

TAPESCRIPT 9.27.5

See reading for activity 2 3

Answer the questions about the text. 1. Do they grow tomatoes in Buñol? Yes, they do. 2. Where can you go melon skiing? In Chinchilla 3. Which festival do your clothes get red at? La Tomatina 4. Where do they grow oranges? Ivera. 5. Which festival do people find pretty girls they love? At the Ivrea Orange Festival.

C9-17

6. Which festival is the oldest? La Tomatina 7. Is there usually a lot to do in Chinchilla? No, there isn’t. 8. Where do you wear melons if you want to try melon skiing? On your hands or on your feet? On your feet. 9. Which festival do you want to go to the most? Answers will be different for each student.

(10 mins): Activity 3. Students read for the answers 1. 2. 3. 4. 5. 6.

Chinchilla Melon Festival is in Chinchilla in Australia. It isn’t an old festival. It started in 1994. There are a lot of watermelons in Chinchilla. They grow them there.They grow a quarter of Australia’s melons. There isn’t a lot to do in Chinchilla, so people are very happy at the festival. You can play lots of games at the Melon Festival. One of the best games is melon skiing. It’s the same as waterskiing, but you use melons. You wear melons on your feet! The Chinchilla Melon Festival is every February. B

3

(5 mins): Activity 2. Students read and listen for the big idea (T.9.27.5)

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Do the first question together as a class. Have students point to where the answer is in the text. Tell students to do the other questions in their notebooks. Ask instruction checking questions and give students a 7 minute limit. Students complete. Students compare with their group/ partner. Check answers as a class.

Chapter 9, Unit 27, Lesson C

4

Read about this festival. (It’s not really real!). Answer the questions.

4

(7 mins): Activity 4. Looking at a model 1. Tell students to look at the picture. 2. Ask: What kind of festival do you think this is? 3. Tell students to cover the text, read the questions and guess the answers with their partners. 4. Ask instruction checking questions and give a time limit of 2 minutes. 5. Tell students to now read the text quickly and to discuss the answers with their partner, but not to write. 6. Ask instruction checking questions and give a time limit of 2 minutes. 7. Ask and answer questions as a class.

5

(8 mins): Activity 5. Personalisation 1. Put students in groups of 4 and tell them to choose a student to be the writer. 2. Tell students that they are going to write their own food festival. Tell students that the idea is for the festival to be as creative as possible. Make sure students understand that they can make up as many facts as they want! 3. Ask instruction checking questions (e.g. Does it have to be real?) and give a time limit of 7 minutes.

6

This is a cool festival. It is in Hue in Vietnam. It’s called The Weird Noodle Hair Festival. This festival happens every year on the 11th of August. They make lots of noodles in Hue.They have noodle hair competitions. You have to put noodles on your head and pretend they are hair. The best hair cut wins more noodles! The festival is 10 years old. • Where is the festival? • What is the festival called? • When is the festival? • What do they grow or make there?

1. Tell students to use their notes to write about their festival. 2. Ask instruction checking questions and give a time limit of 5 mins. (7 mins): Freer practice

There are 2 different options for how to run the free practice. The first is a mingling activity and is recommended. If there is no room in you class for a mingling activity, there is another option below.

• What games or activities do they have there? • What do you have to do in the game or activity? • Do you win anything? • How old is the festival?

5

Make your own festival! Use your imagination! Answer the questions.

6

Now, write about the festival! Can you make a cool and funny festival? Congratulations!

You inished Unit 27. Tick () the things you can do. I can talk about food and drink. I can say what I have for lunch today. I can say what foods I like and don’t like.

(7 mins): Activity 6. Writing

   - 171 -

1. Ask the names of the festivals and write them on the board. 2. Tell students to stand up. They are going to talk to as many people as they can and tell them about their group’s amazing festival and make them think it is the best festival to go to. The have to leave their writing at their desk. Who can win the competition? 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. At the end of the time, clap your hands and tell students to return to their seats. Read out the festival names one by one. Have students clap for the festival they think sounds the most interesting. OR 1. Tell students they are going to listen to each of the groups read out their festivals and they have to listen and see which one they think sounds the coolest. 2. Ask instruction checking questions about polite behaviour when a student is

speaking to the class. 3. When all groups have shared, read out the festival names one by one. Have students clap for the festival they think sounds the most interesting. (3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Not all students have the same English ability, but this doesn’t mean that they aren’t trying. They may also be learning other skills such as getting along with their peers, group work, problem solving and creative and critical thinking. Do you tell students who are trying that they are doing well as well? 2. How can you let your students know that it is not only English that is valued in your classroom? 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. មិនមានសិសសា ាំងអស់សទ ុ ត ធ ា ា នសតថាពាាអង់គស ាល ដូចគនាទា ប៉ុនតានាះមិនមានានន័យា ពួកគាមិនខិតខំ ពាាយមោះទា។ ពួកគាបហ ា ល ា ាាចរៀនជំនញផាសង ា ៗ ទៀតដូចាារសាះុ សាល ួ ាមួយមិតរត បស់ពក ួ គា ារធវា ើ រ ាកាុម ារោះសាាយបញហា ារចនាបាឌិត និងារគិតបាប បតាិះរិះ។ តើអនកបាាប់សិសាសដាលកំពុងខិតខំពាាយមា ពួកគានឹងធវើានលអផងដារឬទា? ២. តើអក ន ាចធវយ ើ ង ៉ា ដូចមតាច ដើមាបឲ ី ាយសិសសា របស់អក ន ដឹងា ាមិនមានានតាាាអង់គលាសទា ដាល ានតមលាៅ កនុងានាក់របស់អនក? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C9-18

Chapter It’s all in the past

10

Chapter 10, Unit 28, Lesson A

It’s all in the past: The swinging 60s: I was young once This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Unit 28 - The swinging 60s

1. Put students into groups of four. 2. Write Phnom Penh, Siem Reap, Battambang, Sihanoukville on the board. 3. Tell students to talk about these places. What do they know? What is in these cities? (eg Angkor Wat is in Siem Reap. The Royal Palace is in Phnom Penh. There is a beach in Sihanouk ville. My mum lives in Battambang! Etc) 4. Come back together and get some ideas from the class.

28a The swinging 60s - I was young once 1

T.10.28.1

cars and motorbikes. There are thousands of them! There is music now, but I don’t like it. The music from when I was a teenager was better. I don’t have many friends around. I miss my friends. Sometimes, I feel lonely. I do have one friend. Her name is Thida. She’s my best friend. We sometimes have lunch together and we talk about Phnom Penh in the 60s. We remember the parties and the fun. We sometimes sing and dance to the old songs! It makes us happy. I miss Phnom Penh in the 60s!

(5 mins): Lead in

Where is this lady from? Listen and check.

1

(3 mins): Activity 1. Students guess

2

1. Ask students to look at the picture. What can they see? Is she old or young? How old is she? 2. Tell students to compare with their partner for a minute. 3. Get some answers from the class (but do not say who is right or wrong).

1. Tell students to work with a partner. 2. Tell students to write a-h in their notebooks. Tell students to try and remember/what the woman says was in Phnom Penh. 3. Tell them to listen and tick  and cross  the things in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students listen. 6. Students compare with their group/ partner. 7. Ask for some answers as a class.

(5 mins): Activity 1. Students listen for the big idea (T.10.28.1)

2

T.10.28.1

1. Tell students that they are going to listen to find out where the lady is from. 2. Ask instruction checking questions. 3. Students listen. 4. Tell students to compare with their partner /group. 5. Check the answer as a class.

Look at these things. What does she say there is in Phnom Penh now?

TAPESCRIPT 10.28.1

a. lots of cyclos 

e. lots of monkeys 

3 C10-1

b. tall buildings 

c. lots of fruit trees 

f. lots of cars and motorbikes 

g. Lots of friends 

d. An elephant 

My name is Monineath. I look very old, but inside I feel young! Phnom Penh is very different to when I was young. It looks different. There aren’t many fruit trees. I miss the oranges. There isn’t an elephant at Wat Phnom now. I miss that elephant. I never see monkeys. I miss the elephant and the monkeys… There are lots of buildings. There are lots of tall buildings – they’re new! They are taller than the trees! There are lots of

h. Thida 

Do you think there were all of these things in Phnom Penh in the 1960s? Talk.

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(9 mins): Activity 2. Students listen for answers (T.10.28.1)

3

(3 mins): Activity 3. Students guess 1. Ask students if they think Phnom Penh was the same or different in the 1960s. 2. Put students into groups of 4. Tell students to think of 3 things they think might be different now. 3. Ask instruction checking questions and give a time limit of 2 minutes. 4. Ask some ideas from the class.

Chapter 10, Unit 28, Lesson A

4 5

T.10.28.2

T.10.28.2

Listen to Monineath talk about Phnom Penh in the 60s. How does she feel about it?

4

(5 mins): Activity 4. Students listen for the big idea (T.10.28.2) 1. Ask students what they think Monineath thinks about Phnom Penh 1960. 2. Tell students that they are going to listen and check their guesses. 3. Ask instruction checking questions. 4. Students listen. 5. Tell students to compare with their partner/ group. 6. Check the answer as a class.

Look at these things. What does she say there was in Phnom Penh then?

TAPESCRIPT 10.28.2

a. parties and b. cool clothes  c. tall buildings  music 

f. thousands of cars and motorbikes 

6

7

g. monkeys 

d. fruit trees 

h. lots of friends 

I remember Phnom Penh in the 1960s. I was born in Phnom Penh in 1947. In the 60s, I was a teenager. It was fun! It was a good time to be a teenager! There was good music and there were lots of parties! There were cool clothes as well. My clothes were very cool and very beautiful. I was a good dancer, too! I was healthy, young and happy! In the 60s, Phnom Penh was very different! Phnom Penh was smaller. There weren’t any tall buildings. There were lots of fruit trees everywhere. There were fruit trees outside my house. There were oranges bigger than your head! There were a lot of cyclos. There were songs about cyclos! And best of all, there weren’t lots of cars. There were monkeys everywhere! They were naughty! There were always friends to go shopping with or dance with. I was cool! My best friend was Thida, but I had lots of friends! My clothes were beautiful! the music was good, the parties were cool… Phnom Penh was beautiful, and so were Thida and I!

e. cyclos 

i. Thida 

Look at these sentences. Are they about the past or present? 1. I was born in Phnom Penh in 1947.

5. She’s my best friend.

2. There aren’t many fruit trees.

6. There were oranges bigger than your head.

3. There are lots of tall buildings.

7. Phnom Penh was very different.

4. The monkeys were naughty.

8. I was healthy, young and happy!

Past

Present

I was born in Phnom Penh. 1. I was born in Phnom Penh in 1947. 4. The monkeys ware naughty. 6. there ware oranges bigger than your head. 7. Phnom Penh was very different. 8. I was healthy, young and happy!

There aren’t many fruit trees. 2. There aren’t many fruit trees. 3. There are lost of tall buildings. 5. She’s my beat friend.

5

1. Tell students to work with a partner. 2. Tell students to write a-i in their notebooks. Tell students to try and remember/what the woman says was in Phnom Penh. 3. Tell them to listen and tick  and cross  the things in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students listen. 6. Students compare with their group/ partner. 7. Ask for some answers as a class. 6

(5 mins): Activity 6. Grammar box 1. Tell students to look at the sentences. 2. Say: I was born in Phnom Penh. Ask: Now or before now? Present or Past? Students: Past! 3. Tell students to make 2 lists of the numbers only (writing the sentences will take too long). 4. Ask instruction checking questions and give a time limit of 3 minutes. 5. Check answers as a class.

Complete the rule with past or present. We use I / he / she / it was and you / we / they were for the past / present. We use I am, you / we / they are and he / she / it is for the past / present.

(9 mins): Activity 5. Students listen for answers (T.10.28.2)

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7

(2 mins): Activity 7. Grammar rule

1. Tell students to look at the rules and discuss the answer with their partner. 2. Ask instruction checking questions and give a time limit of 1 minute. (6 mins): Learner assessment and lesson wrap up Assessing the success of the lesson. Not testing students! 1. Come together as a class. Tell students you are going to read out some sentences. If they are from the past, they have to make a sound like an elephant. If they are from the present they have to squark like a bird. 2. Do students understand the grammar? How many of the students? Does anyone seem confused? Why? How can you help them? After the lesson: Thinking about the lesson (Reflection) Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

Think about the answers to these questions. You don’t have to tell anyone the answers! 1. One of the most important things to remember to bring to class is a good attitude. Did you have a good attitude in class today? 2. How do you help your students have a good attitude to learning? 3. Do any of your students have a negative attitude to learning? Why? 4. Is there anything you can do to try and help them? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. រឿងមួយកនុងចំោមរឿងសំាន់ ៗ បំផុតាំងាយដាល តាូវចង់ាំ ដើមាបីនំយកមកឲាយសិសាសគឺ ឥរិយបទលអ។ តើ ថងានាះអនកានឥរិយបទលអៅកនុងារបងាៀនដារឬទា? ២. តើអនកជួយសិសាសរបស់អនកឲាយានឥរិយបទលអចំោះារ សិកាាយ៉ាងដូចមតាច? ៣. តើានសិសសា ខលះកនង ុ ចំោមសិសសា របស់អក ន ានឥរិយបទ អវិជជានចំោះារសិកាាដារឬទា? ហាតុអវី? ៤. តើានអវីខលះដាលអនកាចធវើដើមាបីពាាយមជួយពួកគា? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C10-2

Chapter 10, Unit 28, Lesson B

Chapter 10, Unit 28, Lesson B

28b The swinging 60s - The year is 2062 1

T.10.28.3

It’s all in the past: The swinging 60s: The year is 2062

Look at the man in the picture. Who is he? What year is it? Who is he talking to? Listen and check. Dara, 1962, His grandchildren.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

(2 mins): Lead in. 1. Write Today is (today’s day and month) 2062. On the board. Ask students to work out how old they are. Can they still see? How do they feel? (Have fun! It’s silly!) 1

(3 mins): Activity 1. Students guess 1. Ask students to look at the picture and cover the text. What can they see? Who are the people? What year is it in the picture? 2. Tell students to compare with their partner for a minute. 3. Get some answers from the class (but do not say who is right or wrong).

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1. Tell students that they are going to listen and read. Who are the people in the picture? 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Say: fingers ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students compare their guess with their group/partner 6. Check the answer as a class. Tell students to turn to page 235 to check their guess!

Happy New Year my beautiful grandchildren! Wow! 2062! I am old. I am more than 60 years old, but I can still drive my flying car. I have 7 flying cars because I am very rich. I have money showers because I am rich. I have a very good life. I am married and I have 10 beautiful sons and 10 beautiful daughters. And I have a lot of grandchildren. It’s a lot of kids, but I am the best dad in the world. And I’m a good Grandpa! When I was in school, I was a good student. My school was great! There was a library and there was a lake. Grade 7 was my favourite year. All the girls were in love with me. Well! I understand why! I was really good-looking and I was the best at football. I was the smartest person in the class. I was the smartest person in the world! I was always early. I was my English teacher’s favourite student. My teacher’s name was Mom. She was smart. I met your grandmother in grade 7! She was beautiful and smart. She was my friend then. I had a lot of friends who were girls then. There was Bopha and Linda and Devy. But I only loved your grandmother. Her name was… Hey! Can you hear that? What is that sound? Where is it coming from?

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Who is Dara’s wife? Turn to page 235 to check your guess.

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Answer the questions. 1. What year is it? It’s 2062. 2. Is he older than 50? Yes, he is. 3. How many children does he have? 20 (10 girls and 10 boys) 4. Is he poor? No, he isn’t. 5. Was his school bad? No, it wasn’t.

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(5 mins): Activity 2. Students read and listen for the big idea (T.10.28.3)

TAPESCRIPT 10.28.3

See reading in activity 1 3

(7 mins): Activity 3. Students read for the answers 1. 2. 3. 4. 5. 6.

6. Were there any books at the school? Yes, there was. 7. Was he ugly? No, he wasn’t. 8. Who was his English teacher’s favourite student? Dara

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Write What year is it? on the board. Ask students: Is it 2015? Students: No! It’s 2062! Ask students to point to the answer in the text. Tell students to complete the rest of the questions in their notebooks. Ask instruction checking questions and give a 5 minute time limit. Students compare with their group/ partner Check answers as a class.

Chapter 10, Unit 28, Lesson B

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(6 mins): Activity 4. Making notes 1. Write on the board: Today is 1st-January-2062. Pretend to be old! Tell students how old you are. Ask students how old they are. 2. Tell students to make notes only about the questions in activity 4. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Tell students to compare their answers with their group/partner.

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(6 mins): Activity 5. Making notes 1. Write on the board: Today is 1st-January-2062. Pretend to be old! Tell students how you felt in grade 7. Ask students how they felt in grade 7. 2. Tell students to make notes only about the questions in activity 5. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Tell students to compare their answers with their group/partner

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(10 mins): Activity 6. Writing 1. Tell students that they are going to write about their life now (in 2062) and their life long ago when they were a kid in grade 7. Tell students to follow the model of Dara 2. Ask instruction checking questions and give a time limit of 7 minutes.

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There are no right and wrong answers, but creative answers are always fantastic! Encourage creativity!

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5

• Are you rich? • How many houses do you have? • What do people drive? • What is cool about your town?

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask some questions from Activity 5. 2. Are students answering in past simple? If not, why not?

Think about when you were a teenager in grade 7. Make notes about these things. • Were you happy? Sad? Lonely? • What were you good at? • What was in your town?

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1. Point to the date on the board. Ask: What year is it? Students: 2062! 2. Tell students that they are speaking to all their old school friends about their school days in grade 7. Ask Is grade 7 the present or the past? Students: Past! Ask: I am happy or I was happy? Students: I was happy! 3. Ask instruction checking questions and give a time limit of 3 minutes.

