【正文】 rl). Have children repeat the word and point to the matching character. 3. Story Have children open their books and look at the picture. Ask , “Who can you see?” Elicit, “Mocky, Ken, Ann.” Have the class look at the picture as you play the tape. Play the tape again. Have the children repeat the words. 4. Learn the words Have children open their books and direct their attention to the new vocabulary on the righthand side. As you play the tape, have the children point to correct picture. Now point to a photograph of a boy (Jim), Elicit, or say, “A boy. Jim is a boy.” Repeat this for each photograph, eliciting the correct vocabulary. Have children work in pairs. They take turns to point and say. The second period Play a game: change the groups and change the spaces in the room. to the new lesson: Introduce please and thank you. Mime a little sketch to convey the meaning of each word. Once you have checked that the children have understood the new vocabulary, model the words by repeating them two or three times and have children repeat after you in a choral drill. Play a game: pass ball. (Repeat this with other children. Ask them to form two or three lines and see which line finishes first. 3. Touch and say Have children open their books and point to Uncle Booky’s speech bubbles. As you point to the words, say, “Please” and “Thank you.” Have children read the words and repeat them after you. Have children look at the five photographs and describe what they can see in each one. Hold up your copy of the book and have the puppet of Uncle Booky point to the first photograph. Explain that children are going to look at the picture and decide if the word to describe the picture is Please or Thank you. Continue pointing to the other photographs and elicit the words from children in a choral drill. Have children work in pairs. 4. Sing the song Explain to children that they are going to learn a song using Please and Thank you. Read the words to the children, pointing to each word. Play the tape for the whole song and have children listen and respond physically to the mands. Have children take turns to do things for each other through mime and say, “Please” and “Thank you .” Mime an example for children to watch before having them work in pairs: indicate to a child to pass you a book and say , “Please.” When you have the book, say “Thank you.” The third period (1) Teach the mands Stand up and Sit down by using hand gestures. (2) Review the words Please and Thank you. Play a SimonSaysstyle game. (3) Begin by saying, “Please sit down” and “Please stand up” two or three times. Now vary the exercise by sometimes saying only the mands, without Please. 2. Listen and practice (1) Have the children open their books and draw their attention to the photograph of the cat. Point to the picture on the page and say, “This is a cat.” (2) Play the tape, pointing to the photograph matching the word. (3) Now replay the tape and have children touch the photograph as they listen. (4) Play the tape one more time and have children listen and say, “Cat” aloud. (5) Repeat the procedure with the word “Crocodile, duck, dog.” 4. Match and color (1) Hold up the word cards (cat, crocodile, duck, dog), ask children to say these words in English. (2) Have children open their books and look at the pictures. (3) Direct children’s attention to the English words and read out aloud the words. (4) Now have children match the words with the pictures of the things. (5) Ask children to color each picture. The fourth period 1. Revision. (1) Begin the class with students saying the rhyme loudly, encouraging them to clop to keep the rhythm. (2) Say the following mands and have children listen to and follow them. (3) Review the vocabulary and structures for this Unit with the Poster, or have children look at the picture on page 10. 2. Make the picture (1) Have children open their books and look at the two halves of the page. Point to the word girl , model it and have children repeat after you. Do the same for the word boy. (2) Explain that children are going to draw pictures of a girl and a boy, color them with crayons, and decorate them with yarn, string, scraps of cloth. Hand out scissors, glue, crayons, and the craft materials. Set enough time for children to make their pictures and then have them share their art with the rest of the class. (4) If there is not enough time, ask children to finish the rest of the work at home. 3. Find and color (1) Use the word cards to review the words learned in this unit and unit one. (2) Children open their books and look at the picture. (3) Explain that in the picture there are some hidden objects. They have to find them and make a circle around each of them. (4) Give children some time to look for the objects. (5) When all the children have recognized the objects, have them color each object and share their pictures with the whole class. The fifth period Play games: children stand in a circle . Put on your mask of Mocky and say, I’m a monkey.” Have the children choose a Character Mask to put on. the ball to a child who is not wearing a monkey mask . He/she stand up and says. “I’m a (boy).” Children continue throwing, catching and producing the new structure and vocabulary. The only rule is that children cannot throw the ball to someone who will repeat exactly what they said. Teaching: 1. Introduce please and thank you. Mime a little sketch to convey the meaning of each word. For example , pick up and carry a pile of books toward the classroom door with both hands . Signal to one of the children that you want him or her to open the door for you and say, “please