Teacher’s Notes UNIT 5 Tiger values – Friendship Type of activity: whole-class and individual work Focus: listening, speaking, reading and writing skills Active language: help, smile, listen, share, take turns, play fair Level: beginners, grade 1 Time: 45 minutes Materials: – Tiger puppet (from Tiger values, Lesson 1) – a photo of the teacher’s friend – a stick of chalk, sellotape, glue, scissors, a piece of string – flashcards, word cards and instruction cards attached to the Teacher’s Notes – Student’s Worksheet – one copy for each pupil – (optional) two large sheets of construction paper Procedure: 1. Greet the class. Hold up a photo of your close friend. Say: This is my friend. Ask a few questions about this person, e.g. What is his/her name? How old is he/she? Where does he/she live? Has he/she got any children? Has he/she got any pets? Encourage the class to guess the answers. The pupils can use L1. Then reveal the true answers. 2. Tell the pupils that today’s lesson is about friendship. Hold up the Tiger puppet. Use L1 to explain that Tiger would like to know how to be a good friend. Elicit examples of how good friends behave. 3. Hold up the flashcards attached to the Teacher’s Notes in turn. Name the type of behaviour shown in each picture. The pupils repeat after you. Vary the tone and volume of your voice: say the words as if you were happy, sad, shy, whisper, etc. The pupils repeat the words in the same manner. 4. Place the flashcards on the board and label them 1–6. Name the types of behaviour at random. The pupils call out the numbers of the correct pictures. Then say different numbers from 1–6. The children name the types of behaviour on the corresponding flashcards. 5. Hold up the word cards in turn. Encourage the children to read the words aloud together with you. Ask volunteers to place the word cards next to the matching pictures on the board. Then remove the flashcards and give them to different children to match to the word cards. © Macmillan Polska 2014
6. Remove all of the cards from the board. Hold up the Tiger puppet and ask: How to be a good friend? The pupils name the correct types of behaviour in L2 from memory. 7. Give out the copies of the Student’s Worksheet. Use the example to explain that the pupils need to choose the words from the box and write them below the correct pictures. When the children have completed the task, they compare their answers in pairs. 8. Hand out the flashcards and the word cards to different pupils. They place the pairs of cards on the board in the same order as on the worksheet for everyone to check the answers. 9. Point to the blank square on the worksheet. In L1 ask the pupils to draw another example of how to be a good friend. If the pupils need help, you can give them a few suggestions, e.g., say ‘Thank you’, say ‘Sorry’, compliment your friend. 10. Hold up the Tiger puppet. Ask “How not to be a good friend?” and show the flashcards in turn, shaking your head at the same time. Encourage the children to call out: Don’t (smile/take turns/ share, etc.). 11. Invite 5 volunteers to the front of the classroom. Give each one an instruction card. They read the instruction in secret. Explain in L1 that the volunteers will get a task to solve together, but they have to behave according to the instruction on their card. Break a stick of chalk into many pieces. Give the volunteers some glue, sellotape, scissors and a piece of string. Ask them to ‘repair’ the chalk so that it is all in one piece again. Remind them to behave towards the other group members as told by their instruction cards. Set a time limit of 4 minutes and let the class observe. There is a large chance that the task will turn out to be chaotic and unpleasant overall. 12. Elicit from the class in L1 that the volunteers did not behave like a good friend would, and because of that the task seemed even harder. Encourage the class to guess in L2 what was on each volunteer’s instruction card. 13. Point out in L1 that it took you a couple of seconds to break the piece of chalk, but putting it back together is a much more daunting task. Similarly, the pupils should think twice before behaving badly towards their friends, as repairing a broken friendship is really difficult.
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