Elfin Teacher's Guide 1 for Unit 1

UNIT 1

Pages 14–15

Unit title: Farm Animals Students will learn the names of farm animals. They will also learn basic greetings, form plural nouns using “-s,” and the sentence structures “There is ...” and “There are ... .”

Learning outcome: Students will be able to read and write the names of various farm animals.

Language focus: Listening, Speaking, Vocabulary Vocabulary: farm, animals, bull, cow, cat, dog, duck, rooster, hen, sheep, donkey Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 1-1, Elfin flashcards (optional)

Let’s Do It!

1

06

Listen, trace, and match.

Look and Learn

donkey cow

cat

dog

1.

cow

2.

sheep

3.

donkey

4.

cat cat

5.

duck duck

6.

dog

duck hen

sheep

rooster bull

Let’s Listen and Point

05

14

unit 1

Farm Animals

15

Lesson Plan 1. Warm-up (5 minutes) • Ask students if they know what a farm is.

• Ask students what animals they can find on a farm.

• Introduce movies or cartoons related to farm animals to engage the students’ interest.

• Introduce what students will learn today.

14

Teacher’s Script • Do you know what a farm is?

• What animals can you find on a farm?

• Do you know any movies or cartoons that have farm animals in them? How about “Sesame Street”?

• Today, we will learn about some farm animals.

Elfin 1 Teacher’s Guide 2. Look and Learn (p. 14 / 10 minutes) • Point and go through each animal with students.

• If necessary, compare the words to the equivalent of students’ native language.

• Ask students what each animal does to help the farmer.

(E.g. the dog helps to herd the sheep, the rooster helps to wake the farmer in the morning, the cat helps to catch mice, the cow provides milk, the hen lays eggs, the sheep provides wool, and the donkey and bull are strong and help to work in the farm.)

Teacher’s Script • This is a dog/cow/cat/sheep/ …

• Are there any words you don’t know? Let’s check them together.

• Do you know why these animals are farm animals? It is because they help the farmer on the farm. Can you tell me how the animals help the farmer?

3. Let’s Listen and Point (p. 14 / 5 minutes) • Play Track 05. Ask students to point to the pictures of the farm animals and repeat after the names.

Teacher’s Script • Listen to the CD. Point to the animals as you repeat after the CD.

4. Let’s Do It! (p. 15 / 10 minutes) • Ask students to look at the pictures and tell you what they see.

• Play Track 06. Ask students to repeat after each word and trace them.

• Get students to match the words to the pictures.

Teacher’s Script • Look at the pictures. What do you see?

• Listen to the CD and repeat after each word.

• Now, trace the words.

• Match the names to the pictures of the farm animals.

5. Worksheet 1-1 (10 minutes) • Hand out Worksheet 1-1 to students.

• Teach students what the young of each of the animals are.

• Ask students to look at the pictures of the farm animals and trace the words.

• Tell students to match the animals to their young.

• Check the answers.

Teacher’s Script • These are pictures of farm animals and their babies.

• Baby animals have special names. A baby dog is called a puppy. (A baby cat/duck/sheep is called a kitten/duckling/ lamb.)

• Look at the pictures and trace the words.

• Match the baby animals to their moms.

• Let’s check the answers.

6. Closing and assignment (5 minutes) • Review what students have learned.

• Check students’ work.

• Instruct students to do page 96 of the Workbook as homework.

• Inform students that they will do the following activities in the next lesson: read a passage about a farm and learn how to greet others in the morning, afternoon, and evening through a chant.

Teacher’s Script • What did we learn today? Can you name me some farm animals?

• Let’s check our answers.

• Your homework is to do page 96 of your Workbook.

• Write the correct word for each picture.

• Write the word two more times to practice your handwriting.

• In the next class, we are going to read a story about a farm and learn the sounds that farm animals make. We will also learn how to greet others in the morning, afternoon, and evening through a chant.

