REPORT RESUMES

ED 018 801 24 AL 001 238 GUIDE FOR TEACHING ENGLISH AS A SECOND LANGUAGE TO ELEMENTARY SCHOOL PUPILS. LEVEL II, PART 1. BY- WILSON, ROBERT AND OTHERS CALIFORNIA STATE DEPT. OF EDUCATION, SACRAMENTO REPORT NUMBER BR-5-1111 CALIFORNIAUNIV., LOS ANGELES REPORT NUMBER H-200 CONTRACT OEC -6 -20 -044 !DRS PRICEMr-41.25 HC-$11.32 281P.

DESCRIPTORS- *ENGLISH (SECOND LANGUAGE), *TEACHING GUIDES, SPANISH SPEAKING, *INSTRUCTIONAL MATERIALS, *LANGUAC7 INSTRUCTION, AUDIOLINGUAL METHODS, TEACHING TECHNIO: E;$ NON ENGLISH SPEAKING, *ELEMENTARY GRADES,

THE 55 AUDIO-LINGUAL LESSON UNITS OF "TEACHING ENGLISH EARLY" ARE DESIGNED AS A GUIDE FOR THE TEACHER OF ELEMENTARY GRADE CHILDREN WHO HAVE REACHED LEVEL II IN ENGLISH AS A SECOND LANGUAGE. AIMED PRIMARILY AT THE SPANISH-SPEAKING (MEXICAN-AMERICAN) CHILD, THIS PRE-READING MATERIAL MAY BE USED WITH OTHER LANGUAGE BACKGROUNDS. (SEE THE FINAL REPORT AND SUMMARY OF THIS PROJECT IN AL 001 240, WHICH CONTAINS THE RATIONALE FOR THIS APPROACH.) EACH LESSON UNIT IS PRESENTED IN THREE SECTIONS--(1) LESSON CONTENT, E.G., THE BASIC STRUCTURES AND SOUNDS TO BE TAUGHT, AND OCCASIONAL TESTS, SUCH AS TEAM GAMES AND GUESSING GAMES'(2) MATERIALS, E.G., THE REALIA AND OTHER TEACHING AIDS NECESSARY FOR TEACHING THE LESSON, UPON WHICH THE LESSON IS BASED, AND (3) PROCEDURE, E.G., THE DETAILED ACCOUNT OF EACH STEP OF THE LESSON. (SOME STEPS ARE SUGGESTIONS ONLY, WITH DETAILS LEFT TO THE TEACHER'S DISCRETION) SIDE NOTES PROVIDE ADDITIONAL INFORMATION CONCERNING PREDICTED PHONOLOGICAL AND SYNTACTIC PROBLEMS, AS WELL AS SUGGESTED TEACHING TECHNIQUES. THE FORMAT IS SIMPLIFIED, WITH A MINIMUM OF TECHNICAL TERMINOLOGY, BUT IT IS ASSUMED THAT THE TEACHER IS LINGUISTICALLY ORIENTED AND THOROUGHLY FAMILIAR WITH THE MATERIALS AND METHODS OF THE COURSE. (AMM) , ,

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I SAI,V+10 VAS.,MT. Project No. H200 (OE 6-10-044)Guide Contract for TeachingLanguage No. 2753 Englishto tiemencary as a Second School Pupils Curriculum Development LANGUAGE TO ELEMENTARY SCHOOL PUPILS - LEVEL II GUIDE FOR TEACHING ENGLISH AS A SECOND PCM,e...t, Director Teaching- Robert WilsonEnglish Early U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION Writers - Evelyn Bauer Eddie Hanson, Jr. THISSTATEDPERSON DOCUMENT DO OR NOT ORGANIZATION HAS NECESSARILY BEEN REPRODUCED ORIGINATING REPRESENT EXACTLY OFFICIALIT. AS OFFICE RECEIVED FROM THE POINTS OF VIEW OR OPINIONS Of EDUCATION University of California, Los Angeles,Bureau ofCalifornia Elementary and Secondary Education LoisDonald Michael Meyer POSITION OR POLICY. California State Department of Education Sacramento, California February 15, 1968 U.S.GovernmentTheofficialduct Departmentresearch of the Officesponsorship reportedproject. of ofHealth, Education hereinare Education; encouraged was position performed and toor Welfare. expresspolicy. pursuant freely to atheir contract professional with Points of view or opinions stated do not, therefore, necessarily represent Contractors undertaking such projects under the Office of Education, judgment in the con- HEALTH, EDUCATION, AND WELFARE U. OfficeS. DEPARTMENT of EducationBureau OF of Research AL 0 01 .rte 2 3 8 - Level I CAT Hold up the picture of the cat. Lesson 1 2. COTHold up the appropriate picture each time. Hold up the picture of the cot. Model:CATCAT - -COT COT (3). 3. WhenrightCATraise you- hand.COT hissay left"cut" hand. have each pupil When you say "cat" have each pupil Call out the two words raise his 4. wordsCUTRecognition:randomly,Repeat randomly, the e.g., procedure e.g., of step 3. CAT CAT CUT CAT (5). CUT CUT Call out the two CAT CUT 4 CATCUT COTCOT CUTCOT CUTCAT COTCOT 5. haveRepeatCUT the the pupils last repeatrow in thestep word COT CAT- CAT CUT 4, but this time after you. 6. FreeEcho:that"cat," Dialog. 0 will(1), and stimulate "cot" in somesentences discussion, by asking e.g., Encourage the pupils to put questions "cut," WHAT DO YOU CUT? I CUT COLORED PAPER. 2 $ 4,4 4,41 '&34i770,0:-W171.- 7 Lesson 1 WHATDO YOU ARE HAVE YOUR A CAT?CATS' NAMES? YES,ANDMY CATS'ISPOT. HAVE NAMES TWO CATS.ARE BLACKIE 7. WHAT'S A COT? A COT IS A BED. Dramatize the WEReciteNOD,song ARE asNOD,thenALL you NOD-DING,sing sing the it. song below. [nod] for "nod." 8. WEAND ReciteAREthe FALLING ALL pupils theNOD- FASTlyrics repeatDING, ASLEEP. of each the linesong afterin step you. 7 and have [toast] for "fast." 9. Model:Direct the question to a puppet named (1). _/ Echo: (3),0 Pat. AREYES,Thequestion YOU puppetI PAT?AM. eachanswers time the with: ARE YOU PAT? 10. ASKFreegroup WHODialog. andI AM. then say to him: Have a pupil turn his back to the ARE YOU Have the pupil guess again until NO, I'M NOT. he [pat]guesses for correctly. "not."H am. u 4 YES, I AM. tl 3 [-ea m] for ' s .41r- ,,r414 , 4. Continueguessingpupil haswith keeps had other hisan opportunitypupilsback to to thetaking group) turns until (the each one play both parts. 2nd1st L: AREASK YOUWHO I AM. Modelhis intonationand have the is notpupil correct. echo if WOO MO I Likely Errors Test:man,Showeach athe pupilcat, pupils aand thesay, hats "you're and a dog, or a rabbit"----whichever masks. policeman, a fireman, a mail- Put a hat or mask on is appropriate a. word,*Stressfor e.g.,"Are on theyou unintendeda fireman?" Are you a fireman?" each(by time. whispering) one of the pupils to Have a pupil turn his back to 1st L: ,9 ASK WHAT I AM. ask: the group. Signal b. resultingordistinguish[a] from correctly. a failure to "note"---hypercorrection * [a]or *Dml in "cot" FIREMAN?POLICEMAN? c. 1Cal policeman," ---g:*m in and "rabbit." "cut," "fireman," 2nd L: ARE YOU A MAILMAN?CAT?DOG? frg d. --÷ *[a] e-uv[03 in 1st L: YES,NO, II'M AM. NOT. RABBIT? Note: *Ertlnunciation"cat,"syllable "I inof:am," the and last "rabbit."The differences in pro- untilHaveguess theeveryone until 2nd Lhe has(the gets had pupil an a turn at affirmative answer. with his back to the group) both parts. Continue mailmanpolicemanfireman but Lf6yzrmzn][palysman]Cmeylma! nJ 1 4 yam' y SY, 7neo,ti v,,,..w.t-rvprd14.79:Aive.v,Twi4""V*.wwmglers.l.m.rreawmpti51.7q4r- I. OBJECTIVES Lesson 2 A. Content r--n -4 land ralii -J, a.Teaching Points The mid central vowel 1.2. TheTheas learnerin learner "cup" will andwill be"cap. be able able to to pronounce la ask yes-no questions like b. The low front vowel racn. Ea). n AretheIs they following:shehe behindgreen?Jane? the door? c.d. Yes-noShortorquestions. "are." questions responses with to such Is 3. withYes,The short learnerthey answersare. will belike able the to following: respond to such questions e.f. subject."Is""Are" with "he" with "they" as subject. or "she" as B. Test: Yes,No, heshe isn't. is. See pages 5 and 6. II. MATERIALSA. A cup and a cap for each pupil B. mArbles,eachSeveral pupil: 4of blue the braceletsfollowing sets of objects, one 3 red balls, 2 yellow airplanes, 4 red rings, 3 orange necklaces, set3 greenfor C. cats3 Paperpink erasers,sacks, one 3 brown cars, for each set of objects 4 black dogs, and 3 white Usestep the 4lyrics in the "Stand Procedure) Up" (See to the E.D. TwoSong: puppets "Stand Up". MusicmelodyCalifornia Series of "Clean Kindergarten,State Up," Series, Page 19. Birchard III. PROCEDURE Lesson 2 A. Review1. Model:Hold up the appropriate object each time. (2). Model:wordsare totwice. model the four pairs of (2) indicates that you CUPCAP - -CAP CUP 2. hispupil.Recognition:CUP cup;- CAP when you say "cap," have each pupil raise When you say "cup," have each pupil raise Distribute a cup and a cap to each 3. hisRepeatCUPthe cap. CAPword step after 2, but you this and timethen haveraise the appropriate CAP CUP CAP CUP CUP CAP the pupils repeat 4. object.Echo: 00(3), (3), . I HAVE A CAP.CUP. I HAVE A CAP.CUP. 5. .Sing theOH,STAND song Npw UP,below IT'S STAND and TIME UP,have the TO STANDSTAND UP,UP, STAND UP: pupils join you. Use"Clean these Up."lyrics Merely to the recite tune ofthe OH, NOW IT'S TIMETIME____ TO STAND UP, STAND UP, STAND: 2 willsonglyrics take as if youlong. learning sing it. to sing it Dramatize the 6. Model:STAND UP. (1). Echo: 0(3). nd) top) Lesson 2 7. youRecitepupils in recitingrepeatthe lyrics each the lineoflines the after ifsong they you in can.orstep 5 and STAND UP. have them join have the B. Presentation1. Imitation. Select one of the sacks and look at the objectsTHEY'REIto SEE demonstrate THREEinside, ALL BALLS.THE saythe SAME threedialog. COLOR. balls. Use the two puppets teacher,In addition play to the your role role of asa ASK ME WHAT COLOR THEY ARE. ARE THEY GREEN? understandpupil,Permit if each theyour pupilchildren question. to havedo not three 2. YES,Repeat,NO THEY havingARE. each pupil selecting a THEY AREN'T. Whisper the question to the pupil taking sack and taking heanswer,guesses, thedoesn't third i.e.,"Ask ifguess time,he needscorrectly giveme them.if him bythe they're If 3. youryoursuggestions.Free role. role Dialog. should he forget Volunteers, each with one or more how to say it. green." WHERE CAN WE PUT THINGS? BEHINDBY THE THE WINDOW. DOOR. ONETC.ON INTHE THE FRONT FLOOR.DESK. TABLE. OF THE DOOR. ep 4. youASKFreepuppets have MEDialog. WHERETom to stand demonstrateTOM IS.behind thethe dialog.door. Have the pupils turn their backs while Use the two IS HE DOOR?BYETC.IN THE FRONT WINDOW? OF THE (Have!Again, each take stood.ifpupil theyour guess,role question of until is not under- a pupil iYES, HENO. IS. HE ISN'T.1 1: 'someone guesses correctly. 6.5. RepeatRepeatplacing step step either 4 4,with permitting a onepupil of orthe each an sets object(s)pupil of objects.to takesomewhere your role,in whereThe questionthe will be ave." "Ask me 7. yourFreethe role Dialog.room. should he forget how to say it. Whisper the questioL to the pupilUse taking the two puppets to demonstrate the SHESHE'SIactivity. SEE HAS APRETTY. GIRL..A BLUE DRESS. ASKSHE'S ME SITTINGIF SHE ISBY JANE.TOM. ANN.MARY.ETC. IS SHE JANE? If the first pupil who guesses Lesson 2 SHE IS . iETC? othersdoesn't try. guess correctly, let- 8. [7Repeatthesomeone questionstepYES, NO,to 7, be SHE permitting toidentified ISN'T.the pupil pupils by taking a guess.to yourdescribe role Whisper Test: should he forget how to say it. Likely Errors 1. nameGuessingto (oryou. game:the name of a toy or toys visible to Another pupil may ask three questions, trying Have a pupil whisper another pupil's Take the role of all) baa. N.-)1.m3"----"t*[a3 *[a3 in "cup." 0.."1 * in "cap." tothe guess 2nd theL the name first whispered time you to doyou. the game. 1st L: (Whispering to you) JANE. c.d. AreShegreen? they --i,*he green?.-->*Is (where the they ante- A GIRL. 2nd1st L: L: NO,IS SHESHE ISN'T.SITTING DY JOE? e. Hecedent --- is feMinine). (where the antecedent 2nd1st L: L: YES,IS SHESHE IS.TALL? is masculine). 2nd1st L: L: YES,IS SHESHE WEARINGIS. A YELLOW DRESS? 2nd1st L: L: YES,IS SHESHE JANE?IS. 5 mrmmirkmmmr.qw.tw---09m41, ATTATIF LeveLesson 2 I 2. bothContinueChain parts. Dialog. until everyone has had a turn at STAND UP, JOE. JoeSTANDto standsTom: UP, upTOM. and then says TomSTANDto standsJane: UP, upJANE. and then says When"Stand all the Up" pupils song andare havestanding, them join you. ETC. sing the I. OBJECTIVES Teachinj Points Lesson 3 A. Content1. The[a],as learner in will"cut" be andable "cot." to pronounce [a] and . The lowmid central vowel Via].[a]. 2. Thelike learner the following:will be able to ask yes-no questions d. . orYes-no "It,""are." questions "they," singIllar with "is" or AreIs theyit athe black?inlittle yellowthe greenball? cup? box? e. pluralShortsuch questions. nounsanswers as tosubject such of 3. Yes,Thequestions learnerit is. withwill shortbe able answers to respond like theto following:such f. questions.inanimate"Is" with nouns "it" asor subject.singular 4. No,NewNo, it vocabulary:they isn't. aren't. haircut. II. MATERIALSB. Test: See page 6. A. A cotshop;picture of ofsomeone a boy cuttinggetting witha haircut scissors; in a and of a and a barber B.C. A whiteredblue box box,cup,cup. a yellow box,cup, a greengreen box,cup, and a D. Enough paper sacks so each pupil can have one 1 Level E. Objectsobjects from for lessoneach pupil. 2: one object or set of Music"Johnny, in Our Get 'Lesson YourTown, Hair California Cut," 3 III. F.PROCEDURES Song: "Johnny, Get Your Hair Cut." p.State 62, Series, Pupils Teachersedition editionp. 79. A. Pronunciation1. Model:Hold up the appropriate picture each time. (2). modelModel: the four pairs of words (2) indicates that you CUTCOTCUT - -COT CUTCOT twice. 2. WhenCUTleft you- COThand; say "cut,"when you have say each pupil "cot," have each pupil raise his Recognition:randomly,raise his e.g.,right hand. (5). COT Call out the two wordsCOT CUT COT 3. CUTEcho:Repeatrepeats step the 2, word but afterthis you.time COT CUT CUT have the pupils 4. Model:aShow haircut. the pupils the picture of (1). (3), 0 Point to the boy. the boy getting THIS IS JOHNNY. JOHNNY'S GETTING A HAIRCUT. 2 5. joinSing you:the song below and have the pupils HAIRJOHNNY, CUTCUT, GETSHORT! HAIR YOUR CUT, HAIR CUT, MATERIALS.For reference to the music see 7.6. FreehaveRecitecomments. Dialog.the the pupils lyrics repeat of the each song line in afterstep 5you. and Encourage the pupil's expanded Yougiving might the show first them response. how by WHAT'S JOHNNY DOI= 1st L: JOHNNY'S GETTING AHIS HAIRCUT. NAIR CUT. Holddifferencegetting up the a haircut. picturein the stressof Johnny Note the 2nd L: I IGOGOT DON'T TO A MIKE'SHAIRCUT GET HAIRCUTS. BARBER FRIDAY. SHOP. hairpatterns cut.Ehr of: kit [her knit :) WHAT'S HE DOING? GIRLSHEBUTI HAVE GOES NYLIKE VERY DADTO LONG MIKE'SGETSLONG HAIR. HAIRCUTS.HAIR. TOO. haircutPoint to the barber. [herk;t] 3rd L: HE'SHISJOHNNY CUTTINGGIVINGFACE ISN'T LOOKS JOHNNYjOURNY'S HAPPY. FUNNY. A HAIRCUT.HAIR. ETC.4th L: MEHISHAIRCUT. GET MOTHER ONE. MADE HIM GET A MY MOTHER MAKES LevelLesson II 3 B. Presentation1. Guessingobjects,of objects, Game: some insingle sacks. objects and some sets Model with two pupils. Have one pupil select Put a sackPermitfeel andthe two lookobjects guesses. through the closed 1st L: inside. THERE'S SOMETHING Let the second pupil sack. IN THE SACK. You may have to model this 2nd L: ARETHEREIS THEYIT ARE A LITTLESOME THINGS BALLS?BALL? sentence for the pupil. 1st L: YES,NO,NO, IT ITTHEYTHEY ISN'T. IS. ARE.AREN'T. When a pupil guesses correctly continue 1st L: 11T'S THEY'RE EITHER BLACK OR YELLOW. with: 2nd L: 1..:S ARE THEY IT BLACK? partPermit of twothe guessesgame. for this 1st L: YES,YES,NO, IT THEYITTHEY IS. ISN'T. ARE.AREN'T. 4 2. opportunityLetthe each guessing pupil, to gameselect one in at stepa asack time, 1. and have initiate an Lesson 3 3. objectsbacksofcoloredGuessing objects. while inboxesGame: each you and box.put four an objectsobject oror setsets of Have the pupils turn their Show the pupils the four Give each pupil two untilofguesses.showto objects initiateeach the pupil pupilsand the havehas guessingfour hadthe different anpupils game.opportunity turn objects their or sets Let pupils take the teacher's role When necessary, backs whileAlso youscramble putTHE the the MARBLE new objects objects IS frequently. in the boxes. THE MARBLES ARE SOMEWHERE. IIS ARE THEY IT THEIN THE GREENRED BOX?BOX? guesses.Look in the box after the pupil .r.IIMI...www...wwaw.Mlg...... YES,NO, THEYITITTHEY IS.ISN'T. ARE.AREN'T. 5 Lesson 3 Test: Likely Errors youShowcolored put the a pupilscups.colored the cup four in colored boxes and the four Have the pupils turn their backs while each box. Demonstrate the b.a. Is [alit theJti blue cup.--,--lds *Ed.1 "NJ [w] in "'cut. 1' THERE'Sasactivity well. A beforehandCUP IN THE byYELLOW taking BOX, the role of the Give each pupil two guesses. pupil butblueathe intendedsense blue thatcup incupit?"is here.) which notit? is theacceptable,"Is sense the (There's Look in theYES, yellow IT IS.box. 1st L: IS IT THE BLUE CUP? c. Yes,somethingis.in they the are.box?" like ---Yes, "Are the it cups (Where the question was THE BLUE NO,CUP ITIS ISN'T.SOMEWHERE. 2nd L: IS IT IN THE RED BOX? LNO,(YES,Look IT inIT theIS. red box. ISN'T.1 wheneverLetopportunitystimulusturn pupils their necessary.: above,take tobacks theplay until whileteacher's both each youroles. pupil role, has using had an scramble colored cups Have the pupils either I. Teaching Points Lesson 4 OBJECTIVES a. The mid central vowel io1 . A. Content 1. The learner will be able to pronounce ra] , Lai.] b. The low front vowel Le122, 2. andThe learner will be able to ask yes-no questions , as in "cut," "cat," and "cot." c.d. Yes-noThe low questionscentral' vowel with Ca.;"there" . like the following: AreIs therethere somesome cookiesrice in inthe the box? box? e. asorSingular the plural dummy (count: nouns subject. asor themass) "real" nouns 3. Theshort learner answers will like be ablethe following:to answer questions No,Yes, there there aren't. is. with f. subject.subject."Is" with singular nouns as II. MATERIALSB. Test: See page 5. g. "Are"subject. with plural nouns as . A.B. AtIllustrations least six pictures of "cut," of "cat,"people andin a"cot." particular Mount the pictures on same-size yourlocation. group, e.g., Use,those thatChildren would playingbe meaningful at schoolhome to alikeand same-color from the back.cards so they look A Peoplefamily inin aits supermarket living room . C. Four shoe boxes, all the same color FiremenPeople atin aa fire-stationlibrary D. The sets of objects from Lesson 2 1 Substitutefamiliar with,things it the you pupilslike. are A,.S$ . .1. , 4 .7.477'4 III. PROCEDURESE. O Some food items to be used in the test A. Pronunciation1. widelyPut the separatedillustrations on the of "cut," "cat," chalk tray. Have the and "cot" Recognition:order.apupils word ispoint said. to the appropriate (6). Say each word twice in illustration when random 2. RepeatEcho:repeat (step the 1,word but this (3), 0 after you. time have the children B. Presentation1. Free Dialog. Put some of the objects, both single questionLetobjects each andlike:pupil sets look of objects,in the box and ask in one of himthe a boxes. Vary your questions to get some 1.-&-nitYCKALTAREIN THERE THE BOX?FOUR RINGS! NO,YES, THERE THERE ISN'T. IS. negativeresponses. and some positive YES,NO, THERE ARE.AREN'T.1 I 2. Continue until everyone has had a turn. Put the four Do only four boxes at a time, so watchFreeinidenticaltwo eachDialog. whilebracelets, one, boxesyou e.g., put onone theantwo toy objecttable. littleairplane.* or balls, set one ring, (Guessing Game). Have the pupils Put the tops on. of objects boxes.necessary.rememberingthat the pupils what won'twas put have in troublethe Change objects when Lesson eve4 a,. Havebacksfirst the while responsepupils you close soscramble the their childre-1 the eyes boxes. orwill turn know youModel want the their WHAT'Sa question IN THISfrom BOX?them. 1st L: AREIS THERE THERE SOME A RING. BALLSI AREISIN THERETHERE THE BOX?SOMEANBRACELETS AIRPLANE' ARELET'SIS THERETHERE SEE. SOMEA RING BALLS 1 Opengroupthe the 1stcan box L'ssee and guess)as tilt you anotheritask so the pupil. (repeating ARE THERE SOME I BRACELETS 1 CIS THERE ANIN AIRPLANETHE BOX? 2nd L: YES, THERE IS. YES,NO, THERETHERE AREN'T.1ARE.ISN'T. I 3. oneFreeContinue atDialog. a untiltime, everyonewith different has had a turn to guess. (Guessing Game). pupils. Use all the pictures, Show the Beof sure the theplaces pupils in theknow picture. the names pictureandturntheirpupils. thenthem backsof havepeoplearound. while another in you a particularpupilscramble ask the yes-nolocation pictures questions to and Have the pupils close their eyes or turn Let a pupil choose a picture the aboutguess what's which inpicture the picture it until he is. Model the activity first. 3 thinks he can .eve (Guessing) Lesson 4 1st2nd L: L: THEISpicture THERE(LookingPICTURE. Ahidden GIRL at theINfrom 1st L: ARETHEREtheIN THERE others.)THEISN'T. PICTURE?SOME MEN NO, 2nd1st L: L: TRUCKS?AREYES, THERETHERE SOMEARE. FIRE 1st2nd2nd L: L: YES,YES,IS ITTHERE 1T'STHE ARE.FIRETHE FIRESTATION? The pupil turns the picture for Continueturn. until everyone who volunteers has had aSTATION. all to see. 4 Test: Likely Errors WHAT'SShow eachIN THIS box BOX?of food to each pupil and ask: 1st L: THERE'S CANDY IN b.a. "cat."kieC.a.] * la J o:ev*La i in "cut." in ContinueThen blindfold until the each contents pupil, ofone each at abox time. has been THAT BOX. Give the blind- identified. d.c. Are there some cookies in Lo i in "cot." wholeboxfolded andgroup shakepupil answer it.one hisof theguesses. boxes of food. Permit him three guesses. For example: Let him hold the Have the e. cooiesIsthe there box?"-- in the:sore *Is bog?rice there in thestm. GUESS. 1st L: INIS THETHERE BOX? SOME CANDY f. No,box?in ---therethe box? aren't. *Are there some ri.ce *No, : NO, THERE ISN'T. questionthere"Are isn't.there was somethingcrackers inlike the (Where the ist L: C") NO, THEREARE AREN'T.IN THERE THE BOX?SOME COOKIES box?" 1st L: (:): YES, THEREARE IN ARE.THERE THE BOX?SOME CRACKERS 5 IA A ti I. A.OBJECTIVES Content Teachinga. Points Yes-no questions with forms 1. Thethose learner in lessons will practice 2, 3, and ves-no 4. questions like Are you a fireman? For example: b. ofYes-no subject"be." questions after a withform theof "be." AreIs itshe there black? Jane? some chickens in the box? d.c. Yes-noShortafter questionsresponsesa form of withto"be." such there" 2. Thesuch learner as those will in practice lessons responses2, 3, and to4. questions No,Yes, sheI am. isn't. For example: e. questions.ofDescriptionscenes. Presentation. of persons and See steps 3 and 4 B. No test Yes,No, itthere is. aren't. II. MATERIALSA. pig,Pictures chickens, of a cat,rabbits, a dog, and a acow, goat. a horse, a duck, a See step I in the B. A needPresentationpicture for ofyour the togroup. interiordecide how of manya supermarket. pictures you will Be sure C. Onetinguishable.that of articleseach of thein thefollowing supermarket pictures: are visible and dis- a policeman, D. a Scenesfireman,teacher, of achildren milkman,bus driver, and and adults aa mailman,housewife working a (mother)nurse, and/or a playingfarmer, ina asupermarket particular scene,place, asuch farm as, scene, a schoolroom a park scene. scene, 1 III. PROCEDURE Lesson 5 1.Presentation Free Dialog. (Guessing Game). Show the pupils the can't.onethem,namespictures and ofpictureside holdofthe animals. animals.it so turned that youdown, can on sce the it, table. but the Let each pupil ask one 2.9J-no question and Be sure theScramble pupils knowthe picturesthe and put Take pupils hasThenIthen SEEhad take make ANat anotherANIMAL. leastone guess, one picture turn. until and someone continue guesses until correctly. everyone GUESS WHATNO, ITIT IS.ISN'T. IT'S 1st L: IS IT LITTLE? Youactivity may have once to tomodel demonstrate this it. NO,BIG. IT ISN'T. IS IT A CAT? YES, IT IS. 2nd L: WHITE?IS IT BLACK AND YES, IT'S A COW. 111Y. IS IT A COW? Show the picture of the cow. 2. pupilsofFree the Dialog. seeinterior it. of a supermarket, but don't let the IT IS. (Information Game).Divide the group into two teams. Hold the picture whenGive heeach asks pupil a question a reward, that say gets a an colored paper bookmark, affirmative answer. Lesson 5 SUPI HAVE E1 A PICTURE OF A !MARKET?WHATGROCERY IS STORE.THERE IN THE 'STORE?NO, THERE ISN'T. I 2nd1st L: AREIS THERE THERE A SOMEGIRL? ORANGES? YES,If THEREyou have ARE. a small group, and time ETC. permits, let each When all allpupiltheSamplethings to pupils havesee. remarks:in another arethe finished,picture turn askingthat turn they athe question. havepicture not Encourage the children to discus; the guessed.around for MOTHERLOOKYESTERDAY.THAT AT GOTMANTHE AISBANANAS. SACK GETTING OF BANANAS SOME MEAT. MY 3. Chain Dialog. (Riddles.) TOO.HE HAS SOME ShowCANS theIN HISpupils BASKET, the pictures WHERE'S HIS WIFE? ofuntilhavepoliceman,them the by oneoccupationalall name. guess,the keeping pictures until types.it hiddenonehave guesses been from used. them. Select a picture, say the picture of Be sure they can. identify correctly. EncourageLet the each pupil Continue the andpupils make to uptake a riddlethe teacher's to go role, with it. select a picture, 3 y".4',.. 4 [rlitti-lws ov ' . " HE'SHE HELPSBIG. US. Lesson 5 WHATHE HAS IS A HE?GOLD STAR. 1st L: HEIS GOESHE A TOPOLICEMAN? HOUSES. HaveShow the picturepupil selectof the apoliceman. picture 2nd L: WHATHEIS WALKS.HAS ISHE HE?A SACKMAILMAN? OF LETTERS and make t up a riddle, if he wants 4. oftheFree a scene,pupils. Dialog. say the school room, but keep it hidden from Look at it as you(Guessing say, forGame.) example: ETC. Take one of the pictures THERE'STHEY'RETHERESHE'S ARE STANDINGAREADING TEACHER.BOYS AND ANDBY GIRLS.THEWRITING. BOARD. DescribeYES,WHERE THEY ARE theARE.THEY? other scenes in the same manner. ARE THEY AT SCHOOL? byYou making may have the tofirst give guess. an example Level II I. OBJECTIVES Points Lesson 6 A. Content1. Thefall learner intonation will beof ablewhere to questions, produce the as in:final- a.b, Thequestions.and rhythmintonation) of(phrasing, yes-no of where questions. stress, 2. The learner will be able to produce the final- Where is it? c. The high front diphthong iy. % . asrise in: intonation pattern of yes-no questions, Is it in the box? e.d. The lowmid highfront front diphthong vowel tey i 3. The learner will be able to pronounce , iy1 f. The low mid front vowel 4. New"skate."skate, vocabulary:Ce] gate , and Cey71 , as fish, dish, beet, seat, jet, net, in "fish," "beet," "net," and II. MATERIALSB. Test: See page 3. A.B. CutoutsA net,box, a a of skate,paper a fish, bag,and a anddish,gate a 2-lb.a beet, coffee a seat, can a jet, a III. C.PresentationPROCEDURES Pictures of a fish on a dish, and a skate by a gate 1. Free Dialog. Hold up the cutout of the fish and ask: 1 Level II WHAT'S THIS? IT'S A FISH. Model the response if necessary. Lesson 6 WHAT'SContinueHold upTHIS? the with dish: the pairs "beet" and "seat," "jet" and IT'S A DISH, 2. Model:Place"net," the and fish "skate" on the and dish. "gate," in this order. (2). Echo: (2). 3. FreeTHE FISHDialog. IS ON THE DISH. THE FISH IS ON THE DISH. byPlaceSKATEI'M the GOING SOMEWHERE. thegate skateTO cutout. PUT cutout THE WHERENOW,IS IT ISJOE ON IT? YOUTHE PUTDISH? THE IT'SNO, IT BY ISN'T. THE GATE. eyesSKATEthe asothersSOMEWHERE. he does cover so.) their (Have Joe: WHERE IS IT? Mary:Joe: NO, IT ISN'T.IS IT BY THE NEAT? Tony:Joe: YES, IT IS.IS IT BY THE GATE? r. 2 13.74 'Stt t7 ^.7 z6- tz,qw,s,7, --e2i;FAIARIN7PRAN7M-n77,Witt,r0M`RITW;F:79UTF:PAT517.75RXITTS79.!N LevelLesson II 6 NOW,eyes.)JETthe TOM,SOMEWHERE. others YOU closePUT THE their (Again, Mary:Tom:(Tom places the jet by the WHERE 1S IT? gate.)! Test: ETC. IS IT BY THE NET? ;Likely Errors OnPromptincan. the the table, Joebox, to bag, placesay: or a canbox, as a thepaper others bag, cover and atheir 2-pound eyes. coffee Invite one child to come up and put one of the cutouts .a. word,Stressinbox?" the on box?" the renderer'.e.g., as HIS it unintended it in the Joe:jane: I ISHID IT? THE FISH.IS IT IN THE BOX? WHERE b. ._3.371symbolin "meat" A indicates and "feet." that the * * (The tongue is raised higher than I Joe:Tom: ISNO. IT IN THE CAN? c. andthe normal"skate."ey.i i ! ey of "mitt ") in 1110,,f.nfl . Joe: YES, IT IS. d. --4 * , in "fish" and (He pulls it out.) "dish." *'-/` e --1 in "net" and Tom,of thewho objects.has made the correct guess, now gets to hide one Tom: ISI HIDIT? THE JET. WHERE "jet." I. Teaching Points Lesson 7 A.OBJECTIVES Content a. The low high front vowel- i . 1. asThe in learner "bit" andwill "beat." be able to pronounce 1...il and i_y b.c. TheWhere high questions front dipthong with "is" or Ly . 2. Thethe learner following: will be able to ask where questions like WhereWhere's are John? Joe and Jane? d. names"are."subjectSingle or and theirof compoundsuch pronouns questions. prop. as r. 3. withThe learneranswers willlike bethe able following: to respond to such questions Where are they? e. Answersand"by,"containing "at." "under,'' to such the questions "in"prepositions "on" 4. New vocabulary: He'sThey're by the behind door. the door. mitt, meat, yard f. names"Are" (orwith "they") compound as propersubject. B. Test: See page 5. I g "Is"(or with "he" single or "she") proper as naolc:s subject. II. MATERIALSA. manPictures with some of ameat boy (awearing butcher) a catcher's mitt, and of a B. Pictures1. of the following: A girl in the house 4.3.5.2. A Agirlboymother father inand theby underboy theyard at kitchenthe school car sink

