JL948 Jolly English Teacher's Book 2

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Listening, speaking and pre-reading skills

Teacher’s Book

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In au clu di de o s CD

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Jolly English Level 2, Unit 2: Journeys, Lesson 3 Learning objective: to listen to a story; to review language from lessons 1 and 2; to learn some further vocabulary (featuring the sounds /v/, little /oo/ and long /oo/). Target language: volcano, book. Revised language: van, mountain. Go to sleep. Get up. Numbers. Receptive language (story): Good night! I’m going up [a mountain]. This is nice. Oh no! It isn’t a [mountain]. It’s a [volcano]. Help! Where am I? You’re in bed. Phew! I’m not on a volcano. I’m in my [bed]. Teacher language: We’re going to the moon. Who’s this? What’s this? Look at [picture one]. Let’s listen to the story. It’s a dream? Inky’s [dreaming]. Where’s Inky? Is Inky [on the volcano]? Is she [in bed]? Is it a [mountain]? Does Inky like [the volcano]? Inky says... What colour is [one]? Colour. Can you hear the /v/ in ‘volcano’? Can you see the /b-e-d/? Skills: listening, speaking. Materials: audio CD, flashcards 73, 159, 122, 124, 230; 269 to 272 (rocket, moon, mountain, volcano, van; story cards), character puppets. Warm up • Show the rocket and moon flashcards and ask What’s this? (Rocket, moon.) Say We’re going to the moon, and count down from five to one. Encourage the children to join in: five, four, three, two, one, counting down on their fingers. • Play the audio from Unit 2, Lesson 2 (Track 18) and encourage the children to join in and do the actions.

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Story Listen to the story Audio CD • Say Open your book, and show the children page 14 of the Pupil Frame 1 Track 19 Book. Hold up the Inky puppet Narrator: Good night, Inky! and ask questions about the story Go to sleep! pictures: for example, Who’s this? Inky: Good night! (Inky.) What’s this? (Window, Narrator: Inky’s sleeping. moon, book, van, mountain.) Say Inky: Vroom, vroom! I’m in my van. Look at picture one. Inky’s sleeping. Use the Inky puppet to mime Frame 2 sleeping: for example, put Inky’s Inky: Vroom, vroom! I’m in my van. head on her hands. Say Look I’m going up a mountain. at picture two. Where’s Inky? In This is nice! her… (Van.) Use the puppet to mime driving. Frame 3 • Use the flashcard or story pictures Inky: Oh no! It isn’t a mountain. to teach the new word: volcano. It’s a volcano! Point to frame three and say Oh I’m in my van on a volcano! no! A volcano. Help! • Say Let’s listen to the story. Play the audio (Track 19) and encour- Frame 4 age the children to listen and to Snake: Inky! Get up! follow the story in their books. Bee: Inky! Get up! • After listening, hold up the story Inky: Oh! Where am I? cards and ask comprehension Snake: You’re in bed! questions about each frame: for Inky: Phew! I’m not on a volcano. example, (Frame 1) Is Inky sleep- I’m in my bed. ing? (Yes.) Point to the dream bubble and ask What’s this? Say It’s a dream. Inky’s dreaming. Use mime to help convey the meaning. (Frame 2) Where’s Inky? (In the van, on a mountain.) (Frame 3) Is it a mountain? (No, a volcano.) Does Inky like the volcano? (No.) (Frame 4) Is Inky on the volcano? (No.) Is she in bed? (Yes.)