Ongoing extension activity • Prepare eight sets of the flashcards from Elfin’s website.

• Divide students into groups of four.

• Give each group one set of flashcards and get them to match the words to the correct animals.

• The first group to match all the cards correctly wins.

• Note: Flashcard games can be repeated as necessary in subsequent lessons.

Teacher’s Script • We are going to play a game today.

• Get into groups of four!

• Each group will have a set of flashcards. You have to match the word with the correct picture.

• The first group to match the cards correctly wins.

15

UNIT 1

Pages 16–17

Learning outcomes: 1. Students will be able to read and understand a short passage about a farm.

2. Students will know the sounds that farm animals make.

3. Students will know the expressions for greeting others in the morning, afternoon, and evening.

Language focus: Listening, Reading, Speaking Vocabulary: grandfather, morning, afternoon, evening, cock-a-doodle-do, quack, moo Main expressions: “Good morning!” / “Good afternoon!” / “Good evening!”

Materials needed for this lesson: Student Book, audio CD, CD player

07

Let’s Listen and Read

L e t ’s

08

C h a nt

My Grandfather ’ s Farm In the morning, roosters say, “Cock-a-doodle-do!”

“Good morning, good morning!”

In the afternoon, ducks say, “Quack, quack, quack!”

“Good afternoon, good afternoon!”

In the evening, cows say, “Moo, moo, moo!”

“Good evening, good evening!”

This is my grandfather’s farm. There are three hens, two sheep, two ducks, a dog, and a cow. In the morning, the animals say, “Good morning!”

There is one more animal in the picture. What is it? d o

n

k

e

y

16

unit 1

Farm Animals

17

Lesson Plan 1. Warm-up (5 minutes) • Revise with students what they have learned in the previous lesson.

• Ask students to look at page 14 and say the names of the animals.

• Check students’ Workbook homework.

• Introduce what students will learn today.

16

Teacher’s Script • What did we learn in the previous lesson?

• Let’s look at page 14. What animals are there?

• Did you do your Workbook homework? Let’s check the answers!

• Today, we are going to read a story about a farm. Then we will learn how to greet others in the morning, afternoon, and evening and the sounds that farm animals make through a chant.

Elfin 1 Teacher’s Guide 2. Let’s Listen and Read (p. 16 / 20 minutes) • Ask students to look at the picture and describe what they see.

• Play Track 07 and ask students to look at the passage.

• Play Track 07 again and ask students to repeat after each sentence.

• Ask students to read the passage aloud on their own and point to the picture as they read each sentence.

• Ask students if they know all the words in the passage.

• Ask students to tell you how many animals there are on the farm.

• Get students to look at the picture carefully and find the animal that is not mentioned in the passage.

• Ask students to complete the word in the question.

Extension activity • Teach students the names of the other things in the picture.

• Explain the words “pond,” “house,” and “trees” and point to the objects as you go along.

3. Let’s Chant: My Grandfather’s Farm (p. 17 / 15 minutes) • Play Track 08 and ask students to repeat after it.

• Ask students to pay attention to the sounds made by the animals in the chant.

• Divide the class into two and have them say the chant in parts.

• Ask the two groups to exchange parts and chant again.

• Ask students to mime the actions of the animals, if possible.

Extension activity • Play the song “Old MacDonald Had a Farm” (from http://www.youtube.com/watch?v=xWoF1GAbNNc& feature=related) and ask students to listen.

• Play the song again and ask students to sing along.

• Ask students what animals are mentioned in the song.

4. Closing and assignment (5 minutes) • Review what students have learned.

• Check students’ work.

• Instruct students to do page 97 Section B of the Workbook as homework.

• Inform students that they will do the following activities in the next lesson: learn and practice more greetings.

Teacher’s Script • Look at the picture. What do you see?

• Let’s look at the story and listen to the CD. • Listen to the CD again and repeat after it.

• Now, read the passage on your own. Point to the picture as you read each sentence.