`;',.1. ' Y -, ^ , "1.: --' - t: ' , ' '1 '''' '4, '''' V.D III. PROCEDURE Lesson 7 A. Pronunciation1. HoldPoihting up the first picture to theof theboy boyand wearingthen the a mitt,mitt. say: HEModel:THIS HAS ISA MITT.HECTOR. (1). Echo: 0 (1). HE HAS A MITT. HoldHE'STHIS up AIS theBUTCHER. MR. picture ADAMS. of the man with the meat. 2. Model.HE HAS SOME MEAT. Hold up the appropriate picture and point HE HAS SOME MEAT. randomly.to the mitt or the meat as you say the two words MITTMITT For example: MEATMEAT 3. Repeatthe words step after2, this you. time having the children repeat MITTMEAT MEATMITT MEATMITT MITTMEAT 4. appropriateRecognition. picture as you say: Have the entire class point to the 2 HEHE HAS HAS THE THE MITT. MEAT. Lesson 7 5. onFreeHE HASevery Dialog. THE pupil MITT.MEAT. in the class. Point to one of the pictures. Call WHAT DOES HE HAVE? HE HAS THE MEAT.MTTT. B. ETC. i Presentation1. Free Dialog. Present picture I and say: i 1 WHERE'SPresentTHISSHE'S IS MARY? INMARY.picture THE HOUSE. 2. SHE'S IN THE HOUSE. mationthesei.e.,Use an questionshigh justecho and givc.question rising,which intonation,query for a3iinfor- WHERE'SHE'STHIS ISIN TOM.THETOM? YARD. HE'S IN THE YARD. WHERE'SSHE'STHISPresent IS BYMOTHER? pictureMOTHER.THE SINK. 3. HE'STHISPresent UNDER IS FATHER.picture THE CAR. 4. SHE'S BY THE SINK. WHERE'S FATHER? HE'S UNDER THE CAR. 3 1 5 Present picture 5. WHERETHEY'REHERE ARE ARE AT TOM TOMSCHOOL. AND AND MARY. MARY? THEY'RE AT SCHOOL. 2. THISINforImitation. THEISexample: MARY.HOUSE. Point to picture 1 and describeSHE it, S NowCANHAS hold AYOU PINK upTELL pictureDRESS ME SOME-ON. 2. PICTURE,THING ABOUT TOM? THIS HE'SYARD.THAT'S PLAYING. JOE. HE HAS A RED SHIRT. HE'S IN THE 3. aboutFreeHave Dialog. differentall five pictures:pupils describe the other pictures. Have a child ask where questions Mary:Joe: SHE'S BY THEWHERE'S SINK. MOTHER? Mary:Tom:ETC. HE'S UNDER WHERE'STHE CAR. FATHER? askingIf there about is thetime, pictures. allow every child to have a turn 4 Ofte Lesson 7 Test: Whisper one of the following directions to a child: Likely Errors WON nal... STANDGO UNDER OUTSIDE.BYIN THE DOOR.CLOSET.TABLE. c.b. *Where'sWhere are Joe Joe and and Jane? Jane?--- * CI in "meat " MARY,Afterunder WHERE'She the follows table, JOHN? the ask: direction, for example, to go HE'S UNDER THE TABLE. d. pictureunderprepositions,Improperthe car."the #4). semanticcar."---:>*Re's (to e.g.,4:Te's describe uae of theby WhisperTOM, WHERE directions ARE to two other children. alJOE AND JANE?lEY? THEY'RE BY THE DOOR. class.privatelyContinue withand thendifferent asking children the questions giving ofthe the instructions entire 41 N I. OBJECTIVES Teaching Points Lesson 8 A. Content1. The learner will be able to pronounce and EeY1, a. [cY].The mid front dip'nthony% 2. Theas like inlearner "wet" the following:willand "wait."be able to ask where questions Le] c.b. WhereThe low questions mid from with vowel "is" WhereWhereWhere's are are thethe they? cat?cat and mouse? d. orsubjectcompound "It,""are." "they,"of noun such phrnses singulirquestions ns ntA 3. questionsThe learner with will answers be able like to therespond following: to such They'reIt's in theon thecloset. table. e. Responses"in,"containing(using "on," tononhuman thesuch"under," prepositions questions nouns). etc. II. MATERIALSB. Test: See page 5. ARB. A Twopicture(See puppets Presentation to accompany ) "Mary's Lamb." III. C.PROCEDURE andCutouts a horse. of a lamb, a dog, a cat, a cow, A. 1.Pronunciation Present the following dialog with the puppets. 1.4 '41 ' ',4.':, ., 1st P: WHERE ARE YOU GOING? This can properly be pronotit,ced Lesson 8 2nd1st P: P: TOBUT THE IT'S STORE. RAINING. YOU'LL GET WET: spelling.teachers"where're. object to the cont-,:acted . .," though :acs:, 2nd1st P: P: WAITNO, FORI CAN'T ME. WAIT. I'LL COME, TOO. ANYWAY, I HAVE A RAINCOAT. 3.2. Repeat theit again,dialog thisa second time time.allowing the class to 4. Model:comefill to in them the bywords pausing "wet" and "raincoat" when you (3). Echo: 0 (3). before them. YOU'LLI HAVE GET A WET:RAINCOAT. YOU'LLI HAVE GET A WET!RAINCOAT. ofStress the sentences.the underlined portions 5. WAITRepeat FOR NE.the dialog in step 1, allowing the WAIT FOR NE. Lweyt3 for "wait." B. Presentation childrenif they towant say to. it simultaneously with you 1. Nary,Presenttration(see school, below), the as etc.firstyou pointing doon two so. versesoutthe the accompanyingof lamb,"Mary's fleece, i1lus- Lamb" Nu.:sery-rhymesuitablethis verse. picture books to willaccompany have a 4;7W.'7STZ17.7N t'4rekO TiVI +14 ' v LessonLevol 3 IVITAINA*,797'NP17-44.1114 LI t Jl 4 " k. MARYANDTHEIT'S HADEVERYWHERE LAMB FLEECE A LITTLEWAS WAS SURETHAT LAMB,WHITE TO MARY GO. AS WENTSNOW: WHICHTOHEIT SEEFOLLOWED MADEWAS A AGAINSTLAMBTHE HER CHILDRENAT TOTHESCHOOL. SCHOOL RULE: LAUGH ONE AND DAY, PLAY 2. Repeat it a second time, letting the Sarah Josepha Hale 3. FreechildrenPoint Dialog: tojoin the in lamb. on the lines they know. WHERE'SWHEREPoint ARETHE to THE LAMB?the CHILDREN? children. 1st L: IT'S AT SCHOOL. WHERE'SPoint MARY?to Mary. 2nd3rd L: L: THEY'RESHE'S ATAT SCHOOL.SCHOOL. 4. WHERE'SFreePlace Dialog. THEit onLAMB? the table. Present the lamb cutout. IT'S ON THE TABLE. 3 Level it 5. Freethe dialog.dog, the cat, the cow, and the borse. Present the remaining cutouts, i.e. Lasson 8 WHERE'SHERE'SI'M GOING A THEDOG. TODOG? PUT HIM ON THE CHAIR. HE'S BLACK. HE'S ON THE CHAIR. AREHERECOWTHEPUT THE AREISHORSE THEM HORSEBROWN.A HORSEISON ANDBLACKTHE AND COW?FLOOR. ANDCOW? THE I'M GOING TO WHERE 6. ETC.placingChain Dialog. the cutouts, and saying, for example: Let different children take turns THEY'RE ON THE FLOOR. 1st L: GOINGHERE'STHEBROWN TABLE. TO AAND CAT,PUT WHITE. IT UNDER IT'S I'M 2nd L: WHERE'SBROWN.HERE'SIT'S UNDERTHE A DOG.CAT? THE TABLE. I'M GOING TO HE'S 3rd L: WHERE'SCHAIR.HE'SPUT HIM BEHINDTEE BEHIND DOG? THE THECHAIR. ETC., 4 Lesson 8 ,11.. RI 1,0 4, Test:cutoutsPlay a guessing in front game of youin thisand tellmanner. the children to look care- Place all the animal a.Likely Errors "they," "raincoat." *CAey] in "table," Inviteare.theyfully must: becauseJoe guessto comeyou which areup andgoingones ask areto about takemissing theone andmissingor twoask away.whereanimal. they Have the children close their eyes. Remove the horse. Then c.b. Where'sEej---;* the horse? *[4e] ----->-*T.Therc in "wet." Model the question if necessary. Joe: WHERE'S THE HORSE? d. Where'sthe horse?horse the horse?is? ';;4here . IT'S INRIGHT THE HERE.CLOSET. (if it has e. Wherethey? are they? ----> -,?;There's Now let Joe hide one of the cutouts.not been removed) Tony: WHERE'S THETony CAT? will ask. Returncutouts.their the eyes removed and whisper cutouts. to Tony to hide two of the Tell the pupils to closeJoe: IT'S UNDER NY CHAIR. Mary:Tony:ETC. WHERETHEY'RE ARE THEUNDER COW THE AND TABLE. HORSE? K7,7,1A.,7 At4. .n.iirrkrM7N. I. Lesson 9 A.OBJECTIVES Content a.Teachin& Points The high front diphthong CO . 1. The[4)0 learner as in will "sheep" be ableand "day."to pronounce 0.0 and b. The mid front diphthong ai] . 2. Thelike learner the following: will be able to use where questions Where are you? d.c. Whereof"I,""are." such questions"you," questions. and with "we" "am" as subjectand 3. The learner will be able Where aream I?we? to respond to such e.f. Responses"Am" with to "I." such questions. questions with answers like the following: We'reYou'reI'm inbehind behind the closet.the the door. chair. g. "Are" with "you" or "we." B. 4..Test: New vocabulary: Seepages 4 and 5. near, fart from II. MATERIALSA. Classroom furniture B.C. PictureSong: of several "Morning on the Farm" she4 "Morning on The Farm,"-from Music III. A.PROCEDURE Pronunciation ThroughSeries, Thep. Day, California State .51. 1. Recite,following then song: sing (or play a recording of) the 1 9 ,,..144 fija0,10.,,,ArA.41%ttt V4s, WHEN SHEEP GET UP IN THE MORNING, THEY ALWAYS SAY, "GOOD DAY," Lesson 9 0?, Recite it again, encouraging the children THEY ALWAYS SAY, "GOOD DAY." to join 4. THEin SHEEPwhen theySAY can. (3). Echo: (0 (3). 4. Free"GOOD Dialog. DAY." Call on half the THE SHEEP childrenSAY "GOOD inDAY." class WHATSAY?individually. DO THE SHEEP "GOOD DAY." 5. WHOFreeindividually. SAYSDialog. "GOOD DAY?" Call on the Pointother to all the THE SHEEP. halfsheep of theand classsay: B. Presentation1. Stand behind your chair. Have all the children Model:stand behind their chairs. (2). Echo:0 (3). I'M BEHIND MY CHAIR. 2. Model:Stand with the children near the chalkboard. (2). Echo: (3). 2 t,i%)z,rut-*/1!-*;.54z4 CHAIR.I'M FAR FROM MY I'M FAR FROM MY CHAIR. Lesson 9 3. YouI'M and NEAR the THE children BOARD. goI'M back NEAR to THEyour BOARD. chairs, some Ymodel:BUT,I'Min NEAR.I'mfront FAR MYof FROM CHAIR.their chairs, some behind, etc. (2). Echo: 0 (3). 4. FreeTHEclassroom. BOARD. Dialog. In each position, ask:Move to several positions in the BUT,I'M I'MNEAR FAR MY FROMCHAIR. THE BOARD. WHERE AM I? YOU'REYOU' RE INNEAR13EHINI1 THE CLOSET. [YOUR. I CHAIR. WHEREETC. AM I? YOU'RE UNDER THE TABLE. 11 AWAY FROM THE BOARDd 6.5. ChooseLetrepeating several a child stepchildren and4. take take him turns to replacing one of the places you in ChooseGEORGE,mentioned another WHERE in the AREchild. previous WE? steps. George: WE'RE IN THE HALL. Then ask: JOE, WHERE ARE WE? Joe: WE'RE BEHIND THE CHAIR. 3 '\.:.9+'4f 1 bInt,14:Mr.515,77AMSTA. Level II -milIMMMMIPIMITIIIRTIMMPFMRIMPAPPIKM.111,11.0 aNINIMIlea21014201.021.10*Lesson 9 7. Letplaced two childrenthemselves, repeat one stepwill 6.ask the other: 1st L: WHERE ARE WE? After they have Test: 2nd L: WE'RE UNDER THE TABLE. Likely Error 1. whilespotsplacesPlaythe athe table, (i.e., secondhimself following outside inchild, inthe anygame. thecloset,one of door). youthe behind willpreviously quietly the chair, mentioned point under to, One child turns his back b.a. WhereandEiY1 "we."am I? [IQ in "sheep" *Where's I? dressset upon. the pattern. Where am_ I?" "I'm a girl. Let the first to hide I have a green c. Whereare? are we?---=>*Where we i Guesser:Hider: AMRED I'MI? SHIRTA BOY., ON. (Guesses by judging I HAVE A WHERE d. Whereyou are?are you?--->*Where YOU'REwhereCLOSET.coming theNEAR from): voice THE is 2. willhidingRepeatAfter ask astepchildren corretthim: 1 with willguess, two be other theblindfolded. guesser children. has a turn to hide. His partner One of the 2nd1st L: WE'REWHERETHE CHAIR.AREIN FRONTWE? OF LessonLevel 9 II 2ndlsc1st L: L: WE'RENO,YES, WE'RE BEHINDWE ARENOT. THE TABLE. 3. WHEREChainI'Maround NEARDialog.ARE the YOU,THE room. CHAIR.JOE? Have all the children place themselvesBegin with: Joe:jane: JANE,I'M UNDER WHERE THEETC. I'MARE TABLE. BEHINDYOU? THE DOOR. I. OBJECTIVES Lesson 10 A. Content1. questionsThe learner like will those become in lessonsmore familiar 7, 8, andwith 9. where 2.22Eitsb.a. WhereAnswersof "be." questions to such withques,:ion forms 2. Theresponses7, learner 8, and towill9. the become questions more presentedfamiliar within lessons the c. Descriptionprepositions.containing variousof objects. locative B. No3. Test. New vocabulary: umbrella (See step 7 :.:if Presentation.) II. A.MATERIALS Dolls: a mother, father, boy, and girl C.B. A aAdoll raincoattoy housedog, (maytoy cat,be a toycutout) umbrella, toy shoes, and III. PROCEDURED. Pictures of a bird in a tree: and a hen on an egg 1. HERE'SPlaceResponse. the A DOLLdolls HOUSE. next to it. Present the doll house to the class. WHERE'SINI'M (DoTHE GOING so.)MOTHER?KITCHEN. TO PUT MOTHER SHE'S IN THE KITCHEN. Echo-question intonation (of lesson 7). T,TTTFpvsz,t6ikr,nfjn-WcPSfrZFIMX,,P,Nt"...'ik'VlzV9z;WT.4''wW't'.4qz:R:PrS:g;rrxtz,;w,m..p,;w,5xv..,0,)4; itx;V:1$ T.W.7W-M7,777gginWiFip7s,rfl LiveLesson 10 house.nextPlace to the a windowboy and in girl the FORWINDOW.JOEJOEFROM FATHERAND ANDWORK. JANE JANE? TO ARECONE BY HOME THE THEY'RE WAITING WHERE ARE WHERE'SWHERE'S JOE? JANE? HE'STHEY'RESHE'S BY THEBYBY THETHEWINDOW. WINDOW.WINDOW. 2. HEREFreeCOMINGthe Dialog.COMESdoor. HOME FATHER. FROM WORK. Hold up "father" and place him outside HE'S. NOWFATHER?HE'S (MoveHE'S TIRED. BYthe THE father DOOR. doll.) WHERE'S HE'S BY THE DOOR. AHold HERE,dog.CAT up AND TOO.the A catDOG andLIVE the THEY LIKE THERE.HOUSE.TOCAT PLAY AND IN THE FRONT DOG? OF THE WHEREI'LL AREPUT THETHEM THEY'RE IN FRONT OF THE HOUSE. Model:Have the children gather around (2). Echo: (2). close to the 2 father doll. M6FM, \VXMMTP. THESESHOES. ARE FATHER'S Leson 10 THISTHISCOAT. IS IS FATHER'S FATHER'S RAIN- THISTHESE IS ARE FATHER'S FATHER'S RAINCOAT. SHOES. 4. FreeUMBRELLA. Dialog. THIS IS FATHER'S UMBRELLA. ASKSOMEWHEREJANE, JOE PUTWHERE INTHE THEYTHE SHOES HOUSE.ARE. Jane puts them on the table Or wherever she wants to. COATNOW JOE,SOMEhTHERE. PUT THE RAIN- Joe:Jane: THEY'RE ON WHERETHE TABLE. ARE THE SHOES? ASK GEORGE WHERE IT IS. bed.JoeJoe: puts the raincoat on the RAINCOAT?GEORGE, WHERE'S THE Or somewhere else. 5. Repeat step 4 with the umbrella. George: IT'S ON THE BED. 6. I'LLLET'SChain. START. PLAYComposition. "I SEE." givingof"Chain the simplechainComposition" dialog.responses is abefore: variation Instead of describingaboutexpandsaskingthis the activity. thehis situation, what question,response he sees, forwiththe example,as pupilremarks in ; 3 '1,.:".i',.a&.'.'A'y.tAti,2i,MAaltatjy.',4:16..01? V, 1'00 "a n.tr IRWPKTallt. WWITW47:TIMITIMMITIIN ISREDCOOKING.I SEESHE? DRESS MOTHER. ON. SHE HAS A WHERESHE'S 1st L: HE?COMINGISHE'S SEE HOMEFATHER.IN THE E'SFROM KITCHEN. TIRED. WORK. WHERE IS HE'S Whispersuggestthe first a the couple learnerpattern of sentencesofin the.order game. toto 2nd L: SEEHE'SIT?IT'S FATHER'S BY BROWN. THE DOOR.RAINCOAT. WHERE IS I ETC.3rd L: SEE...IT'S ON THE BED. I 7. whenclass,lettingIf(See therethey presentingMaterials.) the can.is childrentime, each recite saywith themthe the following withappropriate you andpoems picture.individually to the Recite each one several times, (a) AREWHEREI'M 1TOU HAPPYUPARE HEREHAPPY, YOU, AS IN CAN LITTLE LITTLETHE BE. TREE. BIRD? fricativeNoteinPresent the that trees. the qualitythe picture laj whenhas of ait thespecial follows bird ri:ri,j3 for "tree." (b) WHERE AM I,LITTLE SAID THECHICK chickenPresentforCO "be." in onthethe the picturesame egg. syllable. of the mother Et3ikj for Ebiy..1 YOU'LLJUSTIT'S WAIT, AWFULLYSOONMY CHICKEN THEDEAR.BE DARKHATCHEDMOTHER SAID,IN HERE. for"chick." "said." Dieytp for "wait." E's: U3 ntF a. 0, 1 r : ,11.N N`P Mr*Mfif:17V4 Lesson 11 I. OBJECTIVESA. Content Teachinga. .The Points rhythm (phrasing, and intonation) of who stress 1. The[awl, "ball."learner and will(31 asbe inable "Luke," to pronounce "look," [uwl,"bawl," and[u], b. withThequestions. rhythm noun phraseof vos-no as compoment.nuostions 2. asThefall in: learner intonation will becomepattern familiar of information questions, with the final- d.c. The midhigh back back dipthong[ow]. diphthong ruva. and with the finalrise of yes-no questions, as Who are you? in: e.f. The lowlow midhigh back back vowel vowel [n]. IA. II MATERIALS B. Test: See page 4. Are you Joe? III. A bowl,cap,PROCEDURES aa ball, puppets, a nurse's cap, and a book fireman's hat, a policeman's 1. HoldasForgo in: upthe the second appropriate model, sayobject.down the first column first, then "bowl" and For the"ball"the first second alternately model, column. Model:BOWL - BALL 13). BOWLBOWL - -BALL BALL I '"N Lesson 11 Mr 2. Recognition:Putthetable. the pupils bowl pointand ball to theat opositeappropriate ends object. of the When you say the different words have (5). 3. RepeatBOWLthe wordstep after2, but you this time have the pupils repeat BALL BOWL BOWL BALL 4. Model:HoldEcho: up a puppet and say, "This is Luke." (3). (3), 0 5. 'HEY,Echo:differentRepeat LOOK. step0 (3),pupi)s 4. 0 take turns holding the puppet. I'M LUKE. In the individual activity, let HEY,HEY,I'M LOOK.LUKE. LOOK. I'M LUKE. HEY,I'M LOOK.LUKE. 6. pickChain upDialog. a ball and put it in the bowl. Hold up the puppet and have him HEY, LOOK. I'M LUKE. Say: WHEREJOE, LOOK DID ATHE LUKE.PUT THE BALL? Joe: HE PUT THE BALL IN THE BOWL. "look""Put" [put], Llu. sametu3 as in Thenfollowingthe handdialog Joe variations;with the hispuppet neighbor. put and the have ball him by continue the Suggest the bowl, 2 Wiriitt=wawllataaaigigigwwk=adagkgtig MIMIMM,TRIRMIRM!!!!" ballon the or bowl, over inthe the ball. bowl, or. put the Continue on around the bowl by the bygroup. holding the puppet and saying. Have each pupil introduce his question ---...... 1JOE AT LUKE. 7. Model:hatHave on Jane Tom andand Tomthe comenurse's up andcap puton Jane.the (3). Echo: ) (3), [ policeman's LOOK AT TOM. . POLICEMAN. HE'S A LOOK AT0 TOM. POLICEMAN. HE'S A LOOK AT JANE. NURSE. SHE'S A LOOK AT JANE. NURSE. SHE'S A 8. yourpupilcloseChain eyes Dialog.yourtakes are eyes. thestill cap closed or hat ask: and puts it on. Have Mary select a pupil after Thenyou close your eyes while the While AREWHO YOUARE AYOU? FIREMAN? Joe: I'M JOE. AREHeI'mIf YOU? Joecannot," answers:then ask: answer: WHAT "No, I'M A POLICEMAN. benextHaveor a .apupil.firemanJoe teacher close or (holding hisa policeman eyes theand andcarry the on girls the can be a nurse Continue on around the group. book designates teacher). dialog, with the The boys can Lesson 11 HaveTest: two pupils stand behind the pocket chart where they a.Likely Errors Are you Joe?---Are Joe gearscan't beor seen.hold the book. Have each of them put on one of the head Have them pretend to be that b. Whoyou? are you?---",7 *You z.:ro ..711o? AREperson.following: YOU JOE? Talk to them one at. a time in dialog like the ortend (Whento showeither the disbelief.) speakerto stress doe; "v.ho," DOC in- AREWHO YOUAR' AYOU? FIREMAN? NO,YES,I'M I'M IJANE. TOM.AM. d.C. Eowl--g f *Eo] in "coal." in "coll." ETC. e. 11 you- , (stressed) in "Luke" LIIC, The sv-sli Then have each pupil step out and say, one at a time: 2nd1st L: LOOKFIREMAN. AT ME. I'M A [Aujofnouncedhigh inalentesforthe aston!.,ueE, Luwjasnpproximatel:- athrt butdiphthong.is hipiw!rthis not thanni-o-(is 1,r1ck Continuetakingto stand theon behind aroundteacher's the the chartrole). group and giving others other to ask pupils questions a chance (i.e., NURSE. f. rul in vi) in "look " Lesson 12 I. A.OBJECTIVES Content Teaching Points 1. tunThe as learnerin "Luke" will and be1.slook." ablege: to pronounce tuZ and a. CuwjThe high back diphthong . 2. Thelike learner the following: will be able to ask who questions . ru7.1;The low high back vowel Who am I? Who's he? . Whopersonal questions pronouns with as all su:)21octs th3 3. Thequestions learner withwill answersbe able like to respondthe following: to such Who are you?we? WhoWho's are she? they? d. Responsesafter "am," to "is," such andquestions. "al-e." We'reYou'reI'm Cleo,the Spot, cows. the the cat. dog. He'sThey'reShe's the the horse.the cat. e.f. TheorThe use"she." use of of "am" "is" with with "1." "hc" B. Test: See page 5. chickens. g. TheII you,"use of "are" with "we," or "they." II. A.MATERIALS Pictures of a duck, a horse, a turtle, a cat, a dog, B. A apuppet policeman'scow, andnamed a boycap,Luke, at and a book,stovea nurse's acooking. fireman's cap, from hat, lesson a 11. III. A.PROCEDURES Pronunciation 1. whenPut youyour say hand "look," above andyour hold eyes up palm the downpuppet and named look 1 Lesson 12 Model:LukeLOOK when you say "Luke." (3). Echo: 0(3), 0 LOOK LOOKLUKE LOOKLUKE 2. words,Song. sing them several times, Have the class join you. LOOK and then reciteRecite the Mice."beginningSing the songlines to of the "Three tune Blindof the stovelinethem again, andat the thirdpicture line. of the boy Hold up the puppet LUKE. atstanding the first at a LOOKLOOKSEE AT HOWAT NEHELUKE.LUKE. COOKS.COOKS 3. Freequestionstheycook Dialog. andlike whatsimple.to have their mothers cook. Ask theydifferent can cook. children Have them tell what if they can Keep your B. Presentation1. Free Dialog. Put on the policeman's cap and ask: HaveJOE, MaryWHAT holdAM I? the book and ask: Joe: YOU'RE A POLICEMAN. JANE, WHAT IS SHE? Jane: SHE'S A TEACHER. 2 Continue on around the group giving all the pupils a askchance the toquestions play when they are able different roles. Have the pupils 1 2. Chain Dialog. Have all of the. pictures in a stack [Explaini to the children ;Ala:. on the table. Start off the dialog by giving Joe )c are differentthey animals are reprcse6z.cjgoing to pretend tiwy Ask:a picture of a dog to hold up in front of his face. i by the pictures. MARY, WHO'S HE? HE'S JOE. HE'S A 1t Mary: DOG. I Havein Joefront give of hisher neighborface and aask picture someone to else who hold up I she is: 1 Joe: TOM, WHO'S SHE? i 1 Tom: SHE'S JANE. SHE'S 1 whoContinuegive his his neighbor on neighbor around is. thea picture group having and ask someone elseA CAT. each pupil 3. Freeeach Dialog. pupil. Have them holdGive upone the picture pictures of the in animals to Ask: I JOE,front WHO'Sof their HE? faces. Joe: HORSE.HE'S TOM. HE'S A 1 HORSE,JACK, WHO'S SHE? WHO:ARE YOU? TOM: I'M TOM. 1 Tomshowing puts down his hisface. picture, Jack: A SHE'SCAT. JANE. 3 SHE'S 1 CAT, WHO ARE YOU? Jane: I'M JANE. 4. Composition:Continue with the children asking the questions. If there is time, let each pupil holdsomething his picture, about himself,stand up forand example:tell who he is and I'M JANE. II'M LIVE A COW. ON A FARM. I LIKE TO EAT HAY. I HAVE HORNS.

4 12 Test: rail.Put the pictures of all of Say: the animals on the chalk a.Likely c:rrorn "" II'M RUN BIG FAST. AND BROWN. I NAVE A and"who," "Ci.:;o::. t in "look" 1 RIDELONG ME.TAIL. COWBOYS Who are thci ; rT TOM, WHAT AM I? c. Lthey? WHO AM I? Tom: YOU'RE A HORSE. d. Uho's ti ;RI? ti t:ite Tom: YOU'RE 3 mMR.L1.1y..), ) e. andintendc:d vic: vcrr,). Thengroup.ing have a sentence Tom tale occasionally your role. if you have to. Encourage a variety of descriptions by model- Continue on arounkl, the (E.e,., differentrideTurt-le:descriptionssmall me. and pupils yellow. are ask given the soquestions that you after can elicit: the I carry Farmersmy house use on memy forback. work, etc). I live on a farm. Horse: Duck: Have ?eopieI'm 1 WHO'SWHO'S HE? SHE? and get names in the respbrises. WHO ARE YOU?THEY? 111.1MILMINIMOMMININIO.B.00601.01.MINNIMWM00.0.11..001M1110. 4 aJ 5 iV , .446 P ',I , . . ./ -,"; ---- - ' ' , I. OBJECTIVES rs41 J A. Content 1] Teaching Points 2.1. TheThe learner learner will will be be able able to topronounce ask questions to:721 likeand as in "bowl" and "ball." b.a. TheThe mid low baci... back diphthou3 voweli. the following: Who's that?this? d.c. WhoResponses71that" question) to such with questio.):.i. until' or as subject after 'ii:;." 3. Thequestions learner withwill answersbe able liketo respond the followin:!,: to Ilwrzh ThisThat's is Joe.Jane. II. MATERIALSB. Test: See pages 4 and 5 drivers, A.B. ToyToyandcap, figures railroadmen.planes, a nurse's of busses, pilots, cap, a severalbus.fireman's drivers, balls hat, truckand a severalpoliceman's bowls. III. C.PROCEDURES Two puppets. A. Pronunciation1. Put a fireman's hat on Joe and a nurse's cap on Model:Jane. Give Joe the bail(1). and Jane the bowl. 1 LOOK AT JANE.JOE. HE'S A FIREMAN.SHE'S A NURSE. HESEE HAS HAS A BALL.A BOWL. Lc::::on 13 2 Model:Theyin shouldstep 1 stillas well have on the same headgear used (2). EcIlo: the ball and the bowl. Z.b; THE NURSEFIREMAN HAS HAS THE THE BOWL. BALL. THEBALL. NURSEFIREMAN HAS HAS THE THE 3.. Chain Dialog. of the headgear and pick up either a ball or a Have each pupil in turn put on one BOWL. r hebowl. has. His neighbor identifies him and says what policeman's1st L puts oncap the and 2nd L: BOWL.THEpicks2nd POLICEMAN Lup puts the onbowl. HAS the THE 3rd L: BALL.THEupnurse's the NURSE cap HAS and THE picks ball. B. PutPresentation toy figures of a raiiroadman, a bus driver, a Model:truck driver, and a pilot in the middle of the table. (3). Echo: 0 (3). 2 ,,A4, .,4tt- Y , ,:,"" ;;;Yr. :t. ..1: , , " :4 :;::on 13 DRIVER.THAT'S AA PILOT.TRUCK THAT'S A PILOT. Point to the truckpilot. driver. THAT'SMAN. A BUSRAILROAD- DRIVER. THAT'S A RAILROADMAN.TRUCK DRIVER. Point toto thethe railroa61.::n.bw; driver. 2. Model:Have two puppets model the following (3). THAT'S A BUS DRIVER. dialog. . 1st Puppet: (Picking up a bus driver and then WHO'Shanding THIS? it to the other puppet) . 2nd Puppet: HETHIS DRIVES IS JOE.A BUS. HE'S A BUS DRIVER. HE TAKES CHILDREN Ei 1st Puppet: Imo'sTO SCHOOL.(Pointing THAT? to a pilot on the table). Do2nd similar Puppet: dialogs with the "truck driver" and GOESHETHAT'S FLYS FAST. SAN. AN AIRPLANE. HE'S A PILOT. HE pi 3. railroadman)holdChainthe (e.g.,"railroadman."Dialog. pilot,and put truck the restdriver, of thebus toydriver, figures Give each pupil a toy figure to a aboutin the theircenter figures of the whentable. they are asked, Have the pupils tell 3 'C. . , , JOE,soundfollowing WHO'S like THIS? thethis: model given in step 1. It may Touch the figure Joe is holdino. Joe: AIRPLANE.FAST.PILOT.THIS IS PETE, HE'S A NE FLYS AN HE GOES WHO'S THAT? Joe: ATHAT'S CHILDRENBUSBUS. DRIVER. PAUL. TO SCHOOL. HE TAKES HE DRIVES HE'S A Point to a figure on the table. modelingThenindicates.contentthe have two responses Joequestionsof'the continue responses if to you thehis have dialogneighbor.to varyto, by butas addressing theallow example the Continue on around the group. Give help by Test: WR1111r03M011411.10.4.1001001104.1...... 031 0,60.00M100.47.10120.11.11.100000101.1.14WX07..e. Li-LLIIYELrors . .... e tl Haveintruck thethe driver, middle4 different ofbus the driver, kindstable. ofrailroadman) toy figures standing (pilot, Give each figure a a, of the tonguc is as high z.,1..; thz:t ir "co- 1" 0, closename, hissuch eyes. as, "Jack" for the pilot.Hand him a toy figure (e.g. a Have Joe ; nouncedfor as a diphtilong. , but is not pro- JOE,pilot). WHO'S THIS? Ask: b. caw efr in "cal 1.. Joe: THISPILOT. IS'JACK. HE'S A d.c. Col%Who'sThat's this?..:...'*Uho Joe..-!, *That this? Joc. .-' Then describe one of the other figures on the table. 4 wfih *Joe that. 4 A . : t a, 21TP3V,If ,,,vas a., ??,7377 A THINGS.ITRUCK. SEE A MAN. HE DRIVES WHO'S THAT?HE HAULS Joe: TRUCKTHAT'S DRIVER. TOM. HE'S A bothThenneedaround thehave help. thedirect Joe group. take question your placeand the asking riddle. his neighbors Suggest descriptions if the pupils Continue on LAINa00.0.1.1.111.1eLIM.41.aall *WWI. 444.a..aaa.saraP.M..0 94... al. W.. .

