Pratom 1 Overview

Unit Title	Vocabulary	Language Use
1. Classroom Orientation	Girls, boys, everyone, stand up, sit down Walk, run, jump Right, left Listen carefully, draw, write Sing, look, listen Line Circle Come here, catch	Please, (action). Write your name. Draw this. Listen carefully. Girls, listen. Boys, look. Everyone sing. Draw ____. Make a line. Make a line and (action). Make a circle. Please make a (circle/ line) and (action). Look, catch!
2. Numbers	1-20 Fingers Elephant Flower, petal Orange	How many? Count to __.
3. Meet Me	Hello, hi Goodbye Good morning, good night Happy Birthday	How are you? I am fine. What is your name? My name is ____. Nice to meet you. How old are you? I am (#) years old.
4. Alphabet	A-Z, a-z Allie Aligator, Bubba Bear, listen, repeat Catrina Cat, Dee Dee Dear Ellie Elephant, Francine Fish Gary Gorilla, Hairy Horse Inny Inchworm, Jerry Jellyfish Kaya Kangaroo, Lenny Lion Minny Mouse, Nelly Night Owl Ollie Octopus, Peewee Penguin Queenie Quail, Roger Rabbit, big/ small letter Sammy Snake, Timothy Tiger Uni Unicorn, Vincent Vole Wild Weasel, Xavier Fox Yancy Yak, Zed Zebra	What sound does (zoo phonics animal) make? Listen and repeat. Write and draw ___. Look. What letter? What’s this?
5. My Body	Body parts [student generated] Head, shoulders, knees, toes We, have	Touch your (body part). Lek says touch your (body part). How many (body part)? Draw a circle around the (body part). How many (body part) do you have? We have _____.
6. My Health	Soap, water, shampoo Wash Bath Toothbrush, toothpaste, brush, teeth Clean, dirty	Wash my ____. I take a bath. I brush my teeth. This is a dirty hand. This is a clean hand. Wash your ____.
7. My Feelings	Tired, hungry, thirsty, hot, cold Teacher Students Yes, no Sick Hurt	I am (feeling). How are you? How are you (teacher, students)? I am sick. Are you (feeling)?

Pratom 1 Overview (continued)

8. My Things	Book, pencil In, on, under Bag, desk	What is this? It is a ____. The ___is ___ the ___. Where is the ____?
9. My View	Red, blue, yellow, colors Orange, green, purple Black, brown Square, triangle, circle Big, small	What color it this? It is (color). Touch something (color). (Color) and (color) make (color). The (color) (object) is __ the (color) (object). What shape is this?
10. Food	Orange, banana, mango, lime Pineapple, apple Chicken, pork, fish, milk, egg Papaya, chili, tomato, green bean Candy, ice cream	Do you have _____? Yes./ No. ___ eats (food).
11. My Classroom	Chair Window, door Blackboard, eraser, chalk	(Action) around the (object).
12. My World	Sky, cloud, star, moon, sun, bird Tree, leaf, leaves Dirt, grass, flower, rock Water, fish Dog, cat Cow, buffalo, pig, chicken Elephant, monkey, snake, tiger	How many (object)? Count to (#).