• Are there any words you don’t know? Let’s check them together.

• How many animals are there on the farm?

• Look at the picture carefully. What animal is not named in the story?

• Complete the word in the question.

• • • •

Let’s learn the names of the other things in the picture.

This is a pond. The ducks swim in it.

This is a house. The animals live in it.

These are trees. They are behind the house.

Teacher’s Script • Listen to the CD and repeat after it.

• Listen carefully to what sounds the animals make.

• I will divide the class into two groups. The first group will chant the first verse. The second group will chant the second verse. Then both groups will chant the last verse.

• Exchange parts and chant again!

• Let’s listen to “Old MacDonald Had a Farm”!

• Now, let’s sing along!

• What animals are in the song?

Teacher’s Script • What did we learn today? What sound does the rooster make? How about the duck/cow?

• Let’s check our answers.

• Your homework is to do page 97 Section B of your Workbook.

• Listen to Track 53 and fill in the blanks.

• In the next class, we will learn and practice more greetings.

17

UNIT 1

Pages 18–19

Learning outcomes: 1. Students will be able to greet others in the morning, afternoon, and evening.

2. Students will be able to use the expressions for bidding farewell.

Language focus: Listening, Speaking Main expressions: “Good-bye.” / “Bye.” / “See you.” / “See you tomorrow.”

Materials needed for this lesson: Student Book, audio CD, CD player

Let’s Listen and Learn 1.

09

Let’s Speak 1.

Good morning.

Good morning.

Good afternoon.

2.

Good morning.

Good evening.

Good evening.

Good evening.

3.

See you tomorrow.

4.

Bye. / See you.

See you. / Good-bye.

Bye.

2.

Good-bye.

Bye.

See you.

18

unit 1

Farm Animals

19

Lesson Plan 1. Warm-up (5 minutes) • Greet students with “Good morning” or “Good afternoon” to recap the greetings taught in the previous lesson.

• Revise with students what they have learned in the previous lesson.

• Get students to say the chant on page 17 again.

• Check students’ Workbook homework.

• Introduce what students will learn today.

18

Teacher’s Script • Good morning/afternoon, everyone!

• What did we learn in the previous lesson?

• Let’s turn to page 17 and chant together again!

• Did you do your Workbook homework? Let’s check our answers!

• Today, we are going to learn and practice more greetings.

Elfin 1 Teacher’s Guide 2. Let’s Listen and Learn (p. 18 / 10 minutes) • Ask students to look at picture 1 and listen to Track 09 (No. 1).

• Ask students to listen to Track 09 (No. 1) again and repeat after it.

• Pair students up and have them practice greeting each other.

• Ask students to look at picture 2 and listen to Track 09 (No. 2).

• Ask students to listen to Track 09 (No. 2) again and repeat after it.

• Get students to practice the dialogue.

Teacher’s Script • Look at picture 1 and listen to the CD. • Now, listen to the CD and repeat after it.

• Let’s get into pairs and practice greeting each other.

• Look at picture 2 and listen to the CD. • Now, listen to the CD and repeat after it.

• Practice speaking with your partner!

3. Let’s Speak (p. 19 / 15 minutes) • Go through each scenario with students.

• Ask students to complete each dialogue by inserting the correct expression in each blank.

• Practice the different scenarios with students.

Teacher’s Script • We can see four different pictures. What are the people doing in each picture?

• Think about what should go in each blank.

• Let’s practice speaking.

Pop-up activity (p. 19 / 10 minutes) • Get students to pair up.

• Tell students to choose a character in each picture and role-play the scenario with their partner.

4. Closing and assignment (5 minutes) • Review what students have learned.

• Instruct students to do page 97 Section C of the Workbook as homework.

• Inform students that they will do the following activities in the next lesson: learn how to form plural nouns and write a story about farm animals.

• Use the expressions taught to bid farewell to students.

• Find a partner.

• Choose one character in each picture. Your partner will be the other character.

