Syllabus - 4






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43


Page 46

How many (big/small balls)?

Numbers 1-10

Plurals

Receptive: Write the number.

Draw the toys in this order.

Say 2 scooters. Yes/No.

Sink

Using observational skills, counting


Playing battleships using numbers and toys.

Revising numbers, toys Syllabus - 4, small/big, colours

Playing a guessing game: miming playing with one of the toys – guess

Look at the picture A Listen and count.


Count, write and say


Playing battleships with toys and numbers

44


Page Syllabus - 4 47


I’ve got …

Big, small

Colours

What’s this?

It’s a big green scooter.


Receptive:

Draw a magic toy. What have you got? Is it big or small?

Colour a face.

Personalising and consolidating language Syllabus - 4 from the unit – promoting creativity


Describing toys through game (small green ball)


Learning to evaluate progress





Board race: Touch a big scooter. Touch a red ball, etc.


The bomb game: Pile of toy Syllabus - 4 cards in the middle. Kids pass the bomb on. When it explodes, take a card and describe it.


Draw a magic toy.

Find and stick.


How did you do? Choose and colour.

Colour Syllabus - 4, tick and say.

Display your magic toys.

Choose your favourite display.

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45


Test 6

Testing all the language items studied so far in Unit 6


Skill: Listen and match Listen and circle


To help children become Syllabus - 4 more aware of their own strengths and things to work on


To provide an opportunity for the teacher to find out what further work children need

All vocabulary studied so far in Unit Syllabus - 4 6

Revision songs to create a relaxed classroom atmosphere before the test

Test time 

Count your score and colour

Ask for help for the items you were not sure about

Count your score again and colour.

46


^ Project work

Receptive Syllabus - 4:

What colours do you like? Fold it. Cut. String. Stick. Glue it. Long string. Wooden stick OR Plastic straw - depending on what is being used.

What makes the kite fly?

Look Syllabus - 4, it flies! Hold it!


Project work: designing and making their group kites


Talking about kites they have seen. What makes them fly. What shape they have, What they would like to Syllabus - 4 draw on them

Revision of colours and simple instructions.

Singing the toy song/chant


Making a kite in their groups.


Trying out their kites in the playground.


Backtrack 3


Week

A
week /
2 lessons

Language items

Functions and topics

Vocabulary

Songs, games Syllabus - 4 and activities

24

47


Page 48

Revising language from Units 5 and 6


Receptive:

Throw the dice. Move this number. Go up. Go down.

Playing a board game


Asking and answering questions about items from Unit 5 and 6

Revising Syllabus - 4 vocabulary from Units 5 and 6

Sing songs of their choice.

Playing ^ Snakes and ladders

Find and say

Match and say.

48


Page 49

Revising language from Units 5 and 6

How many (scooters) have you got in your group Syllabus - 4?


Receptive:

What have you got? What colour is it? Is it (big) or small? How many pupils have got a (bike)


Making a class graph


Ask and answer questions about each other’s group’s Syllabus - 4 toy graphs.


Listening to and recognising individual sounds


Revising vocabulary from Units 5 and 6, numbers, colours, small, big

Musical flashcards with toys and numbers


Make a toy card in each group.


Make a group toy graph.


Change Syllabus - 4 groups and ask: How many (scooters) have you got in your group? Three


Listen and say.

Sing a song of their choice





Week

A
week /
2 lessons

Language items

Functions and topics

Vocabulary

Songs, games and activities

25

49


Page 62

Touch your Syllabus - 4 (head)!

Clap your hands

Plurals of the body parts


Receptive:

Listen and look.

Listen and point.

He was naughty. He was a bad boy. Emily did magic. Used her magic wand. Мейд his (hands) big.

Identifying Syllabus - 4 parts of the body


Following and enjoying a funny story about a naughty boy in school


Listening to and following actions


Head, arms, legs, hands, body, feet

Listen and point

Talk about what happened Syllabus - 4 in the story in L1 – recast in English

Listen to the body part, say the number . in order

Listen to the body part – say the number - random order

Chant – Listen and do

Listen and chant

Listen Syllabus - 4 and repeat

Listen, repeat and do in pairs

Listen and do in random order

Circle and say

Simon says …

50


Page 63

Touch your (head)!

Clap your hands

Plurals of the body parts

Receptive: Listen and do. Listen and repeat. Listen Syllabus - 4 and point. Listen and colour. What colour is the (head)?

