4.11 English with pets - who am i?  (Page 2/2)

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A problem to solve

• Listen.
• Discuss the problem.
• Say what you think Terry should do.

Terry wants a pet.

Terry doesn’t want a dog. Why not?

Terry doesn’t want a cat. Why not?

Terry doesn’t want a rabbit. Why not.

• What kind of pet do you think Terry should choose?
• Give your reasons.

• Make a list of pets you think Terry should choose.

1. ................................................................................................................................

2. ................................................................................................................................

3. ................................................................................................................................

4. ................................................................................................................................

5. ................................................................................................................................

• How many children choose 1. ? 2. ? 3. ? 4. ? 5. ?
• Most children want Terry to have a .

My graph

• What kind of pet do you have?
• Tell the class about your pets.
• Ask you friends which pets they have.
• Make a cross next to the pet each friend has.

Our pets

• Discuss the graph.

My dictionary page

• Read the words.
• Keep this page in your file.

Assessment

Learning Outcome 1: LISTENING : The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.3: We know this when the learner understands simple oral instructions by responding physically (e.g. ‘put up your hand’).

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.5: We know this when the learner expresses self in simple ways if given an oral structure:

Assessment Standard 2.6: We know this when the learner expresses self in simple ways if given an oral structure:

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.2: We know this when the learner uses simple, familiar words to complete sentences:

Assessment Standard 4.3: We know this when the learner writes lists with titles;

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner identifies things from simple descriptions:

Assessment Standard 5.4: We know this when the learner records information on simple chart using ticks and crosses, or simple yes or no:

Learning Outcome 6: GRAMMAR AND VOCABULARY : The learner knows and is able to use the sounds, vocabulary and grammar of the language to create and interpret texts.

Assessment Standard 6.1: We know this when the learner understands question forms in oral texts:

Assessment Standard 6.6: We know this when the learner understands some negative forms in oral texts:

Assessment Standard 6.11: We know this when the learner understands between 500 and 1000 common spoken words in context by the end of grade 1.