• Let’s practice greeting each other!

Teacher’s Script • What did we learn today? What can we say when we say good-bye to others?

• Your homework is to do page 97 Section C of your Workbook.

• Fill in the blanks with the correct greetings. You will practice the greetings with your partner during the next lesson.

• In the next class, we are going to learn how to form plural nouns. We will also write about farm animals.

• Good-bye! / See you! / Take care!

19

Pages 20–21

UNIT 1

Learning outcomes: 1. Students will know how to form plural nouns using “-s.”

2. Students will know how to use the expressions “There is …” and “There are ... .”

3. Students will be able to write about farm animals.

Language focus: Grammar, Writing Grammar: Regular plural nouns (“-s”) Vocabulary: field, grass, fence, pond (WB) Main expressions: “There is … .” “There are … .”

Materials needed for this lesson: Student Book, stickers, Worksheet 1-2

Let’s Practice

A

Let’s Write Use stickers to make your own farm. Then write about it.

Look at the example. Then fill in the blanks.

Example

a dog

two dogs

1.

2. two

ducks

3.

three

cats

five

cows

4. four

B

three dogs

roosters

Look at the pictures. Then fill in the blanks.

1

2

3

This is my farm. I have four three a

1. There is a

bull

in the field.

2. There are

two

donkeys

on the grass.

3. There are

three

hens

on the fence.

cows rooster

hens

, two

, and

ducks

. In the evening, the animals say,

Good

20

,

!”

evening

(Accept any suitable answers.)

Describe your farm to your friends. unit 1

Farm Animals

21

Lesson Plan 1. Warm-up (5 minutes) • Greet students and have them greet three other friends, too.

• Revise with students what they have learned in the previous lesson.

• Check students’ Workbook homework.

• Get students to practice the dialogues in the Workbook with their partner.

• Introduce what students will learn today.

20

Teacher’s Script • Good morning/afternoon, everyone! Find three friends and greet them!

• What did we learn in the previous lesson?

• Did you do your Workbook homework? Let’s check the answers!

• Practice saying the greetings on your Workbook with a partner!

• Today, we are going to learn how to form plural nouns. We will also make our own farm and write about it.

Elfin 1 Teacher’s Guide 2. Let’s Practice (p. 20 / 15 minutes) Section A • Use the example to teach students that the rule of plural forms is to add an “-s” at the end of a noun.

• Ask students to name and count the animals in each picture.

• Tell students to fill in the blanks beneath each picture.

Extension activity • Check that students have understood when to use plural nouns by playing a game with them.

• Say incorrect phrases and get students to correct you.

Section B • Have students look at the pictures, name the animals, and count them.

• Teach students to use “There is …” with singular nouns and “There are …” with plural nouns.

• Tell students to fill in the blanks with the correct answers.

• Ask students to read the completed sentences aloud.

Teacher’s Script • Look at the example. When there is one dog, we say “A dog.” If there is one more dog, we will say “Two dogs.”

• We add “-s” to the noun when there are two or more things.

• Look at the animals in the pictures. Name and count them.

• Write the correct answers in the blanks.

• I am going to say some words. Correct me if I’m wrong!

E.g. Teacher: A dogs!

Students: No, a dog!

Teacher: Two cow!

Students: No, two cows!

• Look at the pictures. Name the animals and count them.

• We use “There is” for one animal, person, or thing.

• We use “There are” for two or more animals, people, or things.

• Read the sentences and fill in the blanks correctly.

• Let’s read aloud the sentences.

3. Worksheet 1-2 (10 minutes) • Hand out Worksheet 1-2 to students.

• Ask students to look at the sentences. Use the example to guide them on how to do the Worksheet.

• Ask students to put a check beside the sentences that are correct.

• Get students to write the correct word if the original sentence is wrong.

• Check the answers.

Teacher’s Script • Now let’s practice singular and plural nouns.

• Look at the sentences on your Worksheet.