Pratom 1 Unit 1: Classroom Orientation

Lesson	Objectives: Students will be able to:	Vocabulary	Language use	Materials
1. Girls, Boys, and Everyone	§ Respond to and give commands, “Pleas sit down” and “Please stand up.” § Distinguish between boys, girls and everyone.	Girls, boys, everyone, stand up, sit down, please	Please, (action).	· None
2. Now We’re Moving	§ Give action commands in English. § Follow commands using appropriate actions.	Walk, run, jump; Review	Please, (action).	· None
3. Down and Up	§ Respond to and give commands “Please sit down” and “Please stand up”.	Sit, stand, up, down, please	Please sit down Please stand up	· None
4. The Bunny Jump	§ Reproduce action in a dance.	Jump, walk, run, right, left; Review	None	· None
5. Draw What’s in the Box and Write Your Name	§ Respond to verbal commands. § Work in groups to correctly draw vocabluary words.	Listen carefully, draw, write	Write your name. Draw this. Listen carefully.	· Paper · Drawing materials · Small objects from the classroom · Box or bag
6. Girls Listen, Boys Sing	§ Understand and say the commands “Sing, Look, Listen.” § Create a drawing for each vocabulary word.	Sing, look, listen	Girls, listen. Boys, look. Everyone sing. Draw ____.	· Paper · Colored pencils
7. Quick Make a Line	§ Respond to and give the commands of previously learned vocabulary. § Combine previous vocabulary with new vocabulary to give longer instructions.	Line	Make a line. Make a line and (action).	· Paper · Pencils
8. Making Circles and Lines	§ Demonstrate giving and taking commands. § Recognize a circle.	Circle	Make a circle. Please make a (circle/ line) and (action).	· Ball
9. Three Corners	§ Respond to and give new commands.	Come here, catch	Look, catch!	· Action pictures · Ball
10. Simon Says	§ Respond to commands in a game.	Review	Review	· None

Lesson 1: Girls, Boys and Everyone Objectives Students will be able to: § Respond to and give commands, “Pleas sit down” and “Please stand up.” § Distinguish between boys, girls and everyone. Vocabulary Girls, boys, everyone, stand up, sit down, pleaseLanguage Use (girls, boys, everyone) please (stand up, sit down). Materials · None

Warm Up

Teacher: · Say, “Everyone please stand up.” · Motion for everyone to stand up and demonstrate the action. · Say, “Everyone please sit down.” · Motion for everyone to sit down and demonstrate the action. · Repeat until students can do the action from verbal commands only.

Activity

Teacher: · Move around the classroom pointing to every girl and say, “Girl.” · Repeat with the boys. · Repeat warm-up exercise using “girl” or “boy” instead of “everyone.” Students: · Volunteers try to command the class, using the new commands. Teacher: · Play Simon Says, but use “please” as the key word rather than Simon Says. - Instruct the boys, girls, or everyone to either “please stand up” or please sit down.” - If the students do not hear “please” in the command, they should not do the action. - Students who do the action without hearing “please” should sit out and help the teacher catch other students who make the same mistake. Students: · Volunteer to try to lead the class in a game of Simon Says. Teacher: · In Thai, discuss the meaning of “please.” · Brainstorm possible Thai language equivalents. · Ask, “Why is it important to use words like ‘please’?”

Lesson 2: Now We’re Moving Objectives Students will be able to: § Give commands in English. § Follow commands using appropriate actionsVocabulary Walk, run, jump; Review: boys, girls, everyone, stand up, sit down, pleaseLanguage Use ReviewMaterials · Chairs

Warm Up

Teacher: · Say, “Everyone please stand up.” · Say, “Everyone please walk.” Demonstrate walking in place. Repeat with “run” and “jump.” · Say, “Line up and go outside.” Demonstrate actions. Students: · Line up and go outside.

Activity

Teacher: · Instruct the class to do different actions reviewing boys, girls and everyone and the various actions. Students: · Follow the commands, using all of the space to do the actions. You are not inside anymore, so you do not have to do these actions in place. · Play Around the Chairs. - Place chairs in a circle. Have one less chair than there are students. (If there are 35 students, have 34 chairs.) - Teacher assigns an action, “Everyone please walk.” - Students move around the chairs saying the action (ex. “walk, walk, walk”) until the teacher says “Everyone, please sit down”. - All the students must sit down. - The student without a chair then tells the students to “Please stand up”, chooses the next action, and then say, “please sit down”. - Repeat many times, so many students have a chance to be the leader.

Lesson 3: Down and Up Objectives Students will be able to: § Respond to and give commands “Please sit down” and “Please stand up”.Vocabulary Left, rightLanguage Use Please sit down Please stand upMaterials · None

Warm Up

Teacher: · Teach the song “Down and Up,” with the actions. (Please see Teaching a Song in the Introduction.)“Down and Up” Down and Up Down and Up We walk to the left We walk to the right We turn around And we walk, walk, walk · Say, “Everyone sing!” Students: · Sing and do the actions.

