I
love pets, I love pets, one, two, three, four, five! (x2)
I've
got one lovely cat, miaw-miaw the cat!
I've
got two lovely ducks, quack-quack the ducks!
I
love pets, I love pets, one, two, three, four, five! (x2)
I've
got three lovely dogs, woof-woof the dogs!
I've
got four lovely cows, moo-moo the cows!
I
love pets, I love pets, one, two, three, four, five! (x2)
I've
got five lovely sheep, baa-baa the sheep!
I
really love my pets, my lovely pets!
I
love pets, I love pets, one, two, three, four, five! (x2)
Stage 1 –
Brief Revision
Revise
the previous lesson briefly following the procedure of Lesson 3 Stage
1 (here revise: summer,
ice
cream,
beach,
sand,
swimming,
hot,
to
play,
to
go,
to
eat,
to
swim)
Stage
2 – Vocabulary
focus i) ANIMALS:
pet, cat, duck, dog, cow, sheep
ii) NUMBERS:
one, two, three, four, five iii) SOUNDS
OF ANIMALS:
miaw, quack, woof, moo, baa
Prepare
flashcards and finger puppets at home that depict pets and numbers
1-5. Present the pet flashcards to Ss, use L1 and ask them: “What
can you see in the pictures?”, “Have you got any pets?”, “Do
you love them?” “What is your favourite pet?”. (If you want,
you can explain the difference between pets and animals by presenting
Ss with another flashcard depicting wild animals, apart from the one
depicting pets. In this case, tell Ss that both pets and wild animals
are animals, but pets are looked after by humans). Present and drill
vocabulary items concerning pets pet,
cat, duck,
dog, cow,
sheep
by using the flashcards and / or
rhythmical clapping [cat, duck, dog, sheep (clap one half note, ta-ah), co-w
(clap two quarter notes, ta ta)]. Then, ask Ss if they know what sounds
these pets make. Ss answer based on the way these sounds are rendered
in their mother tongue and then, you present them with their English
equivalents. Practice these animal sounds further by making an animal
sound e.g. miaw and by asking Ss to show you the correct animal
flashcard and label it in English e.g. cat and / or vice versa.
Having taught Ss the pets mentioned in the song, it's time you
presented them with the flashcards depicting numbers 1-5. First ask
Ss to count from number 1 to number 5 in their mother tongue and
then, present and drill numbers 1-5 in English by using both the
flashcards and rhythmical clapping [one, two, three, four (clap one
half note, ta-ah), fi-ve (clap two quarter notes, ta ta)]. Practise numbers 1-5
further by asking Ss to give you examples of these numbers. For
example, you say “one”
and Ss show you one ball / pencil etc. Revise the verb to
love
by sketching a heart on the board.
Tell
Ss that they will sing a song in which they express their love for
pets. Play the song on the piano. Ask Ss to i) stand up and move to
the rhythm of the music ii) put the pet flashcards in the correct
order based on the song iii) match the number flashcards with the pet
flashcards based on the song iv) sing the song and clap their hands
(4 quarter notes per measure, ta ta ta ta)
Stage 3 –
Incorporating percussion instruments into our activities &
practising rhythmical patterns
Divide the class into groups and give them the percussion instruments
they are going to use in this song (Always give instructions by
following the procedure of Lesson 1 Stage 3). Group A beats 2 half
notes per measure using their maracas (ta-ah ta-ah), Group B beats 4 quarter notes
per measure using their tambourines (ta ta ta ta), Group C beats “1 quarter note,
2 eighth notes, 1 half note” per measure using their sticks (ta ti-ti ta-ah).
Practice separately and then altogether as a band. Last, ask Ss to
play and sing the song as much as they can.
Stage
4 – Follow-up activities
Divide the class into 5 groups and ask groups to choose one number
from 1 to 5 as well as a pet from the ones they have just learnt and
make a poster illustrating the number in question. While making the
posters , Ss could be listening to music (e.g. Shostakovich “Waltz
No. 2”). In the end, Ss vote for the best poster. Ask Ss to sing
goodbye to Mrs Mary (see Lesson 1 Follow-up).
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