It’s the year 2062. You are old! Make notes about these things. • What’s your name? • How old are you? • Are you happy? • Do you have any children? How many?

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

• What was cool about your town? • Were there fun places to go? • Who was your best friend?

Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Employers say they want employees who are able to think. Encouraging imagination in students is a great skill they can use in the workplace. Did you encourage your students’ imagination? 2. How can you help students be creative thinkers? 3. Your own question(s). ____________________________________________________?

Write about the past and the present. Use Dara’s dream to help you. I remember English class! I was the best at English!

(5 mins): Activity 7. Post task

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

No, you weren’t! I was!

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. និោជកនិយយាពួកគាចង់ាននិោជិក ដាលានគំនត ិ ។ ារលើកចិតស ត ស ិ សា ឲាយានគំនត ិ សាមស ើ ម ា ា គឺាជំនញដ៏អាចរា យា មួយដាលពួកគាាចបាើបាស់ៅកនលាងធវើារ។ តើអនកានលើក ទឹកចិតតសិសាសរបស់អនកឲាយានគំនិតសាមើសាមាដារឬទា? ២. តើអនកាចជួយសិសាសឲាយាលាយាអនកគិតបាកបោយគំនិតចនាបាឌិតយ៉ាងដូចមតាច? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

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You are seeing all your old friends from grade 7! Talk about grade 7!

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C10-4

Chapter 10, Unit 28, Lesson C

Chapter 10, Unit 28, Lesson C

28c The swinging 60s - Sweet 60s songs 1

It’s all in the past: The swinging 60s: Sweet 60s songs

Look at the picture. Who is this? What did she do?

(5 mins): Warmer. What I like about you is 1. Put students in groups of 4. 2. Write: What I like about you is… on the board. 3. Ask students to help you finish the sentence about you! (e.g. What I like about you is you’re a good teacher. OR What I like about you is you’re funny. 4. Tell students that they are going to say nice things about each person in the group for 30 seconds! Students have to finish the sentence What I like about you is… ? with something true. 5. Tell students you are going to clap your hands at the end of 30 seconds and they need to change the person they are talking about. 6. Ask instruction checking questions. (e.g. Are we saying good things, or bad things? ) 1

(3 mins): Activity 1. Students guess 1. 2. 3. 4.

2

T.10.28.4

Read and listen. Why was this woman famous? She was a famous singer.

2

See reading in activity 2

Ros Sereysothea was a Cambodian singer. Some people think she was the best Cambodian singer ever. She was born in Battambang in 1948. In the 50s, her family was poor. They had no money and sometimes there was nothing to eat. But they loved music. Her family were musicians and played musical instruments. Her brother and her were the singers. People loved their music, so in the 60s, they weren’t poor anymore. They were famous! She was short, but when she sang she was very loud! She was beautiful and had a beautiful smile. She sang lots of different songs. She sang happy songs, funny songs and she sang lots of sad songs about love. People think the sad songs about love were her best. She was in the cinema. She was a big star and very famous. Everyone loved her. She died in the 1970s, but people still remember and love her songs. Singers still sing them today!

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(10 mins): Activity 3. Students read for the answers 1. Write Was Phnom Penh the worst place in South East Asia? On the board. 2. Ask Was Phnom Penh the worst place in South East Asia? Students answer no. Tell students to point at the answer in the text. 3. Tell students to complete the rest of the questions in their notebooks. 4. Ask instruction checking questions and give a 7 minute time limit. 5. Students compare with their group/ partner. 6. Check answers as a class.

Read the text again and answer the questions. 1. Was Phnom Penh the worst place in South East Asia? No. It was the best! 2. Was she born in Phnom Penh? No, she wasn’t. 3. Was her family poor? Yes, they were. 4. Was there lots of food in her house? No, there wasn’t.

(5 mins): Activity 2. Students read and listen for the big idea (T.10.28.4) 1. Tell students that they are going to listen and read and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Say: fingers ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students compare their answer with their group/partner 6. Check the answer as a class

Cambodia was famous for music and art in the 1950s and 1960s. People called Phnom Penh The Pearl of South East Asia. It means they thought Phnom Penh was the best place in South East Asia! There were lots of singers and dancers and there were lots of parties! The best parties were in Phnom Penh and there were lots of singers and musicians from all over Cambodia.

3

Ask students to look at the picture and cover the text. What can they see? Ask students to talk to their partner and guess who this is and what her job was. Tell students compare with their partner for a minute. Get some answers from the class (but do not say who is right or wrong).

5. Was her brother a singer as well? Yes, he was. 6. Was she good looking? Yes, she was. 7. Were her happy songs her best? No, they weren’t.

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Chapter 10, Unit 28, Lesson C

4

Look at these pictures. Do you know who they are?

4

Tell students to look at the pictures and talk about the questions. Put students into pairs. Tell students to decide who is student A and who is student B. Tell student As to raise their hands. Tell student Bs to raise their hands. Tell students that they will have 2 minutes to read about one of the people and then they will have to ask and answer questions with their partner. 7. Ask instruction checking questions (e.g. Student As. What page?) and give a time limit of 7 minutes. 8. Check answers as a class.

1. 2. 3. 4. 5. 6.

Student A: turn to page 236. Student B: turn to page 240.

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5

(10 mins): Activity 4. Speaking

(7 mins): Activity 5. Making notes 1. 2. 3. 4.

Use your imagination! Look at these people. Make up their life story! Make notes about these things.

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Tell students to look at the pictures and talk about them. Tell students to choose one of the pictures, but not to tell their group! Tell students to make notes about the questions. Ask instruction checking questions and give a time limit of 5 minutes.

(7 mins): Activity 6. Speaking 1. Put students in groups of 4. 2. Tell students to take it in turns to speak about their person. Tell the group they can then ask extra questions. Can they guess which picture they are talking about? 3. Ask instruction checking questions and give a time limit of 5 mins

(3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students!

• Where were they born? • When were they born?

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1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

• Why were they famous? • Were they smart? Funny? Naughty?

Talk to your group about your person. Can they guess who? Do they have other questions?

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers!

Was she famous?

1. Students are learning things other than English in class. For instance, they are learning about appropriate behaviour. If students are still learning, is it okay to yell at them when they make mistakes? 2. When do you yell at students about their behaviour? Why? 3. What do you think is the best way to teach students about appropriate class behaviour? 4. Your own question(s). ____________________________________________________?

Yes, she was.

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

Congratulations!

ា ទៀតកាព ា ា ី ាអង់គស ាល ៅកនង ុ ានក ា ។ ់ ឧាហរណ៍ពក ួ គានង ឹ រៀនអំពី ាកបាបកិរយ ិ សមាយរមាយ។ បាសន ិ បើ ១. សិសសា នឹងរៀនពីអីវ ៗ ផាសង សិសាសៅតារៀនោះ តើាមិនអីទាឬ កនុងារសាាកាក់សិសាស ៅពាលដាលពួកគាានកំហុស? ២. តើអនកសាាកាក់សិសាសអំពីាកបាបកិរិយរបស់ពួកគាៅពាលា? ៣. តើអនកគិតា វិធីអវីដាលលអបំផុត ដើមាបីបងាៀនសិសាសអំពីាកបាបកិរិយសមរមាយៅកនុងានាក់? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

You inished Unit 28. Tick () the things you can do. I can say what there was and wasn’t in the past. I can ask questions about what there was and there wasn’t in the past.

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C10-6

Unit 29 - The good old days

Chapter 10, Unit 29, Lesson A

It’s all in the past: The good old days: When I was young

29a The good old days - When I was young 1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Look at the photos. How old are they in the photos? What did they do when they were young? Guess. Tell your partner.

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T.10.29.1

3

T.10.29.1

Listen again. Answer the questions with No, she didn’t or Yes, she did.

C10-7

2

_____________ No, she didn’t. _____________ No, she didn’t. _____________ Yes, she did. _____________ No, she didn’t. _____________ No, she didn’t. _____________ No, she didn’t.

I didn’t walk for 3 hours. She didn’t walk for 3 hours. He didn’t walk for 3 hours. It didn’t walk for 3 hours. We didn’t walk for 3 hours. They didn’t walk for 3 hours. You didn’t walk for 3 hours.

Did I walk for 3 hours? Did she walk for 3 hours? Did he walk for 3 hours? Did it walk for 3 hours? Did they walk for 3 hours? Did we walk for 3 hours? Did you walk for 3 hours?

Yes, I did. Yes, she did. No, he didn’t. No, it didn’t. Yes, they did. Yes, we did. No, you didn’t.

(5 mins): Activity 2. Students listen for the big idea (T10.29.1) 1. Tell students that they are going to listen to Sophal’s grandma talking about when she was young. 2. Ask instruction checking questions (e.g. Are you writing or listening? Listening). 3. Ask students how many of their guesses are right. Talk about their guesses quickly.

Look at the sentences. Answer the questions. I walked for 3 hours. She walked for 3 hours. He walked for 3 hours. It walked for 3 hours. We walked for 3 hours. They walked for 3 hours. You walked for 3 hours.

the birds singing in the trees. They are more fun to watch than Cartoon Network. Ugh! I don’t like Tom and Jerry! Dara: Did you help your mum and dad at home a lot? Grandma: Yes, Dara. I helped them a lot. I cooked breakfast every day. My sister cleaned the house. My brother helped my dad. Everyone was busy. In our day, children helped their mum and dad a lot. Do you help your mum and dad, Dara? Dara: Hmmm…. Bopha: Did you cycle to school? Grandma: No, I didn’t. I walked to school. I walked with my friends. We walked for 2 hours to go to school. Sophal, Dara, Bopha: Wow! Sophal: Did you have a phone? Grandma: No, I didn’t. We didn’t have phones when I was your age. We talked with our friends face-to-face, not on a phone! Sophal: Grandma, did you have internet? Were you on Facebook? Grandma:Sophal! Now, you’re being silly! No one was on Facebook when I was 13. No one was on Facebook when I was 50!

(5 mins): Activity 1. Lead in 1. Write italized or italized on the board. 2. Ask students about their grandparents (e.g. How old are they? When/Where they born). 3. Ask students what they think their grandparents did/didn’t do when they were their age. 4. Tell students to work in pairs. Tell them to look at the photos in activity 1 for ideas. 5. Ask instruction checking questions and give a time limit of 2 minutes. 6. Collect some ideas as a class. Ask some students why they think so. Accept all answers.

Listen to grandma. Did you guess right?

1. Did grandma play computer games? 2. Did she watch T.V? 3. Did she cook? 4. Did she clean the house? 5. Did she cycle to school? 6. Did she have a phone?

4

1

TAPESCRIPT 10.29.1 Sophal: Hi Grandma, can we ask you questions about when you were a child? Grandma: Oh…I don’t remember very well now, but I’ll try. Who gets the first question? Bopha: Me! Grandma, did you play games when you were a child? Grandma: Of course I did! I played games with my friends. I had a lot of friends. Sophal: Oh and Grandma, did you play games on the computer? Grandma: No I didn’t. Sophal, we played games with our friends, not with computers. How can you play games with a computer? Computers aren’t fun! Sophal: Did you watch T.V. when you were 13 years old? Grandma: Hmmm…we didn’t have T.V at home. I never watched T.V. But I watched

- 178 -

3

(7 mins): Activity 3. Students listen for the answers (T10.29.1) 1. Tell students to listen again and answer the questions in their notebooks. 2. Ask instruction checking questions. 3. Tell students to compare their answers with their classmates. 4. Give a time limit of 30 seconds. 5. Check answers as a class.

4

(10 mins): Activity 4. Grammar box 1. Tell students to complete the exercises in the grammar box in their notebooks. 2. Help as necessary, but let students guess / think about the rules. 3. Ask questions to help students. 4. Give a time limit of 7 minutes. 5. Check answers as a class.

Yes or No?

5

1. Walked, liked, talked, played are examples of past simple verbs. 2. We use past simple verbs to talk about the past. 3. We use the past simple verbs to talk about now. 4. We use the past simple verbs to talk about when we were 3 years old. 5. We add -ed or d to make the past simple.

1. Put students into groups of 4/ 5. 2. Tell them to write 3 questions each to ask the teacher (you!). These questions are about when you were young. Tell them to write their questions on pieces of paper. 3. Ask instruction checking questions and give a time limit of 4 minutes. 4. Walk around and help students as necessary.

yes _______ yes _______ no _______ yes _______ _______ yes

Which words are in the past simple form? Choose. Write in your notebooks. listen walk

cook

watch helped

play

Write the past simple forms of the other words in your notebooks. 1. listen – listened 4. finish - finished 2. cook - cooked 5. play - played 3. walk - walked 6. ask - asked

5

(3 mins): Activity 5. Speaking and guessing 1. Tell students to swap papers. 2. Tell each group to guess what the answers are to the other groups’ questions. 3. Ask instruction checking questions and give a time limit of 3 minutes. 4. Let students ask you some of the questions. Answer the ones you want to answer. If questions are too personal and you’d rather not answer them, you may say the answer is secret and / or that students should find the answers out themselves.

liked

lived

cleaned stopped

finish ask

Correct the mistakes. 1. When I was 6 years old, I walk walked to school. 2. Did you watched watch TV last night? 3. No, I didn’t watched watch TV.

6

No, I didn’t. 7

6

Complete the sentences about you.

8

8

My answers No, I didn’t.

(5 mins): Activity 8. Speaking 1. Put students in pairs. 2. Tell students to ask and answer questions about their childhood using the question in activity 7. 3. Ask instruction checking questions and give a time limit of 4 minutes. 4. Walk around and help students as necessary.

Write questions. Questions 1. Did you live in Siem Reap? 2. 3. 4. 5.

(5 mins): Activity 7. Writing 1. Tell students to put their pens down and look at you / the board. 2. Write Did you live….? on the board. Tell students to complete the question. 3. Point to activity 7 in the student’s book and do the second question as a class. Write the question on the board. 4. Tell students to complete the questions in their notebooks. 5. Ask instruction checking questions and give a time limit of 4 minutes. 6. Walk around and help students as necessary.

When I was 5 years old,…… I ________________ (live) in __________________________________. I ________________ (play) ____________________________________. I ________________ (watch) __________________________________. I ________________ (lke) _____________________________________.

7

(5 mins): Activity 6. Writing 1. Write When I was 6 years old… on the board. 2. Ask some questions about when you were 6 years old. Encourage students to guess the answers (e.g. Did I live in Phnom Penh when I was 6 years old?) 3. Tell students to complete the sentences in activity 6 about when they were 5 years old. 4. Ask instruction checking questions and give a time limit of 4 minutes.

Write questions. Ask your teacher. Miss Mom, did you play football when you were 8 years old?

(3 mins): Activity 5. Writing

My friend’s answers

(2 mins): Learner assessment and lesson wrap up 1. Ask students some questions in activity 7. How many students did / liked / watched the same things? 2. Praise students who worked hard and helped their classmates today. Encourage the others.

Ask your partner your questions. Did your partner do the same things as you? - 179 -

After the lesson: Thinking about the lesson (Reflection)

Chapter 10, Unit 29, Lesson A

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. All classrooms are different and all students are different. Some are good at speaking and some are good at writing. Some students learn faster than others. Others learn better through pictures and still others learn better through movements. How well do you know your students? Do you pay attention to how your students are learning? What are some of your students’ learning styles? 2. Do you vary your activities such that the learning needs of most (if not all) students are met? 3. How do you keep fast-finishing students from being bored? Having extra activities for them and getting them to help you with small tasks might help (e.g. erasing the board, distributing papers). Any more ideas? 4. How can you help students who work slowly? Encouraging them to read the lessons in advance and giving them extra homework might help. Any more ideas? 5. Your own questions: _________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ានក ា រ ់ ៀនាំងអស់គខ ឺ ស ុ គនា ហើយសិសសា ាំងអស់កខ ៏ ស ុ គនា ដារ។ សិសាសខលះពូកាាងនិយយ ហើយ សិសាសខលះទៀត ពូកាាងសរសារ។ សិសាសខលះរៀនឆប់យល់ាងសិសាស ដ៏ទាទៀត។ សិសាសផាសាងទៀត រៀនានលអាងាមរយៈ រូបាព ហើយៅានសិសាសមួយចំនួនទៀត រៀនានលអ ាងាមរយៈារធវើ សកមមាព។ តើអក ន ាគល ា ស ់ ស ិ សា របស់ អនកចាាស់យ៉ាងដូចមតាចដារឬទា? តើអនកានយកចិតតទុក ាក់ ពីរបៀបដាលសិសាសរបស់អនកកំពុងសិកាាដារឬទា? តើរបៀបសិកាារបស់សិសាសអនកគឺអវីខលះ? ២. តើអនកានផលាស់បតូរសកមមាពបងាៀនរបស់អនកៅាម តមាវូ ារសិកា ា ាក់សង ាត ដាលាចឆលយ ើ តប ចំោះសិសសា ាគចាើន (បាសិនបើមិនានាំងអស់) ដារឬទា? ៣. តើអក ន ធវយ ើ ង ា៉ ដូចមតច ា ដើមបា ក ី ឲ ំុ យា សិសសា ដាលធវក ើ ច ិ ា ច រចប់ លឿនមុនគាធុញទាាន់? ារាក់កិចចារ បនថាមឲាយពួកគា និងារឲាយពួកគាជយ ួ ធវក ើ ច ិ ា ច រតូចាច (ឧាហរណ៍ដច ូ ា លុបាតារខៀន ចាកសនលឹក កិចចារាដើម) បាហាលាាច ជួយពួកគាកុំឲាយធុញទាាន់ាន។ តើអនកានមតិោបល់ អវីបនថាមទៀត? ៤. តើអនកាចជួយសិសាសដាលធវើកិចចារយឺតយ៉ាងដូចមតាច? ារលើកទឹកចិតតឲាយពួកគាានមារៀនាមុន និងារាក់ កិចចារផទះបនថាម បាហាលាាចជួយពួកគាាន។ តើអនក ានមតិោបល់អវីបនថាមទៀត? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ__________________? C10-8

Chapter 10, Unit 29, Lesson B

Chapter 10, Unit 29, Lesson B

29b The good old days - How was your weekend? 1

T.10.29.2

It’s all in the past: The good old days: How was your weekend?