Activity

Teacher: · In Thai, review left and right. · Ask students if they know the words in English (they learned them in the song). · Teach “left” and “right” in English. · Practice the new words by giving commands learned in lesson 1 and 2, but with right and left indicated as well. Students: · Play Follow the Leader to practice all of these commands. Form a line. The first student in the line calls out a command and does the action. Follow what ever the leader says and does. Switch leaders, giving many students the chance to be a leader.

Lesson 4: The Bunny Jump Objectives Students will be able to: § Reproduce action in a dance.Vocabulary Jump, walk, run; Review: sit down, stand up, right, leftLanguage Use NoneMaterials · None

Warm Up

Teacher: · In Thai, ask what animals jump.

Activity

Teacher: · Demonstrateandsay “jump.” Students repeat. · Teach the Bunny Jump Dance with actions. Students: · Students line up. · Kick the left foot and bring it back. Repeat. · Kick the right foot and bring it back. Repeat. · Kick the left foot and then the right foot. · Jump forward three times while saying “Jump, jump, jump.” · Repeat using other vocabulary as many times as you like. (ex. sit down, stand up)

Lesson 5: Draw What’s in the Box and Write your Name Objectives Students will be able to: § Respond to verbal commands. § Work in groups to correctly draw vocabluary words. Vocabulary Draw, write; ReviewLanguage Use Please listen. Please draw this. Write your name.Materials · Paper · Colored pencils, crayons, markers · Small classroom objects · Box or bag

Warm Up

Students: · Divide into small groups. · Have one student from each group choose an object from the box. · In Thai, tell the teacher what it is.

Activity

Teacher: · Tell students that sometimes they will be asked to, “Please listen.” Demonstrate the action of listening by covering your mouth and wrapping your hand around the ear. · Ask, “Please listen.” Repeat action until the students are able to do this as well. · In Thai, explain that this command means the students must stop talking and listen very carefully to the teacher. · Take an object from the box. Say, “Please listen. Draw this.” · Repeat, showing the action for drawing. · Repeat again, and draw the object on the blackboard. Students: · Select objects from the box. Teacher: · As each student selects an object, ask the to, “Draw this.” Students: · Draw your object. Teacher: · Ask students to draw different commands that they have been practicing for the past few lessons. Ex. “Please draw a girl walking.” Always use, “Please listen” when you want the students to listen and draw something new. · Draw your example on the blackboard.

Lesson 5: Draw What’s in the Box and Write your Name (continued) Students: · Review the vocabulary by pointing to the drawing and identifying the action and who is doing it. · Listen to the commands the teacher gives and draw the appropriate pictures. Teacher: · Compliment the students on their good work. · Say, “Please write your name.” Act this out and help them if they do not understand. Students: · Repeat, “Please write your name” and write your name on your paper. Suggestion: Give the command, “Please write you name” each day.

Lesson 6: Girls Listen, Boys Sing Objectives Students will be able to: § Understand and say the commands, “sing, looks and listen.” § Create flashcards for each vocabulary word. Vocabulary Sing, look, listenLanguage Use NoneMaterials · Picture cards showing the vocabulary words · Paper · Colored pencils, crayons, markers

Warm Up

Teacher: · Make an action for listen. Check to see if the students can remember what the action means from lesson 5. · Ask, “Girls, please listen.” Girls should reply by doing the action. Repeat using “boys” and “everyone.” You may repeat until the students are comfortable with the phrase. · Make the action for look. Say, “Look.” Students repeat. Repeat, “Girls look” etc. to reinforce the phrase. Repeat with “sing.” Students: · Practice listening and saying commands with “look,” “listen” and “sing.”

