Small Stars 3.0 Teacher Notes Book 3, Unit Five, Lesson 3 In this unit, the students will … identify and say the sports 'playing badminton', playing basketball', 'playing table tennis', 'playing tennis', 'running' and 'swimming'. understand and ask the question 'What do you like doing?' answer with the structure 'I like (sport).' identify and differentiate s-blends. listen to and understand a simple story. answer simple questions about the story. identify simple words in the story. practise handwriting by tracing and copying target vocabulary. sing a simple song about sports. identify target vocabulary in a dialogue. At the end of this lesson, the students will be able to … understand and ask the question 'What do you like doing?' answer with the structure 'I like (sport).' identify and differentiate S-Blends. complete pages 56–57 of Practice Book 3A. Tips If you need ideas for games, how about basing them on the sports learned in the unit? Students could play Q&A tennis or 'swim' lengths of the classroom in a relay. Remember that the goal is teaching students to recognise and say consonant blends, not learn the words as target language. The blends 'sk' and 'sc' sound the same. This should be explicitly taught so the students understand it's not a mistake. Lesson Materials Balloons (one or two) Flashcards: c, k, m–n, s–t, w Flashcards: 97, 99, 171–175 Pencils Puppet (any one) Student Book 3A: pages 64–65 Practice Book 3A: pages 56–57 Introduction (15min.) Target Language: Sports: playing badminton, playing basketball, playing football, playing table tennis, playing tennis, running, swimming Receptive: 'What do you like doing?' Productive: 'I like (sport).' In this section, the students will … introduce themselves. understand the question 'What do you like doing?' answer with the structure 'I like (sport).' Materials: Flashcards: 97, 99, 171–175 Presentation: Activity 1 (Hello Song) Presentation: Activity 2 (Unit 5 Song) Puppet (any one) Student Book 3A Practice Book 3A Preparation: None Greeting the Class (3 minutes)

Say "Hello" to each student as he/she enters the class. Say "Take out your books." Collect the Student Book and Practice Book from each student and keep the books at the front of the class for later. Using a puppet, ask each student "What's your name?" and have him/her respond. Have the students say "Hello" to the classmates sitting next to them. Singing the Hello Song (2 minutes)

Tell the students it is time to sing the Hello Song. Display activity 1, slide 1 of the presentation. Say "Stand up" and have the students stand up. Play the Hello Song and have the students sing along and perform the actions. Say "Sit down" and have the students sit down. Words and Actions: Hello Song

Hello, Small Stars. (Wave one hand.)

How are you? (Shrug your shoulders.)

You are happy. (Extend your arms forward with open palms.)

I am too. (Use your hands to indicate a smile on your face.)

Sit down, stand up. (Crouch down, then stand up.)

Listen, look. (Cup your ear, then mime looking into the distance.)

Raise your hand, open your book! (Raise one hand, then mime opening a book.)

Singing the Unit 5 Song (3 minutes)

Tell the students it is time to listen to a song. Display activity 2, slide 1 of the presentation. Play the song and have the students listen. Play the song again and have the students clap along with the music. Words and Actions: Unit 5 Song

I like running. I like swimming. (Run on the spot then pretend to swim.)

I like playing basketball. (Pretend to play basketball.)

I like playing table tennis. (Pretend to play table tennis.)

I like playing football. (Pretend to play football.)

I like running. I like swimming. (Run on the spot then pretend to swim.)

I like playing basketball. (Pretend to play basketball.)

I like playing table tennis. (Pretend to play table tennis.)

I like playing football. (Pretend to play football.)

(repeat)

Practising the Structure 'I Like (Sports).' (7 minutes)

Go through flashcards 97, 99, 171–175 and elicit target vocabulary. Arrange the flashcards on the floor in a circle. Choose three students and have them stand around the circle. Play a song and have these students walk around the circle of flashcards. Encourage the seated students to clap and sing along. Stop the music and have the students stop walking. Prompt the seated students to ask "What do you like doing?" Have the standing students make a sentence using the nearest flashcard as a prompt. For example, "I like playing basketball." Elicit individual answers and repeat the process three times. Choose a different group of students and repeat the procedure. Focus: Structures Output (25min.) Target Language: Sports: playing badminton, playing basketball, playing football, playing table tennis, playing tennis, running, swimming Receptive: 'What do you like doing?' Productive: 'What do you like doing?' 'I like (sport).' In this section, the students will … understand and ask the question 'What do you like doing?' answer with the structure 'I like (sport).' Materials: Pencils Presentation: Activity 3 Presentation: Activity 4 Student Book 3A Preparation: None Practising Asking and Answering the Question 'What Do You Like Doing?' (6 minutes)

Arrange the chairs in two lines facing the board. Divide the class into two teams and have them sit down. Elicit the question "What do you like doing?" from the class. Whisper the answer to the first student in each line and have him/her whisper the sentence to the next person in the line. Encourage the students to pass the information down the line until it reaches the last student. Have the last student in each team stand up and say the sentence out loud. Correct if necessary. Have the students stand up and move one seat back. Have the last student in each line sit in the chairs at the front of the lines. Repeat the process several times. Identifying Sports (6 minutes)