Look at the picture. Match the words with the pictures. Listen and repeat.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (7 mins): Warmer. Was/Were review

1. cover 2. miss 3. cry 4. wait 5. call 6. carry

2

1. Write was / wasn’t / were / weren’t on the board. 2. Put students into 4 groups. Assign a word for each groups (i.e. group A - was, group B – wasn’t, group C – were, group D – weren’t). 3. Assign gestures for each group (e.g. Group A – stamp feet, Group B – clap hands, Group C – stand up, Group D – say ‘hooray’) 4. Tell students that you are going to read a story, but there are gaps. 5. Tell students to complete the gaps with was, wasn’t, were, and weren’t. They do this by doing the gestures assigned to their groups if they think their word fits (e.g. There ____ a boy. Group A stamp their feet). 6. Tell students to close their books. 7. Ask instruction checking questions. 8. Read out texts from unit 28. Read at a slightly slower pace and stop whenever you see was, wasn’t, were or weren’t. Let the teams do the gestures for these words. 9. If two or more teams do their gestures, read the sentence again. Then point to the team with the correct word. 10. Continue with 2 or more short texts from the book until your time is up.

Read quickly. Did Avorng have a good weekend? Dara: Avorng: Dara: Avorng:

Dara: Avorng:

Dara: Avorng: Dara: Avorng:

Dara: Avorng:

Hi Avorng! How was your weekend? My weekend? Well, I was tired! Did you eat a lot at the weekend? No, I didn’t. I looked for some food but I gave it all to Arunny. Then I waited for her to sleep! She cried a lot. She cried for 3 hours on Saturday and 4 hours on Sunday! I didn’t sleep at all! That’s not cool! Did you watch football with Sophal? No, I didn’t. I wanted to watch football, but I carried Arunny all the time! I covered her with leaves too. Then I changed the leaves. She didn’t like them. Oh, I see. Hmm..Did you visit your friends at the weekend? No, I was too tired. I played with the baby. Then I cleaned my nest. Then my dad called. He wanted to see Arunny too! Oh, but did your friends visit you? Yes, they did! They visited me on Saturday and Sunday. Sophal and Bopha visited me. They played and talked to Arunny, but you didn’t visit me, Dara! Oh, but I’m here now! Here’s some ice cream for you. Did you miss me, Avorng? Hmm…Maybe!

(5 mins): Lead in

cry / wait / carry/ cover / call / miss / 2

1

3

(7 mins): Activity 3. Students read for the answers 1. Tell students to read the text again and complete the sentences in activity 3 in their notebooks. 2. Ask instruction checking questions and give a time limit of 4 minutes. 3. Tell students to compare their answers with their partners / groups. 4. Check answers as a class.

4

(4 mins): Activity 4. Grammar box 1. Tell students to close their books and look at you / the board. 2. Write Yesterday, I walk to school. Ask students if this is correct. Ask what is wrong. 3. Add –ed to walk. Ask students if this is correct. Ask why. 4. Tell students that some words like cry change spelling when used in the past. 5. Tell students to open their books. Ask them to look how cry is spelt. 6. Tell them to write the past forms of the rest of the verbs in their notebooks. 7. Ask instruction checking questions and give a time limit of 2 minutes. 8. Tell students to compare their answers with their partners. 9. Check answers as a class.

(5 mins): Activity 1. New words (T.10.29.2) 1. Tell students to look at the picture in activity 1. 2. Tell them to guess what the pictures are in pairs. 3. Tell them to number the pictures and write their guesses in their notebooks. 4. Ask instruction checking questions and give a time limit of 3 minutes. 5. Tell students to listen and check. Tell them to point to the pictures as they listen. 6. Tell students to listen and repeat. Again, ask them to point to the pictures as they listen.

(5 mins): Activity 2. Students read for the big idea 1. Tell students that the pictures in activity 1 are all about Avorng’s weekend. 2. Tell them to read the text quickly. 3. Ask instruction checking questions and give a time limit of 3 minutes. 4. Ask: How was Avorng’s weekend? Did he have a good weekend? Did he have a boring weekend? 5. Check answers as a class.

1. Write How was your weekend? on the board. 2. Collect some ideas from students and write some of their answers on the board. Don’t write long sentences, just words and phrases. Write quickly. 3. Ask questions to help students (e.g. Were you happy? Did you have a busy weekend?) 4. Ask students to work in pairs and ask and answer questions about their weekend. 5. Ask instruction checking questions and give a time limit of 3 minutes. 6. Ask for some answers as a class.

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TAPESCRIPT 10.29.2

If you do not have the recording, say each word (or phrase) 2 times.e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)

5

(3 mins): Activity 5. Pronunciation (T.10.29.3) 1. Tell students that there are 3 ending sounds for past simple verbs. Write them on the board (i.e. /t/, /d/, /id/) 2. Tell students to listen and write the words in the correct column. 3. Tell students to compare their answers with their partners.

Chapter 10, Unit 29, Lesson B

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4. Play the recording again. Tell students to compare their answers with their partners. 5. Check answers as a class.

Read again. Tick () or cross (). ______________  ______________  ______________  ______________  ______________  ______________ 

1. Avorng didn’t look for food. 2. Avorng didn’t sleep because his baby cried a lot. 3. Avorng watched football. 4. Avong’s dad didn’t want to visit the baby. 5. Dara visited Avorng at the weekend. 6. Avorng’s weekend was busy.

4

Can you write the words? marry - married cry – cried carry - carried dry - dried T.10.29.3

cry

carry

try

marry

missed hated

cried played

waited cooked

/t/

/d/

/id/

watched

played

carried

missed

covered

waited

cooked

called

hated

liked

cried

wanted

carried watched

6

7

Work with your partner. Write about your weekend.

(4 mins): Activity 7. Speaking 1. Tell students to swap papers/notebooks with other pairs. 2. Tell students to practice the conversation in their pairs. 3. Ask instruction checking questions and give a time limit of 30 seconds. 4. Tell students to swap papers again. Students practice the conversation. Give a time limit of 30 seconds. 5. Repeat until students have had 3/4 different conversations.

Dara: Yes! I watched TV on Saturday. I watched TV for 4 hours. Sophal: …..

Speak to your partner. Did you have a good weekend, Dara?

(5 mins): Activity 6. Writing 1. Put students into pairs. 2. Tell students to write a conversation about their weekend. Tell them to use the text in activity 1 as an example. 3. Ask instruction checking questions and give a time limit of 4 minutes.

Sophal: Did you have a good weekend, Dara?

7

/id/ waited carried hated wanted

1. Tell students to close their books. Tell them to stand up. 2. Tell them you are going to say some words and that they have to do the corresponding action. / t / - students sit down /d / - students step forward / id / - students step backwards 3. Practice with one or two words from the book. 4. Put students into groups of 4/5. 5. Assign a reader in each team. The reader reads out words from the book. 6. Other team members listen for the ending sounds and do the corresponding action. 7. Ask instruction checking questions and give a time limit of 2 minutes. 8. Go around and help students as necessary.

dry

try - tried The rule: We change y to i and add - ed.

called wanted

/d/ covered called cried played

(3 mins): Stirrer. TPR game!

Listen. Is it /t/ /d/ or /id/? Write the words in your notebooks.

covered liked

6

/t/ missed liked cooked watched

Look at the sentences. What’s the rule? Can you write the words? Arunny cried a lot! Avorng carried Arunny.

5

TAPESCRIPT 10.29.3

If you do not have the recording, say each word (or phrase) 2 times.e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)

(2 mins): Learner assessment and lesson wrap up 1. Ask some students what they did last weekend. 2. Praise students who consistently tried speaking in English today. Encourage the others.

Yes! I watched TV on Saturday. I watched TV for 4 hours.

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After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. You can’t learn a new language if you don’t use it. Students should be encouraged to speak English in class. Students don’t get enough practice using English outside the classroom, so it’s important they practice in class. Did your students have enough opportunities to ‘use’ English in today’s lesson? 2. Students at this level probably do not have enough English yet. This will make them use Khmer in class, to ask you questions or to discuss some ideas. What do you do when you hear students talking in Khmer? What do you do if they answer in Khmer? 3. When your students respond in Khmer, one good thing to do is to ‘recast’ their answers in English. This means you say them in English, but also make sure that students understood what you said. Responding to them in English is also a good idea. Any more ideas? Does miming/use of gestures help? 4. Your own questions: _________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. អនកមិនាចចាះាាថមីានទា បាសិនអនកមិនបាើបាស់ ា។ សិសសា គួរតាវូ ានលើកទឹកចិតឲ ត យា និយយ ាាអង់គស ាល ៅកនុងានាក់។ សិសាសមិនានអនុវតតារបាើបាស់ាា អង់គលាសានគាប់គាន់ទា ៅកាាានាក់រៀន ដូចនាះា សំាន់ាស់ ដាលពួកគាអនុវតតបប ើា ស ា ា ់ ាអង់គស ាល ៅកនង ុ ានក ា ។ ់ តើសស ិ សា របស់អក ន ានឱាសគាបគ ់ ន ា ់ ដើមបា ី បាប ើ ស ា ា ់ ាអង់គស ាល សមាប ា ម ់ រ ា ៀនថងន ា ះា ដារឬទា? ២. សិសាសកមាិតនាះ បាហាលាមិនាន់ានចំណាះដឹងផនាក ាាអង់គស ាល គាបគ ់ ន ា ៅ ់ ឡើយទា។ មូលហាតន ុ ះា នឹង ធវើឲាយពួកគាបាើបាស់ាាខមារៅកនុងានាក់ ដើមាបីសួរអនក ឬក៏ពិាកាាគំនិតមួយចំនួន។ តើអនកនិងធវើយ៉ាងដូចមតាច ៅពាលដាលអនកលឺសស ិ សា និយយគនា ា ាាខមរា ? ហើយ តើអក ន និងធវយ ើ ង ា៉ ដូចមតច ា បាសន ិ បើពក ួ គាឆយ ើល ាាាខមរា ? ៣. ៅពាលដាលសិសាសរបស់អនកឆលើយាាារខមារ វិធីដ៏លអ មួយដាលតាូវធវើគឺ និយយចមលើយរបស់ពួកគា ាាា អង់គលាសវិញ។ នាះគឺានន័យាអនកនិយយចមលើយាំង ោះាាាអង់គលាស ប៉ុនតាតាូវបាាកដ ផងដារា សិសាស យល់នូវអវីដាលអនកាននិយយ។ ារឆលើយតបាាា អង់គលាសៅាន់ពួកគា ក៏ា គំនិតដ៏លអមួយផងដារ។ តើ អនកានគំនត ិ អវប ី នថម ា ទៀត? តើារធវត ើ ប ា ា ់ ម ឬបាប ើ ស ា ់ ាយវិាាច ជួយសិសាសឲាយយល់ានដារឬទា? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ__________________?

C10-10

Chapter 10, Unit 29, Lesson C

Chapter 10, Unit 29, Lesson C

29c The good old days - The best holiday ever! 1

It’s all in the past: The good old days: The best holiday ever!

Draw the timeline in your notebooks. Order the words. Write them on the timeline. a long time ago

last week

3 days ago

yesterday

last night

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

now (7 mins): Warmer. Lip Reading

3 days ago T.10.29.4

2

last week

yesterday

last night

a long time ago

Listen and check. Listen and repeat.

NOTE: This activity can also be done in small groups. Select a student in each group with relatively good pronunciation to say the words quietly. Ask students to keep track of their scores.

Look. Who had a good holiday? Who had a boring holiday? Guess. Tell your partner. 1

(7 mins): Activity 1. New words (T.10.29.4) 1. Tell students to look at you. Write some examples of regular past simple verbs on the board (e.g. hated, liked, watched) 2. Ask students what these words have in common (-ed endings). Ask them why (they’re written in their past simple forms). 3. Draw a timeline on the board like this: now

3

T.10.29.5

4. Tell students that these verbs are used when talking about the past, before now. Point to the left side of the timeline. 5. Tell them that we use some words to talk about the past too (e.g. yesterday, a long time ago, 3 days ago, last week) 6. Tell them to order and write the words on the timeline (i.e. a long time ago, last week, 3 days ago, yesterday, last night) in their notebooks. 7. Ask instruction checking questions and give a time limit of 4 minutes. 8. Tell students to listen and check. 9. Tell students to listen and repeat.

Listen. Did you guess right? Write the names.

TAPESCRIPT 10.29.4

If you do not have the recording, say each word (or phrase) 2 times.e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) a long time ago / last week / 3 days ago / yesterday / last night/ now 2

(5 mins): Activity 2. Lead in and students guess 1. Tell students to look at the photos in activity 2. Tell them that these kids went on holiday.

C10-11

2. Tell students in each group to talk about who had a good holiday and a boring / not exciting holiday. Ask them why they think so. 3. Ask instruction checking questions and give a time limit of 3 minutes. 4. Collect ideas from the class. Accept all answers.

1. Put students into groups of 3 /4. 2. Tell students to look at you. 3. Tell them you are going to say a word silently. They will guess the word by looking at the movements of your mouth. 4. Say some words / phrases students know, either from this unit or the previous ones.

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3

(3 mins): Activity 3. Students listen for the big idea (T10.29.5) 1. Tell students to listen and check if they guessed right. 2. Tell students to listen and match the pictures with the people. 3. Ask instruction checking questions. 4. Check answers as a class. TAPESCRIPT 10.29.5 Hi! My name is Chinedu. I’m from Nigeria in Africa. Two years ago, I had the worst holiday ever! Guess what happened! Well I went camping with my friends. We stayed on the mountain for 3 days. On the first day, it rained! We all got wet. We were really cold. We didn’t play any games. There was a very strong wind. We just watched the trees dance. It was so dark we couldn’t make a fire! Then on the second day I heard strange noises. I was so scared. I knew I heard monster noises. I called my mum, but she didn’t answer. I didn’t sleep that day. On the last day, something happened. It made me cry. Can you guess what happened? Hi! My name is Chisum. I’m from the Philippines. Last week, I had the best holiday ever! Guess what happened! Well, I went swimming with my family. We went to 3 beaches! On the first day, we travelled by boat. We ate and sang songs on the boat. We travelled for 4 hours. We were very excited. Then we went to an island. We stayed there for the night. Mum cooked dinner and we ate at the beach. It was the most delicious meal ever. I also met a nice boy. We played volleyball on the beach. I really like him. Yesterday we travelled back home. Something happened on our way home. It made me really happy. Can you guess what happened?

Chapter 10, Unit 29, Lesson C

4

T.10.29.5

Listen again. Answer the questions with No, he/she didn’t and Yes, he/she did.

1. Did Chinedu enjoy his holiday?

______________ No, he didn’t.

2. Did he make a fire?

______________ No, he didn’t.

3. Was he scared?

______________ yes, he was.

4. Did Chisum play sports?

______________ yes, she did.

5. Did she sleep on the island?

______________ yes, she did. No, she wasn’t. ______________

6. Was she sad?

5

4

5

Write the ending to the stories. Which story has a happy ending? Which story has a boring ending?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

6

1. Tell students to listen again and answer the questions in their notebooks. 2. Ask instruction checking questions. 3. Tell students to compare their answers with their partners. Give a time limit of 1 minute. 4. Check answers as a class.

1. Teachers learn from each other. It’s good to talk to your fellow teachers about things happening in your classroom – whether good or bad. When you share your experience with other teachers, you help create an environment where people learn from each other. Do you discuss / talk to your fellow teachers about your students / your teaching? How often? 2. How happy are you to talk about things that you feel didn’t go right in your classroom? If you aren’t happy, why do you think this is? Remember, we all learn from our mistakes. 3. Do you share activities and teaching strategies that worked well in your class to your fellow teachers? Remember, sharing is the key. Learn from your fellow teachers as they too, learn from you. 4. Your own question(s). ________________?

(10 mins): Activity 5. Writing

(6 mins): Activity 6. Speaking 1. Ask students to swap pieces of paper. 2. Tell them to read the other groups’ writing and decide if they like the ending or not. Students put a smiley face if they like the ending. 3. Ask instruction checking questions and give a time limit of 1 minute. 4. Then ask students to swap papers again. Continue until each group has read all the other groups’ writing. 5. Ask a few students to read their story endings in front of the class.

_________________________________________________________________________

Turn to page 236. Is your story ending the same or different? Swap papers. Read your classmates’ story endings. Do you like it? Draw Congratulations!

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

You inished Unit 29. Tick () the things you can do. I can talk about when I was young. I can talk about what I did at the weekend. I can ask and answer questions about when I was young. I can write an ending to a story. I can say some words that end with /t/, /d/ and /id/.

Think about the answers to these questions. You don’t have to tell anyone the answers!

1. Put students in groups of 3 /4. 2. Talk about the last days of Chinedu and Chisum’s holidays. What do they think made Chinedu cry on the last day? What made Chisum really happy? 3. Ask some students their ideas. Accept all answers. Ask questions to help them if necessary. 4. Tell students that they are going to write the ending of each story. Tell them to write on pieces of paper. 5. Ask instruction checking questions and give a time limit of 8 minutes. 6. Walk around and help students as necessary. 7. Tell students to compare their story endings with that at the back of the book.

On the last day, Chinedu... _________________________________________________________________________

6

(7 mins): Activity 4. Students listen for the answers (T10.29.5)

 

1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick.

