Beginning
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lesson your students are studying.
Greetings School People Work Family House Food Clothes Sports Shopping Transportation Health City Animals Weather Future
Vocabulary
Language Focus - names of lessons, questions words, pronouns, possessive adjectivesFollow-up activities - (1) Have students write the following sentence with all pronouns.
I have my book.
They will write "She has her book." "They have their books." etc.(2) Write the dialog from the "Phrases" section in the correct order on the board. Students use the dialog (substituting their names) to walk around the classroom and introduce themselves to other students in the classroom.
Grammar
Language Focus - to be, haveFollow-up activities - Each student (or each student in a small group if you have a big class) says one thing they have and one thing they don't have.
I have a computer, but I don't have a car.
After all students (or all student in the group) have stated what they have and don't have, the other students have to write sentences recalling what their classmates have and don't have (without asking the student or looking at someone elses paper!). After all of the students have written their sentences, they see who was able to remember what everyone has and doesn't have.
Paco has a computer, but he doesn't have a car.Listening/Dialog
Language Focus - Two students introduce themselves and say where they are from.Follow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - Describing yourselfFollow-up activities - Have students write a paragraph describing themselves.
Pronunciation
Language Focus - the iy vs. the I soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - review of vocabularyFollow-up activities - none
Vocabulary
Language Focus - alphabet, numbers, time, classroom vocabulary, school subjects, titlesFollow-up activities - (1) Student to student spelling dictation - Have students dictate words to each other by only saying the letters. (2) Play hangman with the classroom vocabulary. (3) Number bingo - Have students write numbers 1 - 24 randomly in different squares on the bingo card. Call out a number and they write an X (in pencil) in the square that contains the number. (4) Bring in a toy clock and set it to different times. Have students say the time. (In your local office supply store they should sell "CLOSED We'll be back at . . ." signs which have a clock on them.) (5) Write times on the board (eg. 2:30) and the students have to write them in two different ways (It's two thirty./It's half past two.).
Grammar
Language Focus - a/an, pluralsFollow-up activities - (1) Have students write a big "a" on one side of an index card and "an" on the other side. The teacher says a word and they show the "a" or the "an" side to indicate what the article should be. (2) Have the students make five columns on a piece of paper. The headings of the columns are as follows - Column #1-"Only s", Column #2-"es", Column #3-"Change y to ies", Column #4-"Change f or fe to ves", and Column #5-"Irregulars." The teacher calls out a word in the singular form. The students write the singular and plural form (eg. book-books) in the correct column.
Listening/Dialog
Language Focus - Students discuss their class schedules.Follow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - Reading a class scheduleFollow-up activities - Have students write out their class schedule. In pairs students could ask and answer questions about their class schedules. (eg. What time do you have math? or What do you have at 2:00?)
Pronunciation
Language Focus - the e sound vs. the æ soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Hangman - spellingFollow-up activities - Students could play hangman with other words.
Vocabulary
Language Focus - opposites, colors, words for describing peopleFollow-up activities - (1) Write each of the opposites words on an index card. Have students play concentration with the opposites words. (2) Student take turns saying the colors of an unidentified thing in the classroom. The other students need to guess what the thing is.
Grammar
Language Focus - describing peopleFollow-up activities - (1) Students write a description of an unidentified student in the classroom. The students take turns reading their description and guessing who it is. (I first tell them that certain words are off-limits such as "fat" and "lazy.")
Listening/Dialog
Language Focus - Two people describe their siblings.Follow-up activities - (1) Have students read the dialog in pairs and/or act it out. (2) Have students write a paragraph description of one of their siblings.
Reading
Language Focus - Two e-mails about a blind dateFollow-up activities - Students imagine that they saw an old friend from high school at a party. The friend is quite different from how they were in high school. Write an e-mail to another friend describing in what ways the friend is different now.