5 rW,,, 7.."1,M,F,w1410n7+ 57,-feTFTWVigActiirAMMTM17,777arMIMPSFAMIMIRIMPFRIMPRIMMIMIRIMPVTIMILIM LevelLc:::4on II 14 I. A.OBJECTIVES Content a.Teachinc- Points :the hiE,,h back diphthon 1. The[o], learner as in will"boot" be ableand to pronounce Luw] "boat." and The mid back c'';:pilthong 11 IC 2. Thethe learner following: will be able to ask questions like c. Whoyr.Ano"that" questi quot,.ti as subjectons a f.tor....."thef:o" 0.47 t ca Who are these?those? Who'sWho's this? that? Responses those a:..; onsto questiwin subject onsafter like "arc :. 3. questionsTheThoseThese learner are with thewill answerscowboys.soldiers. be able to respond to like the following: That'sThis is mymy brother.uncle. such e. those in c and d. II. MATERIALSB. Test: See page 5. A. pictures);andPhotographssinglefollowing: railroadmen truck andof pilots,one driver,(these photograph busshouldand drivers,a singleofbe photographs, not a single pilot, a single each of therailroadman. truck drivers,bus driver, a III. B.PROCEDURES A boot, a toy boat, and four shoeboxes. A. Pronunciation1. whenHold"boat." you up say,the appropriate"boot," the object, toy boat i.e., For the first, go down the when you say,left-hand the boot g T,-Wa<7;WliVTNWVPP,W,,WWVO44,,e.rV,,VTATW.A.,, LevelLesson I column,assecondthe the two thenpairsmodel, words the indicate. say randomly.right-hand "boot" and "boat" alternately For the third model, say column. For the ... Model:BOOT (3). BOAT 2 Recognition.BOOT BOAT Put the boot and the boat on opposite word,BOOTappropriateends thenof the in table.objecta sentence. when you mention it, BOAT. BOOT Have the pupil point to the BOOT BOAT first as a 3. WHERE'SRepeat THEstep 2, but this LOOT?LQAT? I time have the pupils repeat B. Echo:each word after you. C)(5). Presentation1. Model:photographHold up the of photograph the bus drivers. of the pilots, (1). then the WHATWHATTHESE ARE ARE TNITSE?ARE THESE? PILOTS. 2. THESEPutfromthe the ARE cableyou photographBUS on and DRIVERS.the the table. ofphotograph the pilots of inthe Say "These are pilots," busfront drivers of you away on then Touch"These theare pilotsbus drivers" and point before to theyou bus2 driversmodel when the sentences. 3 1.;eVel k Model:you mention (2). them. 1 Le::-..,on 14 WHOTHESETHOSE AREARE ARE THEST?? THOSE?ARE TH17 THE PILOTS. BUS DRIVERS. 3. Haveof thethe pilots.children come to you near the photograph r. WHOTHESEEcho:,,_, ARE THESE?ARE (2).Tim PILOTS? WHO ARE THESE? WHOBUSTHOSE ARE DRIVERS. THOSE?ARE WRO ARE THOSE?THESE ARE THE PILOTS. Repeat step 1, using "truck drivers" and "railroadmen. THOSE ARE THE BUS DRIVERS. 11 4. Model:Holdthe upphotograph the photograph of the ofrailroadmen. the truck drivers, then (2). WHATTHESE ARE ARETHESE? RAILROADMEN. t' r117 DRIVERS. 5 eachpicturescompletethatChain pupiltheDialog. atsentencespupils asksfour thewilldifferent for questions understand responses. places he how canon itthestand goes, table. behind using Model the following. dialog first so Have all of the As pupilany group asks hetwo wants questions. to and point to another. 3 Each It may sound like this: Tom: JOE, WHO ARE THESE? Accept silort . for Joc:Joe:Tom: THOSEJOE, Wig) ARE ARE 'DIETHE T.1103%? RAILROADYIEN.TaucK DftIVERS. example,Lias "Truc.: ulivors in Jane:jnn Joe: W!.:0THOSEJANE,TnosE ARE W110ARE ARETHOSE? THEARETHE TUESE? BUSPILOTS. Danuzs. 6. Hold ill) the ?ho/-o7 raph of a single pilot, then WHATModel:THISthe IS photograph ISTKIS? A PILOT. of a single truck driver. (1). 7 %-ri.IATTHISChain TSIS THIS?ADialog. TRUCK DRIVER. Repeat step 5, but this til:cc have a appropriatesaythesingle"This photographs pilotis theresponses: so oftruck that a sir<,,le driver." truck driver "no's that?" "1::ho's this?" and give the the pupils will"That's have theto pilot," and and of Lesson 14 StackTest: all the photographs face down on the table. Likelya. Errors ILIA qu-i in "boot." SFy WHOgraphs.Blindfold ARE THESE? a pupil and give him one of the photo- b.c. Who are these?own *E0 in "boat. ho. " NO,YES, THEY THEY AREN'T. ARE THEY'RE THESE ARE THE PILOTS. are this? ;) Remove his blindfold and show him mi EN No a. THE another photograph WHOfrom ARE aTHOSE? distance. Ask: THOSEHe can ARElook THE and BUS say: DRIVERS. Have him comment (i) about the photographs.HETHIS FLYS IS NYA BIGUNCLE. AIRPLANE. HE IS A PILOT. For example: HE GOES (ii) DRIVETHAT'SFAST.SCHOOL. AME. BUS. I'M A BUS DRIVER. I TAKE CHILDREN TO I Youonquestions,first. will around have the andto group. demonstratehave another this pupil sort Have him take your place in asking Encourage a variety of responses. take his place. of description at the next Continue I. A.OBJECTIVES Content Teaching Points 1. Thequestions learner likewill thosebecome in familiar lessons with12, 13, who and 14. . Whopersonalforms questions of and"be" with demonstrative followed present by B. No2. test. Theto learner such questions will become like familiar those in with lessons responses 12-14. Responsespronouns. to such questions. II. MATERIALSA. Toy pilots, bus drivers, truck drivers, and . Talking(See stepabout 2). types of people. B. A cutouts)arailroadmen.toy bus, city, and houses,a truck. trees, railroad cars, an airplane, You could use a felt board with III. PROCEDURES1. eachplacePlace pupil,whereone of youone each wantat ofa themtime,the fourby take the sets acity. figure of figures from theat the Then have mightmodelingpupilplace.shoebox soundsay as andsomething likemuch put this:asit youaboutin thehave the proper to. figure place. as he puts it in Encourage a wide variety of responses by The pupil's account Have the Joe: GOINGTRUCKTHISTOTRUCK. THE ISDRIVER.TO TOM. STORE.DRIVE HIS HE WILL GO HE HE'S A if WHO'S THAT? 1 TilWgz's A:0 7MAIV,I., Wi'Yok=gt,:gi-7,14171:7$- 4 Mary: A THISRAILROADMAN. IS JACK. HE HE'S HE Lesson 15 WHOWORKSETC.LIKES ARE HARD. TRAINS.THOSE? 2. HebeaHave thetrain, canin a pilots chargelittlepretend etc. by oftoy to theeach citybe airplanes, onedifferent set of up the on the group figures,the railroadmen table.of and Have a different pupil stand behind and figures. hebyPut asked.afriend,can carryvariety have onetc. other ofa conversationquestions figures with The other pupils, one at a time, can He can tell about them when he is beand his responses father, brother,by modeling the four. Encourage dialogsoas muchthat mayaseveryone yousound have likehas to. athe following: chance to take part.Change places frequently Joe: WHO ARE THESE? The Joe:Tom:Tom: WHOWORKING.DRIVERS.THESETHIS IS AREISTHIS? MYTHE BROTHER. TRUCK THEY'RE Joe: WHOHE'STHAT'SII'M AREHAVEA THISGOOD YOU?MY A FATHER.YELLOWBUSPILOT. DRIVER. BUS. Have the children move the figures, describing V HE'S BIG. what the truck drivers, bus drivers, pilots, 2 and rtS, Les!wn 15 namesarerailroadmeninterrupt those?" of the the areetc.,figures. actiondoing. as if to you ask didn't "Who's remember this?" the Every once in a while, "Who

-o'l.,F0,sli'v.)-,4,6,;RwA.T.,,,,,,X-,,,7. 7-,v,eyswe.7,i'Vti,Tay.".0,A7MPT,t'rW1,917K4A1 .7.017.7,4177.VA777774 Lesson 16 WHATIT'S IS ANIT? ERASER. WHATIT'S IS IT?AN ERASER 2. JACK,ChainI SEE Dialog.WHAT SOMETHING. IS IT? Jack: IT'S A TABLE. I SEE Point to a table. Jane: WHATSOMETHING.IT'S IS ANIT? ERASER. JANE, I SEE Jack points to an eraser. Tom: ISSOMETHING.IT'S IT? A CHAIR. TOM, WHAT Jane points to a chair. useCo oncethe final-fallaround the intonationroom making pattern sure all of thethe pupilswhat ETC. .3. Model:question and that they stress "is." (3). Echo: C3 (2), .0 \-_ 4. ChainIS IT Dialog.AN ERASER? IS IT AN ERASER? IS IT A TABLE? Jack: 441.urrommorYES,NO, ITIT IS.ISN'T. IT'S A ...0.10M40.1.MON14 TOM, IS IT AN ERASER?. 2 l',.'74F:y'9K'JWrrW.t'S,W1,,k,,g,t5+WkrA,1WafSWAlf Level 'II IIMIPPART Tom: rasYES,NO, ITIT IS.ISN'T. A IT'S Lesson 16 Jane: 0111111.1.10..110.0....0*JANE, IS ITNO,YES, A ITCHAIR?IT ISN'T. IS. A IT'S 5. Model:orHold echo. up a different toy each time you model (3). Echo: Q (2), 0. 6. A TOY.pictureRepeat stepof a 5cow. with a tie, some clay and A TOY. A SOMECOW.TIE. CLAY. A SOMETIE. CLAY. 7. Nowthe go picturepicturesquickly you aroundand hold call the up, on class forindividuals example:several totimes respond to A COW. with JANE,I IHAVE HAVE WHAT SOMETHING. SOMETHING. IS IT? Jane: IT'S A TOY. Hold up a toy. TOM, WHAT IS IT? Tom:. IT'S SOME CLAY. 3 Hold up some clay. -eT.-Wer=P- it Ai,11.7;3:;wgRIITmw;-pnarr;ms.7775A17515r, rm71 LevelL e Ir S S on 16 8. Repeat step 7 with different children If a learner makes an erroc j. asking the questions. pronunciation,afterrepeatresponseto imitate you.before and have the youmodel correctth.:.ac,k the the cor,-ect rcpoz%I:rerte:- whole Test: Likely Errors is Lt.? 1. orChain the Dialog. picture of the cow The 1st L holds up one of the objects and asks the 2nd L: a. What is - 1st L: WHAT IS IT? SOME CLAR' b.c. risingTooIs briefit diphthonca cow?a glide (one in awricten 2nd L: IT'S A TOY.COW.TIE. d. Tooaarticulation fronthiF0-1[vy]). rising and of toodiphthon:-; the for-ed gli.6c en (one The2nd 1st L asksL passes the 3rd the L: two pictures to the 2nd L and 2nd I :; WHAT IS IT? e. writtenToo high [vy]). :.,nd too back ran urti- 3rd L: IT'S SOME EP71-2 A TOY.COW.TIE. writtenbackculation rising Lvw]). of diphthong the glide (one in a 2. ChainContinuestep Dialog.1 withthis theactivity following till dialog:all have participated. Take the same two pictures and repeat ,.")'''T.4-1.W7171A:M7MWTMOPIIRMT1*,r;(.17:MM .--.. SOME CLAY? i A TOY? ! 1st L: IS IT :1 A COW?TEE? fi 2nd L: g YES,TlySNO 9 IT4. IS TSN'T.'- SOME CLAY? 4 ; A TOY ? gN:i1 TS IT :4 CG ; A ATIE? COW? 4p 3rd L. t-.1. NO, IT ISN'T.YES, IT IS. 11, a until all have participated. 1 3 ContinueIf there this is time,activity combine tests I and 2 by allowing 1 the children to ask either a question. what question or a *1. yes-no t---...... -----..---____-__------rt 5 ht, I. OBJECTIVES Teaching Points Lesson 17 A. 1.Content The learner will be able to pronounce [ay] and a. The[ay]. low central diphnon 2. The [aw]learner will be able to ask what questions, as in "tire" and "tower." b.c. WhatThe[a]. questionslow central with diphcholf,. "i.1" like the following: WhatWhat's are he?she? they? d. asand subject "are." of such 3. Thequestions learner withwill answersbe able liketo respond the following: to What is it? such e.f. Responses"Are" withto such "they." quest ioIls. She'sHe's aa policeman.nurse. g "Is" with ".,'e t" as subject. , " "she," or 4. New vocabulary: They'reIt's a firemen.dog. teacher, student. II. MATER;13B. Test: See page 5. A. whiteinstudentPictures aletter, red holding truck.of aa teachertire, a yellow a holdingtower, pencil, aa mailmanbrown and a, book, a holdingfireman a III. PROCEDURES Les.3on 17 A. 1.Pronunciation Hold up the appropriate picture. Model:TOWERTIRE TIRETOWER(3). 2. withHoldentireright.length theup theinclasspicture yourpicture point leftof theof tohand athetower tire and tower; inatdo yourarmsthe when same When you say, "tower," have the Recognition:youTIREthe say tire. "tire," have the class point to TOWER (6). TOWER TIRE TOWER TIRE 4.3. Repeat step 22, with but individuals.this time have the 5. order,CoEcho:children quickly 0asking (3),repeat around the after followingthe you.class questions:in random 1 TOM,SOMETHING.I HAVE WHAT A ISPICTURE IT? OF Tom: IT'S A TOWER. Hold up the picture of a tower. 2 N,"4,',5- " me;,,,N, ",* r. a. .« , i4 1«. ..2 t < 4 .Fr... A Lesson 17 JANE,SOMETHING. WHAT IS IT? HAVE A PICTURE OF Jane: Hold.up a picture of a tire. 6. andChainETC. have Dialog. him start the activity. Give the two pictures to Joe IT'S A TIRE. Jane: Joe: JANE,TOM,IT'S WHATAWHAT TIRE. ISIS IT?IT? JaneJoetire. gives holdsholds the upup thepicturethe picturepicture to Jan::. ofof thea B. Presentation Tom: IT'S A.TOWER. Janetower. gives the pictures to Torn. 1. Model:backchalkPoint in tray.toyour the other picture hand. of a teacher on the (3). Hold a puppet behind your HASSayBROWN.SHE'S A forBOOK. A TEACHER.the hand puppet as you bring it into view: WHAT IS SHE? IT'S SHE Echo intonation. 2. EveryoneSHE'S A TEACHER. points to the picture of the teacher. Echo:CT)IT'SSHE HASBROWN. A BOOK. (3),G SHE HAS A BOOK. IT'S BROWN. WEAT IS SHE? WHAT IS SHE? Lesson 17 3. man.withRepeatSHE'S A stepsaTEACHER. white I andletter 2 with ("he pictures has a letter. of a mail- It's SEE'S A TEACHER. 4. whice."),has a truck. and aIt's fireman red.") with a red truck ("He Point to the picture of the HEChainTT'Sfireman HAS Dialog. RrD.A TRUCK.and say to Joe: WHAT IS 'HE? Joe: YELLOW.A SHEHE'SFIREMAN. HASA FIRPNAN. A PENCIL. TT'S WHAT IS SHE? pointsJoestudent. turns to theto Jzlnepleturc while of t-u.he Jane: 'SHE'SETC. A STUDEN,2. STUDENT., Lesson 17 Test: Likely Errors Riddle contest. Divide the class into two teams. Have a. Lay] LILO. 1 them for cues. the pictures on the chalk tray so the pupils can see Team 1st L: HE HAS A LETTER. IT'S WHITE. c.b. What[awl are they? --...)."hat's 1 *ED yl in in "1.: owe r . WHAT IS HE? d. Whathim? are they? Team 0-1,#2, 1st1st L: ti YOU'RE RIGHt,AHE'S MAILMAN. A MAILMAN. e. nurse.She'sthey? a nurse. ----;*She Team 0 2 gets a point. Tear: v.., 1st L: A9 SHE HAS A BOOK. IT 9S BROtiiT. TeamTeam 01, 02, 2nd 1st L: L: WHATYOU'RESHE'S IS SHE?WRONG.A FIREMAN. SHE'S A TEACHER., mostTeamaContinue chance points0 I doesn't tothe wins. give riddle get and a contest answerpoint. auntil riddle. all the students have If time permits, have the contest twice. The team with the had v't 75Tr.' 411 IN 2;KrrIAW,W141....71,7N-Trir-WT7 -eve IT I. OBJECTIVES Teachinpa. The? mid Points front u,no.c,loi,- A. Content1. 'he.learner will be able to pronounce WI and D. The Ilow ey] . central iphth.: 2. Thelike[ay], learner the as following:in will "bay" be and able to ask what questions "tie." C. Whntand[a] eocstions with. "L::" What'sWhat's this? that? d. 11.sponsenorstrntivo "that" pronoun, tons 313Ch "fti.;" 3. questionsThe learner with will :tnswers be able like to respond to such lit's wnter. water. the following: withmorecontainin "this" natural"it" rather orre.;po,1:io "that." than loans 1;oun.;. B. Test: See page 6 and 7. iTt's1That's rice. rice.This- is II. MATERIALSofPictures orange ofjuice, a boy a pettingglass of a milk,burro, a adish clock, of corn,a glass and III. a PROCEDURESclockdish ofinstead rice. of(You the may picture wish toof usea clock) the classroom A. Pronunciationi. Holdthis up activity, the appropriate make sure picture. the pupils Before you start understand that

7.7 4 ,v,k...;ii,sifMtwVT,,,}A^,Mg.t7-9itFetrP1735fWW,W7771W51777FINITF7,, Lc.:;!;onLevet -II 18 B. Presentation1. handHoldback, uppuppet a picture in your of otherorange hand juice. behind your Nave a Yodel:THIST T iIS S OlVaIGn'0 al\ NC E 31.3 C (3). AsDaTNX IT'Syou TT bringORANGE out jUICE. the hand puppet, say for it: . W:IAT THIS Use echo-question inzonacin. 2. THTSEcho:\JDistribute IS ORANGE(3),. pictures JUICE. of orange juice to each child. THIS IS ORANGE n7 CE4 WHATDRINKIT'S S THISIT.ORANGE ? AND I WHAT'SIT S ORANGE vas? AND I DR.Ii\*11( Use echo-qua:;tion intonation. RepeatPutIT'S theORANGEsteps pictures JULt..,..1 and 2 with of the milk and the rice on IT'S ORANGE"milk" JUICE. and "rice." milkANDTHAT'Sthe asI DRINKchalkyou M7TK. say: IT.tray and point to the picture of the IT'S WRITE WHAT'SITS MILK!THAT 3 Bythat face you and cone of voice, already know L Lie an1;wvr. z-Alow. Then when you point to the rice say: 1,;.,sson 18 NI1A2''SANDTHAT'S I EAT THAT?RICE. IT. IT'S WHITE, By the face and tone of voic,:, rice)orangePutIT'S allRTCE! andjuice, four quickly pictures go around on the the chalk class tray with (the the milk, the corn, and the answer.show that you already knoY WHATDOINKITthe IS following TT.IT, JOE? activity: WHITE, AND YOU EAT IT. S YELLOW , AND YOU Joe: 1 IT'SMILK MILK . if MIA (AndT IS she might answer:) Jane: IT'S ORANGE JUICE. YOU'IT :'.wISN'T ORANGE JUICE. WRONG. ORANGE JUICE, 5. whathaveFreeIT'S it CORN.Dialog.him is. turn it toward himself so you can't see Now give each child a picture and IT'S RICE. Joe: WHAT'SIT'S WHITE,THIS? AND I EAT 4 z-RtvicFfmii-7,-.-Akv,-),-117,q-Pass....1,1,s..,v, AN, Lesson 18 Mary: Joe: WHAT'SYOU'RE THIS? RIGHT. IT'S WHITE, 1 Joe shows the picture. IT'S ORANGE JUICE. Mary: YOU'REANDIT I DRINKWRONG. IT. MILK. Showing the picture.

5 !PTIFN,4,`.1iWewA39:4-mcw,tew,tiv;01-oramk77-o-4, Test: (z :1 ICeLN. 'T ;.: 1c7: .7 Le.:son Dividerice4 pictures andthe giveclass of theorane into 1st juice,two L oteams. milk, corn, and team # I a picture. Shuffle the b.a. That'sr nyi rice. -->;:f 0y] in in- outHe looksshowing at it,his andpicture, starts pointing the ganie to byit asking:with- 1st L, Team #1: WEAT'SANO YOU THIS? DaINK IT. IT'S WIFTE, rice. 1st L,L; Team #1:in: vcu'lvLMILK. RIGHT.47g-.1. r. (Pointinthe picture. to andNow havegive himthe ask1st theL of 1st team L of0 ateam different #1 the question:picture He teamshows # his2 get picture a point. and 1st L, Team O.: ITHAT'SWHAT'SAND I TLIf2? EATMILX. IT. IT'S WHITE, 1 L, Team A2* - YOU'RETeamIT'S inRICE.WRONG. doesn't (Sho getpicture.) a point. RepeatContinuequestion step in look this1 but at fashion havehis picturethe until student first;all havewho then isparticipated. askingput it theon andthe step chalk back tray and with point the to front the picturefacing theas hechalkboard says: 6 Lesson 18 1st L, Team 0 I: WUAT'Spicture)IT'S TEAT?ORANGE, AN)) (PointsI DRINK IT.to 1st L, Team 02: IT ORANGE JUICE. 1 1st L, Team 0 1: YOU'REORANGE JUICE.RIGHT. ir ETrti C. Team 0 2 gets a point. j i I. ;son 19 A.OBJECTIVES Content rrieachin:; Point:-= 1. YawThe learner will be able to pronounce as in "boy" and "cow. :1 .oy. and b.a. The hif;hc..!rlow :inck iow back 2 Thelike learner the following:will be able to ask what: questions 4 1111-,tthon., ou:1-Azioas r zy e . What's this`'that: WhatWhat are are these? those? 4 tiveI pronoun, e." C,1 Ci or 3. Thequestions learner withwill answersbe able liketo respond che following: to such This is a bail. These are bails. d. as"Is" subject. wichthat, ..nt!se," or MATERIALSB. Test: See pages 5 and 6. That's a book. Those arc books. e. "Arc""tho$e." wLth "thes..i..' or A. Pictures of a boy, a cow, and a cowboy playing by a Two pictures fol.: each ou;)it L B. Classroomtree. objects: desks,two(one pencils books for eachoffor the eachpupil), same pupil, coloreraser, etc. C. Dolls,pupil, jacks,etc. cars, trucks, one puppet for each 5r"! A.PROCEDURES Pronunciation 1 Zi A Level 1. Hold up the appropriate picture. Lesson 19 Model:COWBOY - COWBOY (3). 2. HoldBOY up- COWboth pictures, one in your left hand and 4 HaveRecognition:aEterthe the otheryou pupils say in theyourpoint word: right to the hand, appropriate at arm's picturelength. (6). 3. Echo:repeatRepeatBOY (jthestep (3), word 2, butO.after this you time when have they the point. pupils COW BOY BOY COW COW 4. Model:playingShow the by pupils a tree. the picture of a little cowboy (3). Echo: Q (3). Point to the cowboy. THAT'S A COWBOY.. THAT A COWBOY C S'inceseparately "cow" eachand. "boy"have spokena strong 5. pupilsSay the join poem you below when several they can. times and have the 1"cd1WbOy." tress be sure to pronunce HEWHATONEPLAYING WANTS DOLITTLE YOU TOBY PLAYSEECOWBOY.THE TREE?WITH NE. 2 4 r. ":";-,,A Le v e II - . .r g'; "; r 6 Recitethe pupils the lines repeat of each the linepoem afterin step you. 5 and have Then Lesson I.) 7. Askrecite the pupilsthe whole some poem questions together. about the picture. Y Also,and answerencourage them them like: to ask each other questions HE'SWITAT'S A COWBOY.HE? WHAT113'S3,MAT'SHE WANTS DOES?LAYING. HE TOHEDOING? PLAYWANT WITO,TO DO? NE. B. P..resentation1. Hold up a book. Call on a pupil who you know can Model:THISanswerIT'S IS BROWN. yourA BOOK. question. (3). YOU READTHIS? IT. WHAT'S THATrP's A BOOK A BOOK. 1 UseShake an echo-questionthe book in your intonati.oi;. hano. 2. DistributeEcho: the books to the pupils. '(3), (:). A BOOK. 4 THISIT'S IS BROWN. A BOOK. 3 whichChange is "brown"appropl7iate. to the color F -3y,LTg.wanwsi.swiLtwfztrar.mLr,i111.'4,-31TAVIN-VAKTATc4P'Ag-:;Tql.WAgivdN,75,7i, Level II WHAT'SYOU READ THTS? IT. THIS IS A BOOK. IT'S BROWN. Use an echo-question Le!;,..mn YOU READ IT. WHAT'S THIS Present form of read I,. L. , ' riw . 3 RepeatIT'S Asteps BOOK. 1 and 2 with puppets. IT'S A BOOK. YOUTHISIT'S NAKE IS A A IT PUPPET.PUPPET. MOVE. WHAT'SIT UAS THIS? TWO HANDS. 4. WHAT'SChainIT IS THIS?Dialog. BROWN. YOU Each child has a book and a puppet. READ IT. Joe: WHAT'SITIT'S HAS A THIS? TWOBOOK. 'HANDS. :1,Joe turns LO Yiary. Mary: YOUJANE,IT'S MAKE A ITPUPPET. MOVE. Mary turns to Jane. 5. Repeatdialogs: steps 1, 2, 3, and 4 with the following ETC. 3 4 J4. (i) r.THAT ARE 5 THESE? vi THEY'RE YELLOW. lEcho-cue

ti

6 "==ALNL i. Love). 11 )1` 1,;,:sson 2u I. OBJECTIVES r, A. Content1. a.Teaching Poirit... appropriateThequestions learner likesituations.will thosebecome in more lesson familiar 17, 18, with and what 19 in ; b. [lilt cue-,tions(.4 with 'is" o: %. 2. The17,responses learner 18, and to will19. the become questions more presentedfamiliar within lessons the asSuch"he," subject. writ cuostious wit:1 .1 l: "" C. Suchsi wh:lt ylustiud., , . . id. ResponseslithOSC" toas st.cthissubj(2cL. "Are""th" wit.b. tt t. tt zAs is ti iS lt1 ii II. MATERIALSB. No test. tl or "those" as subject. III. PROCEDURESanyUse additionalall the pictures items withinand objects the pupils' from lessons vocabular.7 16-19 range. and Presentation 1. pencils,Chain Dialog. books, cars, etc., on the table. Place count-noun objects like Have eitherone pupil asks come the up question and call from on otherwhere pupils.he is or he 1 He yk, - wk 7r-ort..0 4- tie.. rTir,V-t-W,7?i,,,,,v,,,, C.',%,,,W=i711,1WM1+}rerkitctil,974:47JA717,11,.: 377, Wirt Vre ,..,,17;!Ill+r7r,4 rikr Level ,T c..: so cl 20 goes to the table. He points to the particular 1 objectcorrectly, or group he getsof objects. to come up and ask'the questions. 1st L: If a pupil guesses WHAT IS Tills? 2nd1st L: L: YOUIT'S RE waoNG.A DESiCBOOK. 2nd3rd L: YOU'RET1PY'REWHAT ARE RICHT. PENCILS. THESE? 3rd L: WHAT171.1 ARE THOSE? 2. Chain Dialog. 1st L: WHATHE GOESDAS IS ATO HE?RED FIRES. TRUCK. 2nd1st L: L: HE'S.AYOU'REHE'S A WRONG.POLICENAN.FIREMAN. 2nd L: WHATSHESUE TEACHESHAS IS ASHE? BOOK. US. I"Who(Don'tFor expectis correct thesho?" question,the the response, child "Who who "Sile'si3 she':" 3rd L: SHE'S A TEACHER. 2 (or Mrs.) .11 Lesson 20 3rd2nd L: THEHEYOU'RE HASHELPSSTREET. RIGHT.A BADGE.US CROSS 4th L: ETC.HE'SIS HEA POLICEMAN. WHAT 3. Repeat"milk,"(use step onlyetc.): 1 mass-nounswith dialogs like: like the following ist L: "water,'; I HAVE SOMETHING. "rice, ss 2nd L: DRINKIT'SIT? IT. ORANGEWHITE ANDJUICE. YOU WHAT IS 2nd1st L: MILK.YOU'RE WRONG. HAVE SOMETHING. IT'S 3rd L: EATIT'SIT?I IT. WHIT,RICE WHAT IS . YOU 2nd3rd L: L: YOU'REETC.I HAVE RIGHT. SOMETHING. 3 vlaisFmv!!,,w. 4. memberFree Dialog. from each team will come up Divide the class into two teams. and these two A LC: 8 On 20 withwillwillpupilspictures theask stump highesteachmay fromhis chooseother opponent.thisscore one anyor wins. riddlepreviousobject apiece.or picture Use objects lessons.and Thehe team thinksThe Team #1, 1st L: A IT?ITIDRESS. HAVE CRIES. SOi.iETHING. WHAT IS TT HAS 1 TeamTeam #2, #1, 1st 1st L: L: YOU'REIT'S ARIGliT. DOLL. He shows the doll. Tcam :/L2 Team #2, 1st L: WHATCOLORI ITHAVE IS SCM,,t:TaING.WITHIT? IT. OaANGE. YOU la point. TeamTeam #1, #2, let 1st L: L: YOU'REJUICE.IT'S ORANGEWRONG. iHe shows the crayon. em: ',:;. ETC. CRAYON.IT'S AN ORANGE l(Note orangecrayon.doesn't juice, ) get buta point. oran;.,c! ,% I4 IM,TMMMTIRXIM OBJECTIVES Le;;;:on 21 A. ContentI. The learner will be able to pronounce the ,r1; to Teachinga. Poinn The glide to the aIn "bait,"in D.j.] "bite," and "boy." , rey,1 , , and Loy as in "beat," cf? ivf"part of t:c oral lqiJsaL.:alwe, c-11 ; C N, 2. riseThe learnerintonation will pattern be able of to yes-no produce questions, the final- diphthon:c;thon3; , the ;;(, front , the 1,w 1.,"- as in: 40.111...0./Vil,e61,11,1,.Was the egg-beater on the desk? 'M.,. 4. j backandcentral dipIlthoa:;. front.:6 ..., roe:v.2%2cl low 3. Thefall learner intonation will bepattern able towhere, produce wao the final- , or what b. Therhyt1,--5(3 diffcre,nec of -k.:.;-ao oueoto.1,, questions, as in: Where was the egg-beatei.7? NCIALvir.V.V1 andpast or formswhcsr., cvc:,:op- "'0." Test:4. New vocabulary: See pages 6 and 7 beat, bait, bite. II. A.MATEP,IALS Anons eo-ci-beater, with a pointer, string, and a paper-clip hook), a bowl a fishing pole (you can make u. ofonePicturessomething little of worms, toys,of that a anotherwoman andlooks a using cookie likeof cheese; anbait, (either egg-beater; aa boy cookiereal doll, or fishingwith aa cutout). boxone bait, C. boys;biteSeveral missingand cutoutstoys. or someone of an eggtaking and aanother bite of cutout a cookie; of a cookie with one bite gone. 1. Level D. white,Four shoeboxes, brown); and each objects a different to put colorin the (red, shoeboxes, blue, PROCEDURE a threefortoy example:cat, pencils, ecc. a boy's cap, a toy airplane, two toy cars, two marbles, as doll, two erasers, A. Pronunciationi. Echoher: and Response. Have a girl come up. Say to THEPUT EGGSTHE EGG-WEATER(cutouts) INAND THE BOWL. does SO. wao'sBEAT GOING THE EGGS?TO 1st L: 1.THO'SBEAT THEGOING EGGS? TO 2nd L: 4,...,....4-rro, m v evonio,,r wmArovvomm....nomsownz AN'T.''S GOING TO Point to the girl. ..:.kAlckt !,JANEit, lBEAT IS. THEM. L response if necanry. YES, JANE'S GOING V.24.1c.....umuos.syww"ozAcrusa.o.uut,sza.,rz.a1,IJAWE. '1 Have the r*.i.,1 00,,onotq:e a. RepeatTOdemonstrate theBEAT pupils' thisTHE EGGS,with this expanded other at first. pairscomments. of pupils. You may have to Encourage use the egg-beaccr. (1) MY MOTHER HAS AN EGG- BEATER.Sample comments: SHE ;IAKES SCRAMBLEDSCRAMBLED EGGS. EGGS. 9 WE LIKE (2 ) IT/ MOTHER BEATS EGGS WHEN 21 2. Model: (2), Echo: 0(3), CHOCSHE MAKES OLIN.,TE A CAKECAKE SOMZT . DIES . SHE lal

5

cd .u; bo::co colored th amoylL; choice on MAphasis BOX? BLUE THE IN THEY WFT07 "1,!;.:c." "Ia..... CA.: 2 1-41,-47.14,4*.: BOX? BLUE 1'1'9 THE IN TEEY W7eRE guess: the with cluestion the of etition rep- each answers Pup,)et 2nd The THE WRE wiERE MARBLES'?. se: re I I1ARBLES? E Ti-

ou.- c- not i intonatic) his T.1ERE W=E 1 ec-; 7upLi. :-.he have and 2.1bdel Model: incoation punils( (3) (1) Echo: (1), two Use 13. L sten this In model. to puppets

Ir.t.tr, L: ist

box. blue the from marbles, say something, ta;:e pupil 1st the Have boz:es. the of one from objects or object an take may time a at pupil one where but thorn, sec cannot group the where boNes the Put . box each in covertly) objects, more or one but shoeboxes. four pupils the Show 12.

"boys." and "toys" with 10 and 9 steps Repeat 11.

. A (2), j Echo: you. woretafter repeat,the pupils the have time this but 9, step Repeat 10.