  

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

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បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. គារ ូ ៀនពីគៅ ាន វិញៅមក។ ាារឿងដ៏លម អ យ ួ កនង ុ ារនិយយ ាមួយគាូរួមាជីពអំពីអវី ៗ ដាលាន កើតឡើងៅកនុង ានាក់រៀនរបស់អនក ោះាារឿងលអ ឬារឿងមិនលអក៏ ោយ។ ៅពាលដាលអនក ចាករំលាកបទពិោធន៍របស់ អនកាមួយគាូផាសាងទៀត អនកជួយបងកើតបរិយាសមួយ ដាលមនុសាសានា រៀនពីគនាាន។ តើអនកានពិាកាា ឬ ជជាកាមួយគាូរួមាជីព អំពីសិសាស ឬារបងាៀនរបស់ អនកដារឬទា? ហើយតើាញឹកាប់ប៉ុាណាដារ? ២. តើអនកសបាាយចិតតយ៉ាងាដារ កនុងារនិយយអំពីអវី ៗ ដាលអនកានារមមណា ៍ ាដំណរើ ារៅ មិនានតាម ឹ តាវូ ៅកនង ុ ានក ា រ ់ ៀនរបស់អក ន ? បាសន ិ បើអក ន មិនសបាាយចិតត កនុងារនិយយដូចនាះ ហាតុអវីានាអនកគិតដូចនាះ? ចូរ ចងាំាយើងរៀនពីកំហុសរបស់ពួកយើង? ៣. តើអនកានចាករំលាកសកមមាព និងយុទធវិធីបងាៀនដាល ដំណើរារៅានលអ ៅកនុងានាក់ របស់អនកាមួយគាូ រួមាជីពដារឬទា? ចូរចងាំាារចាករំលក ា បទពិោធន៍ គឺាគនលះឹ ដ៏សា ំ ន់។ អនករៀនពីគរូា ម ួ ាជីព ដូចដាលពួកគា រៀនពីអនកផងដារ។ ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C10-12

Unit 30 - Cool memories

Chapter 10, Unit 30, Lesson A

It’s all in the past: Cool memories: What happened, really?

30a Cool memories - What happened, really? 1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

What’s happening in the picture? Guess. Tell your partner.

Mr. Sovann: Tell me the truth Bopha. Did you take Arunny last week? Bopha: No, I didn’t see Arunny last week. I didn’t visit Avorng. I went shopping with my friends after school. I bought 3 pairs of shoes and a notebook. Then I went home, I had dinner. I did my homework then I slept at 9.00. Mr. Sovann: Hmm….Alright then. Now Linda, tell me the truth. Did you take Arunny last week? Linda: Of course not, Mr. Sovann. I hate birds! I took my dog for a walk last week at the park. When I came back home, I spoke to my friends in England on the computer. Mr. Sovann: OK. OK. I get it. It’s your turn Dara. Tell me the truth. Did you take Arunny last week? Dara: No, no, no. No, I didn’t Mr. Sovann. I was really busy last week. After school, I helped my mum and I played football with Sophal. Then I bought some presents for my youngest sister. But I… I forgot to do my homework! Mr. Sovann: Is that so, Dara? Hmmm… Sophal, tell me the truth now. Where is Arunny? Did you take her last week? Sophal: No, Mr Sovann. I was really busy last week too. I did my homework and I swam in the river. I also played football with Dara. Oh, I remember now, I saw Arunny flying! Yes, she flew past me by the river! Arunny: Hi! Were you looking for me? I went swimming last week, but I will never do it again!

(7 mins): Warmer. Play Sentence relay 1. Say a sentence (e.g. Yesterday, I walked to school). 2. Have another student say your sentence and add his/her sentence (e.g. Yesterday, Miss Mom walked to school. I cooked dinner.) 3. Call another student to say both sentences and add his/her own sentence (e.g. Yesterday, Miss Mom walked to school. I cooked dinner and Sophal helped his mum). 4. Tell students they are going to play the same game in big groups. 5. Tell them they can’t write. They have to remember the sentences without writing. 6. Put students into 2 big groups. 7. Put them in a circle. 8. Students take it in turns to say a sentence, one sentence building from the other, until the last student has said everybody’s sentence. 1

2

T.10.30.1

Listen. Did you guess right? Who took Arunny?

3

T.10.30.1

Listen again. Put a tick () or a cross () next to the sentences.

1. Bopha went shopping yesterday. 2. Linda phoned her friends in England. 3. Dara bought some shoes. 4. Dara didn’t do his homework. 5. Sophal went swimming yesterday. 6. Sophal saw Arunny by the river.

C10-13

(3 mins): Activity 1. Lead in 1. Tell students to look at the picture in activity 1. Ask: What’s happening? (Arunny is missing) 2. Tell students to guess what happened to Arunny with their partners. Did somebody take her? Who took her? 3. Ask instruction checking questions and give a time limit of 1 minute. 4. Collect ideas from the class. Accept all answers.

2

 __________  __________  __________  __________  __________  __________

(5 mins): Activity 2. Students listen for the big idea (T.10.30.1) 1. Tell students to listen and check if their guesses were right. 2. Ask: Did you guess right? Who took Arunny? 3. Check answers as a class. TAPESCRIPT 10.30.1 Avorng’s baby is missing. Who took her? Mr Sovann is here to help. He will find out who took Avorng’s baby.

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3

(7 mins): Activity 3. Students listen for the answers (T.10.30.1) 1. Tell students to listen again. They tick or cross the sentences in activity 3. 2. Ask instruction checking questions. 3. Tell students to compare their answers with their partners / groups. 4. Check answers as a class.

Chapter 10, Unit 30, Lesson A

4

Look at the sentences. Answer the questions. She bought a notebook. Did she buy a notebook? Yes, she did. No, she didn’t.

4

1. Tell students to complete the exercises in the grammar box. 2. Help as necessary, but let students guess / think about the rules. 3. Ask questions to help students. 4. Give a time limit of 5 minutes. 5. Tell students to listen and check. 6. Check answers as a class.

They bought a notebook. Did they buy a notebook? Yes, they did. No, they didn’t.

TAPESCRIPT 10.30.2

Tick () or cross ().

If you do not have the recording, say each word (or phrase) 2 times.e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)

1. Bought, took, and wrote are examples of past simple verbs.  2. We use past simple verbs to talk about now.  3. We use did when asking questions in the past.  T.10.30.2

go - went / come - came / drink – drank / read – read / speak – spoke / do – did / see – saw / swim – swam / take – took / put – put

Match the words with their past forms. Listen and check. Listen and repeat. read saw

(8 mins): Activity 4. Grammar box (T.10.30.2)

put drank

spoke swam

did came

1. go

- went

6. do

- did

2. come

- came

7. see

- saw

3. drink

- drank

8. swim - swam

4. read

- read

9. take

- took

5. speak

- spoke

10. put

- put

5

took

1. Write one true and one false sentence about you on the board (e.g. I liked walking when I was 3 years old). 2. Tell students to guess which is true and which is false. 3. Put a tick next to the true sentence and cross next to the false sentence. 4. Tell students that they are going to write true/false sentences about them. 5. Tell them to write the sentences in their notebooks. 6. Ask instruction checking questions and give a time limit of 6 minutes.

Which 2 words do NOT change when we write them in the past? 6

read put _________________ ___________________

5

Write 3 false sentences about you.Write 2 true sentences about you.

6

Ask and answer questions with your partner. Did they guess right?

(8 mins): Activity 5. Writing

(7 mins): Activity 6. Speaking 1. Tell students to swap papers / notebooks. 2. Put students in pairs. 3. Tell them to guess which of their friend’s sentences are true / false. They put a tick or a cross next to the sentences.

NOTE: For this activity, it might be better to pair students up with other students they don’t know very well / don’t usually work with.

Did you buy shoes yesterday?

1. Tell students to find out if their guesses were correct by asking their partners questions. Tell them to record their scores. They earn a point for each correct guess. 2. Ask instruction questions and give a time limit of 5 minutes. 3. Walk around and help students as necessary.

No, I didn’t.

(3 mins): Learner assessment and lesson wrap up

2. Check students’ pronunciation as a class. Don’t single students out. Drill some words they consistently pronounce wrong class. 3. Praise students who came to class on time today. Encourage the others. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. We said earlier that younger students work best to classroom rules that are fair and unchanging. They help students understand what is expected of them. What were your rules this year? 2. Were they effective? 3. Did the rules change throughout the year? How? 4. Did the way you deal with rule breakers change? How? 5. What rules do you think you’ll keep for next year? Which ones will you change? 6. Your own questions: _________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ដូចដាលយើងាននិយយពីមន ុ មកហើយា សិសសា អនុវតត វិន័យបាាំានាក់ានលអ ៅពាលដាលវិន័យ ាំងោះាន ាពយុតតិធម៌ និងមិនផលាស់បតូរ។ វិន័យាំងោះជួយសិសាស ឲាយយល់ពីអវី ដាលតាូវានរំពឹងពី ពួកគា។ តើវិន័យបាាំ ានាក់របស់អនកឆនាំនាះគឺអវីខលះ? ២. តើវិន័យាំងោះានបាសិទធាពដារឬទា? ៣. តើវន ិ យ ័ ាំងោះានផលស ា ប ់ រូត ដារឬទា រយៈពាល ១ឆនស ំា ក ិ ា ា នាះ? បាសន ិ បើានផលស ា ប ់ រូត តើាផលស ា ប ់ រូត យ៉ង ា ដូចមតច ា ? ៤. តើវិធីដាលអនកោះសាាយាមួយសិសាសដាលមិនោរព វិន័យបាាំានាក់ានផលាស់បតូរដារឬទា? បាសិន បើាន ផលាស់បតូរ តើាផលាស់បតូរយ៉ាងដូចមតាច? ៥. តើវន ិ យ ័ បាាា ំ ក ាន ា ់ ខលះ ដាលអនកគិតានឹងរកាាទុក ហើយ វិនយ ័ បាាា ំ ក ាន ា ់ ខលះ ដាលអនកគិតា នឹងផលស ា ប ់ រូត សមាប ា ់ ឆនាំសិកាាកាាយ? ៦. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

1. Ask students how many of their guesses were right.

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C10-14

Chapter 10, Unit 30, Lesson B

Chapter 10, Unit 30, Lesson B

30b Cool memories - All about dinos! 1

T.10.30.3

a

What are these photos of? Guess. Tell your partner. Listen and check then listen and reapeat. b

e

2

It’s all in the past: Cool memories: All about dinos!

c

f

d

g

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (7 mins): Warmer. Play ‘Spin the pen’

1. sounds (d) 2. hurt (f) 3. plants (c) 4. seeds (a) 5. stones (g) 6. holes (b) 7. light (e)

1. Ask some students what they did yesterday. Write some of their answers on the board. 2. Put students into groups of 5/6. Tell them to sit in circles. 3. Tell each group to have a pen / pencil ready. 4. Tell each group that they are going to ask and answer questions about what they did yesterday / last night / last week. 5. One student spins the pen. Whoever the pen points to ask a question (e.g. Did you go swimming yesterday?). The student chooses one person in the group to answer the question. 6. Go around and listen to students’ questions and responses. 7. Stop the activity after 6 minutes. Correct some mistakes students made (pronunciation or grammar). Do this as a class. Do not single out students.

Look at the photos. What are they of? Guess. Tell your partner. 1

3

Dinosaurs lived 65 million years ago! They lived on land and they lived for 180 million years. They lived for a very long time. They walked and ran fast. They ran faster than any other animals at the time! Dinosaurs spoke to each other too. They spoke by making sounds. Baby dinosaurs made sounds if they were hungry or hurt. They made sounds if they needed help! They could hear quiet and loud sounds! What colour were the dinosaurs? Well, some were brown and green, and some were purple, orange, blue, red, yellow and pink! People who study dinosaurs think their colours were important. Some dinosaurs ate plants. They ate leaves and seeds, and sometimes stones too. But some dinosaurs were really scary. They ate meat. They ate other animals and other dinosaurs too! Some dinosaurs had 60 teeth. They used their teeth to break the bones of strong and big animals. Some dinosaurs could swim, but they couldn’t fly. They swam in big rivers and seas. Dinosaurs had eggs. Some were small, like tennis balls. Others were big, as big as footballs! Oh and guess what! All dinosaurs had holes behind their eyes. The holes made their heads light. C10-15

TAPESCRIPT 10.30. 3

If you do not have the recording, say each word (or phrase) 2 times .e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat) seeds / holes / plants / sounds / light / hurt / stones / 2

(2 mins): Activity 2. Lead in 1. Tell students to look at the pictures in activity 2. 2. Tell them to guess what the pictures are of. Give hints as necessary (e.g. They’re animals. They lived a long time ago. They were big). 3. Tell students to talk to their partners and guess.

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3

(5 mins): Activity 3. Students read for the big idea 1. Tell students the pictures are of dinosaurs. Tell them to talk about what they know about dinosaurs. 2. Give a time limit of 2 minutes. 3. Collect ideas from the class. Listen to students’ answers and accept all answers. 4. Tell students to read and check their guesses. 5. Ask instruction checking questions and give a time limit of 3 minutes. 6. Ask students how many of their guesses were correct.

4

(7 mins): Activity 4. Students read for the answers 1. Tell students to read again and answer the questions in activity 4. 2. Ask instruction checking questions and give a time limit of 4 minutes. 3. Tell students to compare their answers with their partners / groups. 4. Check answers as a class.

(5 mins): Activity 1. New words (T.10.30.3) 1. Tell students to look at the photos in activity 1. 2. Tell students to guess what the photos are of with their partners. 3. Tell them to number the photos in their notebooks. 4. Ask instruction checking questions and give a time limit of 3 minutes. 5. Tell students to compare with their partners / groups/ 6. Tell students to listen and check. 7. Tell students to listen and repeat.

Read quickly. Did you guess right?

4. Ask instruction checking questions and give a time limit of 2 minutes. 5. Collect ideas from the class.

5

(7 mins): Activity 5. Game! Draw the dinosaur! 1. Draw a dinosaur on the board like this:

2. Tell students that the dinosaur is missing some body parts. They will draw the missing body parts. 3. Put students into 4 groups. 4. Ask one student from each team to come to the front. Blindfold one student or have him / her close his/her eyes. No cheating! No peeping! 5. Say: Draw the eyes (nose, legs, feet, tail, ears, etc.). 6. Tell each group to direct their groupmate. They tell him/her where to draw by giving instructions such as move to the right, left, go up, go down, etc. You might want to write these phrases on the board. 7. Continue until the time is up. Ask some questions about the students’ dinosaur (e.g. Where are the teeth?). Ask them to give a name for this dinosaur.

Chapter 10, Unit 30, Lesson B

4

6

Read again. Complete the sentences.

1. Put students in pairs. 2. Ask student A to turn to page 236. Ask student B to turn to page 240. 3. Tell students NOT to show their text to their partners. Tell them their texts are secret. 4. Tell student A to read his/her text to his/her partner. Tell student B to look at her / his text and correct the mistakes. There are 4 mistakes. 5. Ask instruction checking questions and give a time limit of 3 minutes. 6. Tell students to swap roles. Student B reads his/her text. Student A listens and corrects the mistakes in his/her text. There are 4 mistakes. Give a time limit of 3 minutes. 7. Walk around and help students as necessary. 8. Tell students to compare their texts. Did they find all the mistakes?

making sounds 1. Dinosaurs talked to each other by _______________. colours 2. Dinosaurs had very different ___________________ . 3. Dinosaurs ate meat and ______________________ . plants swim 4. Some dinosaurs could ________________________ . 5. Dinosaurs couldn’t ____________________________ . fly 6. They had holes in their ________________________ . heads

5

Draw the dinosaur!

Game!

7

6

Work with your partner. Student A turns to page 236. Student B turns to page 240.

Student A:

Student B:

This dinosaur’s name is Tyrannosaurus Rex. It ate plants. It had 60 teeth. It had a very small head. It was really strong. It was stronger than an elephant. It was very big. It was bigger than the Triceratops. It had 2 heads and small arms.

This dinosaur’s name is Triceratops. It ate meat. It had about 20 teeth! It had 4 legs. It was a fast dinosaur. It walked slowly. It had 3 horns on its mouth. It used its horns to fight other dinosaurs and animals.

(7 mins): Activity 7. Writing 1. Ask students what they would like to know about dinosaurs. 2. Write some of their answers on the board. Don’t write complete sentences. Write only phrases and words. 3. Tell them to write 3 questions about dinosaurs in their notebooks. 4. Ask instruction checking questions and give a time limit of 4 minutes. 5. Tell students to compare notes. Can they answer their classmates’ questions?

Listen to your partner. Correct the mistakes.

7

(8 mins): Activity 6. Listening and speaking

(2 mins): Learner assessment and lesson wrap up 1. Ask some students their questions. Answer some of the questions, if you can. 2. Tell them to answer at least one of their classmates’ questions for homework. Tell them not to answer their own questions. Other students should look for the answers for them. 3. Praise students who consistently tried speaking in English today. Encourage the others.

Write your questions about dinosaurs.

Ask me!