Pronunciation
Language Focus - the sh vs. the ch soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - oppositesFollow-up activities - none
Vocabulary
Language Focus - jobs, ordinals, days, months, dates, verbsFollow-up activities - (1) Pictionary - Students draw a picture on the board that represents one of the jobs. The other students guess what the job is. (2) Have the students physically get in order by birthday (not year!). Point to one end of the room and explain that January 1st starts there. December 30th would be at the other end of the room. Once they've gotten themselves in order start with the beginning of the year and have them call out their birthdays one by one in order. If some students are not in order stop and have them rearrange themselves. Then have them say the ordinal number of their position in the line (first, second, third, etc.). (3) Play charades with the verbs from the vocabulary list. A student acts out one of the words and the others guess what the verb is.
Grammar
Language Focus - present tenseFollow-up activities - none
Listening/Dialog
Language Focus - A woman discusses her new job.Follow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - Four people explain about their jobs.Follow-up activities - Students interview one another (in small groups) to find out each other's jobs and what they do. Write a sentence (or more) about each student. (eg. Mario is an architect. He designs buildings.)
Pronunciation
Language Focus - t/d/th soundsFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Concentration card game practicing with jobsFollow-up activities - none
Vocabulary
Language Focus - family vocabularyFollow-up activities - Students draw their family tree. Students could then describe their family tree to another student (eg. Pablo is my father.).
Grammar
Language Focus - 's for possessive, possessive adjectives, question formation (both yes/no questions and question word questions)Follow-up activities - (1) The teacher walks around the room and takes something off several different students' desks. Hold up the items one by one and ask who they belong to. (Then, of course, you have to return the items to the students!) (2) Tell students that they are reporters. They need to think of five (or more?) interview questions that they will use to interview another student. In pairs students interview one another and then write their "newspaper article."
Listening/Dialog
Language Focus - Two people discuss family photos.Follow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - A man writes about his family.Follow-up activities - Students write a similar paragraph about some members of their family.
Pronunciation
Language Focus - The I sound vs. the є sound.Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Students guess the family member that is being described.Follow-up activities - Print the picture from the Game page onto a transparency so that you can see it in the classroom. Students write a similar description of one (or more) people in the family tree on the Game page. They read their description and other students guess who they're describing.
Vocabulary
Language Focus - Rooms of the house and furnitureFollow-up activities - Have students draw a floor plan of their house indicating rooms and where furniture is positioned. They can use the floor plan to describe their house to another student.
Grammar
Language Focus - There is/There areFollow-up activities - Have students describe (or write) what is in their house. For example, "There is a sofa in the living room." (Activity described in Más Práctica section on Grammar page)
Listening/Dialog
Language Focus - A woman describes her new house to a friend.Follow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - The House of the FutureFollow-up activities - Students discuss their dream house.
Pronunciation
Language Focus - The v sound vs. the b soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Review of house vocabulary, there is & there areFollow-up activities - none
Vocabulary
Language Focus - food vocabularyFollow-up activities - Have students make a menu. On their menu they will list the categories of food (appetizers, entrees, etc.) and put several foods that they like in each category. They can be foods from the lesson or any foods that they like.
Grammar
Language Focus - would likeFollow-up activities - Have students practice ordering (using "I'd like____") from the menu that they created in the follow-up activity from the Vocabulary page.
Listening/Dialog
Language Focus - Restaurant dialogFollow-up activities - (1) Have students read the dialog in pairs and/or act it out. (2) Have students make up their own restaurant dialog (ordering from the menus that they created in the follow-up activity from the Vocabulary page).
Reading
Language Focus - Restaurant ad and menuFollow-up activities - Have students make up an ad for an imaginary restaurant.
Pronunciation
Language Focus - The s sound vs. the z soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Review of foods and menu categoriesFollow-up activities - none
Vocabulary
Language Focus - Clothes, review of colorsFollow-up activities - The teacher can bring in a suitcase of clothes. Before class empty the suitcase and put all of the clothes next to the empty suitcase. Explain that you're going on a vacation and you need to pack your suitcase. Hold up the clothing items one by one and ask what it is (eg. blue dress) and then put it in the suitcase. When all of the items are in the suitcase close the suitcase and see if they remember what clothing was in it.