BEAT - BITE BAIT - BTTE BEAT - BATT BITE - BEAT

t ,, 01 It` LeVes 14. YES,ThepupilPut 1st THEYa tonewPuppet wi;aE. take object answerssomething in the each Eromblue time oaebox with: ofand the choose boxes a withoutexample: the ocher pupils knowing, and say, for 1st L: WHEREI TOOL< WAS ATHE DOLL. DOLL? 1st L holds up tii doll. 2nd1st L: L: WASNO,BOX? IT IT IN WASN'T. THE BLUE lst L u): its to s.d L. A 3rd L: WASWHERE IT WAS IN THE DOLL?RED It 1st L: YESBOX? , IT WAS. Putthis1st a newmannerlearner's object until role.in everyonethe red boxhas andhad continuea turn at in the 10ALIMMIEMIPYI/101.160 C.1016.1....6.11110.0111...01101,, . '1, ,A11 (4 In ....a...a eon - Test: ofPut little the egg-beater, toys on a table.fishing bait, boy doll and box As you point to each la. Likely Errors *Aand gli&... faster which L:lan goo3 thu hi.:-...,...: Y.,-1;;1.:.:-1,, one, ask: ram/a. tu431....4 1o EcY) ay, 0Y.;,lido, csoc:ci;:jty for , WHAT'S THIS? . ri. . ta . !. c,--.4....- N.. % ti THAT? tr.------i D. t; ly 1...... -, . Cy. ,, v ...... ,,,,....,y . 1 VI* WO 4 .( 4 I IT' Si BAIT. 1 AN EGG- BEATER. 1a beat" and "e3g-bcat4r." T. is 0- .... ,..... i A BOY DOLL. A BOX OF LITTLE TOYS .1 1 g4 C., LeY:)...... k:ri\ov s. .,..y -., ie. in "bail.:." woorloweramoorm...... n...urru...... ; . 6 41 I, r :.)11 >'1 Have the pupils close their eyes while you put one ofin .04*VV Z:13 zi 4.1t{.3.te "I in thetothe room.the othersobjects, object, keep say to their thesave egg-beater, eyestime, closed. if in a visible spot Have one pupil look for the object while he has trouble find- Guide the pupil ?!-.1 se y rk oy I ouy HideCLOSEI'Ming the it.YOURGOING egg-beater. EY1f,S. TO HIDE THE EGG-BEATER IN THE ROOM. Say: (or: PUT YOUR HEADS DOWN ON YOUR DESK) JOE,Joe COMEfinds AND the LOOK egg-beater Fon THE and takes it EGG-BEATER. back to his chair. l' Speaking to the group, say: i) OPEGG-BEATERJOE, NN YOUR ASK ,7YES.SOMEONE WAS. TO GUESS WHERE THE . f4 Have Mary phrase it as a question.) joe: MARY,TUE EGG-BEATER?WHERE WAS ( Mary: 1...... ---...... 4WAS IT ON THE DESK? , 2 QP, h Joe: :...... "...t YES, IT WAS NO,. IT I..SN'T ,: hadpupilsIfthe aMary turntest until doesn't towith bothsomeone otherguess question does objectscorrectly, guessand until answer. correctly. have all Joethe pupils ask other Continue have .ve res.. s.euel tl le:seasIAMIIMINC111.1...... S.eaaMeareSSesallsilsso+WArobatls.7.4MsideaSsasoefessascasumosciaseismalwecesssesseae.,

' to.. - ' %. ' "" ' " s e.7 : 1.ov.n. IT I. A.O3JECTIVES Content T2achim-,. The hif,h 1. Theliyl,0, learner as inwill "mitt" be ablc and to pronounceJ meat.. , r.1. ancl b. Yos-noThe 1.).u. frr,:c a 2. Thelike learner the following: will be able to ask yes-no questions c. or "wt.!r,:.." C)) WereWas it they a bike? at the beach? d. r)redicen:qoestions 1 r:ottn, be 3. questionsThefollowing: learner with will short be ableanswers to respond to such like the c. Response2pht*ases.adjectlye, ro stel 1 as. f. 107,,,, II pt, I i Yes,Y`7o..t it es, , it wasn'1 t.i Or Sin:".',U1111" ne:.111::: alai I I g. nouns"I.Tc,vo" as :311b.lecc. with "t111. 131, it., ; i Yes, they were. 1, MATERIALSb. Test: ace page 5. 4. No, th ey weren III. PROCEDURESPictures of a baseball mitt, and of some meat. A. Pronunciation1. Hold up the appropriate picture each time. Model:MITT (3). MEAT 1 3i es rd F1i MEAT-$EAT EAT - MTMITT TT i1 MITT - MEAT i , 2. Holdthe uppicture the picture of the ofmeat a mittin the in otherone handhand. and When 1i youRecognition:thepicture say pupils "mitt," of thepoint mitt; to the picture of the neat. 0). have the pupils point to the when you say "meat," have $i 3. MITTRepeatrepeat step each 2, word hut after you. MEAT MEAT this time have the pupils MITT IssiEAT el J..A MITT 4. Echo:comments.Free Dialog. - :(3),() Encourage the pupils expanded WHO LIKES MEAT? Jane: BUYS£ TaKE MEAT. NEAT. MY it Youlioldcoilthe mi7,ht up pupil's the sut: ear. by .1.:11inperin ETC. Joe: WEDOGS.LIKES 'HAVE HAMMEAT, AND TOO. I LUE HOT MY DAD MITT?DOES ANYONE HAVE A Tom: I DO.GOT IT FOR MY BIRTHDAY. MY MITT IS Baomq. Ann: BROTHERI DON'T DOES. RAVE A MITT, nuT MY EE PLAYS BASE- 1 ETC. BALL AFTER SCHOOL. 2 Silliti4Z334,1;4&.1,624 A'llkit2b21:314iggY4413:1+ 'ttailaN,,e.1 $,1,r .4,,,s,-..,,,T.,tIvAjj;i:.14.... , 4 Lel7Q r 1. A B. Presentation 1.0!;;:on 1. ANIMALWHISPERFreeJOE, Dialog: COME TOTHE ME. HERE.NAME 01? AN JOE SAID THE NAME 0.1? Joe: (Whi.speringA Doc. to you) You nints ^ ti ANIT, AN JANE? WAAT WAS Jane: WAS IT A CAT? untilLotbarks" each somvo:lz, orpuv%i's IL TOM,NO, IT WHAT WASN WAS T. IT? IT WASN'T. WAS IT A COW? YES,NO, IT WAS. IT WASN'T. Tom: WAS IT A DOG?TIGER? 2. RepeatgamesomethingContinue thestep pupilstill you1 with everyoneplay the on name athas recess, ofhad a atoy, chancethe name to ofguess. a like to play. Let the pupils the name of 3. FreetakeI'M DialogtheGOING role TO(riddles): ofTELL the YOU teacher. A RIDDLE. 3 070WWW7M77MAI 1.e:;styn 22 WASLOOKINGTHEREBRUSHING SHE WAS ININ? AHERA LITTLEMIRROR. TEETH. GIRL. WHAT ROOM SHE WAS SUE WAS YES,A HERE'SMAN SHE WAS WAS.ANOTHER READING OHE. THE PAPER. Tom: WAS SHE IN THE BATHROOM? correctly,Yf tilt, pupil nsi: doc.;n't-. sov..co WEREA TELEVISION.LITTLE THEY BOYIN? WAS WATCHING WE AT ROOM Jane: WERE TREY IN THE LIVING Accept any 4. YES,Let THEYpupils WERE. take your role in making up riddles about ROOM? 5. Freedescribedthe variousDialog differently. (riddles):rooms, perhaps about the same rooms but HOWHEA BOY GOTOLD HAD AWAS TRTKE. A 11E?BIRTHDAY. 1st L: WAS HE FIT?? NO, RE WASN'T. WAS HE FOUR? correctlyIf the ,)c; by L1 ne hz.on't nc....:(ind try, WHATYES, COLOR HE WAS. WAS THE TRIKE? give anothe:. pupil Lwo . YES,riddlesLet IT pupils WAS, about take people. your role in baking up 2nd L: WAS IT RED? , . a. , differentchanceTellpupil storiec to(Tom makepupil, inlike twothe before those gues,first qes. youbelowexample) tell until may each be pupil able hasto hz..d a Whisper the each story, so answer replythatto a tothe ZortheL 1;10file %;%,:.1.,:")^% is C A theGIRL guesses. WENT TO A TOY STORE. (3..1 .. ; A 1 1 i WHATSHEIT WASSAWWAS TT?RED. II 1,3. SUEIT WANTED.HAD TWO WHEELS. jane: WAS TT A Bin'? c. V.,;12.bik0is to a it n :7(7.1::::ti.0:1 in y Tom: NO, IT WASN'T. e.d. Was he ct nr. 17.10 BOYS WENT ON THEIR VACATTON. Jack: Tom: WASYES, IT ITA SCOOTER?WAS. *i.Were 1-.e at thz.! store: THEYIN THEWENT SAND. SWINMTNG. WHERE :ERETH"Y PLAYED Mary:THEY? WERE THEY AT THE BEACH? WHATA SHEGIRL COLORWORE WENT A WAS TONEW AIT? DRESS.PARTY. Paula: Jack: WASYES, ITTHEY YELLOW? WERE. ii Mary: NO, IT WASN'T. George: Mary: YES,WAS ITIT BLUE?WAS. ,...-.....: V*, #4,k , r 111 1. OBJECTIVES ...... "a.Tenchinc; Poinr.1 1. The learner will be able to pronounce [e] and b. TheTile mid3cr:L!: frt rACI , v1/4' , r; . fey], as in "wet" and "wait." ' 2. Thelike learner the following:will be able to ask Where were they last summer? where questions d.c. Wh;:17c,zmuRe:Ipon 3. Thequestions learner withwill answersbe able liketo Where, was he last summer? respondthe following: to such trutl"it," sub]:..cr. " tt TheyHe waswere at on the a boat.beach. subject.or"Urcre" p1;:rJ1 :..; i. B. Test:4. New vocabulary: See page 6. wet, wait. MATERIALSA. A raincoatpicture orof ansomeone umbrctlia out and a in the rain without a with his hand signalingpicture of a B. Apoliceman thepictureexample: people ofor atonecrossing the or cornermore guard to at the beach, in the people on vacation; for wait. mountains, at a C. Toysfarm,lake, to at place a ranch,camp, around aton Disneyland,thea boat, room, etc. such as in Mexico, at a an airplane, a- puppet.car, a truck, a soil, a You may substitute other toys with which the ball, marbles, jacks, or 1 III. PROCEDURES pupilpupils andare onefamiliar. for yourself. Supply a toy for each A. Pronunciation1. Freein theDialog. rain. Hold up the picture of someone WHAT'STO HIM? GOING TO HAPPEN ist L: HE'S GOING TO GET WET. Supply the answcr if necc.,.. WET.vES2GET HEWET? DTD YCU EVER GOING TO GET Encourage exr,andd 2nd L: MYYES,ONCE. MOTHERI IWALKED TELL GOT TN"HOMERa6.-L THE IN DITCHMAD. THE RAIN. I GOT MY SHOES WET. ETC. MY COLD.HAIR GOT WET. GOT A 2. Model:Echo: .1/42)- (3), 0- 3. policeman.Free Dialog. Hold up the picture of the WET. WHATTO DO?DOES HE WANT THEM ;.I, .: : ,.1 ?..:, 1st L: TIE WA1;ITS TUN.1 TO WAIT. :.1 addStippthe'mif that ly to theho i'n:%',-)-:.1:..0 thi...- pup i. i :....to!," :,.,;,. , wr.,:i.,; -:. : ( 'C 4:- ": - WAIT?WHEN DO YOU HAVE TO 2nd L: WHENBLONS TUE III CROSSING cuan WHISTLE. NE wait. ETC.3rd L: WHENNAKES AUS CAR WAIT. IS COMING I WAIT. 4. WAIT.Model: ens, .c.) Echo: (3), 0 WAIT. 5. example:Pointthe twoto thewords appropriate "wet" and picture 1;wait" each randomly, i.iiCte. for Say WETModel: - (3). WAIT VET WAIT . 6. WAITAsWET theyou approp-iatesay each word, picture. have the pupils point to - WATTWET WETRecognitio WAIT : WAIT(5). WET WAIT WET WET 7. repeatRepeatEcho: thestep word 6, butafter this you. time have the pupils (3),0 Le fi s on 2 3 B. Presentation1. Free Dialog. Have the pupils close their eyes whileJr1-57 you put the toys around the room. t,. joe gets the ball WHERE WAS THE BALL, JOE? Joe: IT WAS ON THE FLOOR. to his seat. 2. RepeattoyChain he the Dialog.found. procedure with every pupil. Every pupil has on his desk the MARY?WIFRE WAS YOUR PUPPET, Mary: WHEREIT WASWERE ON YOUR THE MARBLES,TABLE. TOM? Tom: WHERETHEY WERE YOURBY THE JACKS, DOOR. PETER? . vacationssomeChain peopleDialog. on thewent chalk somewhere.' rail. .Say,."Last Then point summerto one Put the pictures of people onETC. WHERETHEYTHEvof the WASWERESWAM pictures: BE ATIN LAST THE SUMMER?BEACH.WATER. : 4-...... :loc.--,,17 pi.c...*.lr:.. , 1st EE1:!E WAS SAW MANY BIRDS. IN THE MTINSL OUA. \L....A-II,;':)..,;...- LI, C";:p.:1(:.;...(.1 ..,:t" i:1',.;*. 2nd L: 'WHEREc:HE WASWAS AT SUE DIS1,:EYLNNU. LnsT SUMM? =1.11:Zli-'Co not insi:,u o'll 1:14:: .. 4 ChainI WAS Dialog. IN 'MEXICO LAST SUK4ER..lam SAW A BULLFIGHT. r1,,11.1.; cs...::n:;t: WHMECln.-N,T.r.A9 `i-7ERE Yal I AST kg'..:A.... IX . I WENT GiveEncouraizeisstress referredthe p-.7wl= e.;;;w1.-,dee, r'::). co,-. tc iCfc:,.-1:-. ;,..:.7- 'nd1st L: vOUI SVIMING.WAS ITAST WAS AT SU.2,:MER? ATCAMP, YOSEITE. '..7HERE WEa: I SAW ETC. WHEREA MAR. WERE YOU LAST SUrviER? I SLEPT IN A TEW. 5 1rL c,...;:7,on 23 1 Test: 3 vacationHave the pictures,pupils close picture-side their eyes turned while away,you put on the the Likely r ors r 11 chalkitfront. to rail. the other, and ask: Have one of the pair select a picture, show Ask a pair of pupils to come to the b.c. *WhereWhereFel worew,.ts nc!the-yj bcyc;? A e3 in boys ?--;,it it 2nd1st L: WHEREWHERETHI'YSUYMR? WERE WEREWERE THEY YCJON ALASTLAST BOAT. d. wasWhere they? were ,:hey?---1,:rior,! ks 1st L: SIMMERi WAS AT A RANCH LAST 1 SUKyrr,'R. 1 Call on other pairs of pupils to imitate the dialog. I. OBJECTIVES Lesson 24 A. Content Ii Teachins, Points 1. tioy4-.4The learner will be able to pronouncerao271 , as and 1 a. The low bnel.. round;:d (Ii.dil- . 2. in "ball" and "boil." 1 thong Coy questionsThe learner like will the be following: able to ask who and what lb. L o t!The low back rounded7,::: vowel What was on the pink chair? 1 C. Who and what questions with 3. questions,Thethe learner following: respectively, will be able withto respond answers to like such Who was on the black chair? td. whichResponsesphrase."was" mayfollowed by a locz-iLivi2 includeto such "were,"qu:!stions, c,:v4SreIre, Some(Some) marbles marbles. were...... 031,3,411.40S4~,....,14M*11.1MLIMarriOury00001064AaMsaMelOnireaMMOGIIMINNINIIMair ..warwasras responses"Whofor example was mayat thebe: party?" Lhe , to the qur:stion: "johil, iiSome marblesJoe. were.here on were the pinksome chair.marbles on the pink chair. ,b.MAKUNO.r. was,"andPeter, Mary"Peter Mary, were," was," ...." etc. or or "john 4. New.1(3eJoe was.vocabulary: was on the black chair. boil. II. MATERIALSB. Test: See page 5 A.B. FourgirlPicturescolor, extra (named e.g. ofchairs, Joy)a pink,ball, wearingeach black, water decorated purple,boiling with in a red dress. orange. a. pan, and a a different Tape chairscolored for construction the color designation. paper or tie crepe paper to the 1 TarZ1,141/4711P-r-5a A C. An thefamiliarobject pupils or objects. setcan ofidentify objects the for objects each pupil. by If you use new objects, be sure name. Use any Lesson 24 III. A.PROCEDURE Pronunciation 1. WHAT'SFree Dialog. THIS? Hold up the picture of a ball. A BALL. 0 2. LMIT.FreeYES,boiling ITDialog. ISs. in a pan. ITS A HoldBAaLi up the picture of something HOT,WHENYES, WHATWATER WATER DOES GETSBOILS. IT VERY DO? IT BOILS. Supply the answer if necessary. WHAT ELSE BOILS? WETOMATOSOUP BOIL BOILS, SOUP. WATER TOO. IN A TEA I LIKE Encouragecomments. the pupils to make KETTLE.ETC.STEAM IS HOT. IT STEAMS. 3. Model:BOIL (2), Echo: (3), BOIL e 2 Addlajrate034145.kterdni:''' 4. Model:Pointforthe example:twoto thewords, appropriate "boil" andpi..Iture "ball" eachin randomtime. order, (3). Say BOILBALLBO TL -- BALLBALL BOIL 5. AsRecognition:appropriate you sF,y each picture. word, have the pupils point to the (5). 6. RepeatrepeatBOIL step the 5,words but afterthis timeyou. have the pupils BALL BALL BOIL BALL BALL BOIL BOIL BALL 7. THISEcho:(2)(3),eShow IS the JOY. picture of the girl wearing a red dress. Point to the girl. B. Presentation JOYI TOOKWORE HERA RED PICTURE DRESS. YESTERDAY. Point to the red dress. 1. Modelobjectonepuppets withpuppet on looktwoeach turn puppets atof theawaythe objects orcoloredwhile two youpupils. onchairs. theremove chairs. the objects.LetPut anboth Have Model:Then1st have Puppet: the other puppet ask: (2), Echo: WHAT WAS ON THE PINK CHAIR? (2), 0 . 3 14(Alhz, 1;;Ithirilii:fsM2ASSY' "r",344urAierritii^ tt, ,,,,mil.;.ryx.r..re.c.rt. sre71.A.'w%.'x, ,01 , O. re 1 irrViiiiVA A. FCi Le :son 24 2nd Puppet: A PENCIL. WHAT WAS ON THE PINK CHAIR? II 2. Memoryobjectback orGame: on close each hiscolored eyes chair.while you put a different Have one pupil, say Joe, turn his A PENCIL. Let Joe look at Notebeenasked that removed. after the thequestions objects are have This is important WHATGiveanswersthe JoeWASchairs aONcorrectly. colored THEbriefly, PINK paper then bookmark remove theeach objects. time he Opast tense.in order to justify the use of YES.WHATMARY,CHAIR, WAS YOUJOE? ON ASK ONE JOE OF Joe: A PENCIL. THE CHAIRS. Mary: Joe: AWHAT CHAIR,DOLL. WAS JOE?ON THE BLACK Have two other pupils ask Joe what was on the Mary: NO, THEY WERE YO-YOS. 0 usingothera thanturn chairs.different oneat Joe'sobject objects, role. on a chair. until everyone has had Continue, scrambling objects or Occasionally, put more t. 3. Repeatsitthemthe on andpinksteps onethe substitute chair?" chair.chairs1 and 2,insteadOccasionally thebut structure.this of placingtime have have twoobjects pupilspupils on If you have a small group you "Who was on Countmayto wantdetermine the tobookmarks use the only winner(s). each two pupilor three has coloredat the endchairs. 4 r...".0'"OW.Manal~i4bliaVINOMMIWIM JalrO/nA10114.....lkibmiLaKILWAII.MOILNJOYNOWPII.~0MW4UW~arawaVaSabalWMAieaMOre4tta3MAYS.1NJW-V ....11n .W. t ,...... 14..1141M140.11 oe ../0111.1.01I. Nou i Test: 1. 14Likely a.Errors r-y...1....`t,,,* E-yA3 in "boil." 1 1 i aPresentation,Repeat pupil theon thememory but black mixgame chair,objects in steps a anddoll 2 pupils, andon the3 under suchpink as, 1 (See lesson 2i). I onchair, tothe discriminate orange marbles chair. on betweenthe purple "who" chair, and "what."and a pupil This will force the pupils Be lb. c. p" 01The marbles were on the pii:::: eta,nt..,; A ''s *701 in "ball." 4, .i. iI sure every pupil asks at least one question t onchair.. the pink ..The chair. marbles was 2. appropriate.ballandPoint quickly" ator the"It's and "ball" boilinghave andindividuals ""boil" when eachpictures say is "It's randomly a 4 i 4~111111NaNIMMIMINMIN114111111~1111~111111WIM116.1111/11WIIMINIMMI IMO

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7A.C.V411 TWO LITTLE GIRLS. The responi.:eL; WHO ARE THEY? 40 I DON'T KNOW. ablelikely re:;ponse:). ca(..:c.. ACCQp: WHERES'rP'S ARE SUSAN THEY? AND SHE'S TIFY'RE ON THE SIDEWALK. andPaintin grar.:,-.2zthen firzt to the and oldcr. pronour:i:izio. to WHERE'SIS THIS THE A DUCK?RABBIT? IT'SNO! UNDER SUSAN'S IT'S A RABBIT. 1)-4."10A.AAL Ltd GIRLS?IS IT IN Y2RONTHAT'S 072 TEAT? THE NO,IT'S IT'SA TPrE. IN BACK 02 TIIX. Point Zo the 2. ReadIS theSUSAN text IN ofFRONT? the story on st., page 69 toN'PrP'"V the children.TC Point to th.! QUESTIONS.LISTENBefore VERY you CAREFULLY.begin to read, GOING TO READ THIS PART OF THE sToay TO YOU. I'M GOING TO ASK YOUsay: SCE 3. WHATSOUND?relatedFree MADE Dialog. toA JINGLE-JINGLEthe text of the plot on Ask the following pertinent questions page 69. MOTHERTXtlr,Wc1TOSOME GET WANTED EGGSSOME APPLESTHE GIRLS AND Lv%Ao itt, wwtyr, 1,tfy1TI,W1 WHERE WERE O...WALAIT WAS IN BETTY'S POCKET. THE APPLES AND EGGS? THEY WERE AT THE STORE. 2 4. otherFree Dialog. questions in the teacher's role about the illus- Turn to page 70, let the pupils ask each tration. Their conversation might go like this: 1st2nd L: L: THEY'REWHERE ARE AT THEY?THE STORE. Pointing to the girls. 4th3rd L: WHO'SWHAT'SHE'S HE?THE THIS? STORE MAN. PointingPointing to to 4th5th L: THIS?A TUAT'SBIG BAG. LITTLE eaG. ';;TIAT'S Pointing to the 7th6th L: WHEY!E'STHERE.PA D. TEL' NI)NEY? SHE'S GIVINGIN 'LrTTY'S 5. Readsay: page 70 to the pupils. Before you begin to read, IT TO THE MAN. 6. LISTENaboutFree Dialog. VERYwhat CAREFULLY.you've just read to Have the pupils ask each other questions them. 2nd1st L: L: MR.WHAT'STHE MAC. BIG HIS BAG? WHAT'S INNAa rf? .44 3rd L: THEAPPLES. LITTLE BAG? 3 WHAT'S IN Lew:1 LI 4th1st I.,: L: AREEGGS. THEY IN A BIG ?.5 7. Repeat steps 4, 5, and 6 with pages 71 e.nd 72. 5th L: NO,STORE?STORE. IT S A LITTLE

4 4 Lesson 28 I. A.OBJECTIVES Content r pTeaching Points 1. ro.1?4.. The learner will be able to pronouncerowIland, as in "coat" and "caught." a. Thediphthong mid back rocel. rounded 2. Thelike learner the following: will be able to ask where questions Where will theJoe rabbitsbe? be? b. WherevowelThefuture low questionsroll backform roundedof with "be": the "will 3. Thequestions learner withwill answersbe able liketo respond the following: to such ti d. Thebe." responses to such He'll be in the garden. K questions. 4. New vocabulary: They be by the river.caught, tortoi.,e 6 9 II. MATERIALSB. Test: See page 5. fi B.A. aPicturesCutouts fish, ofeither of a atortoise girlon his wearing andfishing a. a rabbit. coatpole andor onof aa string.boy with C.PROCEDURES A story strip ;See4,0ee step 1 under Presentation.) A. Pronunciation1. wearingFree Dialog. a coat. Hold up the picture of the girl 41; TOMARY'SHERNEW DIDTHE COAT.A MARY'SSTOREMOTHERBLUE ONE. TO MOTHERTOOK BUY HER HERBUY A SHE BOUGHT WHAT Echo intonation. MARY?GEORGE, WHAT DOES SHE BOUGHT HER A IBLUEi NEW COAT. Ebotl for "bought." 2. Model:MARY HAVE? (2). Echo: 0(2). SHE HAS A NEW COAT. MARYHERMARY'S HASA NEW MOTHERA NEWCOAT. COAT.BOUGHT MARY HAS A NEW COAT. 3. Free Dialog. Hold up the picture of the boy with MARY'SA NEW MOTHERCOAT. BOUGHT HER HEJACKthe WASCAUGHT WENTfish. VERY AFISHING. PROUD.BIG FISH. 4. WHATModel: DID JACK CATCH? (2). Echo:0 (2). HE CAUGHT A BIG FISH. 5. HEHold CAUGHT up theA FISH. picture of the girl HE CAUGHT A FISH. in the coat. Mode?,: (2). 2 LessonLeVel'11: 23 withRepeatSHE HASthe twice. Afish. NEW COAT. Hold up the picture of the boy 6. HEand InCAUGHT haverandom Aindividuals BIGorder, FISH. hold respond up the with: pictures alternately Show the picture or the girl. SHE HAS A NEW COAT. 1 Show the picturd of the boy. HE CAUGHT A FISH. i ETC.Shownow thethe picturepicture oof the girl. the boy. HESHE CAUGHT HAS AA NEWBIG COAT.F ISH. B. 1.Presentation rabbitTell the cutouts story andbelow a chartusing whichthe tortoise depicts anda As thetree,startingthe animalsstory and line, aprogresses onriver. tdiea fence, chart show a by garden,the moving position anthe apple cutouts.of RACE,SO SLOW." THE"O.K." RABBIT SAID AND THE THE 1.ABBIT. TORTOISE DECIDED TO HAVE"LET'S A RACE TO THE RIVER," SAID THE TORTOISE. "I CAN.BEAT YOU. YOU'RE SO"WE'LL THEY STARTEDSEE," SAID TO RACE.THE TORTOISE. THE RABBIT GOT TO MRS. 5; HETHEBROWN'S WAS TORTOISE VERYGARDEN. SLOW. WAS JUST CRAWLING UNDER THE FENCE. HE LOOKED BACK AT THE TORTOISE. 4 3 1 --,-,-,----,,,,,,..m,,,,,,,,,p,,,,,,pwn Leve t,t. Lesson 28 VERYCRAWLINGBACK SLOW. AT THE THROUGH TORTOISE. MRS. BROWN'S GARDEN. THE RABBIT GOT TO THETO THESCHOOLHOUSE. APPLE. THE TORTOISE WAS JUST HE LOOKEDHE WAS THE 4 RACE."SLEEPSOTORTOISE THE FORSORABBIT WASHEA LITTLEWENT JUSTSAID, TOCRAWLING WHILE "OHSLEEP. HE'S AND PAST SOSTILL SLOW.THE WINAPPLE THIS TREE. THE LITTLE TORTOISE CRAWLED AND CRAWLED. I CAN 0 ANDHEPAST HECRAWLED CRAWLEDTHE RABBITPAST TO THE THEWHILE SCHOOLHOUSE.RIVER. THE RABBIT WAS SLEEPING. HE CRAWLED 5 FAST, BUT THE TORTOISE WON THE RACE. THEN TnE RABBIT WOKE UP. HE RAN VERY THE P 2. FreeRABBIT Dialog. WAS VERY ANGRY. 4 MoveNOW, the LET'S cutouts GO THROUGH as you THEdo. RACE AGAIN. a THETHEBROWN'S RABBIT TORTOISERABBIT GARDEN. WILL WILL 3E? BE BE IN UNDER MRS. WHERE WILL HE'LL BE BY THE FENCE. THETHE APPLETORTOISE RABBIT TREE. WILLBE? BE BY THE WHERE WILL HE'LLGARDEN. BE IN NRS. BROWN'S THESCHOOLHOUSE. TORTOISE BE? WHERE WILL 'taw, waftweafawsymai II HE'LL BE UNDERAPPLEHE'LL THETREE. BE BY THE RIVER. $ yourRepeat role. with pairs of children, one of the pair taking 4 rmswornamw.ms.semmearucrawcoo.o~!*nmasovaAearreuna,mdeadouAawomm...... mosTest: k Likely Errors Lesson 28 0 Chainchart. Dialog: Play a guessing game with the story a. E our2 . j.c 02 in "coat." ONIT'SI THE.k1 CHA'R.T. MADEGOINGOR OFTORTOISE) TO WOOD. PUT THE BY RABBITSOITETIIING IT'S BROWN. WHERE roWhereJoeand Will"bought."will be?Joe be? ....*Where ) 'k4onl. in 44o "caught" YOU'REWILL HE RIGHT. BE? Tom: HE'LL LE BY THE FENCE. In (Inthe responsegarden...4).*The to a where gardens % 4 NOWPlace IT'S him YOUR by TURN,the fence. TOM. question.) :r/ :Com: I'M GOING TO PUT THE 45 FLOWERS.ONTORTOISE THE BY SO",,,ETH7NG CHART. THE nowzas IT HAS Jane: WHEREAREBROWN'S RED WILL AND GARDEN. HEYELLOW. BE? 'LL BE IN MRS. About half-way through the game, change the pattern to: GOINGETC. TO PUT THE I'M TORTOISEI'M GOING AND TO THE PUT RABBIT THE tbGG IT'SBY SOMETHING RED. ON THE CHART. WHERE WILL THEY BE? Joe: SCHOOLHOUSE.THEY LL BE BY. THE ETC. 5 111,100110.1.afftilJILIONIA110C:14 Level II I. A.OBJECTIVES Lesson 29 Content1. 1Teachingt PointCA s The low central rounded 2. 04a Thea "n aslearner in willwill bebe ableable to to ask pronouncerawnand who and wbat pound 11 ant: ponc. I b. The low central vowei:;1.1 a: tr ong L.b atleg Cet questions like the following: Who will be - nurse? c. Whoformsubject questions of "be:"with about the futurethe "will be." 3. The learner will be able to respond tO such What will become a flower? d. Responsesquestions. to such wno questions with answers like the following: e . e. Whatsubject questions with theabout future the 4,....lary will.Mary1.".Obje x. Y will be nurse. 1.; f. become."form of "become:" "will 'Thef;The seedseed. will become a flower. g41:4 .taorsdaocsse, Responsesquestions. to such what II. MATERIALSB. Test: See pages 6 and 7. ....-.....suararawestrpreasaftwatassuiss.arsauserwrikftwook...... rumm....4.114 A. A picturein a pond. of a boy or girl holding a.bag and a duck B. Four 2-sided(a) pictures: side 1: side 2: a (theflowerseed seedin which thecan. ground, hasstill grown besun seen) from in skythe seed 1 srarrrianr7 ,4 (b) side 2:1: aan chick egg tlr. Lesson 29 (c)(d) side 2:1: a agirlboy nurse III. PROCEDURES side 2: a policeman A. Pronunciation1. Present the picture of the boy holding the bag. HEModelCANDY. HAS (3). A POUND OF Echo:0 (3) HE HAS A POUND. OF CANDY. 2. AModelPoint POUND (3).to OFthe CANDY. bag. Echo: (3). 3. FreeWHAT Dialog. DOES HE HAVE? Call on at least half of the class. A POUND OF CANDY. 4. ModelPresent (3). the Echo:picture of the duck in the pond. (3). A POUND OF CANDY. THEPOND. DUCK IS IN A 2

,412± ` '011 ,a,i,p0;t4.4 i :uric 1 ,611,,i4:11m4.604,.... S.,,,,,,,. , nar 4-00,,h"v "",..,e is,r, 1,,,,,',." 4",'".",' ',..'..' , .,`,..0 ' ,"" L, 144-st 77,7ZWMV4'47'5.M'''''t..?"57'FAIKT7.744\liTTMW';FWWM;.??".5M117*WW..47s'OWAVAY,"SVMV,V;',**77-5VMVerV.,,, tr evel I THE DUCK IS IN A POND. Lesson 29, 5. AModel PointPOND. (3). to the pond. Echo: k....)`316 A POND. 6. WHEREFreein Dialog. stepS THE 3. DUCK? Call on half of the class not called IN THE POND. B. Presentation1. Present the picture of the seed and the :lower vit GIVEWARM.THETHISIT SUNISITIS INWATER.AWILL LITTLETHE MAKEGROUND. SEED. IT THE RAIN WILL Show side 1 of the card; 2. ModelATHE FLOWER. SEED the WILLresponse BECONE before you model the question Afterturn you the make card the to statement,side 2. AModel: WHATagain.FLOWER? WILL BE CO Do the(3). same in the echo activity. Echo: 0 (3). BECOMETHE SEED A FLOWER.WILL WHATFLOWERTi WILLE SEED BECOME WILL BECOMEA FLOWER? A ,4,4Vst.SA.C.1-7150,r7r, 3 Free Dialog. Call on at least half of the class. Lesson 29 AWHAT FLOWER? WILL BECONE iTHE SEED. § LTnEiTHZ SEED SEED WILL WILL. BECOME"Yn".iq'n A!1 3 4. Present the picture of the chick and the egg. uit Snow side ,1 of the card. THETHIS MOTHER IS AN NEN EGG. WILL L , L WITHESIT TL EGGONKEwP THEWILL IT EGG. WARM.BE CONE SHE 1: U' ter you make the statement, 5. A CHICK. . rt/turn the card to side 2. Model and echo the cuestion and response together, 1. Model:as you did in step 2. (3), Echo: 0(3). i AWHAT CHICK? WILL BECOME WHAT WILL BECOME A CHICK? Y;if A THECHICK. EGG WILL BECOME ,. 6. Freecalled Dialog. in step 3. Call on the half of the class not THE EGG WILL BECOME A CHICK. ti WHAT WILT, BECOME qrare.tor "rawumeo...... i A CHICK? 01 .HE EGG. I17-n: EGG WILL. i&7. 4...... ?THE EGG WILL BECOME A CHICK. q 4 1 - ; Level Li 7. Present the picture of the boy and the policeman. Lesson 29 TOMHETHISPOLICEMAN. IS WaL ISA BOY.TOM.BE A 8. WHOModel:Modelas WILLin and step DEecho 2.A the question and (3). Echo:0 (3). response together, POLICEMAN.POLICEMAN? WILL D. S, A WHOTO WILL BE A POLICEMAN? WILL BE A POLICEMAN. J. WHOPOLICEMAN?Free WILL Dialog. DE A Call on half the class. 10. Present the picture of the girlilTaq and the nurse. TOM WILL. _:ILL BE A POLICEMAN. 4 THISSHE'S IL) DAILYA MARY.GIRL. WILL BE A AfterShow youside make I of this the card.statement, 11. Model:SameNURSE. procedure as in step 2. (3). Echo: 0 (3). turn the card to side 2. 5 R 4- , .N. 4 c r 7r 7; N, 0.7t Lesson 29 firlitirt A MARYWHONURSE? WILLWILL BBBE A WHO WILL BE A NURSE? 12. FreeA NURSE. Dialog. Call on the other half of the class. MARY WILL BE A NURSE. NURSE?WHO WILL BE A NARY. C 13. Chain Dialog. Using side 2 of each picture, cue ,ILARYARY WILL WILL. BE A NURSE. j Showthe thefollowing: flower. 1st L: A WHATFLOWER? WILL BECOME Show the girl. 3rd2nd L: MARYNURSE?WHOTHE SEEDWILLWILL. WILL.BE A Test: ETC. Likely Errors HoldWithchildren upthe the pictures takepicture turns used of describingthein theseed. presentation, and asking letabout the them. Ca2A vowels,toslowimpressionthat C:w, progressionthe DCrain child andof saying frujgives from twothe E74:1 so .1.1t ..10 ...... , ...... e...... , e ...... 1,....r.e...r.....NI..., . . I I.", ..- ;...... 11,,,...,,k