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

1. Allowing students to have pride in their work builds their confidence. This means that they are more willing to try and participate in activities. Do you pay attention to what your students produce in class? Do you only look for mistakes in your students’ work? How often do you give positive comments? 2. Trying is more important than succeeding, and failure is an opportunity to learn. Did you praise your students for trying their best today? How can you encourage students to try out activities that might be difficult? Do you allow them to take pride in just trying? 3. If activities are done perfectly by most students, this probably means they are too easy. They may be learning nothing new. Do students’ works have to be perfect? Do you let students take pride in their work even if they aren’t perfect? 4. Your own questions: _________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ារឲាយសិសាសានោទនាពកនុងារសិកាារបស់ពួកគា គឺ បងកើតាពជឿាក់របស់ពួកគា។ នាះ គឺាន ន័យាពួកគា ានឆនទៈាន់តាាលាំងឡើង ដើមាបីពាាយម និងចូលរួមកនុង សកមមាពផាសាង ៗ។ តើអនក យកចិតតទុកាក់ចំោះអវី ៗ ដាលសិសសា របស់អក ន ធវៅ ើ កនង ុ ានក ា ដ ់ រា ឬទា? តើអក ន គាន ា ត ់ ា សវាងរកកំហុស ៅកនុងកិចចាររបស់សិសាសអនកដារឬទា? តើអនកផតល់ោបល់វិជជានដល់សិសាសញឹកាប់ប៉ុាណា? ២. ារពាាយមគឺសា ំ ន់ាងាពោគជ័យ ហើយារបាជ័យ គឺាឱាសដើមបា ស ី ក ិ ា ា ។ តើថន ាង ះា អនកាន សរសើរសិសសា របស់អនកចំោះារពាាយមអស់ពីសមតថាពរបស់ពួកគា ដារឬទា? តើអនកាចលើក ទឹកចិតតសិសាសឲាយាកលាបង សកមមាពផាសាង ៗ ដាលាចពិាកយ៉ាងដូចមតាច? តើអនក ឲាយសិសសា ាន ោទនាពតាកង ុន ារខិតខំពា ា យមដារឬទា? ៣. បាសិនបើសិសាសាគចាើនធវើកិចចារានលអឥតខចាះ នាះ បាហល ា ាានន័យាកិចា ច រាំងោះគឺ ាយសាល ួ ពាក។ ពួកគាបហ ា ល ា ាមិនានរៀនអវី ៗ ដាលថមោ ី ះទា។ តើកច ិ ា ច រ របស់សិសាស តាូវតា លអឥតខចាះដារឬទា? បាសិនបើសិសាស ធវក ើ ច ិ ា ច រមិនានលអឥតខចះា តើអក ន ឲាយពួកគាានោទនាព ចំោះារាររបស់ពួកគាដារឬទា? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

Think about the answers to these questions. You don’t have to tell anyone the answers!

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C10-16

Chapter 10, Unit 30, Lesson C

Chapter 10, Unit 30, Lesson C

30c Cool memories - All about cavemen! 1

It’s all in the past: Cool memories: All about cavemen!

Find the words in the pictures.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

1. animal skins 2. a cave 3. hunt

(7 mins): Warmer. Play ‘Whispers’ 1. The teacher whispers a word to a student on the first row. 2. The student in turn, whispers to the next student, until the last student at the end of the row. 3. The last student either shouts the word or writes it on the board. Tip: Students could also be asked to stand in line. 1

T.10.30.4

2

(5 mins): Activity 1. New words (T.10.30.4) 1. Tell students to look at the picture in activity 1. 2. Tell students to work in pairs. Tell them to guess what the pictures are of and find them in the pictures. 3. Tell them to number the pictures in their notebooks. 4. Ask instruction checking questions and give a time limit of 2 minutes. 5. Tell students to listen and check. 6. Tell students to listen and repeat.

Listen and check then listen and repeat.

Amika lived a long time ago. What did she do? What did she have? Guess. Tell your partner. had friends

TAPESCRIPT 10.30.4

Amika

3

If you do not have the recording, say each word (or phrase) 2 times.e.g. Say: Hello (wait for students to repeat) Say: Hello (wait for students to repeat)

don’t have a book

animal skins / a cave / hunt 2

1. Tell students that this girl lived a long, long time ago. 2. Tell students to talk with their partners. Ask: What did she have? What didn’t she have? What did she do? What didn’t she do? Did she have toys? Did she have a computer? Did she brush her hair? 3. Tell students to draw a concept map in their notebooks similar to the one in activity 2 and write their ideas. Tell them not to write complete sentences. They only write words and phrases. 4. Ask instruction checking questions and give a time limit of 3minutes. 5. Collect ideas from the class. Accept all answers.

Read quickly. Did you guess right? 3

Amika lived a long time ago. She lived 15, 000 years ago. She wore clothes made from animal skins. Her clothes were brown and black. She didn’t have a shower, but she sometimes went swimming in the river. She lived with her family and other people. She didn’t have a house. She lived in caves. She slept on the ground. She didn’t have a bed. She lived in many different caves because they walked a lot. They never stayed in one place. She liked dancing and she played games with other children. They climbed trees and ran around the caves. She had a lot of friends. She didn’t play football – no one played football at the time! She never went shopping! There were no shops! She ate fish and plants and other animals. She ate a lot of fruit. Her dad hunted animals and her mum cooked them. Her dad made boats too. She didn’t go to school. She couldn’t read and write, but she could draw pictures. She drew pictures of animals in the caves. Lions, tigers and elephants lived near them. She was scared of them. She was scared of monsters too!

C10-17

(5 mins): Activity 2. Lead in

(4 mins): Activity 3. Students read for the big idea 1. Tell students to read the text quickly and check their guesses. How many of their guesses were correct? 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Tell students to compare their answers with their partners / groups. 4. Check answers as a class.

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Chapter 10, Unit 30, Lesson C

4

Read again. Answer the questions with Yes, she did or No, she didn’t. Write the answers in your notebooks. 1. Did Amika wear clothes? 2. Did she have a house? 3. Did she live alone? 4. Did she eat bananas? 5. Did she go to school? 6. Did she make friends with lions?

5

Write.

4

1. Tell students to read the text again and answer the questions in activity 4. 2. Ask instruction checking questions and give a time limit of 4 minutes. 3. Tell students to compare their answers with their partners / groups. 4. Check answers as a class.

Yes, she did. _____________ _____________ No, she didn’t. _____________ No, she didn’t. _____________ Yes, she did. _____________ No, she didn’t. _____________ No, she didn’t.

5

(10 mins): Activity 5. Writing 1. Write now and 15,000 years ago. Ask students if Amika’s life was different or the same as theirs (different). 2. Ask some things which are different. Write ideas on the board. (e.g. Amika didn’t have a house. I have a house). 3. Put students in groups of 3 /4. 4. Tell them to write some more differences between now and 15,000 years ago. 5. Tell them to write on pieces of paper. Tell them to draw some pictures too. 6. Ask instruction checking questions and give a time limit of 8 minutes. 7. Walk around and help students as necessary. For fast finishers, you may ask them to colour their pictures.

Draw some pictures. Colour. What things are different?

15,000 years ago People lived in caves.

(6 mins): Activity 4. Students read for the answers

now We live in houses.

6

(8 mins): Activity 6. Speaking 1. Choose one student from each team to report about their work. Alternatively, you can also ask students to choose the reporters in their teams. 2. Call each reporter in front of the class. Tell them to talk about their work for 1 minute. 3. Ask the other students to think of one question for the reporting team. Remind them to listen to others.

6

Tell your class about your pictures! Do your friends like it?

NOTE: If your students are shy and don’t feel confident talking in front of the class, you can let each reporter visit the other teams and report to them. Give the reporters a time limit of 1 minute. Go around and help as necessary.

Congratulations!

You inished Unit 30. Tick () the things you can do. I can talk about what people did a long time ago. I can ask questions about what people did a long time ago.

4. Display some of the students’ work. 5. Have a class vote to see which of the pictures students like best. You can do this by pointing to each picture and asking students to raise their hands, clap, or shout (e.g. yes!) if they like the picture.

 

- 189 -

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Think about your lessons when you first started teaching. All teachers have some horror stories - things didn’t go well as planned when they first started teaching. What’s your story? 2. Now think about your success stories. Did you notice any change in your teaching style / in your understanding of how students learn a foreign language? Take pride in your progress! You deserve it. 3. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ចូរគិតអំពីារបងាៀនរបស់អនក ៅពាលដាលអនកាន ាប់ផតើមបងាៀនលើកដំបូង។ គាូាំងអស់សុទធ តាាន រឿងដាលគួរឲាយរនធត់មួយចំនួនដូចា៖ អវី ៗ មិនានណើរ ារលអាមារគាាងទុក ៅពាល ដាលពួកគាានាប់ ផតើមបងាៀនលើកដំបូង។ តើអនកានរឿងអវីខលះដារ? ២. ឥឡូវនាះចូរគិតអំពីរឿងោគជ័យរបស់អនកវិញ។ តើអនក ានកត់សាគាល់ឃើញា ានារផលាស់បតូរអវីខលះ ៅកនុង របៀបបងាៀនរបស់អនក ឬៅកនុងារយល់ដឹងរបស់អនក អំពី របៀបដាលសិសាសសិកាាាា បរទាសដារឬទា? ចូរានោទនាពចំោះាររីកចមាន ើ របស់អក ន ! អនកសម នឹងទទួលាននូវ ោទន-ាពាំងនាះ។ ៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C10-18

Chapter

11

Chapter 11, Unit 31, Lesson A

I can remember everything: What happened?: Weird weekend? This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

I can remember everything

1. Put students into groups of 4. 2. Write What’s your favourite thing to do on the weekend? Why? on the board. 3. Tell students to talk about their ideas. 4. Ask instruction checking questions and give a 2 minute time limit. 5. Get some answers from the class.

31a What happened? - Weird weekend? 1

Look at the picture. What is happening?

2

T.11.31.1

Why is Bopha sick? Listen and check. She is sick. She is pretending to be sick. She didn’t do her homework etc.

1

(2 mins): Activity 1. Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students What is happening? 3. Ask students Why? 4. Tell students to compare with their partner for a minute. 5. Get some answers from the class (but do not say who is right or wrong).

2

(5 mins): Activity 2. Students listen for the big idea (T.11.31.1) 1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students listen. 4. Tell students to compare with their partner/ group. 5. Check the answer as a class. TAPESCRIPT 11.31.1

Cool kids say: Not much

3

T.11.31.1

C10-19

Dara: What’s wrong, Bopha? Bopha: Eeeeerrr! Oooooh! Oh, I feel sick! I don’t think I can go to school today! Dara: Uh huh. Sophal: Oh Bopha! What’s wrong? Is it your stomach? Bopha: Yeah! And my head! And my legs. And it’s really bad! Sophal: Why? What did you do yesterday? Bopha: Not much. I just went to the shops. Dara: Oh yeah. Who did you do that with? Bopha: Just Tom. *sigh* Dara: Why?

Answer the questions about Bopha’s weekend.

1. How does Bopha feel? She feels sick. 2. What hurts? Her stomach, her arms, or her foot? Her stomach 3. Where did she go yesterday? She went to the shops. 4. Who did she go with? She went with Tom.

5. What did Linda do yesterday? Her homework 6. Did Bopha do her homework yesterday? No, she didn’t. 7. Does Dara think Bopha is sick? No, he doesn’t.

Teachers Tip! In English, your foot is not part of your leg!

Bopha: Tom wanted to see my brother. Tom and Linda think he’s cool. Dara: You don’t sound sick, Bopha. Bopha: Oh! But I am! Errrr. Arggghhhh. Dara: And where did you go after that? Bopha: We went to get something to eat. Sophal: What did you eat? Bopha: Just rice and vegetables. Sophal: That sounds ok. What time did you get home? Bopha: 6. Then I watched TV. Sophal: So what made you sick? Linda: Hi, Bopha! Do you have your homework ready? Remember, it’s really important. I didn’t do anything yesterday! I only did my homework. Where’s yours? Bopha: Ummm. Well… Dara: I think we know why Bopha’s sick!

(3 mins): Lead in.

Unit 31 - What happened?

- 190 -

3

(10 mins): Activity 3. Students listen for answers (T.11.31.1) 1. Tell students to work with a partner. 2. Tell students to write 1-7 in their notebooks. Tell students to try and remember / guess the answer. 3. Tell them to listen and write the answers next to the numbers in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students listen and check. 6. Students compare their answers with their group/partner. 7. Ask for some answers as a class.

Chapter 11, Unit 31, Lesson A

4

Read about Nika’s weekend. What was special about it?

4

(3 mins): Activity 4. Students look at a model. 1. Tell students to look at the picture of Nika. Ask How old is she? 2. Tell students they are going to read about Nika very quickly and find out why last weekend was special. Tell students when they think they know to put up their hand (this will encourage students to stay on task). 3. Ask instruction checking questions and give a time limit of 1 minute! 4. Ask and answer as a class.

Last weekend, I went rollerblading. I went with my Dad, and my friends. We went rollerblading because we love it! We went to the basketball court near the school. We ate ice cream! We got back home at 5.30! It was a big day!

5

(5 mins): Activity 5. Students discuss a model 1. 2. 3. 4. 5.

6

Tell students to work with a partner. Tell students to discuss what Nika would answer to the questions. Tell students they don’t need to write. Ask instruction checking questions and give a time limit of 3 minutes. Ask and answer questions as a class.

(4 mins): Activity 6. Students make notes 1. Tell students to use the questions in activity 5 to make notes about their own Sunday. 2. Ask instruction checking questions and give a time limit of 3 minutes.

7

5

1. Tell students to write about their own weekend. They can use the model for help. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. Tell students to read their writing in groups.

Imagine you are Nika! Answer the questions. 1. What did you do? I went roller blading. 2. Who did you do that with? Dad and friends. 3. Why did you do it? We love it!

(2 mins): Learner assessment and lesson wrap up

4. Where did you go? To the basketball court. 5. What did you eat? Ice cream. 6. When did you get back home? 5.30.

6

Think about last Sunday. Answer the questions about you!

7

Now use your notes to write about your weekend.

(7 mins): Activity 7. Students write

Assessing the success of the lesson. Not testing students! It’s almost the end of term. Think about students at the beginning of term as you listen to them share their work. How have students progressed. 1. Ask some students to share their writing with the class. 2. Are students confident? How much progress have students made since the beginning of the year? After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. It’s almost the end of the school year. Whose English has improved this school year? Why? 2. Who has fallen behind this school year? Why? 3. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

8

១. ាជិតចប់ឆនាំសិកាាហើយ។ តើាារអង់គលាសរបស់សិសាសាខលះ ានារចមាើនៅឆនាំសិកាានាះ? ហាតុអវី? ២. តើសស ិ ាសាខលះ រៀនមិនាន់គាៅឆនាំសិកាានាះ? ហាតុអវី? ៣. សំណរួ ផទាល់ខលួនរបស់អនកៈ______________________________________?

Tell your friends about your weekend! - 191 -

C11-2

Chapter 11, Unit 31, Lesson B

Chapter 11, Unit 31, Lesson B

31b What happened? - It was the scariest thing ever! 1

Here are some things from today’s story. Can you guess the story?

I can remember everything: What happened?: It was the scariest thing ever

There are no right and wrong answers, but creative answers are always fantastic! Encourage creativity!

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

(5 mins): Warmer. What I like about you is

some ghosts

2

some monks

1. Put students in groups of 4. 2. Write: What I like about you is… on the board. 3. Ask students to help you finish the sentence about you! (e.g. What I like about you is you’re a good teacher. OR What I like about you is you’re funny. 4. Tell students that they are going to say nice things about each person in the group for 30 seconds! Students have to finish the sentence What I like about you is with something true. 5. Tell students you are going to clap your hands at the end of 30 seconds and they need to change the peson they are talking about. 6. Ask instruction checking questions. (e.g. Are we saying good things, or bad things? )

a bed

Look at the picture. How does the boy feel? Why? 1

3

T.11.31.2

1. 2. 3. 4.

Read, listen and check your guess! 2

3

Ask students to look at the picture and cover the text. What can they see? Ask students How does the boy feel? Why? Tell students to compare their ideas with their partner for a minute. Get some answers from the class (but do not say who is right or wrong).

(5 mins): Activity 3. Students read and listen for the big idea (T.11.31.2) 1. Tell students that they are going to listen and read and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Say: fingers ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students compare their answer with their group/partner 6. Check the answer as a class.

The next morning, I was very tired. But I was very happy! The night before, I stayed in bed away from the ghosts and I didn’t get out of bed once, so the ghosts didn’t hurt me. I felt brave! The boys said “We’re sorry! There aren’t really ghosts! We wanted to scare you, but you were brave!” We were friends after that.

Answers: He feels scared. TAPESCRIPT 11.31.2

Answer the questions about Bona’s scary memory.

1. How old was Bona? He was 10 years old. 2. Can he remember his first day? Yes, he can. 3. Why did the boys tell him to stay in bed? Because of the ghosts. 4. Did Bona sleep? No, he didn’t. 5. Did Bona stay in bed? Yes, he did. C11-3

Put students in groups of 4. Tell students to look at the pictures, cover today’s text and guess today’s story. Ask instruction checking questions and give a time limit of 3 minutes. Get some ideas from different groups.

(2 mins): Activity 2. Students guess 1. 2. 3. 4.

When I was 10, I went and lived in a pagoda to help the monks. I remember my first day. I was very happy! I got a new bedroom! Other boys slept in there with me. They were nice! They helped me make my bed. But then they said “There are ghosts here! Don’t get out of bed! They are angry ghosts and they can hurt you! Remember! Don’t get up!” I was so scared! I went to bed, but I didn’t sleep! I listened for the ghosts. After an hour, it was dark. I couldn’t see anything! Then, there was a big bang next to my bed! The ghosts! They were angry! They were sad, too. I heard crying. They wanted to hurt someone! I was really scared, but I didn’t get up! I stayed in bed.

4

(5 mins): Activity 1. New words / Lead in

See Reading

6. How did Bona feel the next morning? Tired and/but happy 7. Who made the ghost sounds? The ghosts or the other boys? The other boys 8. Were Bona and the other boys friends after that? Yes, they were.

4

(10 mins): Activity 4. Students read for the answers 1. 2. 3. 4. 5. 6.

- 192 -

Do the first question together as a class. Have students point to where the answer is in the text. Tell students to do the other questions in their notebooks. Ask instruction checking questions and give students a 5 minute limit. Students complete. Students compare with their group/ partner. Check answers as a class.

Chapter 11, Unit 31, Lesson B

5

5

Which of these things are you scared of? Why?

(7 mins): Activity 5. Post task/Brainstorming 1. Books closed. Write Are you scared of ghosts? on the board. Ask some students around the room. Ask: Why? 2. Tell students to work with a partner and talk about the things in the pictures one by one. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Come together as a class. Say: Put your hand up if you’re scared of ghosts!