• Put a check beside the sentences that are correct, and write the correct answer if the underlined word is wrong.

• Let’s check the answers.

4. Let’s Write (p. 21 / 10 minutes) • Get students to paste stickers of the farm animals on the picture.

• Tell students that they must look at the passage for the number of animals to paste.

• Ask students to complete the passage by filling in the blanks according to the animals they pasted on the picture.

• Invite students to describe their farm to the rest of the class.

Teacher’s Script • Look at the stickers of farm animals that you have. Paste the animals that you want on your farm.

• You must look at the passage for the number of animals to paste.

• Fill in the blanks with your own answers. The number of animals that you pasted on your picture should be the same as the numbers in the passage.

• Who wants to tell your friends about your farm?

5. Closing and assignment (5 minutes) • Review what students learned.

• Check students’ work.

• Instruct students to do page 98 of the Workbook as homework.

• Inform students that they will do the following activity in the next lesson: Unit 1 Review.

Teacher’s Script • What did we learn today? Do you say “There is three cats” or “There are three cats”?

• Let’s check our answers.

• Your homework is to do page 98 of your Workbook.

• For Section D, count the number of objects in each question.

In question 1, there is one baby. Spell “one” and write it on the first blank. Then write “baby” on the second blank.

• Remember to add an “s” if there is more than one object.

• For Section E, use “There is” for singular nouns and “There are” for plural nouns.

• In the next class, we will review Unit 1.

21

Pages 22–23

UNIT 1

Learning outcome: Students will review what they have learned in Unit 1.

Language focus: Listening, Speaking, Writing, Grammar, Vocabulary Vocabulary: All vocabulary of Unit 1 Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 1-3, prize

C A

Listen and choose.

1.

3.

B

There are two dogs.

2.

3

3

4.

3

Good afternoon.

1.

There

is

a

.

2.

There

are

two

bulls

3.

There

are

three

donkeys

cat

.

3

D

Fill in the blanks. Practice with a partner.

1.

Fill in the blanks.

Example

10

2.

Good-bye. / See you.

Good afternoon.

Bye.

.

Find and circle eight other words for farm animals. o

s

t

v

b

u

l

l

c

h

e

n

k

q

e

n

a

e

c

d

t

w

p

j

t

e

r

o

d

u

c

k

g

p

d

g

q

l

o

y

f

a

r

v

a

c

o

w

d

o

n

k

e

y

s

p

s

r

o

o

s

t

e

r

22

unit 1

Farm Animals

23

Lesson Plan 1. Warm-up (5 minutes) • Revise with students what they have learned in the previous lesson.

• Check students’ Workbook homework.

• Inform students that they will review Unit 1 today.

Teacher’s Script • What did we learn in the previous lesson?

• Did you do your Workbook homework? Let’s check the answers!

• Today, we will review Unit 1.

2. Review (p. 22–23 / 25 minutes) Section A (5 minutes) • Ask students to look at the pictures and describe what they see.

• Play Track 10 and ask students to put a check above the correct pictures.

• Play Track 10 again and ask students to check their answers.

Teacher’s Script

22

• Look at the pictures. What do you see?

• Listen to the CD and put a check in the correct circles.

• Let’s listen to the CD again and check your answers.

Elfin 1 Teacher’s Guide Section B (5 minutes) • Tell students to look at the pictures and fill in appropriate expressions in the blanks.

• Get students to pair up and role-play the two scenarios.

• Ask students to change the greeting in picture 1 to “Good morning” and “Good evening,” and respond with the correct greetings.

• Ask students to look at picture 2 and practice the possible responses.

Section C (5 minutes) • Ask students to look at the number of animals for each sentence and write “is” or “are” on the first blank.

• Get students to write the name of the animal in the correct form on the second blank of each sentence.

Extension activity • Say “a cow,” “two bulls,” “three roosters,” “four pigs,” and “five ducks.”

• Get students to form sentences with these phrases using “There is ...” and “There are ... .”