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,,L.r.r.Vvis,srMrot. .r400roar.f.:4i..TeGirtall7.1.7:P..Vrtro Leve I. OBJECTIVES Teaching Points Lesson 26 A. Content i a. partThe glideof the to mouth the high back simultaneous 1. The'in [uw],learner [ow] will , be able to pronounce and taw] , as in "boo," "ghost,"the glide withdiphthong; a[uw], rounding the [ow), highof thetheback, lipsmid rounded back,in: 2. Theandintonation "cow."learner will pattern be able of to produce ze....szpo questions, as in: the final-rise b. roundedThelow central,difference diphthong; rounded between diphthong. the Law], the 3. The learner will be able to produce Will the dog say "bow-wow?" the final-fall wialandrhythmsthe copulawho last andox "be." yes-nofull-stressedwhat questions questions word Note that intonation pattern of who or what questions as Who will say."boW-wow?" in: ---Jnormally"you"in this isgets pattern,not the full-stressed. pitch and thatrise b. 4.Test: New vocabulary: See page 5. ghost, pigeon, coo, boo, bow -wow. VhoWho are you? will leave? (with copula)(without II. MATERIALSA. Stick puppets: a ghost, a dog, a cow, and a pigeon copula) III. B.PROCEDURES A teapot or a picture of one. Presentation1. Tell the following story with the stick puppets: I HE COULD SAY "BOO." Lesson 26 HE BUTSOMEWANTED THEANIMALS. TOCOW TALK SAID, TO SOME ONCEFIRST THERE HE METWAS AA COW.LITTLE "MOO." ANIMALS.SO"BOO," THE SAIDLITTLE THE GHOST LITTLE WENT GHOST.GHOST. SO HE WENT TO FIND AWAY AWAYBECAUSEBUT BECAUSETHE HE PIGEON COULDN'T HE COULDN'TSAID, NEXTNEXT HE HE MET MET A APIGEON. DOG. UNDERSTAND THE"COO." COW. UNDERSTAND"BOO," SAID THE THEPIGEON. LITTLE GHOST."BOO," SAIDSO THE LITTLE GHOST.GHOST WENT AWAYHISBUT BECAUSETHEMOTHER DOG ANDSAID,HE COULDN'TSAID, THE LITTLE GHOST WAS "BOW-WOW." "BOO, BOO." UNDERSTAND THEVERY DOG. SAD. SO THE LITTLE GHOST WENT HE WENT HOME TO Say this in a comforting tone 2. TALUSRepeat TO ME.the story. "BOO," SAID HIS MOTHER, t "DON'T BE SAD. YOU CAN of voice. 3. JOE,Free Dialog.WHO SAID "BOO?" iftAtAfrtfaMMICCAGWILYJS4MV..6.1t2UOMNIM.~OrMadowWar...0.03THE LITTLE GHOST SAID JANE, WHO SAID "MOO?" Joe: THE COW SAIDTHE"BOO." MOTHER'noo." SAID "B004 . pi GEORGE, WHO SAID "COO?" George: Jane: THE PIGEON SAID "COO." ANDTOM? WHO SAID "BOW-WOW," Tom: THE DOG SAID "BOW-WOW." 4. askingChain Dialog. about the animals. Let several children take turns Lesson 26 Jane: Joe: WHOTHE SAID GHOST. "BOO?" ETC.Tom: WHOTHE SAID COW. "MOO?" WHO SAID. 5. MENOWOFFree WHAT I'MTHE Dialog. HEGOINGPUPPETS SAID. TO ANDHOLD YOU UP TELLONE WHATHold DID up THEthe GHOSTcow.ghost. SAY? BOO. 6, WHATLetETC. DID several THE COW children SAY? take turns holding up the MOO. 7. Freepuppetsresponses,step dialog. 5. and askingfor example: about them as you did in Ask questions which will elicit negative WILLHold THE up COWthe cow.SAY "BOO?" NO, THE SAY "MOO." AndThen all have the the children cow say say "Moo:" "Moo:" LessonLevel I26 WILL THE DOG SAY "BOO?" NO,"BUg-WOW." THE DOG WILL SAY And.allThen"Bow-wow!" have the thechildren dog say say "Bow-wow!" 8. ChainContinueeliciting Dialog. until negative everyone responses) has had havea turn the to In the same way as in step 7 (i.e., children respond. take turns asking about the animals: Joe: WILLJoesays: holds THE COWup theSAY cow"BOO?" and Provide the questions at first. Tom: WILLHeNO,and holds THETHE says: PIGEON COWup theWILL SAY pigeon SAY "BOO?" ' Jane: NO,"C00." THE PIGEON WILL WILLTHE .SAY . .? 9, andShow recite the teapot the following (or picture rhyme: of one) to ETC. the class Dotime. steps 9 and 10 if there is HERE'SI'MPICK A MYLITTLEME SPOUT.UP TEAPOT, MakePointPick a pouringtoup the pot.spoutmotion with ANDRepeat POUR theME OUT.rhyme several times, going through the i1 the pot. suggested motions. after you. Then I 10. Havethroughlet the individuals children the appropriate repeatrecite each themotions. entireline rhyme, going 4 Level I lest: est: 00.....11.WOLikely Errors Lesson 26 1. II'MChain LIKE A LITTLEDialog.TO- GHOST. Hold up the ghost. I'M VHITE. I SAY? a.-., does:andhigher,.x..A [ glideay] especially than which the goes forEnglish sharply( ow3 [-w) .1..001MOMMOMMOVO.1..1..7.0...11 i4 Heand1st chooses L:continues. one of the puppets I'M ABROWN LITTLE AND COW. WHITE. YOU'LL SAY "EDO." b. :AYA.aswhich [-W]much glide is hasrounding nottowards accompanied theas theback English by iE.AT wiz I LIKE TO TALK. SAY? .c. and(uw)--->*[u] in I, moo. n fln 000,Il coo," 2nd L: YOU'LL1'MA LITTLE...SAY "MOO." d. [owi*(oi in "ghost" and if 2. Hold up the dog. .ETC. It oh. WILL I SAY "MOO?" 1st L: pigeon.NO,WOW." YOU'LL SAY "BOW- Holds 1.11) the 2nd L: HoldsWILLND, YOU'LLupI SAY...SAYthe SAY"BOO?"ghost. "COO." ETC. 1111111 I. OBJECTIVES A. 1.Content asThe in learner"cooed" will and be able to pronounce 1:uw] "could." and [p.i.] a.Teaching Points diphthThe high back, rounded g L11111 2. The learner will be able to ask yes-no questions like b. The lower high back . rouna(:d Willthe following: .ittheyit bebe be brown?a indog? the tree? c. be."futureYes-novowel quef;tionsform of "oe": with the u "Wiii 3. withYes,The short learnerit will. answers will belike able the to following: respond to such questions d. Thequestions. responses to such 4. Yes,NewNo, theyvocabulary:it won't. will. fishtank II. MATERIALSB. Test: See pages 6, land 8. A.B. A setpieceStick of puppetsofcolored wood ofchalk a pigeon or crayons and a cow; and a worm on a C.D. AFelt-pen picture(red, yellow,outlines of a dog, blue); of atrees, c.t, three asun, fish,birds a(one cow; in three a tree, one andbehind fish a tree). (two of each) flowers under a tree, and one peeking out from 1 Y t III. A.PROCEDURES Pronunciation 1. UsingModel:present the thestick following puppets poem.of the worm and the pigeon, (3). Recite it several times. THERECRAWLING"I"COME WISHWAS FLY AONI LITTLE WITHCOULD,SOME US,"WOOD. WORMI WISHTHE PIGEONI COULD." COOED, 2. ReciteTHEREEcho:it after oneWAS0(3), you. lineA LITTLE 0- at aWORM. time and have the pupils repeat CRAWLING ON SOME WOOD. THERECRAWLING WAS AON LITTLE SOME WOOD.WORM. THE"COME PIGEON FLY COOED, WITH US, It PIGEON"COME COOED,FLY WITH US," THE "I WISH I COULD.COULD." COULD.""I WISH I COULD, I WISH I poemLet severalfrom memory, children using take the turns stick trying puppets to asrecite they dothe so. 2 cannotPrompt remember.the lines when a child 4. thisUsing variation the worm ofand the the last cow twostick lines: puppets, introduce V;^`,4'7 )4? 7?-;;rt4T timeDo stepsenough 4 toand do 5 theif therepronuncin- is T44 4 PFMSTITMs Lesson 27 Model:"I"CO WISHME PLAY I COULD, WITH US,"I WISH THE I BROWNCOULD." COW MOOED, (3). I tion and the test also. 5. reciteRecite itone by line themselves, at a time using and havethe puppets.individuals 1 Echo: (3), 0, ii B. Presentation1. Response: WILLFIRSTTHEI'M CHALKBOARD. GOING ITI'LL BE TODRAWA BOY?DRAW THIS: SOMETHING ON WHAT WILL IT BE? 7-1' NOW I'LL ADD THIS: 1 NO,YES, IT IT WON'T. WILL. WILLNOW IT I'LLBE A ADDDOG? THIS: NO, IT WON'T. WHAT WILL IT BE? WILL IT BE A Prompt the children to say the - \\. FLOER?RABBI W g mentquestion, response, rather e.g., than "A therabbit," state NOW I'LL ADD THIS: 3 ETC. j "A flower," etc. ,,,TY7.7.,,,,;CT,'7,7,7,,,,,ts, ry -tywg.w;,747-0.:47;a1,,,747W773,76.MATIM04I 04-141 Lesson 27 WHAT WILL IT BE? WILL IT BE A CAT?DOG? drawingNO.IT'S A as you say: (Complete the ETC.RABBIT? 2. Repeat step one with another series FLOWER! line drawings. WillYes,BeNo, sure itit will.tobewon't. elicita the patterns: SuggestedDOG: drawings: 3. rackPutCAT: upor theon thefelt-pen chalkboard outline ledge. of the tree on a chart ?*--)b , y WHATPointI'M COLOR GOING to WILLthe TO leafyCOLORIT BE?part.THE TREE. WILLWILL IT IT BE BE RED? GREEN? NO, IT WON'T. 14. .1i r7L.T.17:47g4WWWMWMIMM7TMu7nN^WP.M7.7.7-77WMTMIVWWW75M1;6WR3F177T Color it green with a few quick strokes of the YES, IT WILL. 4. crayonI'MPut GOINGup or the chalk. TO outline COLOR THEof theSUN. sun. WHATYES, COLOR ITWILL. WILL IT BE? WILL IT BE YELLOW? Prompt the question. 5. JOE,FreeColor Dialog.YOU it COME yellow. UP AND COLOR THIS ODE. Joe: WHATFISH.I'M COLOR GOING WILL TO COLORIT BE? THE Put up the fish. Jane: Joe: WILLNO, IT BEWON'T. GREEN? Joe:Tom: WILLYES, IT IT BE WILL. BLUE? Joe colors it blue. 7.6. outlinesRepeatDraw: step of the4 with tree, different the sun, children, and the fish.using the A house A tree A fishtank Identify each one as you draw it. I /) 5 V." '44 "" ' 4t1 GUESSI'M GOINGWHERE TOTHEY'LL DRAW SOMEBE. FISH. WILL THEY BE IN THE FISHTANK? WILLYES,I'MDraw THEY GOING two WILL.BE fish TOIN DRAW THEin theFISHTANK?SOME tank: BIRDS. INNO, THE THEY TREE. WON'T. THEY'LL BE Draw two birds in the tree. ANDI'MYOU'REBE? FATHER.GOING RIGHT. TO DRAW A MOTHER WHERE WILL THEY YES TIEY WILL. WILL THEY BE IN THE HOUSE? Draw a mother and . , , father in the 41 . N Test: house.Likely Errors 1. lookedShowtable.Show each theat picturethemclass mix the as them picturesyou upname and ofit. stack the dog,them cat, fish, After the children have face down on the and cow. 11-uw-j_eEu:iWill"blue. it be in the tree?--.4 in "cooed" and OREI ONEHAVE IS IS ASOME ADOG, FISH, ANIMAL ONE AND IS PICTURES. ONEA CAT, IS A COW. c. (When referenceWill they isbeWill toin itathe be tree? in the tree?hAre they in the tree? GUESSI'M GOING WHICH TO ONE.SHOW YOU ONE. 6 d. willn't.No,future it time.)won't.___> No, it Allow three guesses. Provide the questions at first. Jane: Joe: WILL IT BE THE DOG?COW? stack.Pick up the one on top of the Show it to the class. IT'S THE CAT. Tom: WILL IT BE THE CAT? TOM,TOM.NOWTom ISYOU will RIGHT, ASK show ABOUT the THE pictures, PICTURES, just as you did. Torn: ONEONECAT,I HAVEIS IS ONEA ASOMEDOG, COW.IS APICTURES. ODEFISH, IS A I'M GOING AND Joe: WILLTOONE SHOW ITWILL YOUBE IT THEONE. BE? FISH? WHICH Mary:Jane: WILL IT BE THE .CAT? .. 2. theRepeat birds. step one, first with the -ETC. flower pictures and then with (a) ANDONECOLORTOI HAVEONEISSHOW RED, WILLIS THREEYOU BLUE. ONE ITOWE. FLOWERS. BE?IS YELLOW, WHATI'M GOING Lesson 27 (b) ISI HAVE IN ATHREE TREE, BIRDS. ONE IS UNDERONE ,ETC.WILL IT BE Tim BLUE /BLUE? ONE1 YOUTHE ONE.TREE.TREE, AND ONE IS WHERE WILLI'M GOING ITTOBEHIND BE?SHOW WILL IT BE UNDER THE TREE? sinsisieumenwooaummorsie. etc. I

iatataliiaik...a i,: lea.,,,a,_,,,m6,h,..,,e0,..4.2.;.,.A.,iiiiiia.....t.,.,...,,..,,.,.,,, L Lesson 30 T. A.OBJECTIVES 1 Teaching Points Content1. The learner will become more familiar with where, i a. The future form of "be:" who,lessons what, 28and and yes-no 29. questions, like those in 1 and"will"will what be" be" questions. in for where, what who,questions (Note: 2. Theresponseslessons learner 28 towill andsuch become29. more questions like those in familiar with the 1 Theinsteadin differentlesson of "will29.) responses become" toas II. MATERIALSB. No test. c. suchaccordingIdentification questions. to occupations. of people A. A whichdoctor,setDopoliceman, notof can "occupation"ainclude benurse, aeasily fireman, occupationsa grocer,shuffled etc. a cards such as pictures of: the pupilsThese are should notbaker,and be passeda teacher,size around. a a B. A acquaintedseta"occupation" bakery, of "place" with.etc. cards: pictures to a hospital, a grocery correspond to the store, tl C. A feltboardobjects and with animals. different colored cutouts of III. PROCEDURES1. Free Dialog. Pass out an occupation card to each HoldHEHEREchild HELPSup IS inthe APEOPLE. the POLICEMAN.policeman following manner: WHO WILL card. BE THE POLICEMAN? 1 -LeveT-Txn4 tSTKfi 417NSPASTWAWFATTR-74;717Trrmermrtimrstri Tom: I WILL. Lesson 30 ALLHoldHEREGive RIGHT° up* IShim theA theNURSE. nurse card. card. TOM WILL. SHE MARYWILL-BEHELPSher WILL. theTHE THE nurseDOCTOR. NURSE? card. Give WHO Mary: I WILL. 2. LetContinueto eachyou. childuntil telleach aboutchild hashis a cardcard. and then return it HELPSTHISWhenSTREETBOYS IS PEOPLE.heAND A... is POLICEMAN.GIRLS etc.finished, ACROSS he THE HE TAKES HE 3. Afterand passall thethem outcards face have down. been returned, shuffle them will give you his card.Begin with: childIf you may have have a small2-3 cards. class, each JOE,POLICEMAN? WHO WILL BE THE Joe: TOM.hascard theover. policeman Tom turns his If he WHOsomeoneIfcard, WILLnot, Joe BEelse:Joe getsTHE asks it. POLICEMAN? 9 After the policeman has been found, locate the others Lesson 30 4. THISPresentin the IS same GROCERYthe manner.place STORE. pictures in the following manner: WORKSHETHESTORE? SELLS GROCER IN FOOD.THE WORKS GROCERY HERE. WHO THE GROCER. ProvideEcho-question the response intonation. if necessary. boardTHISPut theledgeIS Apicture BAKERYor on ofa chartthe grocery rack, andstore continue. on the chalk- 5. ChainEtc.andset ask:up,Dialog. give one of the occupation cards to a child After all the place pictures have been GROCERTOM, WHERE BE? WILL THE Tom: STORE.HEgrocer by the store, BE IN THE GROCERY He puts the BAKERMARY,askstakes someone:BE?WHERE another WILL card THE and 3 Mary: SheHE'LLthe puts bakeryBE INthe THE andbaker BAKERY.takes by ETC.about.another card to ask 6. FreewillI'Mquestions Dialog. make.GOING TOlike MAKE the A following about the pictures you Use the feltboard and the cutouts. Ask WHATA SUN,PICTURE WILL AND BEOFA HOUSE.YELLOW?GREEN?A TREE, THE TREE WILL. 7. andChain asking Dialog. about pictures they make on the feltboard. Let the children take turns describing TEE SUN WILL. Tom: WILLCOWOFI'LL BY ABE MAKESHEEPA WHITE?TREE. A ANDPICTURE A WHAT Jane: WHATTHE WILL SHEEP. BE ... 4 AMMTRIFTWARWMPFAM!"-- I. OBJECTIVES Lesson 31 A. Content1. The learner will be able to pronounce and Ce2 Teachinga. Points Theheight difference between in the tongue high 2. Theas in learner "pin" andwill "pen." be able to pronounce TA2 and 0X03.2 3 2 front vowelvowel 0:1,1 . and the mid as in "bull" and "ball. It b. Thebackheight thedifference rounded lowbetween back vowel in lowerrounded tongue Ell' high andvowel II. MATERIALSB. Test: See page 3. C33 A.B. A andpictureball, a piecea ofpen, aof bull.a paperpin, awith piece the of number wool, "10"a piece on it of tin, 5 III. PROCEDURES 1. Holdsay up the the words, appropriate "bull" objectand or picture as you "ball," randomly, for Model:example:BALLBULL --- BALLBALL (3). 2. BALLPutobjecttable. -the BULL ballas you and mention bull atit. opposite ends of the Have the pupils point to the corresponding Say the two words Recognition:randomly, for example: (5). 1 wadlitaialdiaia,th112=11 WI':Z7WiNFRAWIM,747tWt Lesson 31 3. wordRepeatBULL after- stepBALL you. 2- butBALL have - BULL the -pupils BULL -repeat BALL -each BULL - BALL 4. RepeatEcho: steps0(3). G 1, 2, . and 3 with "pin" and "pen." 5. Repeat steps 1, 2, and 3 with "wool" and "wall." 4 Hold1,1point up ato piece the "wall"of "wool" in stepor the children doing the 6.7. HaveRepeat two steps puppets recite, then sing the following 1, 2, and 3 with "tin" and "ten." Usepointing the tune in ofsteps the 2 beginningand 3. Model:2nd1stsong. Puppet: 1J! WELL,WILL YOUI GUESS. LISTEN? Evil 3"listen,"littlelines for "will," ofStar." "Twinkle, Ewen Elison, for twinkle, "well," for 8. The 1st puppet will now say either "sit"instead2nd1st Puppet:or "set"of "listen." YES.WILL YES.YOU LISTEN?YES. If he says "sit," the 2nd e rges2for;sit "guess,""set." Eyes' for for sit. eose-jzor 9. Repeatpuppet step will 3. sitset down.a book down on the table. If he says "set," the 2nd 10. Repeatin reciting step 8. the lines of the verse. This time have athe pair class of childrenjoin you ii andthirdcome fourth tolines, the lines front,the andother one acting respondingreciting out the with responsefirst the andsecond in 1 the fourth line. 1)i! 2 f t mirmrirrfriggriffilWPRIPIPPRIMI , I s , a Lesson 31 evel I I. OBJECTIVES Teaching Points Lesson 32 A. Content1. The rel,learner as inwill "bit" be ableand "bet."to pronounce 1i3 and a. highheightThethe difference frontmid between frontvowel thein vowel11.3 tongue and m. .2. Thelike learner the following: will be able to ask xes -no questions Will it fail? gularYes-nothanform: verbs "be")questions (i.e.,in the with otherfuture re- "will" ± verb. 3. questionsTire e learner with will short be answersable to respondlike the to such Will theyhe eat leave the theapple? room? c. verb)The"will" short to such butresponses withoutquestions. (with the main following: Yes,No, theyithe will.won't. will. B. 4.Test: New vocabulary: See page 4. fish, swim, ocean. II. A.MATERIALS Pictures of the following: apple, milk, fish, bell, B. marble,Twoeraser, puppets ocean, car, pencil,a girl knitting,crayon, door, and achair, basketball honey, net. III. A.PROCEDURES Pronunciation1. Show the picture of the girl knitting, and say, 1 Level II upbasketball"She's the picture knitting." net, of and a girlsay, knitting"This is whena net." you say Then show the picture of the Hold Lesson 32 Model:whenfor"knit." you example: say, "net." (3). Hold up the picture of a basketball net Say the words randomly, KNIT - NET 2. basketballNETPut the pictures net at oppositeof the girl ends knitting of the table.and the - KNIT KNITRecognition:Whenpoint -you NETto say the- NETone appropriate -of KNIT the -words, NETpicture. - haveNET -the KNIT pupils - KNIT - (5). NET 3. Echo:Repeatthe word step after 2, butyou. this time have the pupils repeat (3), 4. recitingNaveRecite(and the theencourage thechildren lyrics words them tojoinagain. the toyou songdo whenever so), and andthen they then sing want finish them. to by Sing to the tune of "Twinkle, HOWDON'TLISTENHOW TO TO YOUKNITTO KNIT TALKMY A LESSONANET UNTILNET FOR FOR WELL, IME, TELL,ME, andTwinkle,the"lesson," (elpronounce different sounds: Little very wordsStar." distinctly with the ul "listen,""tell," "knit," Be sure LISTENDON'T TOYOU MY TALK LESSON UNTIL WELL, I TELL. 2 "net," and "until 4.4 N. V STFAZIV,rni,V$W4Wrge ".;;MPTXN, 414"117041MS,F53:?1, B. 1.Presentation another.Imitation. Put the picture ofHave the twofish hand on thepuppets talking to one it.chalk1St 2: rail and have one of the puppets point toModel the dialog three times. EETHAT'S swims. A FISH. viaLL EE LIKE THE OCEAN? HE LIVES IN THE WATER. whenHold youup asay picture the last of thesentence. ocean Repeat2ndand 2: then the individualsdialog above take but thethis role time of havethe puppets.the class YES, HE WILL. HE'LL LIKE THE OCEAN VERY MUCH! 1 Allowof thevariety child in playing the responses the role 2. railanother.Imitation. and point to it. Put the picture ofHave the mobees hand on thepuppets chalk talking to one Model the dialog three times. s. of the second puppet. 2nd1st P: YES,HONEU.THOSE THEY ARE WILL. BEES. WITL THEY STING? THEY'LLTHEY BUZZ. STING ME. THEY MAKE OUCH: it 3. RepeatandImitation. then the individualsdialog above take but thethis role time of havethe puppets.the class Have two pupils take the hand puppets 4 and imitate one of the dialogs above. Give help 14' aroundbytaking modeling the the group, as1st much puppet the as child you(and have withits to. role)the second and a puppetnew Continue on 1 dialogs.everychild takingpupil athe chance second to puppetparticipate (and its role). in one of the Give K Lesson 32 Test: Likely Errors ...... /. wordspicturesHave(pencil), ain stack parentheses:should of"open" picturesinclude (door), oneface picture"erase" down on (eraser),for the each table. of"drink" the following (milk) , "eat" (apple), "hear" (bell), "write" The stack of b.a. Will"milk," he[il---,,*P41"-%4te) eat "listen," the apple?---3 and "fish."in "knit," HavesShow "play"tack. Joethem (marbles),take to theone pupilsof "draw" the beforepictures (crayon), you and put "sit" look them (chair), at face it sodown "ride" that in nothe(car). No,*Willeat.--d> he hewon't. eats *No, 0%1the he No, apple?not he eat. won't ThatJoeasone longpupilhas.else as cancan Joe see continue has it. to answer,asking JoeYES, questions or until abouthe guesses the picture what When Joe answers, "NO," the next pupil can start Joe can say: I PAVE SOMETHING FOR . . getThenaskingturn. started have questions. that at firstpupil bychoose modeling the nextas many picture questions for the or nextanswers Give everyone a chance to take part. See who can guess first what the picture is. Help the pupils as you have to. The dialog may sound like this: Joe: I HAVE SOMETHING FOR TOM. I Joe:Tom: YES,WILL YOUI LIKE WILL. IT? 1 Joe:Tom: WILLNO, IYOU HEAR WON'T. IT? Mary: Joe: WILLNO, HE PLAYWON'T. WITH IT? 1 Jane: Joe: WILLYES,ITS KE HE ANEAT WILL. APPLE.IT? I. OBJECTIVES Teaching Points The difference in tongue Lesson 33 A. Content1. L3...1The learner will be able to pronounce as in "could" and "cawed." Eilland backroundedheight rounded between vowel vowel theHand high DI.the backlow 2. Thelike learner the following: will be able to Were will Jane sit? ask where questions Whereregular questions verbs within the 3. Thequestions learner withwill answersbe able liketo Where will Joe go? respondthe following: to such c. Responses"will"future form:+ verb. to such questions. JoeOnToShe'll the willthe first playground.sitgo toonchair. the first chair. pla1ground. B. 4.Test: Newfifth. vocabulary: See page 4. first, second, third, fourth, II. ,MATERIALS A.B.' A picture of a crow. Two puppets III. A.PROCEDURES Pronunciation 'Level IILesson 33 ti 1. Have two puppets model the following dialog: Model:2nd1st Puppet: Puppet: (3). YES.COULD YOU HEAR THE BIRD YESTERDAY? HE CAWED. MakeHold aup cawing a picture sound. of a crow. 2. Model:ModelBIRDCOULD andYESTERDAY? YOU echo HEAR the THE question and answer together. (3). Echo: Q (3), 0 YES. HE CAWED. YESTERDAY?COULD YOU HEAR THE BIRD 3. roleRepeat of stepthe puppets.I having individual pupils take the YES. HE CAWED. 4. THEReciteindividually.join CROW inthe CAWEDwith following you. AND CAWED passage. AND CAWED. Then have then say it Have the pupils HECOULD IWASN'T COULD! YOU VERY HEAR GOOD. HIM WHEN HE CAWED? I COULD: aid: for "good." 2 B. Presentation Lesson 33* Model:Havecountone fivebehind it. chairs the other.lined up in front of the class, (3). Echo: 0 (3), 0. Point to each one as you THETHE FIRST SECOND CHAIR. CHAIR. THE FIRST CHAIR. THE THIRD CHAIR. THETHE SECOND THIRD CHAIR,CHAIR. THE FIFTHFOURTH CHAIR. CHAIR. THE FOURTH CHAIR. 2. Model:Have two puppets model the following dialog: (3). THE FIFTH CHAIR. 2nd1st Puppet: Puppet: WHEREI'LL WILLSIT INYOU THE SIT? THIRD CHAIR. Have1st thePuppet: two puppets go sit in the appropriate I'LL SIT IN THE SECOND CHAIR, 3 chairs. `AciotrIAV4VAilii6likastexLiAiginmset 3. Repeataskingplay thestep about puppets' 2, themselvesbut thisroles, time and i.e., havedoing they the the will sitting be students Lesson 33 themselves. Likely Errors Test:Putother. five chairs in front of the group Have Jane stand outside the room while in a line, one behind the the others guess b.a. Eu]-3*Euw] in "cawed."in "could." JOE,which WHERE chair WILL she JANE will SIT?sit on. It may sound like this: Joe: SHE'LL SIT ON THE FIRST c. E0:14willWherehide? -44:01 hide?41:Where will Jane Jane MARY, WHERE WILL JANE SIT? CHAIR. d. door.Behindresponsethe prepositionthe todoor. the where in (i.e., leaving out 4The TOM, WHERE WILL JANE SIT? Mary: Tom: ONON THE THE FOURTH THIRD CHAIR,CHAIR. question.) WhenWHEREoutsideon oneall WILL offivefor the TOM theguesses chairs. GO?next haveturn. been made, The person who guessed correctly goes have Jane come in and sit Havesentences Jane take if ityour is necessary.place for the next turn.Continue on around the group, turningJane: ROOM.TOM WILL GO OUTSIDE THE Give help by modeling pleolimal over the role of asking questions to the pupils. 4 ilkirTrTMIS'-'7,97rAN't`NII:TW.%1V7,,IrS";11ffelSwAnn31:N7-5,FromffK9,:Mr.,,,R4".W4W+41.wiNt'?-1743I.r.MWMT),7:477,77:0771, ZGSW;WA!TSMM:r7tMrZTTMIMTfrgrlrr Lesson 34 I. A.OBJECTIVES Content iTeaching Points 2.1. TheTheas learnerin learner "men" will andwill be"man." be able able to to pronounce ask who andne2 whatand ra-,3 I a. midheightThethe frontdifference lowbetween frontvowel theinvowel tonguelower ticall and questions like the following: WhatWho'll will ride you the give bicycle? Joe? b. Who"will"formsubject questions of regularwith about the verbs: futurethe verb. J. Thetions learner with will answers be able like to the respond following: to such ques- S c. Whatea-nerfiroator questions about the t.*....T I wi l l ..7.1i*II*1.11 . direct object with the ,--.....s....-...... :.....,_,...... i'll ride it. q verbs:future form of regular "will verb. 4. 11,aW11 apple.giveNew tenthhimN. vocabulary: an apple. - sixth, seventh, eighth, ninth, ,1 B. Test: See page 5 ti II. A.MATERIALS A picture of a family at home (mother, father, brother, si B. A balloon,ofshoeboxsister, one man. fulldoll,baby, of cap,etc.), small etc.); aobjects picture a newspaper., (bail, of ten whistle, men,and aand magazine.comb, a picture 1 rV';*'67/7.7KKWX9r1 III. PROCEDURES Lesson 34 A. Pronunciation1. Have a picture of ten men standing together. Point 11 I. Model:to a different man as you count down the line slowly. (3). 4 FOURTHSEVENTHTHE FIRST MAN, MAN, MAN,THE THE FIFTHTHE EIGHTH SECOND MAN, MAN, THENAN, THESIXTH THE NINTH THIRDMAN, MAN, THEMAN, THE THE tj 2. HoldTENTH upMAN. the picture of the ten men, and then hold riq Point to all of the men MENModel:appropriateup a picture word. of only one man as you say the (3). 3. NANPut the picture of the men at one end of the 1 appropriatesaytable each and word, ofpicture. the have man theat thepupils other point end. to the (5). As you ti MENRecognition: MAN NAN Yffi.:N MAN MEN 4. Echo:repeatRepeat (:)(3), thesteps words 1 and after 2 but you. this time have the pupils . 5. Model:Repeatpupilsthe pictures.step say 2,the but words this when time you have cue individual them with . +X. Ir'It'S7;itfg,,t'litTWFA":71.57777777, Lesson 34 B. Presentation1. HaveCount:him. the off. class line up in front of the room. Point to each pupil as you count Model:FIRSTSECOND (3). Echo: 0 (3), o FIRST . FOURTHTHIRD THIRDSECONDFOURTH FIFTHSEVENTHSIXTH FIFTHSIXTH EIGHTHNINTH EIGHTHSEVENTHNINTH 2. TENTHFreeactivities Dialog. as you mention them. Have the pupils do the following TENTH WHO'LLAHEAD.ALLDOOR? RIGHT CLOSE JOE THE GO (Have Joe Joe: I WILL. close the door.) 3 WHO'LL PRA SP THE Lesson 34 AHEAD.ALLeraseBOARD? RIGHT the MARY board.) GO (Have Mary Mary: I WILL. ALLWHO'LLBOOK? RIGHT BRING JANE MEGO A Jane: I WILL. motiondifficultEnglish"from" designated lexicala forplace pupils contrastsisas often"to" to or in master, WHO'LLAHEAD.PENCILbring TAKE TOyou MY THEa book.) (Have Jane youthego."tftesuch are desk, pupil asas "bringfarsubstitute is. from - take,"the "bring." desk "come - Dont say "take" unless If you are near as AHEAD.ALLDESK?take RICHT the TOM pencil GO to (Have Tom Tom: I WILL. as:Continueyour desk.) on with this activity touch, sweep, wipe, go, give, jump, put, using verbs such familarUse verbs with. the children are 3. GiveChainopen,children helpDialog.walk, bytake hop, modeling turns etc. insentences asking theif questions. Repeat step 2, only have the you have to. 4 willChaingivingsmall give Dialog. objects. anhis object neighbor. to Joe and by asking him what he Pick up theStart shoebox it aroundfull of the Have it continue on. group by many ModelI'LLlike sentencesthis:GIVE JOE A ifWHISTLE. you have to. It may sound Givethe him box. the whistle and hand him GIVEJOE, TOM?WHAT WILL YOU Joe: I'LL GIVE HIM A BALL. 0 Tom: GIVEBALLOON.I'LLTOM, MARY? GIVEWHAT HERWILL A YOU MARY, WHAT Mary: GIVEJANE,WILLI'LL PETER? YOUWHATGIVE GIVE WILLHER JANE?A YOUDOLL. 4J Likely Errors 111.011.1 K Test: Chain Dialog. Have a picture of a family at home. PNA. ca, .1; in man." sister,Point out baby, to theetc. class the mother, father, brother, a. T* 1644 offabout the theexercise picture by forasking his theneighbor first toquestion and Have each pupil ask a question answer. Start by r -41 rae in "men." 1 WHO'LLmaymodeling be likeSWE^P others the THE following:if FLOOR? it is necessary. WHO'LL JUMP IN THE ROOM? The questions "...i>WhatWho'll...0*Who will*What ride youride youthe give will thebicycle? Joe?bicycle?give Joe? , WHATWHO'LLWHO'LL WILL(Point CRAWL PAT HE WHATto THEDatm?ON the THEDOG?WILL boy.) RUG? SHE IRON? WHATHIGHCHAIR?WHO'LLAIRPLANE? WILL SITPLAY THEY IN WITH DRINK?THE THE rideIor (in*What the response bicycle?")you give to, Joe? "Who'll do or *I am ? WHAT WILL(Point SHE to WASH?the girl.) CLEANWHO'LL THE HELP HOME? MOTHER An apple*Apple. 3 (Point to the girl.) giveresponse Joe?") to, "What will you i7.1114.0 Z.. 1. 5 .1110.001.00111AMMIIMOMMOMM~.1.1m01.1Wmkoli Leve I OBJECTIVES a Lesson 35 vrNINIIMO 1.Content wtThe questions learner willlike become those fsvtliarin lessons with -where, who, and 321 33, and 34. Teachinga. Points verbsThe future("will" form of regular verb) In: 2. suchThe learnerquestions will like become those familiar in lessons with 32, responses 33, and to34. (i)(iii)(ii) who what wherequestions questions questions. about about the subject; the direct object; II. AVATERIALS box full of objects: whistle, bell, balloon, ball, b. Responses to such questions. III. PROCEDUREnail,cozb, hammer,jacks, car,etc. airplane, boat, doll, puppet, button, 4 1. actionstheChainGive place Dialog.help and where wheremodeling it it is issentences. suggested needed by by demonstrating the response. Have each pupil do the activity in I Allow short responses. JOE, WHERE WILL tiME WALK: Joe: WILLMEROOM.SHE'LL ROOM. MARY WALK SKIP? AROUND EU JAM, WALK AROUND JANE, WIMRE Jane walks around the room. Jane: NARY,NARY:SEE'LLSIT? WEESKIP SKIP RE ON ONWILL THE THE RUG. RUG. TOM Mary"On skips the rug"on the as rug.a response. Allow CHITR. STT TOM, SIT ON ON ETAT mom sits on the chair indicated. Lesson 35 THE CHAIR. 920.1.1, 3N Allowch-ir." a response like "On the Tom: VialIEIITDE?nE'LLCLOSET. WILL }LADE PETER ETC. IN iss % Peter hides in the closet. Continuechance to with take this -cart. activity unti You may model sentences using 1 everyone has had a 4 thetake,Chain verbs: etc. Dialog. crawl, jump, stand, .epeat step 1 using a who question cro hop, put, Doencourage not correct short full responses answers, by but 2. andtrWal TeN7other verbs and activities. WHO'LL "rtlIDACI'T THE BOARD? YARY WILL. NARY ERASE Narygiving erases examples. the board. Xarry: Joe: W75THE ,71-= BOARD. OPEN THE CUPBOARD? NARY, WHO Tam opens the cupboard. WILLTABLE?METOM CUPBOARD. WIPEWILL OFF THE TOM, OPEN r.-";%1 .11.0 0 Tom: WILLm Tr TOUCH 7, TABLE. THE TEACHER?JANE,J-11,1E: WIPE WHO 1 Jane wipes off the table. PETER WILL. PETER $ Peter touches you. Jane: PETER,MUCH MESS HO BEING 1i ivfl 2 BOOK? Lesson 35 eachattheironechoose a Duboxelse. neighbor oil anfull objectgo ofbehind can objectsfor guess thehis easel, behindwhatneighbor it onethe is. to easel. give to some They will describe the object to see It a ti=e, and ay sound Have if l.:keTOJOE, r'ITT Ithis: FAV7 TO SC,":ETHI.3.1C4. YARY. IT IS S'AALL. FOR YOU WILLITIm OWMAKES YOU7FT NOTGIVEPIA7G-Re,u7D. SE. MARY? TEACHERS USE TioV2 1 Joe: UHISTLE.GIVESOZ.`7P.Tirr.WC2.4I'LL TO aVE JI:71. HERA FOR .LOU TO :PRY I HAVE IT'SA AllowitJoe to "Atake Nary.vhistle" the whistle as a response.and gives A To7An171,ZTOY.REAL ONE. IN FATFPR HAS .0 t.ol WE GO WTLL*I'LL YOU GTVE GITL-? wWHATJAY" Allow "A car" as a response. J.siETOTEEM 7-01.1. FOR YOU TO GIVE I HAVE SG'.,2- Tre72 A ROUIZ.CAR. givesMary takesit to theJane. toy car and KICKWRGIVEREC17SS. PLAY IT.51-.010 WIPH TT AT SOYLETIIMSWHAT WE WILL YOU Leve I I. OBJECTIVES Lesson 36 A. Content rr#1-, Teaching Poincs 1. 1'r4b a learner, will be ableas toin pronouncenal2"sack" and "sock." and a. The low front vowel *4111 a: , . 2. riseThe learnerintonation will pattern be able of to yes-no pronounce questions the final- as in: c.b. Thetions lowrhythm central(with of regular yes-novowel e`' verbs).ques- a 41.: 3. Thefall learner intonation will bepattern able toof producewhereDid questions,you the put final- it asin in:the pink sack? it1 .X4444411441t.i1 ta,Gt. =6.1.1=.4.43 wa.41:4444/ d. Thetions rhythm (with of whoreregular ques- verbs). Where43r4evre did trrt I put the green sock? vonlyeRNG.,nini,m444,.. kw. .WaNst0,4,0441,.....14,404, WI: B. Test:4. New vocabulary: Sec pages 5 and 6. sock, sack. II.. A.MATERIALS Fourgreen socks, sock, each a black a different sock, a color,white sock,for example: and an orange a B. Fourexample:sock. paper sacks, each of a different color, for a pink sack, a white sack, a brown sack C. Fourredandcolor, shoeabox, yellow forboxesand example:sack.a (withoutyellow box. lids), each a different a white box, a blue box, a D. Twoexample: small toy cats, each a different color, for a black cat and an orange cat. 1 ti -t Level II. n4 Lesson 36 III. PROCEDURES 0 A. 1.Pronunciation Free. Dialog. Hold up one of the socks. Ii WHAT'S Tais? i Z .--- DO YOU SEE ANY 1st L: A SOCK. i1 Supply the answer if necessary. i -...... - OTHER SOCKS? YES, WE ALL HAVE 2nd L: WHITESOCKS.I HAVE SOCKS. GREEN AND I HAVE h Encouragecomments. the pupils' expanded DON'TORANGE LIKESOCKS. THEM. I ig 3rd L: ATMaiNY THESOCKSMOTHER STORE. ARE GOT NEW. THEM 1 2. Free Dialog. Hold up a paper sack. ETC. WHATWHAT'S DO THIS? WE DO WITH 1st L: A PAPER SACK. g Supply the answer if necessary. PAPER SACKS? INI BRINGA SACK. MY LUNCH MY Q Encouragecomments. the pupils' expanded SO DO I. 2nd L: THEBROTHERPUTS MAN THINGS DOES,AT THE INTOO. STORE SACKS. ; HEETC.LITTLE HAS BIG SACKS. SACKS AND 2 Model:Hold up the appropriate object each time. (3). 4 SOCKSACKSACKSOCK - -SACKSOCK SOCKSACK 4. buthavepupilsPut separated, thethe point sackpupils toand thepoint the sockto the in When you say sack; when you sock."sack,"conspicuous have places, the say "sock,"Say the two 5. RepeatRecognition:words in step random 4, butorder. this time have the pupils repeat Usl 6. ModelEcho:upsidethe with word 0(3).down. twoafter puppets.0. you. Show the pupils the toy cats. Put the boxes on the table, Then backshave thewhile pupils you, closeas the their puppet, eyes hide or turnthe orangetheir cat ti Model:box.uncler1st Puppet: the white box and the black cat (1). WHERE DID Echo: under the red ORANGE CAT? PUT TEE 0(3). WHEREORANGE DID CAT? I PUT THE I 2nd Puppet: THEDIDBOX?THECAT ORANGEYOU BLUEUNDER PUT W.:37P3-47h.t4X7c,"7-7We.19;Z,W.:417,77.XAVATUTTMCWIE,T,,wi.--FOGF;Thotoime 1st Puppet: NO, I DIDN'T. DIDCAT YOU UNDER PUT THETHE BLUEORANGE BOX? 4 7. Continue step 9, but have pupils echo individually NO, I DIDN'T. 44 1stuntil Puppet: each has echoed both intonation patterns: WHERECAT?PUT THEDID ORANGEI 1st L: WHERETHE ORANGEDID I PUTCAT? ; Ifcorrect a pupil's model intonation again and is have not him 2nd Puppet: WHITETHEDIDCAT ORANGEYOU UNDERBOX? PUT THE echo. 1st Puppet: YES, I DID. 2nd L: THEORANGEDID WHITEYOU CATPUT BOX? UNDERTHE 2nd Puppet: WHEREPUT DIDTHE I 1st L: YES, I DID. 0 1st Puppet: BLACKTHEDID BLACKYOUCAT? PUT CAT 2nd L: WHERETHE BLACKDID I CAT?PUT BOX?UNDER THE RED 4 1.: 1 . , wiiiwaisifiabigiirigagik, LvigiailLa' ," jjkl.'1,kii`akiall',i;, Aallijiggajiiiii Lesson 36 2nd Puppet: YES, I DID. 2nd1st L: YES,THEBLACKDID REDYOUI CATDID. BOX?PUT UNDER THE 8. HideContinue the cats in thisunder manner different with boxesother eachpairs boxes and have oftime. pupils. Lethadownpatterns.the pupils (i.e.,additional pupils hide without continue thepractice cats the underwith guessing thethe two game on Model them when necessary. echoing) until everyone has intonation their i"6"4686,41111.1.1"..ia ":141111.&4.41LI 14.1.4r42iiiieraili&IMOJI.110.04 4 44/0$4.1...MAKAMPI LKAJW8 Likely Errors Test: Guessing Game. Put the socks and the paper sacks on U '1.14 Cbt in "sack." approachofthe the table. socks other in pupils whichever in the sack following he manner: Let each pupil, one at a time, chooses and then hide one b.ac. f? a 47Your pupils should no longer 1" 0 ctl Ca2 in n sock." 2nd1st L: WHERESOCK?PINKDID DID YOUSACK? IPUT PUT IT THE IN GREENTHE havequestionsofingthat yes-no difficultythe of intonation wheresoquestions that distinguish-and objectives patternsotherfrom wh 1st L: HeNO, turns I DIDN'T to another pupil. only.familiarity2 and 3 are (i.e.,intended practice) for f 3rd L: WHERESOCK?WHITEDID DIDYOU SACK? IPUT PUT IT THE IN GREENTHE 5 Vt. r. 1st L: HeNO, turns to another pupil. DIDNT. 4th L: WHEREDIDSOCK?BROWN YOUDID SACK? PUTI PUT IT THEIN THEGREEN Repeatrole ofseveral the 1st times learner. with other children taking the 1st L: YES, I DID. taIMMIaMMAINA11.1i A.Ilait.a110010,04.00.1WWMANS04.643.4.16,447SWlaiI".. 4.1.1Noodwiega.O.A.V.,waladeN1-01.M