Activity

Teacher: · Say, “Draw ‘listen’.” Repeat. Show the “listen” picture card as an example. Students: · Fold your paper into half. Then fold it in half again. You have created 4 squares. Follow the teacher’s commands and draw the correct picture in one square. · With a partner, share your drawings and say what each is. Identify if the person in the picture is a boy or a girl. Teacher: · Ask students to, “Please write your name.” Students: · Write your name on your drawings. Teacher: · Review the word “sing.” Students repeat. · Say, “Everyone sing ‘Down and Up’.” Students: · Sing, “Down and Up” and do the actions.

Lesson 7: Quick Make a Line Objectives Students will be able to: § Respond to and give the commands “Please line up”, “Please sit down”, and “Please stand up”. § Give commands by combining language patterns.Vocabulary Line; Review: walk, run, jump, write, drawLanguage Use Make a line. Please make a line and (action ).Materials · Pencil · Paper

Warm Up

Students: · Brainstorm vocabulary and actions previously learned. · Play Charades: - Take turns acting out the vocabulary (walk, run, hop, jump, sit down, stand up, write, draw) without speaking. - The rest of the class guesses the action and says it aloud.

Activity

Teacher: · Draw a line on the blackboard and point to it. Say, “line.” Students repeat. · Say, “Draw a line.” Students: · Draw a line on your paper. Teacher: · Say, “Write your name,” and collect the papers. · Say, “Please listen. Stand up and make a line.” Repeat and move the students into a line to demonstrate. · Say, “Please sit down.” Students: · Sit down and listen for the next command. Teacher: · Give various commands about making a line using previous vocabulary as well. Students: · Divide into teams. Play the Line Up game - Teacher says“Please line up” and the first team to line-up wins. - Have a student call out “Please line up”. - Change the language patterns to “Please line up and sit down” and “Please line up and jump.”

Lesson 8: Making Circle and Lines Objectives Students will be able to: § Give and follow commands. § Recognize a circle.Vocabulary CircleLanguage Use ReviewMaterials · Ball

Warm Up

Teacher: · Draw a circle on the blackboard and point to it. Say, “circle.” Students repeat. · Say, “Draw a circle.” Students: · Draw a circle on your paper. Teacher: · Say, “Write your name,” and collect the papers. · Say, “Please listen. Stand up and make a circle.” Repeat and move the students into a circle to demonstrate. · Say, “Please sit down.”

Activity

Students: · Sit down and listen for the next command. Teacher: · Give various commands about making a circle using previous vocabulary as well. · When the students are easily following your commands, make it more difficult by giving two commands together, like “Please make a circle and jump.” Students: · Play the Circle game - Say, “everybody make a circle.” Teacher throws a ball to a student. - The student who catches it must do the command that the teacher calls out. Then the student throws the ball to another student. - The student who catches it must do the command that the previous student calls out. - Continue playing until everyone has given and followed a command.

Lesson 9: Three Corners Objectives Students will be able to: § Respond and give new commands. Vocabulary Come here; Review: action wordsLanguage Use Look, catch! Please stand up and come here. Materials · Picture cards of actions jump, walk and run · Ball

Warm Up

Students: · Come to the middle of the room. · Play Three Corners - Place each action picture in a corner of the room. - Teacher says a command and the students must go to the correct corner using the action. - Example, if the teacher says, “Jump” the students must jump to the corner with a picture of jumping.

Activity

Teacher: · Throw a ball in the air and say, “Look, catch!” Catch the ball. Repeat several times before throwing the ball to a student. · Ask the student who catches the ball to “Please stand up and come here.” If s/he does not understand, demonstrate “come here” with a hand motion. · Repeat with several students, saying “Look, catch!” first. Students: · Using the ball, ask another student to “Look, catch!” and “Please stand up and come here.” · Each new student tosses the ball and asks a different student until all of the students are standing in front of the classroom. · When everyone is standing, make a circle. · Sing “Down and Up.”

Lesson 10: Simon Says Objectives Students will be able to: § Apply listening skills in the game Simon SaysVocabulary NoneLanguage Use Simon says _______.Materials · None

Warm Up

Students: · Play Three Corners from the previous lesson. Teacher: · Review all actions and commands from the unit.