Draw a (boy/girl). Listen and colour. Guess who it is.

Identifying parts of the body


Giving and following instructions

Consolidation:

Head, arms, legs Syllabus - 4, hands, body, feet


Revision: colours

Board race with body parts flashcards: listen, run and touch

Chant doing the actions

Listen, repeat and do in pairs

Listen and point

Listen and colour.

Guess who? Draw and colour - Guess

Play the mirror game




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51


Page Syllabus - 4 52

My (head) is (big).

My (arms) are (long).

My (hands) are (small).


Receptive:

Yes, Miss. Very nice. Is it long or short?

Make a funny puppet. Draw the Cut out the Syllabus - 4 (arm). Stick

Listening to descriptions of puppets/people using adjectives.


Describing people/themselves using adjectives in slightly more complex sentences.


Long, short


Consolidation:

Head, arms, legs, hands, body, feet


Revision: dog, ruler, cake, pencil Syllabus - 4, present

Play Magicus/Simon says…

Listen and point.

Listen and repeat.

Make a funny puppet.

Act out a similar conversation in their groups.


Listen and number.


Make a funny puppet.

Act out a similar Syllabus - 4 conversation in their groups.


Match and say.

52


Page 65


My (head) is (big).

My (arms) are (long).

My (hands) are (small).


Receptive:

Is it long or short?

Cut out the body parts Syllabus - 4 along the line. Like this.

Listen and choose, then stick

Listen and draw.


Following descriptions of people and responding correctly through actions


Consolidation:

Head, arms, legs, hands, body, feet, big, small Long, short



Chant with Syllabus - 4 the body parts


Cut . Then listen and choose.


Draw another person.


Picture dictation – in pairs.

Listen and sing the monster song


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Page 66



Touch your head!

Stamp your feet!

Clap your hands! Wave your arms Syllabus - 4! Close your eyes! Turn around!


Recasted actions provided by the children (e.g. Shake your leg)


Receptive: Follow the leader. I’m the leader. What number is it? What’s (one)?. What are Syllabus - 4 you doing?

Giving and following instructions.


Providing new actions (e.g. Shake your leg)

Consolidation of body parts and actions.


Sing a song of their choice

Listen to the action Syllabus - 4 on the page and point.


Listen in random order and say the number.


Listen and do the actions. (Teacher – children)

Listen and do the actions in pairs.

Play Boris and Cayla’s Game with Syllabus - 4 actions they know.


Elicit 3 new actions.

Listen and do X3

Listen and do in pairs.

Play the “Follow me” game.


Play a game – from activity book

54


Page 55


Consolidation of language from Unit Syllabus - 4 7

My monster has got …

It has got …

Receptive:

What’s this? What are these? My (head) is (big). My (hands) are (small). …(four) big hands, one small head.

Listening and drawing a strange monster Syllabus - 4.


Following instructions and doing the right actions.


Learning to evaluate their own progress

Consolidation of vocabulary from Unit 7



Play follow the leader

Draw your body

Find and stick.


Monster dictation. (teacher Syllabus - 4 – children)

Draw your own monster and dictate it to your partner - in pairs


How did you do? Choose and colour.


Colour and say

Sing the body chant.




Week

A
week /
2 lessons

Language items

Functions and topics

Vocabulary

Songs, games and activities

28

55


^ Project work

It’s Syllabus - 4 got a (long) (tail).

It’s (green) and (brown)

Receptive:

Listen to my interesting animals.

Do you know interesting animals?

Do you like this animal?

What is it? What Syllabus - 4 colour is it? How big is it?

Listening to descriptions of interesting animals


Choosing three interesting animals


Preparing their “My interesting animals” display

Three animal names arising from the teacher’s example display


Maximum Syllabus - 4 3 new words describing body parts of animals. E.g. tail, neck, skin


Consolidation of:

Body part, adjectives, colours

Show the display of your “Interesting animals” display and describe them to the children.


Playing Syllabus - 4 flashcard games with the new words (animal names and body parts) – “What’s missing?”

Flashcard race: Teacher describes the animal – children run to touch the right flashcard


Ask kids to bring photos of their three Syllabus - 4 interesting animals (cut out from old magazines)

56


^ Project work

It’s got a (long) (tail).