Grammar
Language Focus - Present continuous, gerund formation, the verb "wear"Follow-up activities - (1) Have students sit back to back (don't explain the activity to them yet). Tell them to describe what their partner is wearing without turning around to look at them. In a small class you could just have all of the students close their eyes and try to remember what each student and the teacher is wearing. Of course don't tell them what they're going to have to do before they close their eyes. This is a test to see how observant they are. (2) Have students bring in a picture from a magazine and write a description of what the person is wearing.
Listening/Dialog
Language Focus - Fashion show - describing what models are wearing.Follow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - Clothing adFollow-up activities - none
Pronunciation
Language Focus - The j sound vs. the y soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Match picture of person with description of their clothingFollow-up activities - Have students write a description of what one student in the class is wearing. They need to guess which student is being described.
Vocabulary
Language Focus - Sports vocabularyFollow-up activities - Sports charades - Write the names of the sports on little cards. In small groups the students take turns drawing a card and acting it out in front of their group. The other students guess what the sport is.
Grammar
Language Focus - Present continuous review, the verb "like," the suffix "-er"Follow-up activities - "Like" Bingo - Print out the bingo card (click HERE to go to the page with the blank bingo card). Have each student write verbs in the -ing form in each of the squares of the Bingo card (eg. running, swimming, playing baseball, etc.). When the teacher says "Go!" the students walk around the room and ask other students if they like activities on their Bingo card (eg. Do you like swimming?). If the student says "Yes," they write that student's name on that square. When they get students' names on five squares in a row (horizontally, diagonally, or vertically) they yell "Bingo." When the first student finishes all of the students sit down and the teacher verifies the winner's answers by asking the students whose names are on the winner's card "Do you like _____?"
Listening/Dialog
Language Focus - A sports commentator describes a triathlonFollow-up activities - none
Reading
Language Focus - Sporting event scheduleFollow-up activities - none
Pronunciation
Language Focus - The "ch" sound vs. the "j" soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Sports concentration gameFollow-up activities - none
Vocabulary
Language Focus - Review of numbers, prices, shopping phrases and vocabularyFollow-up activities - Have students use the phrases to write and act out a short shopping dialog.
Grammar
Language Focus - demonstratives (this/that/these/those), asking for pricesFollow-up activities - (1) Point to different things in the classroom (some close and some far away). Have students identify which demonstrative word you would use to refer to that thing. (2) Have the students bring in store ads from the newspaper. Have them ask each other questions about the prices in pairs. (How much is the _____?)
Listening/Dialog
Language Focus - Shopping dialogFollow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - Read store adFollow-up activities - Bring in a real store ad from your local newspaper. Ask students questions about the ad.
Pronunciation
Language Focus - The "c" sound vs. the "g" soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Match the description and the picture from a store adFollow-up activities - none
Vocabulary
Language Focus - Transportation vocabularyFollow-up activities - Charades - Have students act out one of the forms of transportation and the other students guess what it is.
Grammar
Language Focus - Have/has review, in/on/at with time expressionsFollow-up activities - Give students five index cards each. They need to write one time expression on each card (without the preposition). For example, they could write "the morning", "Tuesday", or "6:00 PM". Have the students get in small groups (four people?). Students take turns drawing cards and guessing the correct preposition. The other students determine if that is the correct answer. If they get the correct answer they get to keep the card. The student who has the most cards at the end wins (you may have a lot of ties). After the game they could swap card stacks with another group and play again.
Listening/Dialog
Language Focus - Buying plane ticketsFollow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - Presidential TravelFollow-up activities - The students can write about their vehicles (See examples in the Más Práctica section on the Reading page).
Pronunciation
Language Focus - The e sound vs. the ey soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Scrambled Words (vocabulary review)Follow-up activities - none
Vocabulary
Language Focus - Body parts and health problemsFollow-up activities - (1) Play Simon Says. ej. "Simon says, 'Touch your ear.'" (2) Play charades with health problems.