Activity

Students: · Play Simon Says. - Caller says, “Simon Says,” before giving a command for the class to follow. Example: Caller says “Simon says run” and everyone must run. - If the caller does not say “Simon Says” before giving a command the class does not do the action. - If a student does the action without “Simon Says,” they are out of the game. - Students who are out of the game can assist the caller in catching the people who do the action without hearing “Simon Says.” - Repeat several times so many students can be Simon.



Pratom 1 Unit 2: Numbers

Lesson	Objectives: Students will be able to:	Vocabulary	Language use	Materials
1. Number Action 1-5	§ Count from 1-5 in English. § Recognize numbers 1-5 out of order.	1,2,3,4,5	None	· None
2. Counting Candy	§ Count from 1 to 5 in English.	Review: 1-5	How many?	· Bag or jar of candy
3. Number Walk	§ Arrange the numbers 1-5 in the correct order. § Match the spoken form of the numbers with the written form.	Fingers; Review: 1-5	Review: How many?	· Paper · Scissors · Colored pencils · 5 bunny puppets
4. Five Little Monkeys	§ Form groups of 1 to 5 students. § Recognize a missing number between 1 and 5. § Sing a song about numbers 1-5.	Review: 1-5	Review	· Monkey number pictures 1-5
5. Ten Monkeys	§ Count from 1-10 in English. § Arrange the numbers 1-10 in order.	6,7,8,9,10	None	· Monkey number pictures 1-10
6. Ten Little Elephants	§ Count objects ranging from 1 to 10. § Match drawings of objects with written numbers 1-10.	Elephant; Review: 1-10	None	· Picture of an elephant · Copies of Elephant Domino game
7. Elephant Puppets	§ Count various objects ranging from 1-10.	Review: 1-10, elephant	Review	· Copies of elephant puppets · Scissors · Paper · Colored pencils · Objects for counting
8. Roll the Dice	§ Count from 1-12 in English. § Add two numbers between 1 and 6.	11,12; Review: 1-10	Review	· Two large dice
9. Number Hopscotch	§ Count from 1-15 in English.	13, 14, 15	None	· Large dice · Hopscotch board · Small ball

10. Flower Pots	§ Count from 1-15 in English.	Flower, petal; Review: 1-15	Review	· Tape · 15 flower pots with dots to represent numbers · 15 flowers · Paper · Scissors · Colored pencils
11. Bag of Oranges	§ Count from 1-15 in English.	Orange, Review	Review: How many?	· Bag · 15 oranges
12. Bank Time	§ Count from 1-20 in English.	16, 17, 18, 19, 20; Review: 1-15	Count to __.	· Empty milk carton · 20 counters (ex. pieces of paper)
13. Around the World	§ Identify the names of numbers 1-20 in English.	Review: 1-20	None	· Number cards 1-20
14. Counting Coins	§ Count from 1-20 in English. § Use addition to count out the value of different coins.	Review: 1-20	None	· Coins of different values · Items for students to pretend to buy
15. Who is number two?	§ Count from 1-20 in English. § Recognize numbers 1-20 out of order.	Review: 1-20	None	· Number cards 1-20

Lesson 1: Number Action 1-5 Objectives Students will be able to: § Count from 1-5 in English. § Recognize numbers 1-5 out of order.Vocabulary 1,2,3,4,5Language Use NoneMaterials · None

Warm Up

Teacher: · Show five different actions for numbers. For example, 1=jump, 2=salute… Students: · Imitate the actions.

Activity

Teacher: · Write the numbers 1-5 on the blackboard. · Assign an action to each number. · Count from 1-5. Do the action for each number. Students: · Do the actions with the teacher. · Play Number Boogie. Teacher randomly calls out numbers 1 to 5. Students respond by doing the action. When a student does an incorrect action, they sit down. The last student standing wins. · Choose a number from 1-5. Do not tell anyone your number! · Find other students with the same number by doing the action. Do not speak! · In groups, show the class what number you are by doing the action. Teacher: · Count in order from 1-5. Students: · Say your group number and do the action when you hear the teacher call your number.