It’s (green) and (brown)

Recasting new language children want to use to describe their interesting Syllabus - 4 animals.


Receptive: Look through the magazines. Find three animals. Cut out the animal. Tell me about it in Hungarian.

Preparing a display with their interesting animals.


Describing their interesting animals to each other Syllabus - 4

Names of animals they find


Body parts that have not yet been studied, but they would like to use them in their mini-presentation

Cut and paste their pictures of interesting animals Syllabus - 4 (Teachers brings old magazines of animals – e.g. National Geo)


Recast animal names, drill with different noises


Children put together shot sentences about their animals – practise in pairs. Their partner and teacher helps.


Half Syllabus - 4 the class stands around the room with their display, and the rest of the kids go around and listen to the descriptions

The two groups swap to describe their interesting animals


Playing a Syllabus - 4 mime and guess the interesting animal




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Pages 56 -57

Revising language items from Units 6 and 7


Receptive:

It’s a monster!

It isn’t a monster!, Go in!

Cararamba!

How many scooters?

Listen and act.

Following a story in Syllabus - 4 and enjoying an English story:

The Colour Spell 4


Finding the right colours, tick the toys

Revising vocabulary from Units 6 and 7

Miming game: animals


Listen and look,

Listen and act out the story

Listen Syllabus - 4 and say the number of the picture (read out in random order)

Listen and repeat the story.

Act out the story saying the lines.

Find the colours, tick the toys


58


Test 7


Testing all the language Syllabus - 4 items studied so far in Unit 7


Skill: Listen and colour Listen and number


To help children become more aware of their own strengths and things to work on


To provide an Syllabus - 4 opportunity for the teacher to find out what further work children need

All vocabulary studied so far in Unit 7

Revision songs to create a relaxed classroom atmosphere before the test

Test time 

Count your score and colour

Ask Syllabus - 4 for help for the items you were not sure about

Count your score again and colour.

30

59


Page 70


Easter

How many (eggs)?

Happy Ester!

What’s this?

Receptive:

Cut along the lines Syllabus - 4, Colour. Glue it. Stick. Put it on your head.

Learning about Easter traditions, what is similar and different in the British and Hungarian culture


Talking about Easter traditions


Egg, Easter Bunny, Easter egg hunt,

Revision of numbers Syllabus - 4 and colours

Listen and repeat

Activities with picture cards – “What’s missing?,”

Listen and repeat

Ester egg hunt! Match, count and say.


Making an Easter Bunny hat.

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Page 70


Easter

How many (eggs)?

Happy Ester!

What Syllabus - 4 colour is it?


Receptive:

What colour would you like? Whole punch, String, oval shape



Learning about Easter traditions


Designing their Easter egg and decorating the room with them at the end of the Syllabus - 4 lesson



Revising colours


Dots, wavy line, straight line,

Flashcard games with Easter vocabulary

Count, write and say


Designing an Easter egg


Hide their Easter eggs and find them – Egg hunt with their own eggs

Wish “Happy Easter!”

^ Unit 8 – Party


Week

A
week /
2 lessons

Language Syllabus - 4 items

Functions and topics

Vocabulary

Songs, games and activities

31

61


Page 58

What number is it?

What’s the next number?

Who is it?

It’s a (princess).

Who are you?

I’m a (king)


Receptive:

What would Syllabus - 4 you like to be?

What’s your favourite costume?

Dress up.


Identifying fantasy characters names from stories


Understanding and responding to questions about fancy dress party characters


Saying a chant


Fairy, king, princess, pirate, witch Syllabus - 4, fancy dress party

Sing a song of their choice

Listen and point

Chant

Mime and guess

Join the dots and say

Lip-reading

Play mingle and swap: Ask and answer using flashcards: What would you like Syllabus - 4 to be? A fairy.

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Page 59

What number is it?

What’s the next number?

Who is it?

It’s a (princess).

Who are you?

I’m a (king)

What would you like Syllabus - 4 to be?

I’ve got a (rabbit).


Receptive:

What’s your favourite costume?

Dress up.

Identifying fantasy characters names


Identifying objects associated to these charecters


Fairy, king, princess, pirate, witch, fancy dress party


Revising language from Syllabus - 4 the course

Chant the character words clapping the nr of syllables


Cover up and guess

What have I got – guessing game


Look and match


Choose and mime

Snap with flashcards of story characters and their associated objects

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