Grammar
Language Focus - should, have toFollow-up activities - Write some imaginary letters from people with problems (ej. Person wants to lose weight, person wants to learn English, person wants to marry a millionaire, etc.) and have the students write letters back to them giving them advice.
Listening/Dialog
Language Focus - Dialog of a doctor giving a patient adviceFollow-up activities - (1) Have students read the dialog in pairs and/or act it out. (2) Have students make up dialogs of doctors giving advice to patients with other health problems.
Reading
Language Focus - Article on "Tips for Losing Weight"Follow-up activities - Have students make a list of tips on some other topic ("Tips for Learning English", "Tips for Stopping Smoking", etc.)
Pronunciation
Language Focus - Thesound vs. the ow sound
Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Match health problems with adviceFollow-up activities - None
Vocabulary
Language Focus - buildings found in a cityFollow-up activities - Password Game - Students take turns in small groups describing one of the buildings. The other students guess what building is being described. (eg. "It's a place where you buy bread and cake."
Grammar
Language Focus - prepositions of location, words and expressions used for giving directionsFollow-up activities - Have students draw a map and describe in pairs how to get to their house from school.
Listening/Dialog
Language Focus - Giving directionsFollow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - Giving directionsFollow-up activities - Have students make an invitation to an imaginary party at their house. On the invitation they should describe how to get to their house from the school.
Pronunciation
Language Focus - The æ sound vs. the ^ soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Read directions and identify the places on the map.Follow-up activities - none
Vocabulary
Language Focus - animalsFollow-up activities - Students take turns describing an animal. The other students guess what animal is being described. (eg. "It's a large gray animal.")
Grammar
Language Focus - going toFollow-up activities - Interview - Students interview each other about what they are going to do tonight, tomorrow, this weekend, next week, etc.
Listening/Dialog
Language Focus - Two children discuss what pets they are going to get.Follow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - Animals of North AmericaFollow-up activities - Have students write a paragraph describing an animal from their country or region.
Pronunciation
Language Focus - The ^ sound vs. the a soundFollow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Concentration game with animalsFollow-up activities - none
Vocabulary
Language Focus - weather vocabulary, seasonsFollow-up activities - Pictionary - Students draw a picture on the board that represents one of the weather words. The other students guess what the word is.
Grammar
Language Focus - the pronoun "it", tooFollow-up activities - none
Listening/Dialog
Language Focus - A man plans his vacation based on the weather.Follow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - The Windy City - A description of the weather in Chicago in the different seasonsFollow-up activities - Have students write a description of the weather in their country or region in different seasons.
Pronunciation
Language Focus - The ^ sound vs. thesound
Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card. Print it and then click on the Back button on your browser to return to this page.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. That's why it already has an X. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Scrambled weather vocabularyFollow-up activities - None
Vocabulary
Language Focus - Miscellaneous vocabularyFollow-up activities - none
Grammar
Language Focus - willFollow-up activities - Write the following interview questions on the board and have students discuss them in pairs.
1. What will you do tonight?
2. What will you do tomorrow?
3. What will you do this weekend?
4. What will you do next month?
5. What will you do next year?Listening/Dialog
Language Focus - Discussion of what the future will be likeFollow-up activities - Have students read the dialog in pairs and/or act it out.
Reading
Language Focus - RobotsFollow-up activities - Have students discuss or write about what they think the future will be like.
Pronunciation
Language Focus - ReviewFollow-up activities - none
Dictation
Language Focus - spellingFollow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.
Game
Language Focus - Fortune Telling GameFollow-up activities - The Fortune Cookie Game - Explain to students what fortune cookies are. Tell students that they need to write fortunes to go inside cookies. Give students a small slip of paper and have them write a fortune on it (eg. You will be rich.). Have them fold it up and put it in a bowl. When everyone has written their fortunes, mix them up and have students draw a fortune out of the bowl. You could (if you don't mind cookie crumbs in your classroom) have them put the fortunes inside Oreo cookies so that they are really fortune "cookies". Just make sure the students wash their hands before opening the Oreos that they will be giving to another student!
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