I

6 Ct LessonLevel II37 I. A.OBJECTIVES Content Teaching Points 1. asThe inlearner "bell" will and be"ball." able to pronounce [e] and[3], . The mid front vowel [e]. 2. Thelike learner the following: will be able to ask yes-no questions c. Yes-noTheby low"did"E03- questionsback and rounded containing introduced vowel a 3. DidquestionsThe you learner ringbounce with thewill the shortChristmas belittle ableanswers whitetobell? respondlike ball? the to following: such Responsesregular verb. to such questions. 4. No,Yes,New II didn't.vocabulary:did. bounce, ring (verb). II. MATERIALSB. Test: See page 5. A. produceAta leastlargewhite different fourred,ping-pong rubber,balls sounds ball;that playground whenareand differentabounced, green ball; jacks aforcolors brown ball.example: andbasketball`; would B. Ataand ofleastdesk produceSanta; bell,four i.e. different bellsa tiny a bellthat blue sounds, shapedhave Christmas a forlikedifferent example: bell,Santa appearanceClaus.and a large bell rhythm bells, 1 III. PROCEDURES Lesson 37 A. Pronunciation1. Depending on the interest and maturity of your group, ball,andcourageturnsintroduce balls Christmas ringing the(e.g., the pupils thenamesbell, golf bells to ofetc.).ball, make theand rhythm commentsdifferentbouncing bells, like thekinds balls.ping-pongthe of bells Let the pupils take following En- Thissoundhave is an producedimportant opportunity by so each. theto hearpupils the (say, by asking a few questions at first): 1st L: WITHBALLTHE BIG BROWNIS BALLS.BIGGER. BALL IS BIG. I LIKE TO PLAY THE RED 2nd3rd L: L: MYRINGSONE. TEACHERSISTER IT HASANDHAS AWEA BALL BELL.ARE QUIET.LIKE THAT SHE PLAYS JACKS. SHE 4th5th L: L: MYSTORE.I DADSAW WORKSBELLS ATLIKE THE THAT GOLF AT COURSE. THE ET.C. HELITTLE CUTS THEBALLS. GRASS. HE GOT SOME Model:Hold up - the(3). appropriate object each, time. wordsbackofThe the finalisf')of tongue the consonant withsoft reaching thepalate ofback for thesewhile part the two . BELL - BALL the front and tip of the tongue BELLBALLBELL - - BALLBALLBELL 2 are raised toward the hard palate. .11. s. 4717M 3. WhenringGive you ait; bellsay when "bell,"to'one you say pupilhave "ball," theand pupila have.theball with to another. pupilthe bell with Lesson 37 Recognition:untilBELLthe balleveryone bounce has it. had a turn. BALL BALL(5). ChangeBELL pupils frequently, BALL BELL BELL BALL C 4. Model:Bounce one of the balls. (1). 5. Model:THEI CAN BALL BOUNCE BOUNCES. THE BALL. (1). Echo: 0 (2). IBOUNCE. CAN BOUNCE THE BALL. IBOUNCE. CAN BOUNCE THE BALL. 6. Model:RingTHEI CAN oneBELL RING of RINGS. theTHE bells.BELL, (1). 7. Model:RING. (1). Echo: RING.(2). 8. Action-Response:untilI CAN RINGeach THEhas BELL.one or the other. Give the pupils a ball or a bell, I CAN RING THE BELL. Have the pupils ringthem the to. bells or bounce the balls when you tell 3 Lesson 37 RINGBOUNCE THE THEBELLS. BALLS. 9. RepeatETCeachand balls. givestep one8, butor twohave commands. the pupils exchange bells Let pupils take the teacher's role and B. 1.Presentation closeFreeto ringDialog. their a belleyes ofwhile his ownyou choice.signal one of the pupils Have the pupils turn their backs or Model the activity. JOE, RING ONE OF THE BELLS. Jane: DID JOE RING THE CHRISTMAS BELL? doesaskJoeIf rings otherJaneguess doesn'ta pupils correctly.bell. untilguess someonecorrectly, aContinue bell. until everyoneYES,NO, HE HEhas DID.DIDN'T. had a turn a ring: 4 LessonLevel II37 PutTest: the bell's and balls on the table. Have the pupil turn Likelya. Errors Eej--4 * [al or *taeA3in Modelbellsonetheir atthe or achairs activitybouncetime, so goone theyonce.to of the can'tthe table balls, see and the whichever either table. ring he chooses.one of For example: Have each pupil, the Did"bell."[01--/P* you bounce [01 thein "ball."little Joe:Tom: JoeDIDTOM, bounces YOUWHAT BOUNCE DIDthe I ping-pong THEBOUNCE? LITTLE ball. whiteball?bounced ball the? ---Y little *Did whiteyou Joe: WHITEYES,aJoe "point."BALL?I getsDID. a colored card as No,or *Yes,I didn't.---No, I didn't. I did. OKAY, TOM. IT'S YOUR TWIN. Tom: JANE,Tom rings WHAT theDID rhythmI RING? bells. Jane: Tom: NO,DIDTom IYOU doesn'tDIDN'T. RING THEget BIGa colored BELL? card. withOXContinue Y,the JANE. greatest till all number have ofhad cards three are turns. the winners. IT'S YOUR TURN. The boys and girls Level Teaching Points Lesson 38 I. A.OBJECTIVES Content . The high front vowel [i]. 2.1. asTheThe in learner learner"lick" willandwill "look." bebe ableable toto pronounceask where DIquestions and like 1u1, c. WherevowelThe high tu).questions back rounded with "did" the following: . Responsesand a verb. to such questions. 3. WherewithWhereThe didanswers learnerdid you you findlike willfind the bethe ablerings?following: balls? to respond to such questions OnIIn the foundthe table. basket. themit on in the the table. basket. B. 4.Test: New vocabulary: See page6. lick, look, find, found. II. MATERIALSA. andPictures, the other one of of a achild child looking licking at on something, an ice cream e.g., cone, B. singlesomeTwoobjects ducks.for objects eachfamiliar pupil,and tosets plusthe of pupils oneobjects. for and demonstration. of current interest. Use any suitable C. Oneif b00%possible. for each pupil, each book a different color, 1 III. PROCEDURE Lesson 38 A. Pronunciation1. Freelicking Dialog. an ice cream cone. Hold up the picture of the child YES,WHAT'SOF SOMETHEIR HE CHILDRENDOING? ICE CREAM TAKE CONES BITES AND HE'S LICKING AN ICE CREAM CONE. PointpictureSupply to theagain.the childanswer in if the necessary. 2. HECompleteSOME LICKS CHILDREN HIS. the modelLICK THEM.and echo of "lick" before Point to the picture.again. Model:LICK.proceeding to the sentence. .(2). Echo: LICK.(3), (*) 3. HE'StheirFree LICKING. Dialog. ice cream eating experiences, Encourage the pupils to talk about HE'S LICKING. example: 2nd1st L: MYDROPPEDI ICEGOT CREAMSOMEIT. ICECONES CREAM. DRIP. MY DOG LICKED IT. I I 3rd is THELICKICEI LIKE VANILLA THEM.CREAM. BITES ICE OF CREAM CHOCOLATE MY I DON'T LIKE ETC. MOTHER GETS, 2 4. Free Dialog. Hold up the picture of the child Lesson 38 WHAT'Slooking HE atDOING? the ducks. 1st L: LOOKING AT SOME DUCKS. MY EncourageSupply the suchanswer volunteered if necessary. re- 3rd2nd L: NO.AREGRANDMA THEY HAS BABY SOME DUCKS? DUCKS. BABY DUCKS ARE YELLOW. marks.Encouragecomments. the pupils to make AtHE'S the LOOKINGend, say: AT THE DUCKS. ETC. BIG DUCKS ARE WHITE. Point to the child in the 5. Model:proceedingComplete the to modelthe sentence. and echo of "look" before (2). Echo: (3), 0 picture again. LOOK.THEHE'S DUCKS. LOOKING AT HE'SLOOK. LOOKING AT THE DUCKS. Point to the picture again. 6. Model:LICKPoint to the appropriate picture (1). LOOK each time. 7. WhenLICKLOOKpicture you sayof the"lick," child LOOKLICK havelicking the pupilsan ice pointcream cone;to the byIf having you like, the pupilsyou could pretend vary tothis whenpicture you sayof the"look," child havelooking the pupilsat the pointducks. to the 3 tolicktheir look an handsatice something cream above cone their (e.g. and eyes). bypretend holding LOOKRecognition: LICK LICK(2). LOOK LICK LOOK LOOK 8. Echo:DoLICKeach step (.3word 7, (3). butafter this you. time have the pupils repeat LICK B. 1.Presentation Have the pupils close their eyes while you put An object or set of objects for Model:openroomsingle box.in objectssemi-hidden and setsplaces, of objectsfor example, around in the an (1). Echo: (2). demonstration.each pupil, plus one for JOE, FIND THE BLUE BOOK. JoeJOE, findsFIND THEthe BLUEblue BOOK.book and WHERETHE DIDBLUE YOU BOOK? FIND WHEREreturns DID with YOU it. FIND THE BLUE Stand with the group. BIGI FOUND BOX. IT IN THE Joe: BOOK?I FOUND IT IN THE BIG BOX. StandechoIf it by"find" seems Joe. andnecessary, "found" modelseparately. and Repeat,JANE,TOR,find, FIND FINDtellingfor THEexample:THE eachBLACKYELLOW CAT. AIRPLANE. pupil what you want him to ETC. 4 Leve 2. Free Dialog. When the pinils have found the Lesson 38 objectsask another and have where returned he found them, his haveobject. each Tom: WHEREBLACK DID CAT? YOU FIND THE Jane: tial+Mab."atarewww"wron*...nowasawesmovw...... BEHINDI FOUND THE IT TEACHER'SBEHIND THETEACHER'S DESK. ETC. DESK. ,.

5 LevelLesson II 38 Test: Likely Errors manyGiveother different each pupils pupil colorshave. a book. as possible. (Rote: [butt] for "book.") Ask each pupil what Use as . Cu"his," "in," and "children." *uw) et) *Col in i] in "lick," TOM, WHAT DOES JANE HAVE? Tom: A GREEN BOOK. bc. Where"look," did you"book," find andthe "foot!'book? ofPutthe objects single room. forobjects each andpupil, sets in of semi-hidden objects, one places object around or set Use different objects than those used in the d. Wherethe'-3 did-'Wherebook? you didfind you the found books? WhenhavePresentation. the each pupils ask anotherhave found where the he objects found his and object(s). returned them, Tell each pupil what you want him to find. e. ...--g*WhereI .----:,found them*I youfind in find themthe theinbasket. thebooks? basket. I Dick: WHERESpeakingBALLS? DID toYOU Alice: FIND THE 1 i (In responsed.) to the question in 1------Alice:ETC. BASKET.I FOUAD DI IN THE 6 22,2,. 4,, 411+2,WefirtA,,1473, r,741.97M7 4.11.1.1,1111.4,,04 I. OBJECTIVES Teaching Points Lesson 39 A. 1.Content The learner will be able to pronounce Eae3, Ea), b.a. The lowmid frontcentral vowel vowel (aa). [a3. 2. questionsTheand learneria), aslike willin the"hat," be following: able "hut," to ask who andand what"hot." d.c. WhatThe questionslow central about vowel the [a]. WhatWho drankdid you coffee drink at at breakfast? breakfast? e. Whoanddirectsubject aquestions regular object with verb.withabout the "did" pastthe form 3. questions,Thethe learner following: respectively, will be able to respond Mother did. with answers like to such of regular verbs. r MotherMilk.I drank drank milk coffee at breakfast.at breakfast. 1 B. Test:4. New vocabulary: See pages 7 and 8. hat, hot, ate, drank. MI. MATERIALSA. Large illustrations of a hat, a hut, a perspiring B. drinkinghotSong person, and orange Story: a pancake, juice and a picture "The Pancake" for breakfast. The story is illustrated of,a child withKindergarten, six pictures. California This is in Birchard Music Series, State Series, pages 116-120. 1 t *. 'w;21.1.44tk.:1,1/(Akt-St:2CAS:AVAN.,?.0220.P4472:,alLi2.22'2, i.+JZ.2272.1.:"2,2., 2 FPLRTATT7RX,W4JW-A75W,47:!,itflt7k-Ap7 -TWA, vrY:. III. PROCEDURE A. 1.Pronunciation Freeand Dialog."hot." Put up the pictures for 'hat;" "hut," WHAT'SANDYES, THIS THAT'STHAT? IS A HUT.HAT. A HAT. PointPoint to to the the picture hut. of the hat. WHATHE'S NOTIS HE?COLD. HE'SHOT! ROT! hotPoint person. to the picture of the 2. Model:SayHold the up threethe appropriate words randomly, picture for each example: time. (1). HOTHATHUTHOT - --HATHUTHOT HUT 3. EATpupil.Giveothers - HOTeach can picture see them (hat, and hut, the hot)pictures. to a different Have those pupils stand in front, so the Have the Recognition:everpupilso allhe with hearshave the athe turn.appropriate word. picture raise it when- (5). Change pupils frequently, HAT HOT HUT HOT HOT HAT HUT HAT HUT 2 HOT 4. Repeat step 3, but this time have the pupils Lesson 39 5. Echo:repeatpeFree Dialog. (3), 0 word after you. Hold up the picture of a pancake. WHAT'SDO YOU THIS? EAT PANCAKES? A PANCAKE. 2nd1st L: NYMORNING.M/ IMOTHER DADDON'T EATS MAKESLIKE PANCAKES PANCAKES.TOAST. EVERY HE HAS EGGS, TOO. Encourage the pupils' comments. 6. Model. Open the book with the story ETC. of "The Pan- 11 cake,"LIKEDONCEtration UPONsoTO theEAT asA TIMEyoupupilsPANCAKES. startTHERE can the WASlook story.A atLITTLE the OLD MAN. ONE DAY HIS WIFE MAKE HIM first illus- HE ATONE. BUTITPAN. INTHE THE PANCAKE PAN AND HEARD SAID, THE "I MAN WANT AND YOU JUMPED FOR MYOUT HEIT ROLLEDWAS VERY OVER BIG AND AND OVER. ROUND AND BROWN. HE ROLLED OUT THE HE LOOKEDOF THE SUPPER." LITTLEDOOR AND OLD DOWN WOMAN THE CALLED ROAD. TO HIM, STOP,COME PANCAKE:BACK: THE LITTLE OLD MAN AND THE COME BACK! STOP! STOP! COME BACK! 7. Model: (2). Echo: 0 (3) , . STOP, PANCAKE! STOP! STOP: 3 1 `AWA.ii-J>L-Werusg.4V4kto 4.."4 W.A., so....1,X.1..4..1 w, Lesson 39 STOP, PANCAKE! STOP! STOP: Csfor tap) "pancake." for "stop," Epaankeyk] .., \ COME BACK!BACK: COME BACK! COME BACK: COME BACK! COME BACK: i ikairl for "come," [bask] for 8. RUN,BUTContinue THERUN, PANCAKEwith RUN, the AS ROLLED story:FAST ASON YOUAND CAN.ON. AND HE SANG, (k.6m"back,""sang." bS:ak],bat) together for "but, stressed ts rj) for 9. Model:YOU CAN'T CATCH ME, I'M THE PANCAKE MAN. (2). Echo:(:) (3), . ASRUN, FAST RUN, AS RUN, YOU CAN. RUN, RUN, RUN [ran] for u run. II YOU CAN'T CATCH ME, YOUAS FAST CAN'T AS CATCHYOU CAN. ME, tkmnt]ffaast] for"can" for "can't, "fast,"(stressed) tr [km n1 for[km for I'M THE PANCAKE MAN. I'M THE PANCAKE MAN. 1b imaan)"catch." for 'crlan." 10. ShoweachContinue timethe with illustrationsyou thecome story. to the in refrainsHavethe the book inpupils whichsteps join are7 and youappro- 9. 1 THEpriate LITTLE to theOLD partMAN ANDof theTHE LITTLE OLD WOMAN RAN AFTER story being narrated. 1 LITTLETHETHROUGHTHE PANCAKE, PANCAKE. OLD THE MAN BUTGRASS. AND THEY THE COULDN'T LITTLE OLDRUN WOMANVERY FAST.COULDN'T CATCH THE PANCAKE ROLLED DOWN THE HILL AND THERE HE MET A BIG BLACK HORSE. THE 1 THEBUT HORSE THE PANCAKECALLED TOROLLED HIM, ON AND ON. RUN,COMESTOP, BACK: RUN,PANCAKE. RUN, AS FAST AS YOU CAN. COME BACK! STOP: STOP: COME BACK: AND HE SANG, THE HORSE GALLOPED AFTER THE PANCAKE: YOU CAN'T CATCH ME, I'M THE PANCAKE MAN. BUT THE ROLLEDHORSEBIG BROWN COULDN'TRIGHT BEAR. INTO CATCH A DEEP THE FOREST.PANCAKE. STOP, PANCAKE! THE BEAR CALLED OUT TO HIM, STOP! STOP! THERE HE SAWSOON A THE PANCAKE THEBUT BEARTHE PANCAKEGROWLED ROLLEDAND RAN ON AFTER AND ON.THE PANCAKE. YOURUN,COME CAN'T BACK!RUN, CATCH RUN, ME,AS FASTI'M THE PANCAKE NAN. COME BACK! AS YOU CAN.COME BACK: AND HE SANG, BUT THE WASHIM,BEAR GONE. CCULDN'T CATCH THE PANCAKE. STOP,CCME PANCAKE!BACK! THE PANCAKE MET A WOLF. COME BACK! STOP! STOP!COME BACK! SOON THE PANCAKE THE WOLF SAID TO BUTCATCHTHE THE WOLF THEPANCAKE RANPANCAKE. AFTER ROLLED HIM. ON AND ON. YOURUN, CAN'T RUN, CATCHRUN, ASME, FAST I'M THE PANCAKE MAN. THE PANCAKE WAS VERY HAPPY. BUT THE WOLF COULDN'T AS YOU CAN. AND HE SANG, ANDDIDN'TSUDDENLY,THE SAID, FOXPANCAKE GET "WHERE JUMPED HEUP. SAWROLLED ARE ONA FOXTHE YOUOVER INPANCAKEGOING, TOTHE THE MR.AND FOX ATE AND HE JUST LOOKED AT THE PANCAKE GRASS. PANCAKE?" THEHIM FOX IN ONESTOPPED. B. Presentation HISBIG SONG.BITE. THAT WAS THE END OF THE PANCAKE AND 1. Model:Point to the last illustration in "The (1). Pancake. tt 2. ModelTHE FOX with ATE two THE puppets. PANCAKE FOR BREAKFAST. for[faks) "breakfast for "fox," Lbrtek fast2 Model: (1). Echo: (3) 2 0 5 FilLerg7,,,FW,Fri,;:f.K*WhatI I areJane Mary do?jam, and areJane Mary II II am ," "Sam," etc WHAT AM I DOING? Jane: WHATBOARD.YOU'REto AMbe IERASINGdrinking DOING? THEmilk. Jane pretends c. You'reareWhat's he eatingdoing?he doing?---What the apple. Joe: AMYOU'REeatingJoe I DOING?pretends DRINKING an apple. to MILK. be WHAT *Youdoing?")reeponee eat the to apple."What am I (In 2. askUsinga childabout the tellwhatactivity andthe askchildrenpictures, about in thetell it same areabout picture.doing. a picture and Mary: YOU'RE EATING AN APPLE. Then let,. TOMDRINKINGBACONBREAKFAST. AND ANDMARY MILK. EGGS. ARE EATING THEY'RE EATING WHAT ARE THEY'RE .TOM AND MARY DOING? THEY'RETHE DRINKINGEATING BACON MILK. AND EGGS. EATING BREAKFAST. Allowtwo Usewordsthe an childand echo-question say: to delete the first "Eating baconintonation. 5 and eggs."

Lesson 43 I. A.OBJECTIVES Content Teaching Points 1. Theafter learner vowels, will asbe inable "Toe to andpronounce "top." rm73 and r.p3 b.a. TheThe bilabial bilabial nasal li"..m1 V.9 Thelike learner the following:will be able to ask what questions What did she do? c. Whatverbstop questions phrase: Epa. about the voiceless "what" with 3. Thequestions learner withwill answersbe able liketo respond the following: to such What did the cats do? d. The"do"a formpast as offormthe the main of pro-verb "do"verb, in TheyShe baked ate thea cake. food e. "do."such questions: "did" 4. B. Test:4. New vocabulary: See pages 6 and 7. baked, broke. 1 Responses to such questions. II. A.MATERIALS milkTwo cartonpuppets, a bell, an apple, an orange, and a C.B. A pictureCompletedcompleted of action aaction. boy withseries. a top. Many magazines can be a source Magazine clippings of 2.for1. these. womanboy by'With a fence a cake'(she.just (he just painted) baked) Clip as many as you can find. 3. boy or girl with an empty glass of milk 1 4.5. acats group or ofdogs boys by whoan empty dish 'have been playing baseball or III. PROCEDURES broken.football, looking at a window they have .just A. Pronunciation1. Model:Present the picture of the boy with a top. (2). THISHEPoint HASIS toTOM.A TOP.the top.boy. 2. HETHISEcho: HAS IS 0 A TOM. (3).TOP. HETHIS HAS IS ATOM. TOP. 3. WHOFree ISDialog. THIS? Ask the two questions several. times. 1st L: TOM. 4. WHATIn DOESrandom HE orderHAVE? say "Tom" and 2nd L: "top."A TOP. Have Recognition:appropriateTOMindividual partchildren of the come picture. up and touch the (5). Child touches2 Tom. M IT11.1,,,PRRITILII151111WS 41.N. THIS 130Y PAINTED I Lesson 43 WHATRepeatPAINTEDTHE DIDFENCE. twoHEIT DO?WHITE.times. HE HE PAINTED THE FENCE WHITE. 4. FENCEEcho:HE PAINTED WHITE.0 (3). THE HE PAINTED THE FENCE WHITE. 5. THISFreethetwo Dialog.GIRLempty times. DRANK milk container. Present the pictureRepeat of thisthe childactivity by ALSOWASHERDIDCOOKIE. MILK.GOOD. ATESHE ADO? WHAT SHETT 6. Echo: 0 (3). A SHECOOKIE. DRANK HER MILK AND ATE A MILKSHECOOKIE. DRANKAND ATE HER SHE DRANK HER MILK AND ATE 7. Freethe Dialog. empty plate. Present the picture of the cats by Repeat this activity two times. A COOKIE. 4 WHATATETHESEVERYDO? THEIR DIDCATSHUNGRY. THEDINNER. WERE CATS THEY S. THEYEcho: ATE 0 (3).THEIR THEY ATE THEIR DINNER. 9. FreeDINNER.the Dialog. broken window. Present the picture of the Repeat this activity THEY ATE THEIR DINNER. boystwo by THEYPLAYINGTHESEtimes. BROKEBOYS BALL. WEREA WINDOW.WHATWEREDOING? DIDTHEY THEY DO? WHAT THEY WERE PLAYING BALL. 10. WINDOW.THEYEcho: BROKE 0(3). THE THEY BROKE THE WINDOW. 11. Free Dialog. Put the bell, the apple, the orange THEY BROKE THE WINDOW. YI WHATMakeand theDIDPam milkSHE"drink" DO?carton the onmilk. the table. 1st L: SHE DRANK THE MILK. WHAT DID SHE DRINK? 2nd L: THE MILK. 5 1 An importantecho-question in the intonation second question. is 7,,,,,,",515 Lesson 43 jrltAt,"i''.'PVIF,ifoPRFrqr:,"'VRZ4;1. r/r477 MakeWHATSAM Sam DIDDO? and PAMTHEY Pam AND ring the bell 3rd 14: THEY RANG THE BELL. LetRING?things, the children proceeding take as turns in a makingchain dialog.Pam and Sam do 4th L: THE BELL. Mary:Maryorange. makes Sam "eat" the WHAT DID HE DO? Tom: TomHE ATE makes THE SamORANGE. and jY Joe: WHATTHEYPAMPam DIDDO? ringRANG SAM theTHE AND bellBELL. Test: 1 Put the magazine clippings (see Materials) in a box Likelya. Errors Q))...4> gA in "Tom." andchild choose about someone it. to pick a picture and ask another Mary: (Chooses a picture b. C.:1,:j the lastword wordwith ina finala sentence," m is f Lb3 in "top." If WHATand ])ID holds it up.) HESPAE --DO? nunciationunreleasedthe normal willLfanl informal be an pro- L. , that is, 44:1.ETC. THE BOYS. without(aspiration) a puff of after air ro . 5 6 Joe: HE CLIMED(Choose THE a picture.)TREE c. Whatdid did he hedid? do? Lesson 43 "-%*What 3i WHAT DID tf 5 DO? 04 d. She baked a cake..4*She rt 0; 0ETc SHE bake a cake. $p6 Jane: HE BROKE A WINDOW. ;g ).f Ci c§ ....J q . 1 . 4 . 3 7 / W I M M i l a I V A N ---