Lesson 2: Counting Candy Objectives Students will be able to: § Count from 1-5 in English. § Respond to the question, “How many?”Vocabulary Review: 1-5Language Use How many?Materials · Bag or jar of candies

Warm Up

Teacher: · Show students a bag or jar of candy. Ask, “How many?” · Say, “How many?” Students repeat.

Activity

Teacher: · Pull one candy from the jar. · Ask, “How many?” · Answer, “One.” · Repeat these steps with 2-5. Students: · Volunteer to come to the front of the class. · Pull 1-5 pieces of candy from the jar and ask, “How many?” · The class counts the candies and says the number. Teacher: · Pass the jar around the classroom. Students: · Everyone take from 1-5 pieces out of the jar. · Form groups according to the number of candies you chose. Teacher: · Ask each group, “How many?” · Tell the students they can eat one piece of candy. · Again ask, “How many?”

Lesson 3: Number Walk Objectives Students will be able to: § Arrange the numbers 1-5 in the correct order. § Match the spoken number with the written numbers. Vocabulary Fingers; Review: 1-5Language Use Review: How many?Materials · Paper · Scissors · Colored pencils, crayons, markers · 5 bunny finger puppets

Warm Up

Teacher: · Hold up one hand and ask students, “How many fingers?” · Count five fingers along with the students. · Ask students to hold up one hand. · Say, “Show me (#) fingers.” Students: · Hold up the correct number of fingers. Teacher: · Ask the students if they know what a bunny is. Show the bunny finger puppets. · Show the Bunny Finger Play with the bunny finger puppets. Five little bunnies hurried to the store; One got lost, and then there were four. Four little bunnies were as frisky as could be; One ran down a hill, and then there three. Three little bunnies had nothing to do. One chased a bug, and then there were two. Two little bunnies sat warming in the sun; One found a carrot, and then there was one. One little bunny knew when to run; He heard a dog bark, and then there was none.

Activity

Teacher: · Pass out a paper to each student. Students: · Trace your feet onto the paper. · Begin with your left foot, then your right. Continue until you have 5 feet. · Write the numbers 1-5 in the outline of your feet, one number per foot. · Cut out and decorate the feet. Lesson 3: Number Walk (continued) Teacher: · Tell the students to jump around like bunnies. Students: · Arrange the feet in order from 1-5. 1 should be the closest to you, 5 the farthest. · Count from 1-5 and jump on the outlines of the feet in the right order. · Mix the feet up (our of order). · Count from 1-5 again, still jumping on the feet as you count.

Lesson 4: Five Little Monkeys Objectives Students will be able to: § Form groups of 1-5 students. § Recognize a number between 1 and 5 missing in a list. Vocabulary Monkey; Review: 1-5Language Use Review: How many?Materials · Monkey number pictures

Warm Up

Teacher: · Show a picture of a monkey. · In Thai, lead a discussion about monkeys. Talk about where they live, what they eat, how they walk, etc. Tell students that monkeys live in groups and huddle together when they are frightened or when they want a friend. Students: · Imitate the walk, noises, and gestures of a monkey.

Activity

Teacher: · Count with the students from 1-5 using the monkey number pictures. · Take out one monkey number picture. · In Thai, ask the students to identify the missing number. · Repeat a few times. Students: · Play Monkey Around - Students act like monkeys, imitating their walk, noises, and gestures. - A volunteer or the teacher randomly calls out numbers from 1 to 5. - Students quickly get into groups with that number of people. Teacher: · Hang up the monkey number pictures. · Use the pictures to teach the “Five Little Monkeys” song. Five little monkeys jumping on the bed. One fell off and bumped his head. Momma called the doctor. The doctor said, “No more monkeys jumping on the bed.” * Repeat, counting down each time a monkey falls off the bed. · Act out the song to show the meaning.

Lesson 5: Ten Monkeys Objectives Students will be able to: § Count from 1-10 in English. § Arrange the numbers 1-10 in order.Vocabulary 6-10; Review: 1-5Language Use NoneMaterials · Monkey number pictures 1-10

Warm Up

Teacher: · Show monkey number pictures 1-5. Students: · Count along with the pictures. · Get into groups of 5. Each student in the group is a number 1-5. · Sing “Five Little Monkeys” song. Sit down when you hear your number. · Sing the song until all of the students are seated.