6

ghosts

monsters

cleaning your room

(5 mins): Activity 6. Note taking/ Getting ready to talk 1. Tell students to work by themselves. Tell students to think about a time they were really scared. They can use an idea from the last activity, or something else. 2. Ask instruction checking questions and give a time limit of 4 minutes.

the dark

7

(8 mins): Activity 7. Freer speaking practice 1. Tell students to work in groups and take it in turns to tell their friends their scary story. Students should listen and ask follow up questions 2. Ask instruction checking questions (what do good listeners do?) and give a time limit of 7 mins.

having no friends

6

dogs

girls

boys

(2 mins): Learner assessment and lesson wrap up

Think about a time you were really scared. Make notes about these things.

Assessing the success of the lesson. Not testing students! 1. Ask one person in each group to take it in turns reading out their scary stories to the class. 2. Have a class vote on the scariest story.

There are no right and wrong answers, but creative answers are always fantastic! Encourage creativity!

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”!

How old were you? Where were you? What were you scared of? Why was it scary? Who was with you? What happened at the end of the story? Were you ok? What were you scared of?

Think about the answers to these questions. You don’t have to tell anyone the answers! 1. It’s almost the end of the school year. Do you think students feel safe in your class? Why? 2. Do you think any students still feel nervous or scared to speak in class? Why? 3. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

I was scared of my sister.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

Why were you scared of your sister?

7

Tell your group your story. Who has the scariest story?

១. ាជិតចប់ឆនាំសិកាាហើយ។ តើអនកគិតាសិសាសៅកនុងានាក់របស់អនកានារមមណ៍កក់កតាចំោះលទធផល នាារសិកាារបស់ពួកគា ដារឬទា? ហាតុអវី? ២. តើអនកគិតាសិសាសខលះៅតាានារមមណ៍ភ័យ ឬាលាចកនុងារនិយយៅកនុងានាក់ដារឬទា? ហាតុអវី? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

I ate all her candy.

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C11-4

Chapter 11, Unit 31, Lesson C

Chapter 11, Unit 31, Lesson C

31c What happened? - They’re important to me 1

Look at these people. Match the pictures. Just guess! best friends

Dalis

Mony

Chanthou

Panha

2

I can remember everything: What happened?: They’re important to me

T.11.31.3

C11-5

a teacher

a neighbour

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

a band

Who is important to you? Lots of people! My family, my friends and my neighbour. What’s your neighbour’s name? Sam. Why is he important to you? Well, we talk every day. He really listens to me. And sometimes we have dinner together as well. When did you meet? 5 years ago. That’s when Sam started living next door.

(7 mins): Game!: Pass the eraser

Who is important to you? I love my family and friends, but I love music too! Cambodian Space Project is my favourite band and Srey Thy is the best singer in the world! When did you meet her? Well, I didn’t meet her, but I went to her concert and I danced and danced! It was really cool! And she smiled at me! I think she liked my dancing! What was your favourite song at the concert? I am 16 years old! It’s an old song by Ros Sereysothea. She was great! She’s my Dad’s favourite singer.

1

1. Use the board eraser or a pencil case. Ask What is it? talk into it like a phone. Students: It’s a phone! 2. Tell students that they are going to play the game in their groups. 3. RULES You get a point if your friends can guess what you are pretending the eraser is. But all the members lose a point if they can’t guess. The person with the eraser is not allowed to talk. The group must speak in English! Some ideas: an egg, a bird, a cat, a pen, a notebook, lunch, an apple, an orange, a friend, a game. 4. Ask instruction checking questions and set a time limit of 5 minutes. (2 mins): Activity 1. Students guess 1. 2. 3. 4. 2

Ask students to look at the pictures. What can they see? Tell students not to read the texts, but to try and match the words in the box with the photos. Tell students to compare with their partner for a minute. Get some answers from the class (but do not say who is right or wrong).

(5 mins): Activity 2. Students read and listen for the big idea (T.11.31.3) 1. Tell students that they are going to listen and read and check their guesses. 2. Tell students to read along with their finger. This helps students with dyslexia and also helps you check no one is lost. 3. Ask instruction checking questions. Say: fingers ready? Play the recording. 4. Students listen and read along with their fingers. 5. Tell students compare their answer with their group/partner 6. Check the answer as a class

Who is important to you? My teacher. She is great! She always tells me I can do everything! She makes me feel smart! Do you study with her now? Yes, I do! We have her for Khmer and French. When did you meet? Well. Really she’s my mum and she’s my teacher! I met her when I was born, I guess! Who is important to you? I know! My best friend Nary! We do everything together! Where did you meet? We met on the first day of school. I saw Nary playing cars, and that’s my favourite game, too! What do you like doing together? We love going fishing, going for walks and swimming. Nary is better at swimming than me!

Read, listen and check your guesses. Best friends – Panha; a teacher - Chantou; a neighbour - Dalis a band - Mony. - 194 -

3

Answer the questions.

Chapter 11, Unit 31, Lesson C

TAPESCRIPT 11.31.3

1. What’s Dalis’s neighbours name? Sam 2. How often do Dalis and Sam talk? Every day. 3. How long ago did they meet? 5 years ago. 4. Who is Mony’s favourite singer? Srey Thy. 5. What did Mony do at the Cambodian Space Project concert? dance

6. How does Chanthou’s teacher make her feel? Smart. 7. What subjects does Chanthou’s mum teach her? Khmer and French 8. What did Panha see Nary doing on the first day of school? playing cars 9. Who is best at swimming? Nary or Panha? Nary

See Reading in Activity 1 3

1. Do the first question together as a class. Have students point to where the answer is in the text. 2. Tell students to do the other questions in their notebooks. 3. Ask instruction checking questions and give students a 5 minute limit. 4. Students complete. 5. Students compare with their group/ partner. 6. Check answers as a class.

Teachers Tip! Even though Cambodian space project is Mony’s favourite band, Srey Thy is the one who sings.

4

Talk about you! Take it in turns to ask and answer the questions with your partner. Answers will be different for each student. 1. Who is your favourite neighbour? 3. Who is your favourite singer?

5

4

2. Who is your best friend? 4. Who is your favourite teacher?

Read this! What are Socheata’s answers to the questions?

5

8

6

(5 mins): Activity 6. Taking notes 1. Tell students to think about their answers to the questions in activity 5 and to write notes in their notebooks. 2. Ask instruction checking questions and give a time limit of 3 minutes

What about you? Make notes about these things. 7

Talk to your partner. Ask and answer the questions. Do they want to know anything else? Write about someone who is important to you. Use your notes to help you.

(3 mins): Activity 7. Comparing ideas with a partner 1. Tell students to ask and answer questions with a partner and to ask one follow up question. 2. Ask instruction checking questions and give a time limit of 2 minutes.

Congratulations!

You inished Unit 31. Tick () the things you can do. I can talk / say what I did on the weekend. I can talk about a time I was really scared. I can talk about someone who is important to me.

(4 mins): Activity 5. Students look at a model 1. Tell students to work with a partner. 2. Tell students that they don’t have to write. 3. Tell students that you are going to give them 3 minutes to read the model and find the answers to the questions. 4. Ask instruction checking questions and give a time limit of 2 minutes! 5. Tell students to compare their answers with their partners. 6. Ask and answer questions as a class.

1. Who is important to you? My brother. 2. Where did you meet? I didn’t rememeber. 3. When did you meet? When I was a baby. 4. Why are they important to you? He hangs out with me and talks to me. 5. What do you do together? We play sport together.

7

(3 mins): Activity 4. Post Task/ Personalisation 1. Put students in pairs. Tell them to ask and answer the questions. They should ask one follow up question after each answer. 2. Ask instruction checking questions and give a time limit of 2 minutes.

My brother is important to me. I don’t remember meeting him! I was a baby, but I know he always hangs out with me and he talks to me when I feel sad. We play sport together.

6

(10 mins): Activity 3. Students read for the answers

8

  

(7 mins): Activity 8. Writing 1. Tell students to use their notes to write about someone who is important to them. They should include the answer to the question their partner asked.

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2. Ask instruction checking questions and give a time limit of 6 minutes. (3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Not all activities will work all days! You need to look at you students. If they are bored, play a game! Do you think your activities met the student’s energy levels today? 2. Do you do your lesson plan no matter what, or do you change it as you are going when you need to? 3. Your own questions: _________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. គមានសកមមាពាំងាយានឹងដំណើរារពាញ ១ថងា ោះទា! អនកតាូវសងកាតមើលសិសាស។ បាសិនបើ ពួកគា ធុញទាន ា ត ់ វូា លាងលាបង ា សិកា ា មួយ! តើៅថងន ា ះា អនកគិត ាសកមមាពរបស់អនកឆលើយតបៅនឹង កមាិត ាមពល របស់សិសាសដារឬទា? ២. តើោះាានរឿងអវក ី ត ើ ឡើងក៏ោយ អនកៅតាបងាៀន ាមកិចចតាងាររបស់អនក? ឬក៏អនកផលាស់បតូរា ៅពាល ដាលអនកាំាច់តាូវផលាស់បតូរាមាថានាពាក់សតាង? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C11-6

Unit 32 - Is that really real?

Chapter 11, Unit 32, Lesson A

I can remember everything!: Is that really real? : That never happened!

32a Is that really real? - That never happened! 1

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Look at Dara’s picture of Angkor Wat 800 years ago. How many things can you name?

(5 mins): Warmer. Feeling greetings. 1. Write some first meeting vocab on the whiteboard. e.g. Hi. How are you? How are you? What’s your name? 2. Tell students to stand up. (You can have student work in groups if it is too small to have students walking around the room). 3. Tell students that they are going to do a get to know you role play. 4. Have the students do the activity once normally. 5. Tell students to choose a different partner, but this time they have just found out that they have lost their telephone! How do they feel? Tell students to have the conversation with this feeling. 6. Keep changing the situation (and partners!). Dog is dead. You have a million dollars! ect. 1

(5 mins): Activity 1. Students remember vocab / lead in 1. Ask students to look at the picture. What can they see? How many things can they name? 2. Tell students compare with their partner for 2 minutes. 3. Get some answers from the class (but do not say who is right or wrong).

2

Cool kids say: Whatever! = I am not talking about this anymore.

2

T.11.32.1

(5 mins): Activity 2. Students listen for the big idea (T.11.32.1) 1. Ask students what they think Bopha will say about Dara’s picture? 2. Tell students to talk to their partner for a minute. 3. Tell students that they are going to listen and check their guesses. 4. Ask instruction checking questions. 5. Students listen. 6. Tell students to compare with their partner/ group. 7. Check the answer as a class.

What do you think Bopha will say about Dara’s picture? Listen and check.

Answers: This picture is wrong / Dara is bad at history. C11-7

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TAPESCRIPT 11.32.1

I’m good at History Bopha: Hey Dara! What’s up? Dara: Hey Bopha! I finished my picture for history! What do you think? Bopha: Did you say for history class? Hey. Is that Angkor Wat? Dara: Yep. It’s Angkor Wat the way it looked 800 years ago. Bopha: 800 years ago? Dara, is that a pizza shop? Dara: Yes. Imagine the pizza they ate 800 years ago… Bopha: Dara! There weren’t pizza shops 800 years ago! They didn’t know Italians, and they didn’t know about pizza. Dara: Are you sure? They didn’t eat pizza 800 years ago. Bopha: Yes, I’m sure! And they didn’t go water skiing either! Dara: But then why was there water outside Angkor Wat! Bopha: Dara! They didn’t go water skiing! Dara: Fine. I do like the girls on the bikes, though. I love bike riding. They rode bikes. Bopha: What’s wrong with you Dara. They didn’t have bikes. Of course they didn’t ride bikes! And they didn’t wear t-shirts either! Dara: Don’t be stupid, Bopha. What did they wear? Bopha: I don’t know! But they didn’t wear purple t-shirts that say “Dara is cool” on the front! Dara: Bopha? Bopha: Yes, Dara? Dara: You’re not very good at history. Bopha: Whatever Dara.

Chapter 11, Unit 32, Lesson A

3

Write the things Bopha says are wrong with the picture. (Clue: There are 4!)

3

1. 2. 3. 4. 5. 6.

They didn’t eat pizza. They don’t go skiing. They don’t have bikes. They

didn’t wear t-shirts. 4 5

(10 mins): Activity 3. Students listen for answers (T.11.32.1)

How many more things can you see in the picture that they didn’t do or have? Write sentences in your notebook.

4

Tell students to work with a partner. Tell students to try and remember/guess the things that Bopha says about Dara’s picture. Ask instruction checking questions. Tell students to listen and check. Tell students to compare with their group/partner. Ask and answer questions as a class.

(7 mins): Activity 4. Post Task 1. Tell students to look at the picture and see how many more things they can see. Tell students to write full sentences in their notebooks. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. Tell students to compare with their group/partner. 4. Ask answers as a class.

Look at the pictures. Do you have these things at your house? 5

(3 mins): Activity 5. Review vocab. 1. Tell students to look at the pictures and talk to their partner about which of the things they have in their house. 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Get answers from the class.

6

(5 mins): Activity 6. Writing 1. Tell students to write sentences about what they had and what they didn’t have 50 years ago. 2. Ask instruction checking questions and give a time limit of 4 minutes.

7

(8 mins): Activity 7. Freer Practice 1. Put students in groups of 4. 2. Tell students to discuss the question in their groups. 3. Ask instruction checking questions and give a time limit of 7 minutes.

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask some students their ideas. Are students using the past simple? 2. Are students using auxiliary verbs correctly?

6

Write some sentences about what they had and didn’t have 50 years ago.

7

What did they have 50 years ago? Discuss with your group. Use the pictures to help you. Thay had cars 50 years a go.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. If you come into class feeling good with lots of energy, your students will feel good as well, but if you come in with low energy ready to shout, students will pick up on that as well. How was your attitude in class today? 2. How do you try to make sure your class have a great attitude toward learning English? 3. Your own question(s). ____________________________________________________?

But they didn’t have television.

បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា!

Yes, they did.

ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា! ១. បាសិនបើអនកមកដល់ានាក់រៀនោយានារមមណ៍លអ និងាមពលាលាំងាលាោះ សិសាសរបស់អនកនឹង ានារមមណ៍ និងាមពល ៅាមោះដារ ប៉ុនតាបាសិនអនកមកដល់ានាក់រៀនោយានារមមណ៍មិនលអ និងមិនសូវានាមពលហើយាំតាសាកោះ សិសាសនឹងានារមមណ៍ៅាមោះដារ។ តើឥរិយបទ របស់អនកៅកនុងារបងាៀនថងានាះដូចមតាចដារ? ២. តើអនកពាាយមដូចមតាចខលះ ដើមាបីឲាយបាាកដាសិសាសរបស់អនកានឥរិយបទលអចំោះាររៀនាា អង់គលាស? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

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C11-8

Chapter 11, Unit 32, Lesson B

Chapter 11, Unit 32, Lesson B

32b Is that really real? - Paper Fortune Tellers 1 2

I can remember everything!: Is that really real?: Paper Fortune Tellers

Look at the picture. Do you know this game? T.11.32.2

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Listen to Bopha and Linda playing. What does Linda get? Bopha: Sure! Ok. First, what’s your favourite colour? Linda: Yellow! It’s so happy! That’s why I love it! Bopha: *Shudder* Okay. Your favourite colour is … yellow. Yellow has 6 letters so I need to move this 6 times. Y – E – L – L – O – W. Ok. Next one. What’s your favourite number? Linda: Um… 7! That’s the number of pairs of shoes I have! Bopha: Really? Whatever. 1 – 2 – 3 – 4 – 5 – 6 – 7. Ok last one! Linda: Ok. 13. Bopha: Ok! Let’s see. It says “You are ugly!” Linda: What! Bopha: Ugly! It means not beautiful, bad looking… Linda: I know what it means! That’s not right! Try again! Bopha: Ok. Linda: Purple! Bopha: P-U-R-P-L-E Linda: 4. Bopha: 1 – 2 – 3 – 4. Linda: 7 Bopha: Yup! It says “You are ugly!” It’s true! Linda: What!? Give me that! Bopha, these all say “You are ugly!”. Bopha: Well, if you’re always ugly, you’re always ugly! Linda: Whatever.

(10 mins): Warmer. Game! Buzz 1. Write the number ‘2 ‘on the board. 2. Tell students to count up to 10, but for every multiple of 2, they say ‘buzz ’ (e.g. 1, buzz, 3, buzz, 5, buzz…). 3. Write another number on the board (e.g. 3) 4. Tell students to count up to 20, but for every multiple of 3, they say ‘buzz’ (e.g. 1, 2, buzz, 4, 5, buzz…) 5. Put students into groups of 4/5. 6. Write another number on the board. 7. In groups, students take turns counting up one number at a time, but for any multiple of that number, they say ‘buzz’ (e.g. 1, buzz, three, buzz…..). 1

(3 mins): Activity 1. Lead in 1. Tell students to look at the question and see if they know the game in the picture. If they don’t know, guess. 2. Students compare with their partner. 3. Check the answer as a class.

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T.11.32.2

C11-9

1. Ask students what they think the paper fortune teller will tell Linda. 2. Get some ideas from the class. 3. Tell students that they are going to listen and check their guesses. 4. Ask instruction checking questions. 5. Students listen. 6. Tell students to compare with their partner /group. 7. Check the answer as a class.

Answer the questions about Linda and Bopha. Listen and check.

1. Do people play with paper fortune tellers in England? Yes, they do. 2. What is Bopha’s first question? What’s your favourite colour? 3. What is Linda’s favourite colour? Yellow 4. How many times does Bopha have to move the paper fortune teller? 6

(5 mins): Activity 2. Students listen for the big idea (T.11.32.2)

TAPESCRIPT 11.32.2

5. What’s Linda favourite number? 13 6. How many times does Bopha have to move the paper fortune teller? 13 7. What is the next number Linda picks? 4 8. Do you think Linda likes Bopha’s paper fortune teller? No.