7 .rvA147.T4m7F-J$*$( Lesson 44 I. A.OBJECTIVES Content Vreaching Points The learner will be able to Dronounce t:.rill'rj''!N and .)to ie a. vowels.The bilabial nasal !1'r" p ,;: of ter 2. Theafter learner vowels, will as bein able"Bim" to and ask "bib." what questions it 1) . The voiced bilabial stop tia like the following: s. Whatafter questions vowels. about the 3. Thequestions learner withwill answersbe able liketo respond the following: to such What'll they do? he do? asaverb formthe phrase: mainof the verb. pro-verb 'what' with "do" He'llThey'll clap play his ball.hands. fe.0 d. ResponsesThe"will future do." to form such of questions. "do:" B. 4.Test: New vocabulary: See pages 7 and 8. bib, BiM, gum. sc II. A.MATERIALS A boyjump puppet, rope a large ball, a bail and jacks, and a 11 B. A picture of a baby wearing a bib ti C. Future2.1. action series. some people looking at a Pictures of the following: house ,pn f.ire 4.3. a amother child lookingorwith adult a veryat who a dirtycryinghas just droppedface something baby 3 1 4.44,47.471W5V,0 the only possibilities 4 Lesson 44 Thesesuitable.for thesuggested test. pictures are not The pictures must allow for the pattern:Any set which will fit into the test is 2 What'll youshe do? 1 He'll they ?, 11 oLhey'lll1 ae 04 III. A.PROCEDURE Pronunciation 1. ThePresentand children "Dim the has pictureare a bib."to echoof the only baby wearing a "His name is Bit" bib. k ModelHERE (3).TS A BABY Echo: j (3). 4 HISEATINGHIS NAME NAME HIS IS IS DINNER.BIM. BIM. HIS NAME IS BIM. PointCLEAN.BIBBIM HASWILLto theA KEEPBIB. bib. HIM THE BIM HAS A BIB. BIM HAS A BIB. ii 2 rJ 7:XSI,N-eteWk4ftWv-P79.:3,0,*:.1'qs`rzrjr,, VOTroVr-11P.FM-744'7,14W.lea;.t,"::11'gZI 2. ModelBIM, andBIM, echo BIM as indicated. HASWHENTOLISTEN AKEEP BIB,HE EATS.HIMAGAIN: BIB, CLEAN BIB (Repeat the above.) NOWHASBIM, SAY A BIM, BIB,IT AFTER BIMBIB, Yr.BIB BIM, BIM, BIM WHENTO KEEP HE EATS.HIM CLEAN HETOHAS EATS.KEEP A BIB, HIM BIB,CLEAN BIB WEEN 3. WHOFreeseveral HASDialog. A children.BIB? Address the two 0: BIM. questions to Use echo-question intonation. B. WHAT DOES BIM HAVE? 0: A BIB. t Use echo-question intonation. Presentation1. Free Dialog. Present the puppet. P ASKALWAYSTHISTO HIMWHATIS DOESSAM;TO. I'M WHAT GOING I TO LISTEN SAM ASK HIM TO DO. 3 ..5,}.,:. k/..r.;,-±. ,?!.,t,f_:..,.,,.s.o1-7.!,!.,0 !PrIrrnR77.77r77z-R-.4,--1:-. Level I WHAT'LLSAM, CLAP HE DO?YOUR HANDS. HE'LL CLAP HIS HANDS. Provide the response if necessary. Lesson 44 MakeHEAD.SAN,NOW SamLISTEN STAND clap AGAIN.ON his YOUR hands. WHAT'LL HE MakeDO? Sam stand on his head. HEAD.HELL STAND ON HIS WHAT'LLTOUCHONCE JOE'SMORE. HE DO?HAND. SAM HAND.HE'LL TOUCH JOE'S 2. NOW,MakeChain SamYOU Dialog. touchASK ABOUT .Joe's SAM. hand. HANDS.DO.TOMSAM, WHAT CLAP SAM YOUR WILL MARY, ASK Mary: Tom: 'HE'LL CLAP HIS WHAT'LLHANDS. HESAM DO? LI Provide the question if necessary. WHATCHEWSAMSam SAM HERE claps.IT. WILL .IS DO.SON E GUN. TOM, AIDS JOE 4 A RFV-KMNPw:.,i1M74r-tnotttnlow$'-`,"VPmget" *,wiig:l.rrtn7roAk7wmww.."-4-.-YcN.rqsz-x2,P,:erm.- Level II Tom: WHAT'LI4 SAM DO? P Lesson 44 Make Sam go through the motions of chewing gum. Joe: HE'LLGUM. CW`'gOME a HE 3. FreeSam.Continue Dialog. until all the children have asked about NOWGiveSAM. TOM, Tom YOU the BE puppet. it WE'LLSAMTO DO. ALWAYSTELL YOU DOES WHAT REMEMBER, iib TELLHIMWHATDO. TO. SAMPEOPLE WHAT TELL TO NARY, SAM:WHAT'LL YOU DO, Sam (rom): Mary: SAM.OPENI'LL THE OPEN DOOR, THE DOOR. Provide the request if necessary WHATWHAT'LLJOHN,SAM? TO YOUDO. YOU TELL DO, SAM John: WHISTLE. U Or whatever John requests. 4. Chain Dialog. Sam (ram): I'LL WHISTLE. i Have Sam whistleif he (or can't.) pretend to TOTHINKNOW, DO. LET'SOF SON LET E THINGSSAM 5 *775.AA7T4TOF.1707MfMMMMMTIM WHAT'LLGive the YOU puppet DO, SAM?to the child1st L:next to you. andI'LL passesCLAP. the puppet He claps 1Model the response if necessary. 2nd L: WHAT'LLhim.toI'LL the JUMP.YOUchild DO, next SAM? to He jumps. 5. Free Dialog. ETC. NARYTHEYBALL.I'Mthem AND DO?GOING theJOHN TOball. A GIVE WHAT'LL Give WHAT'LLJOEMTI'M AND ROPE.GOING THEYJANE TO DO?A GIVE THEY'LL PLAY BALL. Giverope.I'M them GOING the TOjump GIVE ROPE.THEY'LL PLAY JUMP WAT'LLJACKS'MAUGiveand AND ANDthem jacks.THEY TOM' A theBALL. DO? ball SOME THEY'LL PLAY JACKS. 6 ITIF,r1,i'VA7Deerr,717117,7 6. Placeand jacksthe large one atball, a time the injump front rope, of the sameand the balltwo Lesson 44 WHAT'LLThechildren. large THEY ball: DO? As you do so, ask: 1st L: THEY'LL PLAY BALL. WHAT'LLTheThe jump jacks: THEYrope: DO? THEY'LLROPE. PLAY JUMP WHAT'LL THEY DO? THEY'LL PLAY JACKS. NOV MIASMA'S Ible..r.2140,WUNO:W.r4114.7.M112.1/6,0411TM11NUT.111alallIMIWINI1118/1104[114/1/4164400414 Test: 1. AcceptFree Dialog. any reasonable Hold up responses.picture #1. (See Materials.) Likelya. Errors " gum, *11 sgat: " "Bim," 1 THESELOOKING PEOPLE AT AARE b. Final"bib." tb2..., * E,Ipa in WHAT'LLHOUSE ON THEYFIRE. DO? THEY'LL PUT OUT THE FIRE. 1 c. willWhat'll do? he do ?.-4. 'What he Hold up picture #2. qDEPARTYMNT.4 THEY'LL CALL THE FIRE d. He'lltoclap questionclap his hands.his in hands..4*He c.) (In response ATWHAT'LLTHE BABYTHE MOTHER BABY.IS SHE CRYING. ISDO? LOOKING THE 7 Leve. 14 It a es V Lesson 44 Hold up picture #3. MILK.SHE'LL PICKGIVE ITIT UP.SOME WHAT'LLTHISDROPPED BOY HE HASHIS DO? BOOKS. HE'LL PICK THEM UP. THEM will normally be pronouncedi response. HoldHASTHIS upA LITTLE DIRTYpicture FACE.GIRL 04. 2. WHAT'LLChain SHEDialog. DO? Pass out the pictures and let each SHE'LL WASH IT. aboutchild it.tell about the one he is holding and ask 1st L: HEHISTHIS DO?BOOKS. BOY DROPPED WHAT'LL 3rd2nd L: L: HE'LLTHE PICKBABYMOTHER THEMCRYING. HEARS UP. 4th L: WHAT'LLSHE'LLSOME SHE MILK.PICKGIVE DO? IT UP. ETC. S rilrrMTRe, I. OBJECTIVES Lesson 45 A. Content1. Thequestions learner likewill thosebecome presented more familiar in lessons with what42 through Teachinga. Points Whatphrase: questions about the verb 2. The44.of learnerresponses will to becomethese questionsmore familiar presented with thein lessonstypes b. Theof"do" thepresent +pro-verb "ing." form "do"of "do": as the main verb. "what" with a form "b e" 3. New41 through vocabulary: 44. signal, traffic. d.c. The futurepast form form of of "do": "do": "did." II. ZATERIALSB. No Test e. The"will"forms). responses + with"be" +theto "doing." suchcorresponding questions tense B.A Trafficcarton,A andsignals an eraser. madebc11, of paper an apple, circles an onorange, ice cream a pencil, sticks. a toycar, a milk C. Activitycircle,"Co" written pictures.and ":7ait" on green on thecircle, yellow "Stop" circle. written on red (See Materials, Lesson 42) III. A.PROCEDURE Presentation 1. middleupapple,Chain one of Dialog.theof the theorange, table. objects the andpencil, asking: and the eraser :in the Place the bell, the Milk carton, the Begin the activity by picking LevelLesson II 45 WHATaskReplaceRing AM thethe thesamebellN. object child andto I rioIG? 1st L: YOU'RE RINGING THE BELL. andpick ask up about another it. object He"drink"and picks pretends, upthe an milk, objecte.g., "eat" to 2nd L: WHATAPPLE.YOU'REthe AM orange, I EATINGDOING? etc. THV, Continue until everyone has had a turn. WhATobject.he choosesAM I DOING? another 2. UsingHoldchildrenit. .-,up the take picture turns ofchoosing a picture and asking aboutBegin the activity,.LL,.. activitywith: pictures gran lesson 42, have the IGIRLTHEthe BOYchildren IS 1.1ARY IS JOITN painting. . SET? A BOY AND A C7S,RL. riatIT ARE THE MARYIRepeat picture.SEE AND TOO this JOHN BOYS. with DOING? another ONE IS 1st L: THEY'RE PAINTING. DOING?WHAT AREJOE JOE AND AND ONE JACK IS JACK. 2 , , , Lesson 45 TOM,CHOOSE YOU ACONE PICTURE. UP AND 2nd L: THEY'REFAST. EATING BREAK- JOIIN ABOUT IT. ASK Torn: ISI SEE JANE TWO AND GIRLS. ONE IS MARY.1 ONE Help Toni if necessary. John: WHATDOING?TI-7-'Y'RE ARE JANE SLEEPING. AND MARY AEOUTNOWPICTURE JOI-M, IT. AND YOU ASK CHOOSE MARY A ETC. i 3. Usingthe the green traffic signal and the toyfollowing car, recite poem. 1 WHENDON'TLITTLEITS THE Ti YOU CAR,LIGHT KNOW: IS GREEN, TO GO? LITTLE CAR I MoveHold the up car.the "green light." 4. FreeandRepeat theDialog. thecar verseeach time.several times, using the signal LIGHT,ILITTLEJOE, HOLD YOU CARImAT'LLU? DRIVE THENOW. GREENYOUTHE DO? WEEN Hold up the green Joe: I'LL GO. MARY,'WHATsignal. DID HE DO? Mary: JoeHE movesZ.1ADE theTHE CARcar. GO. WHAT'LLUP .A RED YOU LIGHT, DO? JOE. GOING TO HOLD Joe: ?'LL STOP. Provide the response if He makeslittle the and car then move stops a it.1 1 necessary. WHATNOW DIDI'M HEGOING DO, TOTax? HOLD Tom: HE STOPPED THE CAR. 1 UPJOT' THT? vELLOW LIGHT." , WRAT'LL YOU DO? Joe: HeI'LL waits WAIT. with the car. 5. WMTFree DID Dialog.HE DO, JANE? Jane: IM MADE Ti- E CAR WAIT. TOPOLTCENAN.I'M TELLA TRAFFTC TOE CARS TO I'll GOING 1 WLIT,THEYTHESTOP. REDTODO? GOSIGNAL, AND TO WHAT'LL W.FreN I HOLD Li THEY'LL STOP. WYEN I HOLD UP THE i THEYGREEN DO? SIGNAL, WHAT'LL ,.-,,, 1 L.): THEY'LL GO. 4 i Yi i eve. I;ri-PN I FOLD Tr) Ti-r? 1.,,,cr,on 45 THEYY'll;LLOW Du? SIGNAL, WHAT'LL L.): 11:1EY'LL WAIT. MARYNOWHoldDO? AW,TCH. iup the green signal. .1 THE CARS W7LL JOE. ASK Joe: WHAT'LL THEY DO? Provi6e the question if ,r.v ola up the ..ced -. .:-,1,,,..t.. 'Nary: THE GO. necessary. YlVaY,CARS AS1:WILL .Lila- DO NOW. UZAT THE Tom: WHAT'LLTUEY'LL THEY STOP. DO NOW? L'HATEoldNM.signal. upTHE the CARS yellow WILL DO TOM, ASK JANE TRIQ,T'LL.TPTY DO NOW? Jane: v..11.1^AAA... THEY'LL WAIT. 5 Level II I. OBJECTIVES Teaching Points Lesson 46 A. 1.Content Thepatterns learner of will phrases be able in sentences,to produce asthe in: stress a. thataongerLearningLocating(phrase potential sentences potentialto breaks pronounce pauses inor pause: waysjunc- 2. Them. learner will be tall boy / is going to open / the door. able to pronounce r;?..] as a points).turesappropriate occur at grammatical the pluralit ending after . is Iona - , [4] and [] as in b. The voiced alveolar II. MATERIALSB. Test: hums, See page 5. "buns, "bangs." , pluralL alveolarendingricative ending in ora bilabial,velarafter nasal.nouns ig]r as a III. PROCEDURESrings,Two of tongs,each of the following: and puppets. dines, drums, pans, buns, Pronunciation1. Model: (3). 2nd1st P: JOHNJIM ISIS MYMY NAMENAME. . 2. 3rd P: BING IS MY NAME. Free Dialog. : YOU'RE JIM. 2nd1st P:P: WHOM I? WHO AM I? : YOU'RE JOHN. 3rd P: WHO A.1 I? : YOU'RE BING. 1 Level II 3. Model: (3). Echo: 0 Lesson Lt.6 ARE rriN Ty.r. Tit DIMES AND DRUMS frontPut dim of Jim. and drums down in 4. / Echo: 0(3), ARE JL:I'S. (1) nasals.'s is pronounced c23 after the tritr:41 17r. 6.0 0). r, rc:c., rivy, Ann nmiq Putof pansjohn. and buns down in front AP7 JOHN'S. ARE JOHN'S. P? 5. Model: (3) . Echo: 0 (3) 2 0 4 Put rings and tongs down in ARE KEW'S. ARETHE BING'S.RTMS AND TONGS ti front of Bing. 6. I.E0SEFree Dialog. DIYIES AND DRUMS Point to the dimes and drums. THEY'RE JIM'S. WHOSEPoint toPANS the AND lmns BUNS and buns. 4 AREPoint THESE?HOSE to RINGS the rings AND TONGSand tongs. fr"-N THEY'RE JOHN'S. ARE THESE? THE'RE BING'S. 2 , LevelLesson II 11.111.1111 . t Model:Repeat with some of the children asking the (3). Echo: C) (3). questions. 46 THETHE DIMES DRUMS ARE ARE ON ON THE THE TABLE, CHAIR, THE DIMES ARE ON THE TABLE, PutPut the the dimes drums on on the a chair.table. JIM'S BY THE WINDOW, THE DRUMS / ARE ON THE CHAIR, 1 theHave window. everyone point to Jim by WITH HIS ARMS IN THE AIR. WITHJIM'S HIS BY ARMSMI WINDOW, / IN THE AIR. Have Jim throw up his arms. 8. Ebdel:TEE PANS ARE ON THE TABLE, (3). Echo: 0 (3). THE PANS / ARE ON THE TABLE, Put the pans on a table. THE BUNS ARE IN THE PANS, THE BUNS / ABE IN Th°E PANS 3ti Put the buns on a chair. JOHN'S IN TIE CORNER, JOIZ'S IN THE CORNER, 14 theHaveHave corner. everyone John put point his handsto John up. in WITH HIS HANDS IN TO AIR. WITH HIS HANDS / IN TILE AIR. 3 ? "0.,;:.1,._?.4z_vp,-,I:, - ," rAr.,,,N,,,30 ...4-0,.-.,,,,,,.I:rNemer.,..r...,agtv,4,7,,?..,,,rrawk,qvc..:.-v-0,,,,....),:,,,,;11tvr. 141TWis -ctsw,,,,,:wmv;mtwunInmor'soctiO,TAII,V.YVON';',XMTPPEMZ"A3RMITTAT:11,741KR5TraFRERWMPARZEI Lesson 46 , ij 9 Model: (3). Echo: Lol (3) ii THE RINGS ARE ON THE TABLE, THE RINGS / ARE ON Ti E TABLE, 0 PutPut the the rings tongs on on a atable. chair. THE TONGS ABE ON THE CHAIR, i THE TONGS / ARE ON THE CHAIR, 0 BING'S IN THE DOORWAY, BTNGIS IN THE DOORWAY, , theHave doorway. everyone point to Bing in WITH HIS LUNGS FULL OF AIR. to 0 ; Have him fill his lungs full of WITH HIS LUNGS / FULL OF AIR. 1 expandingair by taking his chest.a deep breath and 10. Go through the procedures of the test below, correcting . all mistakes in rhythm and the pronunciation of Q .)1

11

Ljt to TWATIrM-,, PIMMTrmIMP.4 Level II a Lesson 46 Test: IMI.ALUWAS....iiN.441:701....VMAMIAJ34641.1040.1010..1 Likely Errors Iq 40 Putable. Lo the dimes, drums, Have four pupils stand in front of the room in a pans, buns, rings, and tongs on the line, a. Theto thirdput the person buns // ison goinga Whisperdesignateone in tofront someonethem of as the inthe other,the first, class with second, to their say: third, backs andto thefourth class. pupils. 5 person/ buns ison rgoinga chair. to put the third / (or /THE IN THIRDTHE PANS. PERSON / IS GOING TO PUT ME BUNS similar mistakes of phrasing ;oj liketoinHave thesee this.the pans.if thirdthe thirdThen describepersonperson can the guess inperson line who whopick it said was.up thethe bunsstatement and put them It may sound b. asand"rings flexes,"D; tf in plural nouns such after ED " buns," and , THEIT WAS 1stgip. A now Bar.TE SHIRm. BE HAS AHE IS IN ti NICEJOE? SUTT. WHO WAS IT, HE HAS A 0 theSee ifpupil Joe whocan saidguess. the statement last time take your role in Then continue on with the game, letting 11 bymanyvarietythe the differentnext door, ofturn. statements places (such about as, putting on the all table, of the floor, objects sink; in Continue on around the group. etc.) by modeling sentences if you have Encourage a e..10C121MMIIMAMMONVIONGISEM iLPIWIMMI410I17{~7~111.7AtiiC611:ANW to window, .111MO.ONMIUMS.OaMW it argamirsommorrawnerzsrateavrtiamerearmasio tjSI 8 5 A,- , ,. I. OBJECTIVES Teaching Points Lesson 47 A. Content1. The learner will be able to pronounce Ilz) as a a. Theaftertive voiced !Athe as alveolarbilabial a plural frica-nasal ending [ml. 2. pluralThelike learner endingthe following: will after be IA,able as to in ask "lambs." who questions b. +Who verb.ject"going questions with to" "be" followed about (present the by sub-form)a 3. Who'sThequestions learnergoing to withwill sitopen answers bedown? the able door? liketo respond the following: to such c. Responses to such questions. g_, m am.going to open the 1.11101.4.145~1.10..111.1100%11.0.1.1.11,11111110.111111.91.40 door B. Test: See page 4. JoeJoe's is. going to sit down. 6 II. MATERIALSA. Pictures of lambs, laps, and a boy by a window III. B.PROCEDURES withDrums, his armsdimes, in andthe 2air puppets. A. Pronunciation1. Hold up the appropriate picture each time Lesson 47eve- ,IFIRWWWW, as you read each line from left to right. 1 You may have to demonstrate the Model:LAMBS -- (3). LAPS t having a childnotion sittingonor youra ofpuppet "laps"onlap my andsit lap."beforehand by saying, "He's 2. LAPSLAMBSPut the pictures at opposite ends .- LAPSLAMBS of the table. pupils point AsRecognition: LAMBSyouto thepronounce appropriate the words, picture. have the LAPS (5). LAPS LAMBS LAMBS LAPS LAMBS 3. Echo:Repeatthe words step after2, but you. this time (3) . have the pupils repeat 4. Model:objects.Have a puppet model for you. (3). Echo: 0 (3), He can point at the Point to the dimes on the table. THETHE DIMES DRUMS ARE ARE ON ON THE THE TABLE. CHAIR. THE DIMES ARE ON THE TABLE. Point to the drums on the chair. JIM'S BY THE WINDOW. THE DRUMS ARE ON THE CHAIR. si Point to the picture of the boy. WITH HIS ARMS IN THE AIR. JIM'S BY THE WINDOW. fi WITH HIS ARMS IN THE AIR. 2 I 3 Level II B. Presentation Lesson 47 1. Model:Have1st twoP: puppets model the following dialog. 1st2nd P: WHO'SNYMY NAME'S GOING JOHN.TOM. TO OPEN THE DOOR? 2. Imitation.2nd P: I'M GOING TO OPEN THE DOOR. Repeat step 1, but this time let the 3. Repeatpupilsthe sentences stepstake turns1 and holding2actions using thedifferentfor puppets them. actions) and imitating such 4. aas: Chainbook, stand Dialog.walk by aroundthe chair, the table,sit on etc.the rug, Start off the following dialog, and bring me necessary.ONJOE,give THE WHO'Shelp RUG? byGOING modeling TO HOP different sentences if It may sound like this: Joe: RUC.TOTOH'S THE GOINGWINDOW? TO HOP ON THE WHO'S GOING TO WALK ft Have Joe point Tomto Tom.hop on the rug. Have 1 T Have Tom point to Jane. Have Tom: 1) JANE'SJANE IS.GOING TO WALK TOTHE WINDOW. P t Jane walk to the window. ETC.Jane: MARY'S GOING TO SING.JANE, WHO'S GOING TO SING? 3 MaryHave sing.Jane point to Mary. Have t; Lesson 47 4 :.,...... ----._.___,____.-_....,--,------...,...------...... -Test: Y 4Likely...... ----...... ------.6.-u... Errors Have two-puPils stand in front of the group. Whisper to r -1. Lzj .. :. "lambs." eachetc., of whenthem youto do something, tell them to. First,such as: see walk, if someonecrawl, hop, else ;b.i Who going to open the f Thein theconversation class can mayguess sound who is going like this: to perform each motion. : door?the door?---:Who's going open CL:ote that in ONE OF normalinformal to pronounce speech it "going is quite a. HEREDOOR.Mai ARLIS GOINGVO GIRLS. TO OPEN THE SIT DOWN. T-ra OTHER ONE IS GOING JOE, WHO'S GOING G Maryto" is. as --y*Mary7 are. GA gano:6 ) TO OPEN THE DOOR? Joe: :!AlaY IS. :117.{.0...,,Ott..1..*ZsIld/..W.M.Wk$210X...1...*Well/V7aLTSWIVIVAIC**.V.40Alrft. Havecan thesee twoif joegirls guessed now right. other pupils what to do. do what you told them to so 1411nolnIi.V...... ww11.10110....10,10404...... 11.1.111WCAMMIL1111.1PRIWN1411.14If he did,MARY'S he GOINGcan take TO OPEN your THE DOOR.! Continue on the class placeverbsquestionsaroundgive, telling can thebring, beif group twoused:you take, haveuntil walk, to. everyone open, sit, stand, sing, and any others theExpressions children have with the following has had a chance. jump, crawl, hop, Model triOlorsoraiseereraftsrafts. words for. umrochrionesownws.homemben vomonis.....euverrireorrillorenwirearowintwairs 111101PM110.10,M11.0.M.f.I014/4. 4 .,..7,17;u14;.K.r1.5707,,,,,716311,N,Peott3!..A'ANWNIMT,WW-9,stilW,lfriN":?IfP.M`,KV"1:1(CW-7,1f*-,t-W-a,"itt9r,,INVIVIrM, I. OBJECTIVES Lesson 48 n. Content1. endingThe 3Aarner after will be able to pronounce EiQ as a plural 6 ri as in "cans." iTeachinz Points 071Thethe as voiced alveolara plural alveolar nasalending fricativeno. after 2. Thethe learner following: will be able to ask what questionsWereWhat's are helike theygoing going to open? to stand? Whatbyobjectform) questionsa verb. with+ "going "be"about to"(present the followed direct 3. withThe answerslearner likewill thebe ablefollowing: to respond to suchThey'reHe's questions going going to toopen stand the bydoor. the chair. WhereResponsesfollowed (presentquestions by to form)a suchwithverb. questions "going to" "be; fi II. IIATERIALSB. Test: See Pages 4 & 5. as b and c. A.B. A pictureTwo puppets. of cans and another of cats. III. C.PROCEDURES A policeman's hat, a fireman's hat, and a mailman's hat. A. Pronunciation1. Hold up the appropriate picture each time as you Model:read each line from left to right. (3). 1 LessonLeve., -48, ,1111111.1 CATSCANS - CATSCANS 4P 2. youappropriate?ut pronounce the pictures picture.the at opposite ends of the table. (5). words have the pupils point to the As CPNc*Recognition: , CANS CANS CATS 40 k 3 Echo:C,Rc,peatthe words (3).step after 2, but you. this time have the pupils repeat 5 4. ModelHave a: puppet model, the dialog for you. (3). Echo: C,(3 ) c WHOFITS WANTS NOTKER! JUYN'S CANS? WHOHIS MOTFT?R!G WANTS JOHN S CANS ? Havepicture the puppetof the pointcans. to the WHOEE WANTS DOES !JOHN'S CATS? WHOHE WANTS JOHN'S CATS? DOES: Have.,.,.cture the puppet of .thepoint cats. to the Presentation tt 1. Put a policeman's hat on Joe and have him pretend to jc WITPRE'SGOINGbe a policeman. TO THE WALK? POLICEMAN Model: (3). Echo:0 (3)4) . ti WALK?WHERE'S THE POLICEMAN GOING TO 2 Lesson 48 TABLE.TOTHE WALK POLIMEN'S AROUND THEGOING AROUNDTHE POLICEMAN'S THE TABLE. GOING TO WALK Have Joe walk around the table. 32. usingRepeatChain two stepDialog. other 1 with pupils. a fireman's hat and a mailman's cap Have en,:h pupil take turns giving one of t wherestand,the thecaps walk,neighbor's to hisrun, neighbor go,going etc. toand do asking something, some othersuch asstudent sit, It may go like this: ! doe gives the policeman's P hat to Tom. Mary: Joe: MARY WHERES THE POLICE.: MANRE'S GOING GOING TO TOSTAND? STAND BY fHave Tom go stand by the door hatMary to gives Jane. the fireman's Mary: MANTHEPETER, DOOR.GOING WHERES TO SIT? TnE FIRE-1 ;after Mary makes the remark. Peter: ETC. THATHE'S CHAIR.GOING TO SIT ON ttheCraneTeter remark. sitpoints on itto afterthe chair. Peter makes Have 4. Model:Have1st two P: puppets model the following. dialog. NEAT ARE(3). YOU GOING TO TOUCH? 2nd P: I'M GOING TO TOUCH THE BOOK. 3 Le(book. the second puppet touch the 4.11.a111:,:e:a&aVrati:AFA '16=1. Level I 5. Chain Dialog. Let different pairs of pupils take turns Lesson 48 holdingthe following: the puppets while they carry on a dialog like 1st P: TiMAT'STOUCH? TOM GOING TO 2nd P: HE'sEASEL. GOING TO TOUCH TBE tHave4 Tomthe touchremark the is easelmade. aster 2nd1st P: P: WHAT'STOUCH?CUPBOARD.SHE MARY GOING TO GOING TO TOUCH THE filave4 theMary remarktouch theis made. cupboard after r ...I^ T ILA ii.AIMAIWMWMdONIAAII.,*AWMMOWOWWIWP'W.~UWWNM,OM.IOMWW.A.W Test: Likely Errors, woommwarmIrou*.egame.rwm.. Before he touches it .a. L 1, cans." i mayWhisperdescribe sound to like itZoe to this:to see touch if anyonesomething. can guess what it is. It z b . What ' s he go ing to touch? >f 1 IT'S WOOD. A *hat's goinoWhat I",. he goingto touc" to touch?-I c, ", "...) JOESGOINGIT'S GOINGBLACK. TO TOUCH? TO TOUCH SOETHING. THE TEACHER USES IT. TOM NEAT'S 112 C. ,stand.-,Whereto stand':are *Wherethey goingthey goingto 2 5 Tom: THEHE'S DESK. GOING TO TOUCH lci. He's s e going to touch the : Thentouch. have Joe describe something which Tom is going to Continue on around the group giving everyone a 1 1 chair.---touches the chair. *He's going to Whena chance. everyone has had a turn, whisper to a pupil (or two G.ve help by modeling as much as you have to. 4 i Ardaisi,ii&r.yaitaLseda 4rwitltr'4:16,3ht,:tUttlzbhitiLtail''' 's** pupils)such as, to go stand by something. Describe it first Lesson 48 NARYAREOFIT ANDTHEYISTHEM WOOD.JANE GOINGIN THEARE TO ROW:.GOING STAND? TO STAND BY SOMETHING. IT ISN'T BIG. WE ALL USE THEM. THERE ARE MANY WHERE Then have a pupil take your turn describing the next place Joe: BYTHEY'RE A CHAIR. GOING TO STAND wherethe somebodygroup. else is going to stand. Continue on around 40111111.111110.11110111011101104/ ftlMY,