Display activity 3, slide 1 of the presentation. Point to the first box and elicit the vocabulary, using the structure "I like (sport)." Play the first audio file and elicit the answers from the students. Circle the correct answers. Hand out a pencil and Student Book to each student. Have the class open to pages 64–65. Play the first audio file again and have the students repeat the process. Repeat the process for the remaining items on the page. Assist as necessary. Collect books and pencils. Practising the Dialogue (7 minutes)

Display activity 4, slide 1 of the presentation. Have a student come to the front of the class. Use the pictures to practise the dialogue on slides 1–2. Have the student sit down. Choose two more students. Use the picture prompts on slides 3–4 to practise the dialogue. Assist as necessary. Repeat the process for slides 5–10. Asking and Answering the Question 'What Do You Like Doing?' (6 minutes)

Choose a strong student and have him/her come to the front of the classroom. Ask "What do you like doing?" Elicit the answer. For example, "I like playing basketball." Switch roles and have the student ask the question. Answer using the structure "I like (sport)." Have the student sit down. Divide the class into pairs and have the students ask the question "What do you like doing?" and answer with the structure "I like (sport)." Monitor and assist as necessary. Have the students stand up and change partners. Repeat the process several times. Audio Script: Activity 3

I like playing football. I like playing table tennis. I like playing basketball. I like playing badminton. I like playing tennis. I like running. I like swimming. I like playing basketball. Skills (15min.) Target Language: S-Blends: sc, sk, sm, sn, st, sw S-Blend Words: scary, skate, smile, snake, step, swim Receptive: 'What can you see?' 'What do (letter sound) and (letter sound) say?' 'What word has (s-blend)?' Productive: 'I can see (letter name).' '/(S-blend)/' '(S-blend word)' In this section, the students will … identify and say the blends. differentiate the blends. Materials: Balloons (one or two) Letter Flashcards: c, k, m–n, s–t, w Presentation: Activity 5 Preparation: Write the s-blends on the inflated balloons. Reviewing Blending with 'S' (4 minutes)

Hold up the 's' flashcard and elicit the individual sound /s/. Repeat with 'm' and /m/. Move the two flashcards closer together and elicit the blend /sm/. Repeat the process for the following blends: /sn/ /sc/ /st/ /sk/ /sw/ Identifying and Practising S-Blends (5 minutes)

Display activity 5, slide 1 of the presentation. Point to the blends at the bottom of the slide and have the students decode them. Play the audio file and have the students identify which blend is pronounced. Move to slide 2 and repeat the process. This time choose a student to tap the corresponding blend. Repeat the process for slides 3–6. Differentiating S-Blends (6 minutes)

Have the students sit in a circle, facing each other. Hold up the balloon with blends written on it. Point to and elicit the blends. Tap the balloon gently towards a student. Encourage the student to catch the balloon and read the first blend he/she sees. Assist as necessary. Have the student repeat the process. Encourage the rest of the class to read the blends written on the balloon. Note: Make sure the students hit the balloon gently. Have students work in two teams once they are more familiar with the activity.

Close (5min.) Target Language: Sports: playing badminton, playing basketball, playing football, playing table tennis, playing tennis, running, swimming Receptive: 'What do you like doing?' Productive: 'What do you like doing?' 'I like (sport).' In this section, the students will … review the target language. Materials: Flashcards: 97, 99, 171–176 Presentation: Activity 6 (Goodbye Song) Student Book 3A Practice Book 3A Preparation: None Checking Practice Books (3 minutes)

Check the students' Practice Books from the previous lesson and give feedback. Return the Student Book and Practice Book to each student. Have the students put the books in their bags. Singing the Goodbye Song and Exiting the Classroom (2 minutes)

Display the last activity of the presentation and tell the students it is time to sing the Goodbye Song. Say "Stand up" and have the students stand up. Play the Goodbye Song and have the students sing along and perform the actions. Say "Stand in a line" and have the students line up facing the door. Show the first student any flashcard and have him/her produce the target language. Say "Goodbye" and have the student say "Goodbye" to you. Repeat with the remaining students. Words and Actions: Goodbye Song

Put your books away. (Pretend to put a book in a bag.)

Put your books away. (Pretend to put a book in a bag.)

Wave, wave, clap, clap, clap. (Wave one hand and then clap three times.)

Put your chairs away. (Pretend to slide a chair under a desk.)

Put your chairs away. (Pretend to slide a chair under a desk.)

Wave, wave, clap, clap, clap. (Wave one hand and then clap three times.)

Goodbye teacher. Goodbye friends. (Wave your left hand and then your right hand.)

Roddy, Kev, Vic, Mel and Ben. (Wave your left hand and then your right hand.)

Line up together. One, two, three. (Have the students stand side by side.)

Wave goodbye. Sing with me. (Wave your left hand and then your right hand.)