Activity

Teacher: · Show monkey numbers 1-5 again. · Use monkey numbers to introduce 6-10. · Pass the pictures out to 10 students. Students: · Those with a picture, arrange yourselves in order from 1-10. · Those without a picture, help your classmates get in the correct order. · Now count from 1-10. Teacher: · Remove one student from the line. In Thai, ask the class what number is missing. Students: · Repeat the activity with new students holding numbers.

Lesson 6: Ten Little Elephants Objectives Students will be able to: § Count objects ranging from 1-10. § Match drawings of objects with written numbers 1-10. Vocabulary Elephant; Review: 1-10Language Use NoneMaterials · Picture of an elephant · Copies of Elephant Domino game

Warm Up

Teacher: · Show the students a picture of an elephant. · In Thai, talk about elephants: where they live, what they eat, how they walk, etc. Students: · Imitate the walk, noises, and gestures of an elephant.

Activity

Teacher: · Teach the song “Ten Little Elephants” and do the actions. “Ten Little Elephants” One little, two little, three little elephants Four, five little, six little elephants Seven little, eight little, nine little elephants Ten little elephants here. Students: · Choose a partner. · Play elephant Dominos/ - Students take turns laying down pieces. - To lay down a piece, the students must match the written number on one domino with the drawing of the same number of elephants on another domino.

Lesson 7: Elephant Puppets Objectives Students will be able to: § Count various objects.Vocabulary ReviewLanguage Use How many?Materials · Copies of elephant puppets · Scissors · Colored pencils, crayons, markers · Various countable objects · Paper

Warm Up

Teacher: · Pass out a copy of the elephant puppet to each student. Students: · Color and cut out your elephant puppet. · Cut out the circle in the center of the puppet where the nose would be. · Put your finger through the hole. Your finger is the trunk! Teacher: · Assign ten students the numbers 1-10. Students: · If you are 1-10, go to the front of the classroom. · Lead the class in singing “Ten Little Elephants.” Teacher: In Thai, tell the students to raise their puppet and wiggle their “trunk” when their number is said.

Activity

Teacher: · Pass out sheets of paper. · Show various countable objects, such as pens, pencils, rulers, etc. · Tell the students to draw each object. · Place all of the objects in piles of 1-10 around the room. Students: · One by one, move around the room, count the objects and write the correct number on your paper next to the picture. Teacher: · Ask, “How many?” of each object was in each pile. · Count the objects with the students so the students can correct their work.

Lesson 8: Roll the Dice Objectives Students will be able to: § Count from 1-12 in English. § Add two numbers between 1 and 6. Vocabulary 11,12; Review: 1-10Language Use How many?Materials · Two large dice

Warm Up

Teacher: · Show students a die. · Ask, “How many?” and point to the dots. Students: · Count the dots together. · Divide into two teams. · Play Dice game. - Students form two lines. - The first person in each line rolls a die. - Each team counts the dots on their die. - The team with more dots gets a point. - Once a student has rolled one of the die, they go to the back of the line.

Activity

Teacher: · Put both of the dice together in different combinations. · Ask, “How many?” Students: · Count the dots. Teacher: · Repeat several times, with numbers lower than 10. · Put the dice together to make 11. · Ask, “How many?” Students: · Count the dots. Do you know 11? Teacher: · Say, “11.” Repeat several times. Students repeat. · Repeat with 12. · Say, “Sit in a circle.” Students: · Take turns rolling the dice. · Count the dots on the dice.

Lesson 9: Number Hopscotch Objectives Students will be able to: § Count from 1-15 in English.Vocabulary 13,14,15; Review: 1-12Language Use Review: How many?Materials · Large dice · Hopscotch board · Small ball

Warm Up

Teacher: · Say, “Stand up, make a circle, and sit down.” · Use the dice from previous lesson to review the numbers 1-12. · Introduce 13, 14, 15. Students: · Practice counting to 15.