Bopha: Hey Linda. Linda: Hi Bopha! What have you got there? Bopha: It’s a paper fortune teller. It only tells the truth. It’s always right! Linda: Hey cool! We play these in England as well! Can I have a go?

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3

(10 mins): Activity 3. Students listen for answers (T.11.32.2) 1. Tell students to work with a partner. 2. Tell students to write 1-8 in their notebooks. Tell students to try and remember/guess the answers to the questions. 3. Tell them to listen and write the answers next to the numbers in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students listen and check. 6. Students compare their answers with their group/partner. 7. Ask for some answers as a class.

Chapter 11, Unit 32, Lesson B

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5

Linda didn’t like Bopha’s paper fortune teller! What do you think she wanted to see? What other nice things can you write in paper fortune tellers?

4

(7 mins): Activity 4. Brainstorming 1. Put students in groups of 4. Tell students to choose one person to be the writer. 2. Read the instructions as a class. What do you think she wanted to see? Get some ideas from the class. (e.g. You are beautiful. You are nice. etc) 3. Ask students to brainstorm as many things as they can that can go in the paper fortune tellers. 4. Ask instruction checking questions and give a time limit of 5 minutes. 5. Come together as a class and get some ideas.

Make your own paper fortune teller! 5

You will need:

(7 mins): Activity 5. Reading 1. Tell students to follow the instructions to make their own paper fortune teller. Students can work alone or with a partner. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. A few minutes before the end of time, help students who are confused.

* A square piece of paper * A pen 6

(7 mins): Activity 6. Speaking 1. Tell students to go around the room and play paper fortune tellers. 2. Ask instruction checking questions and give a time limit of 5 minutes.

(2 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students! 1. Ask some questions from today’s lesson. (e.g. What’s your name? How old are you?). 2. Listen to students answers. Are students confident? Are all students, or only students who already knew today’s lesson? Who might need extra support/encouragement? After the lesson: Thinking about the lesson (Reflection)

First, fold the paper in half and then in half again. It should be a triangle now.

Second, open it up so it’s a square again. Now you can see where the middle is!

Third, fold the corners into the middle. It should be a square.

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Telling kids where they need to improve can be hard. How do you tell kids the areas they need to improve? 2. Do you focus on positives, or just negatives? 3. How do you make students feel good about their mistakes and excited about improving? 4. Your own question(s). ____________________________________________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារាឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀនមិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពីកំហុសឆគងាំងោះ! ចូរចងាំ ា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនកមិនាំាច់បាប់ចមលើយចំោះសំណួរ ាំងនាះដល់អនកដ៏ទាទា!

Forth, fold the corners into the middle again. It should be a smaller square.

6

Fifth, fold it in half so it’s a rectangle. Then fold it in half so it’s a little square.

១. ារបាាប់សិសាសនូវចំណុចដាលពួកគាតាូវកាលំអ ាចាារពិាក។ តើអនកបាាប់សិសាសនូវចំណុច ដាល ពួកគាតាូវកាលំអយ៉ាង ដួចមតាច? ២. តើអនកផតាតារយកចិតតទុកាក់លើចំណុចវិជជាន ឬគាាន់តាផតាតលើចំណុចអវិជជាន? ៣. តើអនកធវើដូចមតាច ដើមាបីឲាយសិសាសអនកានារមមណ៍លអចំោះកំហុសរបស់ពួកគា ហើយរីកាយនឹងារ កាលំអឡើងវិញ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ______________________________________?

Last, write! Now you are ready to play!

Use your paper fortune teller on your friends. What do they get? - 199 -

C11-10

Chapter 11, Unit 32, Lesson C

Chapter 11, Unit 32, Lesson C

32c Is that really real? - Getting in trouble at home 1 2

I can remember everything!: Is that really real?: Getting in trouble at home

Do your parents leave you alone sometimes? Are you good or naughty when they are away?

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Look at the picture. Is he being good, or naughty? What do you think Dara is saying to his mum? Listen and check. Dara is being Naughty. He’s telling his mum he’s being good.

T.11.32.3

(5 mins): Warmer. Game! What are you doing? 1. This is an acting game. One student stands in front of the class doing a continuous- ing acting. (eg fishing). 2. Student 2 comes and asks What are you doing? 3. Student 1 doesn’t say I am fishing. They say a different -ing action. I’m flying! 4. Student 2 has to do the action student 1 said. (eg flying). 5. Students 2 keeps pretending to fly until student 3 asks What are you doing? Student 2 doesn’t say flying. They say a differenting action. 6. Continue until all students have had a turn. It’s really funny! (If you have a very large class. Just point to some people. You could also have students play the game in groups. 1

(3 mins): Activity 1. Lead in 1. Put students in groups of 4. 2. Books closed. Write: Do your parents leave you alone sometimes? Are you good or naughty when they are away? 3. Tell students to discuss the question in their groups. 4. Ask instruction checking questions and give a time limit of 2 minutes. 5. Ask some students their answers.

3

T.11.32.3

Look at the picture for idea. Answer the questions about Dara in your notebook. Listen and check.

1. Does Dara think his mum is home? No, he doesn’t. 2. What subject is Dara’s homework for? maths 3. What does Dara say vegetables are better than? pizza 4. Does Dara tell his mum he always brushes his hair and teeth? Yes, he does. C11-11

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(5 mins): Activity 2. Students guess 1. Ask students to look at the picture. What can they see? 2. Ask students Do you think Dara is being good or naughty? Why? 3. Tell students compare with their partner for a minute. 4. Get some answers from the class (but do not say who is right or wrong).

5. Who does Dara say he is watching? The baby. 6. Is Dara lying? Yes, he is. 7. What does Dara see when he looks behind him? His mum. 8. Do you think Dara is in trouble? Student’s own idea.

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(5 mins): Activity 2. Students listen for the big idea (T.11.32.3) 1. Tell students that they are going to listen and check their guesses. 2. Ask instruction checking questions. 3. Students listen. 4. Tell students to compare with their partner /group. 5. Check the answer as a class. TAPESCRIPT 11.32.3

I’m good at History Dara’s Mum: Hello sweetie! Are you being good? Dara: Yes mum. How is Aunty Neath’s house? Dara’s Mum: Oh, it’s nice. She’s good. She says hello. What are you doing now? Dara: I’m doing my homework. I have lots of maths homework to do. Dara’s Mum: Oh good. And are you eating rice? Did you eat the vegetables for dinner last night? Dara: Oh yes, mum. They were yummy. They were much better than pizza. Dara’s Mum: And you’re brushing your hair every day, and cleaning your teeth? Dara: Oh of course, Mum! I always brush my hair and teeth! You know that! Dara’s Mum: And you’re watching your baby sister. Dara: Yes. She is being good. Everything is ok. Dara’s Mum: And she isn’t getting in trouble? Dara: No Mum. She’s right here next to me. Dara’s Mum: Dara, are you lying to me? Dara: Mum! No I am not! I never lie! I am a good boy! Dara’s Mum: Are you sure, Dara? Dara: Of course, I am! Why? Dara’s Mum: Dara, look behind you. Dara: Oh. Hi mum! You’re home early. Dara’s Mum: Yes.

Chapter 11, Unit 32, Lesson C

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Think about a time you were in trouble. Talk to your group about these things.

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1. Tell students to work with a partner. 2. Tell students to write 1-8 in their notebooks. Tell students to try and remember/guess the answers. 3. Tell them to listen and write the answers next to the numbers in their notebooks. 4. Ask instruction checking questions and give a 3 minute time limit. 5. Students listen and check. 6. Students compare their answers with their group/partner. 7. Ask for some answers as a class.

Where were you? What did you do? What did your mum/dad do? Do you get in trouble when your room is messy?

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Where is Avorng? Talk to your partner. Use these words: under, next to, behind, in front of, opposite and in between. 4

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(10 mins): Activity 3. Students listen for answers (T.11.32.3)

(3 mins): Activity 4. Post task 1. Tell students to work with their partner. 2. Tell students to discuss the questions in their groups. 3. Ask instruction checking questions and give a time limit of 2 minutes. 4. Ask some people to share their ideas with the class.

Draw this! 5

(3 mins): Activity 5. Revision 1. Tell students to talk to their partners, and match the words with the pictures. 2. Ask instruction checking questions and give a time limit of 2 minutes. 3. Check answers as a class

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1. Tell students to work in pairs. Tell students to decide who is student A, and who is student B. 2. Tell student As to put up their hands. Tell student Bs to put up their hands. 3. Tell students that their partner has a picture of the bedroom they need to draw and they have to use questions with Where is the___and then draw them in their pictures.

Student A, turn to page 236. Student B, turn to page 240. Congratulations!

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(2 mins): Activity 7 1. Tell student As to turn to page 236 and student Bs to turn to page 240. 2. Ask instruction checking questions and give a time limit of 9 minutes.

You inished Unit 32. Tick () the things you can do. I can talk about what people did and didn’t do in the past. I can make a paper fortune teller. I can draw where things are in a bedroom.

(10 mins): Activity 6. Speaking

  

1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. It’s almost the end of term! Students learn lots of things in class that aren’t English. What else have your students learnt? 2. Do you think your students are better at group work than at the beginning of term? 3. Do you think you students are better at being nice to one another? 4. Do you think you students are better at listening respectfully to their peers? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ាជិតចប់វគគសិកាាហើយ! សិសាសរៀនចាះអវី ៗ ាចាើនៅ កនុងានាក់ដាលមិនមានាាាអង់គលាស។ តើសិសាសរបស់ អនកានរៀនចាះអវី ៗ ផាសាងទៀតដារឬទា។ ២. តើអនកគិតាសិសាសរបស់អនកពូកាាងធវើារារាកាុម ាងៅដើមវគគសិកាាដារឬទា? ៣. តើអនកគិតាសិសាសរបស់អនកានសាតានចិតតលអ ាមួយ សិសាសដ៏ទាទៀតាងមុនដារឬទា? ៤. តើអនកគិតាសិសាសរបស់អនកពូកាាងាតាប់មិតតភកតិរបស់ ពួកគាោយារោរពាងមុនដារឬទា? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

(3 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing students!

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C11-12

Unit 33 - More questions

Chapter 11, Unit 33, Lesson A

I can remember everything: More questions: Silly questions!

33a More questions - Silly questions! 1

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This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins)

Arunny has silly questions. What are they? Guess. Tell your partner.

T.11.33.1

(7 mins): Warmer. Play ‘How many things can you think of?’ 1. Write a word on the board (e.g. small). 2. Ask: What small things can you think of? (e.g. pencil, pen, rat, paper). Accept all possible answers. 3. Tell students they are going to play the same game in groups. 4. Put students into groups of 5/ 6. 5. Assign a writer in each group. 6. Ask a question / write on the board (e.g. red, square, bigger than the teacher, yellow) 7. In groups, students write down as many things they can think of that are red, square, bigger than the teacher, yellow, etc. 8. Give a time limit of 1 minute for each word or phrase. 9. The group with the most number of words wins. Accept words that are spelt wrong.

Listen to Arunny and Avorng. Did you guess right? 1

3

T.11.33.1

1. Write silly questions on the board. 2. If students don’t already know what silly means, encourage them to guess by giving some examples. 3. Ask some silly questions (e.g. Why have you got black hair? Why do we have 10 fingers? Why can’t people fly? Why are there black and white bears? Why is my sister naughty? ) Write some of these on the board. Be quick! 4. Tell students that younger children usually ask silly questions. Tell them to look at Arunny’s picture in activity 1. She is asking silly questions to her dad, Avorng. 5. Tell students to guess what Arunny’s questions are in pairs / groups. 6. Tell them to use a concept map like the one in the book. Tell them to draw the concept map quickly in their notebooks. 7. Ask instruction checking questions and give a time limit of 3 minutes. 8. Collect ideas from the class. Accept all answers.

Listen again. Which pictures does Arunny ask about? Tick ().







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 C11-13

(8 mins): Activity 1. Lead in

 - 202 -

(3 mins): Activity 2. Students listen for the big idea (T.11.33.1)

1. Tell students to listen and check their guesses. 2. Tell them to compare their answers with their partners / groups. 3. Check answers as a class. TAPESCRIPT 11.33.1

Arunny’s silly questions Arunny: Dad, where’s my mum? Avorng: Your mum is…I don’t know where your mum is Arunny. I have no idea! Arunny: Where are my brothers and sisters, Dad? Do I have brothers and sisters? Avorng: Arunny, stop asking silly questions. No, you don’t have any brothers or sisters. Arunny: But why, Dad? Why? Avorng: Grrr…. Arunny: Is it true Dad? Is it true that I was an egg? I was an egg, then I became a bird. Is it true Dad? Avorng: Yes! That’s true! Arunny: That’s so cool. Do all eggs become birds? Urgh! I saw Dara eating eggs for breakfast! Urgh! Do all eggs become birds like me Dad? Avorrng: Stop asking silly questions, Arunny! Arunny: OK. Just one more Dad! Why do we sleep? Avorng: hmmmm…..I don’t know Arunny. We sleep that’s all. Our friends sleep too. Sophal, Dara and Bopha sleep in their beds too. Arunny: Dad, where do I go when I fly? Where do you go when you fly? Avorng: You can go anywhere! You can go up the mountain, to the park or by the river! But don’t go swimming in the river again! Arunny: OK. Dad. Can trees talk? Can they talk to me? Avorng: No, Arunny. Trees can’t talk. They don’t talk to people and they don’t talk to birds! Arunny: When does school start, Dad. I want to go to school. When can I go to school! Avorng: Don’t be silly, Arunny. You can’t go to school. Schools are for people. Arunny: What do people eat, Dad! Avorng: They eat a lot of things! They eat chicken, they eat rice, they eat eggs. Sometimes they eat birds, too! Arunny: Oh – oh (scared)

Chapter 11, Unit 33, Lesson A

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You are something else. Choose from the box. Write 3 questions.

a mobile phone a pen

a school

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Silly questions and silly answers! Ask your silly questions. Can your classmates give silly answers? What colour are your teeth?

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5

I don’t have teeth!

Can you make some more silly questions?

(7 mins): Activity 4. Writing 1. Write a computer on the board. Tell students that they are computers. What questions do / can they ask? 2. Collect some ideas from students. Write some of their ideas on the board (e.g. What colour am I? Why don’t I have legs / hands?) 3. Tell them they are something else (e.g. a mobile phone, an elephant, a pen, a school, a house, etc.)Tell them to choose what they are. 4. Tell students to write 2 silly questions to ask people. 5. Ask instruction checking questions and give a time limit of 5 minutes.

noodles

a cinema 5

(5 mins): Activity 3. Students listen for the answers (T.11.33.1) 1. Tell students to listen again and tick the pictures that Arunny asks about. 2. Ask instruction checking questions. 3. Tell students to compare their answers with their partners / groups. 4. Check answers as a class.

an elephant

a lion

a house

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(10 mins): Activity 5. Speaking 1. Tell students to walk around and ask their questions. 2. Tell them to ask 5 different people in the class. Tell them NOT to write. They have to remember their classmate’s answers. 3. Encourage students to give silly answers. 4. Walk around and listen to students’ questions and responses. 5. Stop the activity after 7 minutes. 6. Ask: Who asked the silliest question? Who gave the silliest answer? 7. Write some of the students’ answers on the board. 8. Have a class vote. You can do this by reading each question / answer on the board and asking students to raise their hands, clap, or shout (e.g. yes!) if they like/ think the question /answer is the silliest.

Game!

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(8 mins): Activity 6. Stirrer – More silly questions 1. Put students into 3 groups. 2. Tell group 1 to write 3 question words in their notebooks / a piece of paper (e.g. why, what, when). Tell them to number the words. 3. Tell group 2 to write 3 action words in their notebooks / a piece of paper (e.g. eat, drink, write). Tell them to number the words. 4. Tell group 3 to write 3 names of people / things (e.g. Dara, a lion, a pen) 5. Ask instruction checking questions and give a time limit of 1 minute. 6. Shout out a number (e.g. group 1 – number 2, group 2 - number 2, group 3 – number 1).

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7. Write the words on the board (e.g. what, drink, Dara). 8. Tell each group to make the sentence. The first group to make the sentence wins (e.g. What does Dara drink?) (2 mins): Learner assessment and lesson wrap up 1. Ask some students to answer some questions from activity 6. 2. Praise students who consistently tried speaking in English today. Encourage the others. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Children learn better when they ‘see’ how things are done. They learn very little if you explain and explain. For children, ‘showing’ what to do works better than ‘explaining’. In today’s lesson, did you demonstrate most of the activities, or did you talk through each one? 2. In your next lesson, try to demonstrate more and explain less. Did you notice any difference in students’ understanding of each task? 3. Your own questions: _________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. សិសាសរៀនានលអាងៅពាលដាលពួកគាមើលឃើញា កិចា ច រាំងោះតាវូ ានធវោ ើ យរបៀបា។ ពួកគារៀន ានតិចតួចាស់បស ា ន ិ បើអក ន ពនាយល់ហយ ើ ពនាយល់ទៀត។ ចំោះសិសសា “ារបាហញ ា ” អវដ ី ល ា តាវូ ធវើ ាានបាសទ ិ ា ធ ព ាង “ារពនាយល់”។ តើៅកនុងារបងាៀនថងានាះ អនកាន បាហញ ា របៀបអនុវតតសកមមាពាគចាន ើ ឬក៏អក ន ានពនាយល់ របៀបអនុវតតសកមមាពនីមួយ ៗ? ២. ៅកនង ុ ារបងាៀនលើកកាយ ា របស់អក ន ចូរពាាយមបាហញ ា ពីរបៀបអនុវតតឲាយានចាើនហើយពនាយល់ ឲាយានតិចតួច។ តើអនកានកត់សាគាល់ាពខុសគនាអវីខលះ កនុងារយល់ដឹង របស់សិសាសអំពីកិចចារនីមួយ ៗ? ៣. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C11-14

Chapter 11, Unit 33, Lesson B

Chapter 11, Unit 33, Lesson B

33b More questions - Cool superheroes! 1

I can remember everything: More questions: Cool superheroes!