Section D (10 minutes) • Write the names of the eight farm animals (sheep, cat, hen, dog, bull, duck, cow, and rooster) on the board for students.

• Reward the first student who completes the word search correctly.

• Look at the pictures and fill in the blanks with the correct answers.

• Let’s get into pairs and practice speaking!

• Look at picture 1. Change the greetings to “Good morning” and “Good evening” and practice!

• Look at picture 2. What else can you say? Practice the different greetings.

• Look at the number of animals in each sentence and write “is” or “are” on the first blank.

• Then write the name of the animal in the second blank.

Remember to add an “s” if there are more than one animal.

• I will say the names of some animals and tell you how many there are. You will then make a sentence using “There is ...” or “There are ... .”

E.g. Teacher: A cow.

Students: There is a cow.

Teacher: Two bulls.

Students: There are two bulls.

• Look at the board. These are the eight words that you have to find.

• Find and circle these words in your book as fast as possible.

• When you are done, raise your hand. The first person will get a prize!

3. Worksheet 1-3 (10 minutes) • Hand out Worksheet 1-3 to students.

• Use the example to guide students on how to do the Worksheet.

• Ask students to correct the underlined words for each sentence and rewrite the whole sentence.

• Check the answers.

Teacher’s Script • Look at the Worksheet. We are going to practice “There is ...” and “There are ... .”

• For each sentence, the underlined words are wrong. Correct them and rewrite the whole sentence.

• Let’s check the answers.

4. Closing and assignment (5 minutes) • Check students’ work.

• Instruct students to do page 99 of the Workbook as homework.

• Inform students that they will start on a new unit in the next lesson: Unit 2 – Numbers and Age.

Teacher’s Script • Let’s check all our answers.

• Your homework is to do page 99 of your Workbook.

• Count the number of animals in the picture and fill in the blanks.

• We have finished Unit 1. In the next class, we are going to learn about numbers and age.

23

Workbook Pages 96 – 97

1 A

Date:

.

.

1

Score

/ 10

B

Write the word and practice your handwriting.

1.

2.

3.

4.

In the 1.

rooster rooster rooster duck duck duck

In the 3.

“

6.

7.

8.

9.

Score

, roosters say, “Cock-a-doodle-do!”

morning

Good

morning

, good morning!” , ducks say, 4.“

afternoon

Quack

quack

!” “Good afternoon, good afternoon!”

In

the

!” “

moo

C

7.

, cows say, 6.“ Moo ,

evening Good

quack

,

evening

,

moo

,

, good evening!”

Fill in the blanks. Practice with a partner.

Good morning!

Good morning!

Good afternoon!

Good afternoon!

Good evening!

Good evening!

1.

2.

bull bull bull hen hen hen

10.

5.

.

53

Listen and fill in the blanks.

2.

.

/ 10

farm farm farm

dog dog dog cat cat cat sheep sheep donkey donkey donkey cow cow cow

5.

Date:

3.

96

97

Workbook

Workbook Pages 98 – 99

1 D

Date:

.

.

1

Score

/ 10

Fill in the blanks. Use the words in blue to help you.

1.

2.

one

baby

(baby)

two

stars

(star)

three

pandas

four

umbrellas

(umbrella)

five

penguins

(penguin)

F

Date:

.

.

Score

/ 10

Look at the picture. Then answer the questions.

3. (panda)

4.

5.

E

Fill in the blanks with “There is” or “There are.”

1. How many donkeys are there? donkeys.

1.

There

are

two cows.

2.

There

are

four donkeys.

3. How many cows are there?

3.

There

is

a rooster on the fence.

4. How many hens are there?

4.

There

are

5.

There

is

98

three sheep on the grass. a duck in the pond.

four

There are There

24

two

There are

2. How many ducks are there?

There

ducks.

are

are

three

cows.

five

hens.

5. What other animal is there in the picture?

There

is

one

sheep

.

Workbook

99