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Jolly English Level 2, Unit 2: Journeys, Lesson 3 Act out the story Jolly English Pupil Book 2, page 14 • Tell the class they are going to act out the story. Use the Inky puppet to show the children a mime for some of the actions in the story: for example, put head on hands for sleeping; mime driving for in my van; mime a volcano erupting like a fountain for Oh no! It’s a volcano; indicate getting up with your hands for Get up; and wipe your brow for Phew! • Play the story again (Track 19), this time encouraging the children to mime some of the actions. You could pause after Inky’s lines and encourage the children to repeat her words. • Ask some more confident children to come to the front of the class to act out the story. Ending the lesson • Play a game of Inky Says to review language from Units 1 to 3 and from Level 1. Hold up the Inky puppet and give a command: for example, Inky says [go to sleep]! Inky says [get up]! Encourage the children to mime the action if you say Inky says. Tell the children not to do the actions if you give commands without saying Inky says: for example, Stand up! Clap your hands! Count to five. Use the game to revise various action verbs from Level 1: for example, jump, hop, wave, spin around, stand up, sit down, clap your hands. • Use the Inky puppet to say Goodbye.

Practice Book Jolly English Practice Book 2, page 14 • Show the children page 14 of the Practice Book. Point to the numbered paint pots at the side of the page. Play the audio (Track 20), pausing after each sentence, and ask the children to colour each paint pot accordingly. Ask What colour is [one]? (Yellow.) Point to picture of the volcano and say Colour one Colour key Audio CD yellow. In the classroom or at home, the children complete the picture by Number one is yellow. Track 20 colouring the volcano according to Number two is red. the colour key. Number three is orange. Number four is grey. Phonics focus • Draw attention to the sounds in words containing /v/, little /oo/ and long /oo/: for example, Can you hear the /vvv/ in ‘van’ and ‘volcano’? Can you hear the /oo/ in ‘book’ and ‘goodbye’? (Remember to say the little /oo/ sound, as in took.) Can you hear the /oo/ in ‘moon’ and ‘zoom’?
 (Remember to say the long /oo/ sound, as in root.) • Practise aural blending with pictures on the Pupil Book page. Show the Pupil Book page and ask: for example, Can you see the /b-e-d/? Can you see the /v-a-n/? Can you see /i-n-k-ee/? Encourage the children to point to the right object or animal in the picture. 37

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Jolly English Level 2, Unit 5: At the Castle, Lesson 1 Learning objective: to review language from previous units; to learn vocabulary connected with a king and queen in their castle (featuring the sounds /qu/ and /ou/); to listen to a chant. Target language: Queen, quack, quilt, quiet, loud, ducks. Revised language: clothes; King, ring, swan. Receptive language: The [ducks] are [loud]. They’re very [loud]. Sh! Be quiet. Good [quiet ducks]. Teacher language: Who’s this? What’s this? I’m [quiet]. What does a [duck] say? Where [are the ducks]? What’s [the queen] wearing? What colour [are they]? How many [ducks] can you see? Can you hear the /qu/ in ‘queen’ ? Can you see a /qu-i-l-t/? Let’s listen to the chant. Skills: listening, speaking. Materials: audio CD, flashcards 44, 48, 103, 140, 188, 203, 205, 223, 224 (swan, duck, quilt, ring, sing, King, Queen, quiet, loud), character puppets. Warm up • Use one of the puppets to say Hello. Use the puppet to hold up flashcards from Unit 1 (King, ring, swan, sing). Show each flashcard and prompt the children to say the words. • Play the song from Unit 4, Lesson 4 (Track 35) and ask the children to join in.

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Listen and say Vocabulary Audio CD • Use the flashcards to teach the new words: Queen, quilt and duck. Encourage Queen Quack Track 37 the children to mime putting on crowns, or Quilt to wave or bow in a regal way as you say Quiet Loud Queen. • Show the duck flashcard and ask What does a duck say? Say Quack, quack! Ask the children to join in. Quack loudly and say I’m loud! Quack quietly and say I’m quiet. Repeat Quack both loudly and quietly and encourage the

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children to copy you. • Play the audio (Track 37) and ask the children to listen. Hold up each flashcard as they listen. Then play the audio again, this time pausing after each word so that the children can repeat it. Encourage them to say the word quiet quietly and the word loud loudly.