What are the pictures of? Guess. Tell your partner.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) (5 mins): Warmer. ‘Say it with feeling!’ Put the class into 2 teams. Ask for team names and write them on the board. Read an easy text out of the book using a funny voice from one feeling (e.g. Read a text crying!) Ask students: How do I feel? Students: Sad! Tell students that they are going to play a game. They are going to have one team member at the front of the class reading out a text with a feeling. Whoever guesses the feeling first gets a point. 6. Chose 2 team members to come to the front of the class. Give them a text (from the book) to read. 7. First team to guess gets a point! Ask instruction checking questions.

1. 2. 3. 4. 5.

1

(2 mins): Activity 1. Lead in 1. 2. 3. 4.

2

T.11.33.2

1. a neighbour

3

2

Match these words with the pictures. Then listen and check. Listen and repeat. 2. a superhero

3. special powers

(3 mins): Activity 2. New words (T.11.33.2) 1. 2. 3. 4.

4. bored

Tell students to look at the pictures in activity 1. In pairs, tell students to guess who they are. What can they do? What can’t they do? Ask instruction checking questions and give a time limit of 1 minute. Collect ideas from the class.

Tell students to match the words with the pictures in their notebooks. Ask instruction checking questions and give a time limit of 2 minutes. Tell students to listen and check. Tell students to listen and repeat.

TAPESCRIPT 11.33.2

Read quickly. Did you guess right?

a neighbour / a superhero / special powers / bored

Animal superhero

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1. 2. 3. 4. 5. 6. 7.

Hi! I’m Annie! I’m an animal superhero! I save animals! I saved 10 animals last week! Yesterday, I saved a bird! It was really dark! I forgot what time it was. I had so much fun playing football with my friends! Then on my way home, I saw a bird and our neighbour’s dog. The dog wanted to eat the bird! I ran quickly and the dog got scared of me! I don’t like school! At school, I study hard but I often get bored! I like saving animals better than going to school. Studying is boring! Saving animals is fun! Sometimes at school, I think about all the animals I saved, and then I feel happy! I have a lot of friends, but they don’t like animals. I don’t know why. We play football at school. I love playing football at school – it’s my favourite! Then after school, we play computer games! I sometimes do my homework – sometimes! Do I have special powers? Of course! I can listen to animal sounds. I can listen to quiet and loud animal sounds. I know if they are hurt when I listen to their sounds. I am strong! I am stronger than an elephant! I can run really fast! I can run faster than a lion! And I can fly! I can fly higher than Avorng! C11-15

(5 mins): Activity 3. Students read for the big idea

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Tell students they are going to read about a superhero. Tell them to guess what special powers the superhero has in pairs. Ask instruction checking questions and give a time limit of 1 minute. Collect ideas from the class. Tell students to read quickly and find out if their guesses were correct. Give a time limit of 2 minutes. Check answers as a class.

Chapter 11, Unit 33, Lesson B

4

Read again. Answer the questions in your notebooks. 1. What did Annie save yesterday? 2. How many animals did she save last week? 3. What does she do after school? 4. Does she do her homework? 5. Is she strong? 6. Can she fly?

5

Write about your superhero!

4

1. Tell students to read the text again and answer the questions in their notebooks. 2. Ask instruction checking questions and give a time limit of 5 minutes. 3. Tell students to compare their answers with their partners / groups/ 4. Check answers as a class.

_________________ a bird _________________ 10 She plays computer games _________________________ _________________ Yes, sometimes _________________ Yes, she is. _________________ Yes, she can.

5

My superhero : _______________________ : _______________________ : _______________________

6

6 7

(7 mins): Activity 6. Speaking 1. Choose one student from each team to report about their work. Alternatively, you can ask students to choose the reporters in their teams. 2. Call each reporter in front of the class. Tell them to talk about their work for 1 minute. 3. Ask the other students to think of one question for the reporting team. Remind them to listen to others.

Favourite colour : _______________________ Favourite subject : _______________________ Favourite sport : _______________________ Not good at Doesn’t like

(10 mins): Activity 5. Writing 1. Put students into groups of 3 /4. 2. Tell students that they are going to write and draw their own superhero. 3. Tell them to write a fact file of their superheroes in their notebooks / pieces of paper. Tell them to use the ideas in activity 5. 4. Ask instruction checking questions and give a time limit of 8 minutes.

Draw and colour.

Name How old? Special powers

(7 mins): Activity 4. Students read for the answers

: _______________________ : _______________________

NOTE: If your students are shy and don’t feel confident talking in front of the class, you can let each reporter visit the other teams and report to them. Give the reporters a time limit of 1 minute. Go around and help as necessary.

Tell your classmates about your superhero!

4. Display some of the students’ work. 5. Have a class vote to see which of the pictures students like best. You can do this by pointing to each picture and asking students to raise their hands, clap, or shout (e.g. yes!) if they like the picture.

Role play! One of you is a superhero! Ask him/her questions!

7

What’s your name?

(9 mins): Activity 7. Speaking – role play 1. Tell each group to choose one superhero that the other groups wrote / drew. 2. Tell them to write 3 questions to ask the superhero. 3. Ask instruction checking questions and give a time limit of 5 minutes. 4. Choose one student in each group to be the superhero. Alternatively, you can ask students to choose the superhero in their teams. 5. Tell students to take it in turns to ask their questions. Encourage the superheroes of each team to give silly answers. Focus on fun, not accuracy of language!

My name’s Jig. I’m a computer superhero! What are your special powers?

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(2 mins): Learner assessment and lesson wrap up 1. Ask some students their favourite superheroes. 2. If they haven’t finished, tell them to continue drawing / writing / colouring their superheroes for homework. 3. Praise students who did their homework today. Encourage the others. After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t matter if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Sometimes class should be fun. It is more important that students are having fun than saying things “perfectly”. A lot of people think that fun is the most important thing in English class! Were your kids having fun? 2. It is more important that kids feel confident than be perfect! Do you correct kids too much? 3. Do you think the kids in your class feel brave enough to make mistakes? 4. How could you do this lesson better next time? 5. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ពាលខលះានក ា រ ់ ៀនគួរតាានាពសបាាយរីកាយ។ ារដាល សិសាសានាពសបាាយរីកាយ គឺសំាន់ ាងារដាល សិសាសនិយយអវី ៗ “ានលអឥតខចាះ” ៅទៀត។ មនុសាស ាចាើនគិតា ារសបាាយ រីកាយ គឺាអវីដាលសំាន់ បំផុតៅកនុងានាក់រៀនាាអង់គលាស! តើសិសាសរបស់អនក ានាពសបាាយ រីកាយដារឬទា? ២. សិសាសានាពជឿាក់គឺសំាន់ាងាពលអឥតខចាះ! តើ អនកកាកំហុសពួកគាចាើនពាកដារឬទា? ន គិតាសិសសា ៅកនង ុ ានក ា រ់ បស់អក ន ានសាចកតា ី ា ាល ន ា៊ ៣. តើអក គាប់គាន់កនុងារានកំហុសដារឬទា? ៤. តើអនកគួរធវើយ៉ាងដូចមតាច ដើមាបីឲាយារបងាៀនមារៀននាះ ានលអាង ៅពាលបងាៀនលើកកាាយ? ៥. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C11-16

Chapter 11, Unit 33, Lesson C

Chapter 11, Unit 33, Lesson C

33c More questions - My best memories 1

I can remember everything: More questions: My best memories

What are these pictures of? Why are they memorable? Tell your partner.

This lesson uses recordings which can be downloaded from the Ministry of Education, Youth and Sport website. (50 mins) I touched the ghost’s teeth, but it was only corn! Then I touched the ghost’s stomach! It really smelled bad! Ugh! But it wasn’t a ghost’s stomach! It was just clothes – wet clothes! I was so scared, but I didn’t let my friends know! I said I wasn’t scared! I was brave! This is my most memorable day! My friends were so happy. They laughed like crazy! Can you guess who I am?

(5 mins): Warmer. ‘Banana-na’

2

T.11.33.3

1. Tell the students to ask you any questions they want. Answer each question with Banana-na without pausing! Hold as long as you can. Answer 2 questions like this. 2. Tell students that they are going to play this game in groups. 3. Tell students to work in groups and chose one person to be “it”. 4. The student has to answer 2 questions with Banana- na. They cannot laugh or pause. If they can answer each question with banana-na without breaking, they get 5 points. If the group makes them laugh, they get one point. 5. Ask instruction checking questions and give a time limit of 4 minutes.

Listen. Point to the pictures. 1

3

T.11.33.3

(5 mins): Activity 1. Lead in 1. Tell students to look at the pictures in activity 1. Tell them each picture shows a memorable event. 2. Write memorable on the board. Ask questions to help students understand what it means (e.g. When something is memorable, do we forget easily? Do we remember?) 3. Tell students to talk about the pictures in pairs. Tell them to talk about what makes each event memorable. 4. Ask instruction checking questions and give a time limit of 3 minutes. 5. Collect ideas from students.

Listen again. Answer the questions.

No, he didn’t. 1. Did Dara touch the ghost’s hair? _________________ 2. Was Dara scared? _________________ Yes, he was. 3. Where did Sophal’s friend stand? _________________ On the table. 4. Did Sophal talk to his partner? Why? ___________________________________ No, because he didn’t like his partner. swimming and hiking 5. What does Bopha do at the weekend with her friends? _____________________ 6. Is Avorng’s baby good at singing? _________________ Yes,she is.

4

2

Hmm…What’s my most memorable day in grade 7? It was when a new girl came to our class. Her name is Linda! Everyone liked her and nobody wanted to talk to me! All my friends wanted to talk to her! She isn’t the smartest in class, but she is the prettiest! I didn’t like her at all! But things changed! We’re friends now. My friends talk to me and they like me! I go swimming and hiking with them on Saturday and Sunday. Linda sometimes goes swimming and hiking with us, but I don’t care! My friends love me and I love them too! Can you guess who I am?

(3 mins): Activity 2. Students listen for the big idea (T.11.33.3)

Hmm..My most memorable day? Of course! It was when my new baby was born! She was the prettiest baby ever! She is really good at singing and she can speak English and Khmer! Dara doesn’t believe me, but it’s true! She sings songs all the time. She wants to go to school. She’s really smart! And now she’s learning to fly! Oh, I feel really tired sometimes. I have a lot of work to do because of my baby! But she’s my favourite thing in the world! Can you guess who I am?

1. Tell students that they are going to listen to the most memorable days in grade 7 of Sophal, Dara, Bopha and Avorng. 2. Tell students to listen and point to the pictures of the characters as they listen. 3. Ask instruction checking questions. 4. Tell students to compare their answers with their partners / groups. 5. Check answers as a class.

Write about your most memorable day. Use the ideas below to help you.

TAPESCRIPT 11.33.3

What happened? Did you feel happy, sad, scared? What did you do? Who was with you?

My most memorable day Congratulation! It’s the end of school year! Hmm….What’s your most memorable day in grade 7?

What day was it? C11-17

Hmm…What’s my most memorable day in grade 7? I know. I was in the classroom with my friends! My friends were really naughty on that day! One of my friends was on the table. He stood on the table! Then my other friend was on the floor! She sat on the floor! She didn’t want to get up! And I didn’t want to talk to my partner. I didn’t like my partner on that day. I couldn’t forget this day – it’s so memorable! Miss Mom had a really bad day. Now we’re not naughty! We are good students! Can you guess who I am?

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Oh, I remember now! My friends took me to a ghost house! I thought I touched a ghost’s hair, but it was only noodles! And I thought

3

(5 mins): Activity 3. Students listen for the answers (T.11.33.3) 1. Tell students to listen again and answer the questions. 2. Ask instruction checking questions. 3. Tell students to compare their answers with their partners / groups. 4. Check answers as a class.

Chapter 11, Unit 33, Lesson C

5

Find the writer! Ask questions.

4

1. Tell students to write about their most memorable day in grade 7 on pieces of paper. 2. Tell them NOT to write their names on their paper. 3. If necessary, give them time to read the tapescript quickly to get some ideas. 4. Ask instruction checking questions and give a time limit of 8 minutes. 5. Walk around and help students if necessary. Use English!

Who is your best friend? Did you get 100% in your English test? 5

6

(7 mins): Activity 5. Speaking 1. Collect the papers from each student. 2. Tell students that you are going to give them their classmate’s writing. 3. Tell them to look for the writer by asking questions (e.g. Who is your best friend? Did you get 100% in your English test?) 4. Give the papers back to the students. Make sure students do not get their own papers. If they do, ask them to return it to you. 5. Ask instruction checking questions and give a time limit of 5 minutes. 6. Praise students who found the writers quickly. Praise everyone for trying and for speaking to everyone in class. Clap!

Write to as many of your friends as you can!

I like you because…

6

(10 mins): Activity 6. Writing 1. Write I like you because… on the board. 2. Ask some students to complete the sentence about their classmates / best friend / teacher. 3. Tell them to write short sentences like this about their classmates. Tell them to write on small pieces of paper. 4. Tell them to write as many people as they like. 5. Ask instruction checking questions (e.g. Are we writing good things or bad things? ) and give a time limit of 7 minutes. 6. Stop the activity after 7 minutes. 7. Tell students to go around and give their notes to their classmates. 8. Ask who had the most number of notes. 9. Ask some students to read some of the notes they received in front of the class.

Congratulations!

You inished Unit 33. Tick () the things you can do. I can ask and answer questions about what people do every day. I can write a short story about my most memorable day. I can remember some words and stories from the book.

(10 mins): Activity 4. Writing

  

(5 mins): Learner assessment and lesson wrap up

Assessing the success of the lesson. Not testing all the students!

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1. Ask students to look at the “can do” statements. 2. Compare with a partner. 3. Ask students how they feel about the can do statements. Tell students not to worry about the ones they don’t tick. 4. Praise students for working hard, being punctual, speaking English as much as they can in class, etc…Wish them well.

After the lesson: Thinking about the lesson (Reflection)

Reflection is important and all good teachers do it. It doesn’t mater if everything went wrong. What’s important is to learn from it! Remember, no lesson is ever “perfect”! Think about the answers to these questions. You don’t have to tell anyone the answers! 1. Look back to when you first started teaching. Do you notice any change in your teaching style / in your understanding of how students learn a foreign language? Make a list! Take pride in your progress! You deserve it! 2. We believe most of your students have significantly improved their English! Congratulations! How many of your students still need extra help in grade 8? Would talking to their grade 8 teacher/s about their progress help? How else can you help them? 3. Apart from English, what do you think your students learned from you that will help them in their everyday lives? What did you learn from them? 4. Your own question(s). ________________? បនទាប់ពីបងាៀនរួចៈ ចូរគិតពីមារៀនដាលានបងាៀនរួចហើយឡើងវិញ។ (ារឆលុះបញចាំង) ារឆលុះបញចាំងលើអវី ៗ ដាលានបងាៀនរួចហើយ គឺសំាន់ ាលាំងាស់ ហើយគាូលអ ៗ ាំងាយតាងតា គិតពិារា ឡើងវិញបនទាប់ ពីបងាៀនចប់។ បាសិនបើដំណើរារបងាៀន មិនានលអ គឺមិនានបញហាអវីទា។ អវីដាលសំាន់គឺសិកាាពី កំហុសឆគងាំងោះ! ចូរចងាំា គមានារបងាៀនាដាល “លអឥតខចាះ” ោះទា! ចូរគិតអំពីចមលើយចំោះសំណួរាំងអស់ាងកាាមនាះ។ អនក មិនាំាច់បប ា ច ់ មលយ ើ ចំោះសំណរួ ាំងនាះដល់អក ន ដ៏ទទ ា !ា ១. ចូរគិតអំពីារបងាៀនៅពាលដាលអនកាប់ផតើមបងាៀន លើកដំបូង។ តើអនកានកត់សាគាល់ឃើញា ានារ ផលាស់បតូរអវីខលះៅកនុងរបៀបបងាៀន ឬៅកនុងារយល់ដឹង របស់អនកអំពីរបៀបដាលសិសាសសិកាា ាាបរទាសដារ ឬទា? ចូរធវើបញជីមួយដើមាបីកត់តាារផលាស់បតូរ! ចូរាន ោទនាព ចំោះាររីក ចមាើនរបស់អនក! អនកសមនឹង ទទួលាននូវោទនាពាំងនាះ។ ២. យើងជឿាក់ាសិសសា របស់អក ន ាគចាន ើ ានាររីកចមាន ើ ផនាកាាអង់គលាសរបស់ពួកគាគួរឲាយកត់ សាគាល់! សូម អបអាទរ! តើានសិសាសប៉ុនមាននក់កនុងចំោមសិសាស ាំងអស់របស់អនក ៅតាតាូវារ ជំនួយបនថាម ៅពាល ដាលពួកគាបនតៅានាក់ទី៨? តើារនិយយៅាន់គាូ ានាក់ទី៨ របស់ពួកគា ឬារ និយយអំពីាររីកចមាើនរបស់ ពួកគា នឹងជួយពួកគាដារឬទា? ៣. តើកាពីាាអង់គលាស អនកគិតាសិសាសរបស់អនកាន រៀនអវខ ី ះល ពីអក ន ដាលនឹងជួយពួកគាានៅកនង ុ ជីវត ិ បាាថ ំ ាង របស់ពួកគា? ហើយតើអនករៀនអវីខលះពីពួកគាផងដារ? ៤. សំណួរផទាល់ខលួនរបស់អនកៈ_______________________?

C11-18