5 17 )4 ',477"77,77r1T. .77#7717%11M7F, Lesson 49 I. A.OBJECTIVES Content iTeachina Points 1. The learner will be able to , j;,.4, in pronouncef.z2as a b a. The voiced alveolar plural ending Dano.s " endingfricative after ("Z.1 the as velara plural 6., .... 2. Thelike learner the following: will be able to ask what questions What are you going to do? )1 b. Whatverbnasal questions phrase' with about "b" the : ', 7t. 3. Thequestions learner withwill answersbe able liketo respond the following: to such What arc the girls going to do? 1 c. Responsesfollowed(present tobyform) such"do." -i- questions. "going to i is 4.1.41.3,41....TZ.7.51;.11111 Open the door. n cfowing to open the 4loor. ,CIA .....sys.-vzour..:.4:44.1.,t4114.4.,Now.".01.471ohraitt.N.An1.14.7.W.Z04414.1....A...14 04+.1.11,..C.0.41.1.1U4ILM.1W JAWS/ i....,.....^ ....au,. tads:* i!: Vraa.-xx4s.azxr4,41-;They're goins-,Comb their bangs. ..w.7-... 17.43129Y.4..1 going .1c4..w.wce --..sumus,c-wasuar.secar.r.u.aa=awcolx.amciar,cmsas.a.mmito comb their bawYs. 0 :, II. '%'%,-11",71-rArnB. Test: See pages 3 and 4. III. TwoPROCEDURES paper crowns and two puppets. Pronunciation1. HaveNodel: two puppets model the dialog. (3). Echo: (3), G. 1 1st P: THIS CROWN BELONGS Have the first puppet hold up 2nd P: THISTOTO ME. ME.CROWN BELONGS ME.THIS CROWN BELONGS TO 1aIsame. Havehead. the second puppetcrown do the and then put it on his Emphasize the words that y7,-vnc -;?THIS CROWN BELONGS TO have new meanings. Both: L1:.'+ ANI1su.a. WE'RE KINGS. ti 2. Have two puppets model the following sentences: t< Model:1st HP (3).BRINGS TONGS Echo: 0(3), . Have the 1st puppet point to 2nd TO NE. BRINGS TONGS TO ME. i1 puppet as he addresses the class. Presentation 2nd Pv HE SINGS SONGS TO ME. HE SINGS SONGS TO ME. Haveclass.1st thepuppet 2nd as puppet pointhe toaddresses the the 1. Model:Have1st two P: puppets model the following: WIL,TGOING (3).ARE TO YOUDO? sz 2nd P: ARETOSITI'M YOUDO? DMN.GOING GOING TO WHAT iHave the 2ndEmphasize puppet "you."sit. down. 1st P: DANCE.I'M GOING TO 2 FAMPT PS; 42-14,17 5'42 MK' Ti:`, 1;1 ,SFP s 471W. Vgrs .%";7WAtMM W4" Wr ;Nti.7 , 11,71,M,1 Lesson 49 2. haveimitatingpuppetsImitation. to. and the asking dialog each in stepother 1. what they're going to do, Let pairs of pupils take turns holding the Model sentences if you 3. Haveandgoing thethe toboysgirls do. take take turns turns telling telling the the girlsboys what to do.do Have each pupil's puppet do what he says he's It may sound like this: Jane:Mary: THEY'REJANE, WHAT GOING ARE TO THE CRAWL BOYS ON GOING THE RUG.TO DO? AllowHave the the boys short crawl answer, on the "Crawl rug. Tom:Joe: TOM,THEY'RE WHAT GOINGARE THE TO GIRLSSKIP AROUNDGOING TOTHE DO? ROOM. room.Haveon"Skip rug." the around girls theskip room." around the Allow the short answer, Test: Likelya. Errors WINC.WOMMIOIOAIINIMIIMAMINMOY101:4 a Havefrontclass. each of pupil,the class one whatat a hetime, is goingstand to in do. front of the Let the pupils take turns asking the one in Have that C7a.....* C--1songs," and "tongs." j in "kings," kingc. 0, a pupilit. tell what he is going to do and then have himIt do may sound like this: b. What are you going to do? *Vnat you*ghat are goingyou going to to do? 14 Tom:Joe: TOTOM,I'M DO? WHATGOING ARE TO YOUOPEN GOING THE DOOR. c. Whatdo? are they going to do? 1 ..-:y What they going to do? 1 Mary: Tom: TONARY,ON I'MDO. THE WHATGOING BOARD. ARE TO YOUWRITE GOING NY NANE d. They're,-6.,do? *What going they to are skip going around to 3 skipthe room.---They'rearound the room. going R119.11,,,MMIPTI Mary:Jane: TOBOCKJE.NE, I'MDO? TOGOING WHAT THE TOARETEACHER. TAKE YOU THISGOING Whenquestionsmallpupils everyone groups take his has turnsofneighbor hadboys standing a or chanceabout girls. in them.to front take ofpart the let class the in Have each pupil It may sound like Haveandpupilsthis: Joesay: standingpoint to togetherthe two orin morefront Tom:joe: TOTOM,HaveTHEThEY'RE DO? WKLTRUG. them GOINGARE hop THEY onTO theHOPGOING rug.ON Haveofsay: boysTom pointstanding to thein frontgroup and 3 Jane: Tom: WALKGOINGTHEJANE, AROUND BOYSTO WHAT DO? ARE THEARE GOING TABLE.THE BOYSTO ETC. Havethe thetable. boys walk around .1111101.1110.1011110M111./...m...1110111. S.S. ,,, Y. OBJECTIVES ti Teaching Poi its A. Content1. Theand learner what questions will become like familiar those in with lessons wha, 47,where, 48, a. (i) to""Be" followed (presentwhosubject; byquestions form) a verb + "goingin:about the 2. Theandsuch 49.learner questions will becomelike those familiar in lessons with responses 47,.48, andto 49. . (iv)(iii)(ii) whereverbwhat questions;phrasequestionsdirectwhat (with questions aboutobject; the thepro- about the II. MATERIALSB. No test. b. Responses to such questions.verb "do" as the main verb). A.B. A Twoabox eachballoon, papercontaining pupil. sacks,a bell, a a marble, etc.crayon, a andwhistle, enough a scratchball, a paperpencil, for c. Descriptionindicate(see step what of 4.) animalsthey might to do III. PROCEDURES1. andobjects.Free aDialog. whistle, and hand them to Joe and Tom so that Take out two of them, such as, a marbleHave a box containing many little MARY,THESay:the BOYS WHO'Srest ARE ofGOING GOINGthe TOclass TOPUT PUT can'tTHE THEIR MARBLE tell OBJECTS whoON THEwas ON TABLE?given THE TABLE.what. roleSampleSeefor andif the response:shegive next can two turn.guess. other objects to two other pupils Continue on around the group.If she can, have her take your LevelLesson 50 I 1 11 Mary: IjOE TS GOTNG TO PUT THE 1 !JOE IS.MARBLE ON THE TABLE. I 2. paperballFreetell Dialog.and sack.which a marble, object isand in put which them sack. each in a different Mix the sacksTake around two different so the classobjects, can't such as, a Say: Point to one of the sacks. jAUE'STHAT SACK.GOTNG TO TOOK IN '-,17 WFAT'S s+.. aroundSeeSHEtake GOTNGif Jane'sthehe TO can group.S;,'E? placeguess forcorrectly. the next turn. Sample response: If he can, let him Continue on 3. Free Dialog. Have enough pieces of scratch paper for joe:i SHE'S GOING TO SEE A MARBLE. A MAaBLE. ordrawnsheeteach facea circle. either pupil ofdown paper. tosoa largehaveno one one. square can tell or awhether large circlehe has ona squareeach Start a crayon or a pencil aroundHand thethe papers out to each pupil Show the pupils that you have ANJOEcircle. INX, ISTEE GOING =cu. TO WRITEJANE IN THE SQUARE OR Say: hearJoe shouldyour remark. be where he can't WRTTEWHERE'StheSee AN squareif:17. X?she GOING orcan the TOguess. circle. Have Joe mark an X in either Then continue on around the group. Sample response: Jane: -HE'S GOING TO WRITE AN /NX INTHE THE SQUARE. SQUARE. .%! Z-4,; Lesson 50 4 1-",^duck,pretendto tell a cowboy, him what a policeman,he is, such etc. as, Dialog. ENplain to Eachthe pupilspupil willthat bethis given is a description a Thenlion, he awill dog, have a JOETOSPOTS.to DO? ISquickly PROWN answerWITH WHITE the question: HESome DAaKS. of the dialog may sound like this: HE WHAT ARE YOU GOING YOUSCI-100L.THEBELONGS GOING LITTLE TOTO ABOYDO? LTTTLE IS IN BOY. JOE, WHAT ARE Joe: YOUYOU'RT:THESAV, LIVE"TTL" "QUACK" SYALL ON POY. A AND PARM."QUCK". YELLOW. GOING TO 7 A -"r FOR JANE, YOU Jane: WHAT ARE YOUPOLICEMAN.POND.T'M GOING GOING TO TODO? SWTM IN A TON, YOU'RE A Tom: I'M GOINGGOINGPEOPLE. TO HELP TO DO?THAT WHAT ARE YOU YOU HELP TATL.OFOTIIERTHEBO". YOUwOREST. ANIMALS ARE AFRAID MAav, YOU LIVEYOU INROAR. YOU NAVE A LONG ALL OF THE WHAT Mary:ETC. ARE YOU GOINGI'M TO GOING DO? TO EAT YOU UP. 3 I. OBJECTIVES Teaching Points Lesson 51 A. Content1. vowels,The learner as in will"a boy." be able to pronounce [b] between a. bilabialbetweenTheerror: voiced vowels.fricative bilabial E-b-i, stop Lbj--) *The voiced Likely 2. Thethe learner following: will be able to ask who questions like asa-"boy"should "pause"in and "a than -hovebeboy." between nothere inmore the is "a"of wordbetween aand There 3. The learner will be able to Who was going to sitopen down? the door? respond to such b. WhoTiabove.1'subject questions with about the pastthe form questions with answers like the 1 IgrAV-Worcl.ftwaltSva.".nraY was going 10++.447tectue to open the door. 1 following: offollowed "be" 4- by"going a verb. to" e Joe was. ,Joe4 was. was going to sit down. c. Response to such questions. II. MATERIALSB. Test: See page 6. A.B. AballPictures ball, and a ofabat, bata boy,and aof puppet. girla ball, petting a cat and of a boy with a III. A.PROCEDURES Pronunciation 1. Hold up the appropriate picture when you say 1 Model:"a boy" or "a ball," reading from left to right. (3). Lesson 51 A BOYBALL - A BOYBALL 2. AEcho:asHave BALLthey the C)repeat,A pupils(3),U point to the appropriate picture A ABOY BOY A ABALLBOY BOY 3. Model:andShow a thegirl picture petting of a acat. boy with a ball (3). Echo:0 (2), and a bat, WITHA BOYAND A LIKESABALL GIRL ANDTO LIKES PLAYA BAT. TO WITHA BOY ALIKES BALL 0 ANDTO PLAYA BAT. WITH A FINE LITTLE PLAYCAT. AND A GIRL LIKES TO PLAY 4. WHATFree DOES Dialog. THE BOY Ask questionsLIKE? about WITH A FINE LITTLE CAT. the picture like: ANDHE LIKESA BAT. TO PLAY WITH A BALL 2 DOES THE BOY PLAY Lesson 51 WITH A CAT? C. WITHNO, HE A DOESN'T.BALL AND A BAT. HE PLAYS B. Presentation1. establishThe following the meaningintroduction of "was is goingnecessary to." in order to Say: / 701-,..reD .14 Ti,70a. LAA L.1% e Hands go up. JOEOPENCCME AND 'HERE.TUE JA DOOR.E, YOU'RE GOING TO wherePoint you to keepthe doorthe toys.of the closet THEJOE, BALL. YOU'RE GOING TO GET 4 YOUJOE,OPEN GEro (hisperingTHE THE DOOR. BALL. ) YOU JANE, K Joegets opens the theball. door and Jane modelLUNG,Have the theWHO following: childrenWAS GOING sit TO down and with a puppet OPENBobo: TH.'? DOOR? JANEBUTTO OPENWASSHE GOINGDIDN'T.THE DOOR, WHO WAS GOING TO GET THE BALL? SHE GOT THE BALL. 3 filmrP579wwz.iromm7 Lesson 51 Bobo: HETHEJOE OPENED BALL,WAS GOING THEBUT DOOR.HETO DIDN'T.GET 2. Echoopenstepsentence the 1.the dialog door, at a betweentime, e.g., you The echoing may have to be done one but she didn't." "Jane was going toand the puppet in Then: "She Echo:Got the ball." (2),0 5 3.. class.Chain Dialog. Go quickly three times around the 3 ALICE,GET THE WHO 3AT? WAS GOING TO aarantumanurtworeaadmnI.NUw~Matarmalimumnrognwr ....4 Alice: qTOMi WAS.TOM WAS GOING TO GET THE BAT.i Allow theEgonoi short for answer. "going to. 'I DOOR?JOE, WHO WAS GOING TO OPEN THE ;1 Joe: 4JANEMARY, WAS WHOJANE WAS WAS GOING GOING TO TO GET OPEN THE DOOR...... 41111141.111111.1141010.16. MOW, ETC. THE BALL? of 4. AskJANE, Jane, WHO Joe, WAS and GOING Tom TOthe following question: 5 OPEN THE DOOR? Jane: I WAS.umor.arbat"..rowsweaunasamarearMashAra..40...4~..altaaInvaverust4WAS GOING TO OPEN THE DOOR. t You may have to prompt Jane. 4 0 A PRIFIT.:QT- PWR GETJOE, THE WHO BALL? WAS GOING TO Lesson 51 TOM, WHO WAS GOING Joe: I WAS.WAS GOING TO GET ThT BALL. TO GET THE BAT? Tom: MMreIMAGRiair..a10111114110VatikaleZZAINIIMMANICaLTSJUI,S111111=1,4111.1.1111SCUMAJWanONorI WAS GOING TO GET THE BAT. 5. Say to the whole class: 11011111.1110 I WAS. Signal to the children to remain YOUEVERYONEEVERYONE, ARE GOING STAND SIT TO UP.DOWN.STANDSIT DG UP. N. Signalin their the seats. children to stand up. WHOGo around WAS GOING the classTO and ask r...... "STAND UP? !i each pupil: SIT 1777ATID07. N? J WE WEREi GOING TOPND UP. SIT DOWN 5 yB Lesson 51 Test: 1 Likely Errors ,1 Guessing Game. Divide the class into two teams for this g a. Who was going to sit down? 1 i game.the door, close the window, raise his hand, etc. Ask each pupil what he is going to do, e.g., open Then down?--,,e*Who is going to sit (When past intention 1 tell him to do something else in secret. Each team member is meant.) Fi2 highestsees if score he can wins. stump his opponent. The team with the b. Who--;;) was going*Who was to goingsit down? sit down? LearnerLearner from from team team r # 2: 1: WRO WAS GOINGJANEjANE TO WAS SITWAS. GOINGDOWN? TO SIT DOWN. c. responseJane"Who was. was to ...*Janegoing the question,to is.sit down?") (In Learner from team # I: 2: WHOYOU'RETeam WAS #RIGHT. GOING2 gets TO a STANDpoint. UP? A Learner from team # 1: TOH WAS GOING TO STAND UP. Learner from team # 2: YOU'RETeamTO STAND #WRONG., 1 UP.doesn'tTOM WAS. get a point. JOE WAS GOING A wairomonorwasCsilaula IMINNINIMASOMOMalmml~oemmiliantiVMAS 6 14',V.,VA,:aikii.,A ..."1111 '',VVAA'AA';,A yOlr y "1:AV A At r 4),,A,Ae ,A Ai N4 ry t, Lesson 52 I. A.OBJECTIVES Content a.Teaching Points Thebetween voiced vowels. alveolar stop Eco Likely errors: 1. vowels,The learner as in will "the be dog." able to pronounce J between fricativer43 *The voiced inters ental , as in "the dog." 2. questionsThe learner like will the be following: able to ask what and where Therebetween"the"` =adore. is and noa- "dog"moreand -dore"pause"than inthere betweenthe isword 3. withThe learneranswers willlike bethe able following: to respond to such questions WhereWhat were was youJoe going to open?sit? b. objectWhata"be" verb. questions ±with "going the aboutto"past followed formthe directof by "w .2.taa 000,C. 1 was going 1_ oinc, to : the book. -...... - c. Responses to such questions. T openedwas going to open the book, but I didn't. open 1 On the stool. was going to sit on the lio 1. the ;,too.,... B. Test: See pages 5, 6, and 7. &di-1'1'.He was going to sit on the stool, but he He sat on the desk. Wan MATERIALS A.B. PicturesTwoa looking dollpuppets, onof through thea adoll, box,floor. a ofanddoor a a duck, andbook seeing of a dog,a duck, and aof dog, a girl and ITS7P il;a:''NVO4T`,.W.1Y+ .3:1;7,Mot W40,, krt AtinTrf III. PROCEDURES A. PronunciationJ. Model:Hold up the appropriate picture. (3). Echo: (3), 0. A ADOLLDUCK DOLL A DOLLDUCK 2. A ReciteDUCK the following poem for the students. A DUCK Show Model:WHENduck,the THEpicturea dos, LITTLE andof GIRLaa girldoll lookingon the floor.through a (2) door at a SHEOPENED SAW THEA DUCK, DOOR, ' DOG, 3. ANDWHENEcho A : DOLLTHE LITTLEON THE GIRLFLOOR. (3) , OPECSHE NDSAW THE A DOOR,DUCK, WHENOPENEDSHE THE SAW THELITTLE A DOOR,DUCK, GIRL A ANDDOG,FLOOR. A DOLL ON THE A ANDDOG) A DOLL ON THE FLOOR. 4. Ask questions about the poem, like: IZ Remove picture from view. Lesson 52 WHATGIRL DID SEE THE ON LITTLETHE FLOOR? 0 Iii Ime...... *,..o.ow**...... a...... n.&HE SAW A DUCK, A DOG AND A 4 F `a x, v6, DOLLDUCK, ON ATHE DOG, AND A DOLL. LOOR. i1 t q 'i ...a* 4 OM AdNW WAIMWOIMM.1...47.,WWWW.~...W.44;2.,1,...,.S 1:*1 3 41014M.011...1.0001.,~00.1.10 SAW A DUCK. ; t1, 6 WHAT COLOR 14.4.Jel, 4 1 1./ DOG? ;TS4.116.4 "AQTFIE t.....-:,..., ...... ,...... , A ,...... ,...... ,...... 1 ;ili VI? t.....t;I: BRUIN. : 1ti r____i1 1111111.1Wil i ' a...." r.w.0..7, , - 44....14a2Cazt.x,.44....wmi.a...t.Inj tiq 4 WAS THE DOLL? $ lauw.1*.affe..00.1M+.4 at., i 4t. :..--..!1IS 1 ,,,,...... f fi THE DOLL 1...Y,S.T ON THE FLOOR. 2 i 1 ON THE FLOOR. 1 4i .7TC f. B. Presentation c 1. HoldBobaflaps the in (thatpuppet,the other. can Bobo, be opened) in one onhand your while desk. you hold Have a book and a box with ;.! TOBOBO, OPEN YOU'RETHE BOOK. GOING G19 TOBOLA,Bobo: SIT YOU'REON THE GOINGCHAIR. ALL RIGHT. ;, Bobo nods. NowBoba:bookafter have and theyBobo sitting haveopen onmadethe the boxmotions chair, and Bobatowardsrespectively. sit openingon the deskthe ALL RIGHT. Boba nods. 2 Model:BOBO, WHAT WERE YOU (3). GOING TO OPEN? Lesson 52 Bobo: I WAS GOING TO OPEN THE BOOK. A BOBA, WHERE WERE YOU BUT I DIDN'T I OPENED THE BOX. GOING TO SIT? 0 3 EchoBoba:have the to dialogsbe done inone step sentence 2. at a I DIDN'T.WAS GOING TO SIT ON THE CHAIR, I SAT ON THE DESK. The echoing may time. BUT f. 4 Echo:Echo: (2)0 (3)(3) 0. WHAT WAS BOBO ,T:D. GOINGTOBoba: OPEN TO OPEN?THE nocK, HE WAS GOING TOBOBA, OPEN? WHAT WAS BOBO GOING OPENEDBUT HE THEDIDN'T. BOX. HE HEOPENEDBOOK, WAS GOING BUTTHE HE BOX.TO DIDN'T. OPEN THE HE GOINGbOBO,Bobo: WHERE'TO SIT? WAS BOBA SHE WAS GOING TOBOBO, SIT? WHERE WAS BOBA GOING TOSATBUT SIT SUEON ON THE DTDN'T.THE DESK. CHAIR. SEE CHAIR.SHE WAS GOING TO SIT ON THE BUT SEE DIDN'T. SHE 5. Chain Dialog. Co quietly once around the room. SAT ON THE DESK. 4 )' " : ", " ff Lesson 52 GOINGJOE, WHTO AT OPEN? W1:5:: BOBO joed THE BOOK. re...... er Observe that ,;oe has three HE WAS GOING TO OPEN THE '4 different responses he can li 14 hE WAS GOING TO OPEN THEBOOX. make. Iit B001:, BUT HZ DIDN'T. lis! h WCILIII=4311KCIL.14;aSIZZIC9=7461.0/1I. 'AP"JANE WHERE OPENEDWAS BABA TEE BOX. =414.14/X,,}J1}dril t Joe turns to Jane. Jane: 4 GOINGON TO SIT? `" T T SRE -0=.11.., LA.4 WAS GOING TO SIT ON TD R. Ut'0 d 1 SHE W,LS GOINGTHE-- CUAIR,TO SIT BUTON SHE DIDN'eliq SAT ON THE DESK. 13; ETC. itP I Test: 1. in pairs and respond in the P Likely Errors Where were you going HaveJANE,SITfollowing the IN ARE pupilsYOUR. YOUmanner: SEAT. GOINGcome upTO Cb. What---'/---)*Wnere was *'What Joe going youJoe goingwas to goingopen? to sit?to to sit? Jane: ALLa seat.) pause,RIGHT. sits in (Jane, after Tom's c. door.----1,Heopen? was going to open the He was going to Joe:Jane: V.-ERESIT? WERE YOUIIN WASGOINGMY SEAT.GONG TO TO SIT IN d. Onopensgoing inthe answerthe stool.--->*Theto door.sit." to "Where stool,was Joe MY ISEAT, SAT INBUT TOM'S I DIDN'T. SEAT. 5 .omits Level II 1 JOE,Now reverse YOU ARE roles. GOING MM.Lesson 52 TO OPEN THE DOOR. Joe: ALLopeninggoing RIGHT. to it, the opens door thebut box.)not (Joe, after Joe: ae: (Mr.' DOOR,I WAS GOINGOPEN?WHAT TO WEREOPEN YOU GOING TO THEI 2. Repeatbut this the time cue with both procedure of step 1 with all the where and what OPENEDDOOR, BUTTHE TiOX. 7 questions.DIDN'T. pupils, I I SITJANECueHave INboth three YOUR what childrenSEAT. and where YOU ARE GOING TO 4:6 6. a time comequestions. up to the front. Joe:aftersect.)Jane; a MARY, WHEW? ALLWAS RIGHT.JANE pause, sits in Tom's (Jane, Mary: GOINGIIN ISHE'INTO HER HERSIT?WAS SEAT, SEAT.GOI NGBUT TO SHE SIT OPENJOE, THE YOU DOOR. ARE GOING TO 'DIDN'T.TOM'S SEAT. SHE SAT IN 1 r 6 1 Joe: openinggoingALL RIGHT. to it, the opens door thebut box.)not (Joe, after Mary:Tom: TOMTHE DOOR.WAS GOINGTOTOM, OPEN? WHATTO OPEN WAS JOE GOING 4 I IIETHE OPENEDDOOR, BUTTHE BOX.HE DIDN'T

7 I. OBJECTIVES Lesson 53 A. Content1. a.Teaching Points The voiced velar stop between 2. Thevowels,like learner the as following:willin "a be game" able andto askpronounce"the what goat." questions [gJ between vowels.intiver157-2, words like as "again."in "a game" or *The voiced velar frica- Likely error: Egj There What wereThat the were boys you going going toto do?do? b. Whatisit questionsno "pause"game. about between the "a"verb and 3. questionsThe learner with will answers be able like to therespond following: to such II was going to open the door. I the"be"phrase pro-verb with the"do." past form of "going to" followed by RunTheOpen again. boysthe door.were going to run agc7171 c. TheResponsescomplements,only short the answertomain such if verb includes any.questions: and its II. B. MATERIALS Test: See pages 5 and 6. A.B. TwoPictureschasing puppets. ofa goat. a goat, of a game, and of a boy and a dog III. A.PROCEDURES Pronunciation 1. Model:Hold up the appropriate picture each time. (3). Echo: 0 (2), O. 1 ` 7,7570;WT`.14'17,41MNP.97W eve A ACOAT GAME A GOAT Larson 53 A GAMEGOAT A AGAME GOAT 2 Model:aNow goat. show the picture of a boy and a dog chasing (3). Echo: 0(3), ARETEETHE GOING GOAT.BOY ANDTO CATCHTHE DOG ARETUE GOING BOY ANDTO CATCHTHE DOG 3. AskWHO'S questions GOING TOabout CATCH the picture like: THE GOAT. WHATREDOGTHE GOAT?GOING THE TOBOY CATCH? AND THETHE BOY GOAT. AND THE DOG. going'What'sin informal to thecatch?" boy speech. andis acceptablethe dog B. Presentation1. YodelModel: the following dialog with two puppets: (3). Boba:Bobo: boxALLBOLA,Boba RIGHT.but OPENmakes she THE doesn't;a motionBOX. insteadtowards sheopening sits thedown. ( T c , n1.004X.VNI mni7Kw,vg6wgi.17,wmo!..1147," Lesson 53eve Boba:Bobo: WHATOPEN WERE THE BOX.YOU GOING TO DO? 2. Freedoesthe Dialog. notteacher perform, gives but each does a directivesomething whichelse, thee.g., pupil I WAS GOING TO OPEN THE SOX. Have each pupil come up in turn and MARY, OPEN THE DOOR. Mary: Joe: MARY,ALLGOING RIGHT. WHAT TO DO?WERE YOU Theit. door is open so Mary closes Mary: OPENI THE DOOR.THE DOOR.WAS GOING TO OMNI 6 Allowe.g.,response Mary "...but ifto sheexpand I wishesdidn't. on to,her I SEAT.JOE, WALK TO YOUR Jane: GOINGJOE, W2ATTO DO? WERE YOU Joeclosedit." hops to his seat. Joe: IWALK TO TO MY SEAT. WAS GOING TO WALK SEAT. heLet wants Joe addto. to his response if 3. ModelArrangeETC. the to following have two dialoggirls walkwith totwo the puppets: window. I MY Model:Boba: GIRLS,THE WINDOW. HOP TO(3). Girls: ALL RIGHT. The girls walk to the window. 3 Bobo: WHAT WE1U THE W -4.V$ Lesson 53 .77?"..METTIRT7171 7177r1T.P77=M119,, ,171,79.1MMT1775",119 s.n.n. TOGIRLS DO? GOING Boca: .1-10P TO THEWTNDOW. 4 GOING TO i 4. Chain Dialog. HOP TO WINDOW. liaveTE one pupilH!: come up and give directivestoldpupils to todo, todo e.g.,pairssomethin3 of pupils.other, than what they are Pupil director: Arrange with the THEBOYS, DOOR. GO TO ist L: Boys: ALLWHATDO?BOYS RIGHT. WERE GOING TR2 TO The boys go to their seats. 2nd L: iG0 THEY WERE GOING; ,TO THE DOOR.i , t Encourageresponse. expansion of this Pupil director: I YOURGIRLS, SEATS. WALKTODOOR. GOTO TO THE 1 Girls:2nd L: WHATALLGIRLSDO? RIGHT. WERE GOING THE TO The girls walk to the window. and L: leo.. ow...A na110**0. WALI: TO TilEIR Is:ncourage expansion of 1,:sssol% 53 this 1 TY:InfITO WERE WALK ""SEATS.GOING TOLisERE SEATS. response. Test: ~NM 1141.110004.~1. Ago Likelya. 3rrors What: were you going to 11/11.0441 00.111.....**".1110 S 1. NaveGuessing the game.1st L from team Divide the class into two teams. #1 come up and whisper do?aat you were going Youonlyto will wrong thedo be those teacherthe first actions what .s,.,Iresser. hethey is going the first time to set the pattern have vocabulary for. Beto do.sure to guess They can or the b. Whatdo?-.4*:qhattoto weredo? do? they (When 'Loingare past-time they to going is pupils who guess wrong. 1st L-Team:#1: TEEthat DOOR. he (Whisperis, going to GOING TO OPEN c. Theyintended)the wore window.-..,y:e2hay going to were wall: to 1st L-Team #2: WEREopenSIT YOU DOWN? GOING TO the door) nunciationgoing(But, walk n:aPof to course, thet-Ctfo- the pro- to is acceptable0 in window. - ,lst L-Tea1st L-Team #1: #2: WHATNO,TO I DO?WERE YOU GOING WASN'T. normal"going conversation) 1st L-Team #1: OPENI WAS THE GOING Dooa.THE TODOOR. OPEN I jiftrormusw.woramma....~10.1. 5 -.4 0 0 1 r. 9 OI N7VM 01 'MOCNIM 01E =00 slim AERIxam RUFM xvnA ioa ol ONI00 ::T44 LIAT,7,1-7 gst .1,mmlam AEM1 cOM ol 1ST sl t. Luooa sin to .t. c. tvap no,c osoI coolONI00 ol uvlsT1 not mvol-I 1st a7lp4o.4 30 2,7,,dsTtu0pvzLIsuT 01UW MV01 07,11 01 N7VM '1.10CNIA14 .4DT puu uval01 DICIOD al,EM :siTdne, go aT.ua uo 7.7dnd az.,u,:louv .suoTlsranb 0:1 suoT2ua7uT atmsur w_Tu. .uoTloz, oql nu op sTTend 3o s.-zTud TITm aodsTvi sudnd 3o .7.Trd ovo 0AVg ourp fss,on2 ol aotxtio pvtl, WON TIT!th,)ls sT711 Z Es. uo...,,o:oq ITlun AlTAT:lor sT147: enuTquoo 'its; 0c slzIS muzu igtter44.0 11 kaaarilaaknatiutYle.kl,iir WAIN.24)A,'!, ..... 7 Level II I. OBJECTIVES Teachin, Lesson 54 A. Content1. The learner will be able to pronounce 53 , a. vowels:The voiced stora between 2 Thedog,"and :.earnergo aad "the will goat." become familiar with the stress , between vowels, as in "a boy," "the (2)(1)(3) thethe velaralveolar lap. Go ; aj patterns of phrases in sentences, as in: b. Thecompound stress phrases,pattern e.g.of , .wo.Va.catch/tneThe boy/ r and goat. the do,/ were Loin g to Amlw.amr0 objectiveThe"The purpose boy andis of simplyth.; this girl to make 'I *:.:ATERIALSB. Test: See 1)-0.e.s 3 and 4. partpatternyourskip ofpupilsstep English.cs z:. a aware:VSLematic of this 1 and 2 of You may III. PROCEDURESofPictures a dog, ofand a ofboy a andgoat. a dog chasing a goat, of a boy, pu?ilsprocedurespractice. do not if'you'feel need. this your 1. 1.-Iodel:HoldTHE upBOY/ the AND picture THE D00/ of a boy and a dog chasing a ,oat (3). Echo: (3). WERETHE GOINGGOAT. TO CATCH/ 1101.11.01.01110 GOINGTHE '.0Y/ TO CATCH/AND THE THE DOG/ GOAT. WERE 2 THEEtho: BOv 411011 THE BOY AND THE DOG AND THE DOG M1111.1001111. ft 71 WERE GOING TO CATCH Lesson 54 rA377%THEJ.IAL; BOY/ AND THE DOG/ \P1 WERETHE GOINGGOAT. TO CATCH WEREGC5INGTHE COAT. TO CATCH/ 111011011111 aChain goat Dialog.on the chalk. tray. Put the pictures of a boy, a dog, and GOINGTHE B01"/ TO CATCH/AND THE THE DOG/ GOAT.The WERE Leacher says, as 7. JOE,she pointsWHAT'S toTHIS? one of the pictures: Joe: A GOAT. For example, the picture of a ;oat. AYOU'RE GOAT. RIGHT. IT'S Y MAR7TI;LLT'S A COAT. V1"6T'S THIS? 4 forPointing example. to the picture of a dog, Mary:Joe: IA DOG. DOG.YOU'REIA RIGHT. A DOG. IT'S A Mary: JANE, WHAT'S THIS? .14 example.Point to the picture of a boy, for Mary:jane: A YOU'RE.THAT'SBOY. ARIGHT. BOY.1 ETC. 'HE'S1IT'S A BOY Les.:on 54 Gopupils around the the chance class toseveral practice times Ein rapidly , to give the , and a] between ZZ7..77....-- - . ' ' ;:r.ZZZ4: 01"...... '..":." 7...... Z.. ...Z.: ....7;.= 7..:..;,...1;..:::::::::..1.-S.M.....=.: ..:.:=1:0707,7=11.=.1.1.-ZIrt ... vowels. 4,71.1.:APrrn .VNt..0n0Kr SZVI.trrat..11.01CTah.en14.1MAIrrt0.01111/~N.WICANISMI.VAWM1,1,2700.1040.1.relr0.170.r.11.1, reroSeam ~II 1000Mel.1.14141110A Ilit.lrugaral 64010.000.1000. worse wirmat.....1~ 'r ri, ti1, l et$t: Likely Errors Test: a. Chain Dialog. Put the pictures of a boy, a dog, and a. r: I a onepicksgoat else up canone seeof theit. aaree pictures. ace down on a desk or a chair. 'he teacher asks the 1st L: and holds it 30 no The teacher fricative *The voiced inreraental , c in "a boy. ' I" ii WHAT DO I NAVE? ric;Ative a.: as in "c..$ do" o 0 AGAIN.NO, I DON'T. GUESS 1st L: [A i_al,..1.sthVE A BOY. Y. r d.c. The170 st,.ess .pattern of corf.pound *The voiced velar n: sr, ,;.) 1, n ..,, It YES,GOAT. I DO. I HAVE A YOU.4. HAVE A GOAT, C2.0AT. errorsdog"phrases is notlike likely "the boyto produceand the asksThe 1stthe L2nd conies L: up and chooses another picture and 1st L: WHAT DO I HAVE? -____ .I 2nd L: 1 A DOG. 1st L: HAVEYOU'REYOU NAVEA DOO.RIGHT. A DOG.] I L Choosingasks:2nd L: another picture, 2nd WHAT DO I HAVE? 3rd L: LXOUIA GOAT.DAVE A GOAT. 4 LOQ OI OXIOD DO;[ 'm .491,TP, va***.t. *0710D nV 00a 21-7, GNV LOU raNI,XOU vim Tav 2DIVD OI :MOD I zor 1 2N7, MY,-V3 ICCCI ENS, ONV nrAn. 77-= 7741."= CNIOC; 47=LT F111, nv OVIIMoT cENVC ONTCD IVOD 7E1 (INV -z%.1.1z c3 7,uToa zoa ;o salvd 090.7Z5 arp zool al TIniT tug; zno *a.sundvz,- RTrnp-TATtpuT uo !Tr:, sITdnd tatr, 2u7Artl 4q '2,077Tp uTmlo sTql puz? 4oq r 3o o:r.nzoTd 0.41 ana Av?:7.7, uo 2170SImend t? lue=3Tp "230ITC uTsql0 175. UOS:3Z."7", 1 ' ' " t t^ * fikaibVe VS11.164_,AA *1-14,:.1...".4*-,t *Aiwa ,,,,,t-S.,,,,S,C,',, .12, ; iI I. OBJECTIVES i1J Lesson 55 A. Content 1$Ii Teaching Points 1. The. learner will become familiar with the pronun- 1 a. The voiced stops between ciationin "a boy,"of rlp "a dog," y. i 2 Ma% d i 4.1 ) and and ?-fri between "4vowels, as at 0goat. vowels:(1) the bilabial !;.).! p .- : ) 2. The learner will become familiar with who, where, ; (3)(2) the alveolarvelar !"0 rd:i . , 3. Theand 53.whatlearner questions will become like thosefamiliar in lessonswith responses 51; 52, Youunderfeelcovers may presentation,thatwant this yourtc, object skip pupils .v.:,whichstep are if1 nowyou andto 53. such questions like those in lessons 51, 52, 1 b. Thevoicedthoroughly past stops form familiar betweenof "be" -:-vowels.with "6oin; the in:to"(1)(2) followed v:ho Whc.t ouestions questionsby a main about about verb the the sub:;ect; r,11'.direat 4" t obj,Ict;amilms.wrolowea.,. . ., ...... , :. questionz about the (4)(3)v What questions about uhe verblocative "do"phrase asadverb; (withthe main th verb). ..)ro- 13. c. Responses to such questions. :A*,,.ItTAT0 n. L4.\-L1. 1J.) nNo test. B.A. ClassroomPictures objects: of a boy, of a dog, and of a goat. books, boxes, chalk, etc. III. PresentationPROCEDURES ft Lesson 55 1. Theitboy,Guessing 1stso a no Ldog, picksgameone and else chainup a onecangoat dialog. ofsee face the it, downthree and on askspictures a deskthe 2ndor and aL: chair.holds Put the pictures of a 1 2nd1st L: L: IA GOAT. WHATYOU DOHAVE I A AVE?GOAT.1 2nd1st L: L: YOUGUESSNO, HAVE I AGAIN.DON'T. A BOY. I 1st L: YoutryAI HAVE RIGHT. A BOY. Boy. 3rd2nd L: fA GOAT. YOUWHAT HAVE DO IA HAVE?GOAT. I 1To the 3rd Ldifferent after picking picture. up a 2nd L: ETC. YOU'REI HAVE RIGHT. A GOAT. 2. Guessingchoose aGame. captain for each team. Divide the class into two teams, and Have each captain 2 IThe teacherpupil.the directives should keep given track to ofeach VAiiiMiemik.41,asitoil v-f, " " :IL' e..211 2L1.1.? ' give directives, such as, "Joe, you are going to "Marystand youup," are "Jane, going you to arewalk going to the to window,"close the etc., door, t membersto four do of things his team other members. than what they .were supposed Have.the four team "luestionslEncourage ain:crent types of ' by cue ing the m i f histo. opponent. Then have each team member see if he can stump 1,necessary.i 1st L-Team r-. WHO WAS GOING TO SIT I DOWN? 1 1 JANE WAS. IS 1 1st L-Team #2: jA.NE WAS GOINGSIT DOWN. TO 1 1st L-Team #1: YOU'RE WRONG. :1 1st L-Team #2: WHOSTANDSHE WAS WAS UP?GOING GOINGCLOSE TO TOTHE DOOR. Team #2 doesn't get a point. 1st L-Team #2:#1: 4V11.1,1JUEYoU'REJOE WAS RIGHT. GOINGSTAND TO UP, WAS. Team #1 gets a point. Continue;lanetions:ask and going thisrespond to activity walk to theto?"; until question. "What all washave Joe had going a chance to do?"; to "What was Jane going to close?"; "Where was Other possible ques- 3. Randomcomeetc. upChain and Dialog.tell the class: Have Tom, Joe, Jane, and Mary 3 a tr, X`Ti, 4f4ktin; sTaVIWIttWAVAIN.471R11-',X.Wst.IS1 T4WFPMPlfg5iWaticiti7i7K,79,7prrrA,MITTICIWW=1.741,77,A Lesson 55 Jane: Tom:Joe: I'MT'M GOING TO PLAYOPEN WITHTHE BOOKJOE.TOM. pi TomJaneJoe opens sits closes thein Tom'sthedoo b r.oak. seat. 1st L:Mary: GOINGSEAT.BILL,I'M GOINGTO WHAT DO? WERE THE BOYS TO SIT IN TOM'S I You might Narybeing sits the in 1sther L. start the chain by own seat. Bill: I THEYPLAY. WERE GOING TO PLA.Y, PlOmm.004.4a 1101011 ALICE, WHEREBUT WAS THEY MARY DIDN'T. GOING Alice: !i TO SUEINSIT? TOM'S WAS GOINGSEAT. TO SIT IN SHE SAT TOM'SINDIDN'T. HER SEAT, OWN SEAT.BUT SHE 1 .1 OPJANE, ;t? WHAT WERE YOU GOING Jane: ITHE BOOK. I CLOSEDWAS GOING THEBOOK, BOOK. BUT I DIDN'T. TO OPEN THEE E 4 .4. Lesson 55 TOTOM, DO? WHAT WERE YOU GOING i' Tom: iPLW1 WITH JOE. ' ,i )II1 WAS GOING TO PLAYJOE, WITH BUT I DIDN'T. 1 Li 0..4..OPENED 14.1..,....r.e.....0441.W.M.IIMMHi"..1.7.V....M.7A THE DOOR. 1 Becky: O'HE BOOK. TOBECKY, OPEN? WHAT WAS JANE GOING it SHE WAS GOING TO OPEN THE i h Si-IE CLOSED BOOK,IT. BUT SHE DIDN'T. i1 Giverespond all theto differentstudents severalquestions. chances to ask and V...... *.marwaraww.ras.saseladaroromowaveguAmeasaa**4

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