Jolly English Pupil Book 2, page 27

Stick • Say Open your book, and show the children page 27 of the Pupil Book. Direct the children’s attention to the sticker insert in the middle of the Pupil Book. Encourage the children to complete the picture on page 27 using the stickers. • Ask questions about the picture: for example, Who’s this? (King, Queen.) What’s this? (Window, pond, duck, quilt.) How many [ducks] can you see? (Two.) Where are the ducks? (On the pond.) What’s the Queen wearing? (Pyjamas, ring.) What colour are they? (Blue.)

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Jolly English Level 2, Unit 5: At the Castle, Lesson 1 Chant • Say Let’s listen to the chant. Play the audio (Track 38) and encourage the children to listen to the chant and point to the picture on page 27. • Show the children some mimes for the chant: for example, opening and closing their hands like beaks for quack; putting their fingers to their lips as if saying Sh! for quiet; putting their hands over their ears for loud. Play the chant again and encourage the children to mime the actions. Encourage them to join in with the quacks and Sh! Be quiet.

Chant

Audio CD

Quack, quack, Track 38 Quack, quack, quack! The ducks are loud! They’re very loud! Sh! Sh! Be quiet, ducks! Sh! Sh! Be quiet!

Quack, quack, Quack, quack, quack. The ducks are quiet! They’re very quiet! Quack, quack, Quack, quack, quack. Good, quiet ducks!

Ending the lesson • Give children instructions to do things either loudly or quietly. Say, for example, Sh! Be quiet, stand up. Be loud! Stamp your feet. Give the instructions in a loud or a quiet voice to help convey meaning. Repeat this with various other instructions: for example, sit down, sing, count to three, jump, clap your hands, spin around. You could play this as a team game if you wish. • Use one of the puppets to say Goodbye.

Practice Book Jolly English Practice Book 2, page 27 • Show the children page 27 of the Practice Book. Point to the paint pots at the side of the page and read the numbers aloud with the children. Play the audio (Track 39) and encourage them to colour each paint pot accordingly. • Draw the children’s attention to the numbers on the picture of the quilt. Colour key Audio CD In the classroom or at home, the children use the colour key to colour the Number one is pink. Track 39 picture. Number two is blue. Number three is orange. Number four is yellow. Number five is green. Number six is red. Phonics focus • Draw attention to the sounds in words containing /qu/ and /ou/: for example, Can you hear the /qu/ in ‘queen’, ‘quilt’ and ‘quiet’? Can you hear the /ou/ in ‘loud’? • Practise aural blending with pictures on the Pupil Book page. Show the Pupil Book page and ask, for example, Can you see a /qu-i-l-t/? Can you see a /qu-ee-n/? Can you see a /k-i-ng/? Can you see a /r-i-ng/? Can you see a /du-ck/? Can you see a /p-o-n-d/? Encourage the children to point to the right person or object in the picture. 63

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s ge ra + Fo 3

Teacher’s Book

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Jolly English is an English-language course that provides essential vocabulary while developing the children’s awareness of the sounds of English. It introduces vocabulary and sounds in the same order as the Jolly Phonics programme, so it can be used either before or alongside Jolly Phonics.

This Teacher’s Book is used alongside Jolly English Pupil Book 2 and Jolly English Practice Book 2. Together, they introduce language through a variety of fun and motivating activities, including songs, games, chants, stories and sticker activities.

Jolly Learning Ltd © Jolly Learning 2018 (text) © Kevin Maddison and Lib Stephen 2018 (illustrations) Printed in China. All rights reserved. Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK. Tel: +44 20 8501 0405 Fax: +44 20 8500 1696 82 Winter Sport Lane, Williston, VT 05495, USA. Tel: 1-800-488-2665 Fax: (802) 864-7626

www.jollylearning.co.uk

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ISBN 978-1-84414-594-2

ËxHSLIOEy145942z Reference: JL948

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