Activity

Teacher: · Make several hopscotch boards on the floor outside using chalk or tape. Students: · Play Number Hopscotch. - One student throws the bean bag on the hopscotch board and identifies the number it lands on. - Hopping to that number on the board, they must identify all the numbers they pass in English. - If the student correctly identifies the numbers, they win a point for their team. - Repeat until all students have played.

Lesson 10: Flower Pots Objectives Students will be able to: § Count from 1-15 in English.Vocabulary Flower, petal; Review: 1-15Language Use Review: How many?Materials · Tape · 15 flowerpots with dots to represent numbers 1-15 · 15 flowers · Petals · Scissors · Colored pencils, crayons, markers

Warm Up

Teacher: · Say, “Stand up, make a line and go outside.” Students: · In pairs, collect flowers and bring them back to the classroom. · Count the petals. Teacher: · Introduce vocabulary “flower, petal” by using a flower. · Ask, “How many petals?” Each pair answers. · Ask, How many flowers?” Count all of the flowers.

Activity

Teacher: · Show students a flowerpot with five dots on it. · Count the dots with the class. · Shows the students a flower with five petals and counts with the students, “1,2,3,4,5 petals.” Put the flower in the pot. Students: · In pairs, make a flower with 1-15 petals. One student counts the petals and the other puts it in the pot with the same number of dots. · Repeat and change roles.

Lesson 11: Bag of Oranges Objectives Students will be able to: § Count from 1-15 in English.Vocabulary 13,14,15, orange; Review: 1-12Language Use How many?Materials · Bag or large pillow case · 15 small oranges

Warm Up

Teacher: · Show the students a bag filled with oranges. · Allow each student to feel the bag, but do not tell him or her what is inside. · In Thai, ask students what they think is in the bag and allow students to guess. · In English, ask “How many?” and allow students to guess.

Activity

Teacher: · Pull oranges from the bag one at a time and lead the students in counting. · Emphasize the new numbers (13-15). Students repeat. · Pass out the oranges one by one, again counting to 15. · In Thai, instruct the students to peel the oranges. · Point to the pieces of the peel and ask, “How many?” Students: · Count the pieces of the peel and report the total. · If you have less than 15 pieces, pair with another student to make 15. · Students who peeled oranges pass the oranges to students who did not. Teacher: · In Thai, instruct the students to pull the orange apart into pieces. Students: · Count your pieces and report the number. Teacher: · In Thai, tell the students to eat one piece of orange. · Instruct students to recount their pieces. · Repeat the last two steps until all the pieces are gone. Students: · Count the seeds and report the total.

Lesson 12: Bank Time Objectives Students will be able to: § Count from 1-20 in EnglishVocabulary 16,17, 18, 19, 20; Review: 1-15Language Use Count to (#). Materials · Empty milk cartons · 20 counters (pieces of paper or cardboard)

Warm Up

Teacher: · Show students an empty milk carton with a slit cut on the top and the bottom cut out. · Say, “This is a bank.” Explain bank in Thai. · Drop counters into the bank on at a time, counting aloud. · Ask, “How many?” Students: · Respond with the correct number. Teacher: · Lift the bank and allow the students to count how many are in the bank. · Repeat this process. Drop 20 counters this time, saying the numbers 16-20 very slowly. · Ask, “How many?” Students: · Respond with the correct number. Count the pieces to check your answer.

Activity

Teacher: · Give every other student a milk carton and 20 counters. Students: · Divide into pairs, with one carton per pair. · One student drops the counters into the bank and the other counts aloud. · Switch roles. Teacher: · Walk around the room to check their counting skills.

Lesson 13: Around the World Objectives Students will be able to: § Say the numbers 1-20 in English.Vocabulary Review: 1-20Language Use NoneMaterials · Number cards 1-20

Warm Up

Students: · Play Around the World with 1-15. - The students “line up.” - The first two students come to the front of the room. - The teacher shows the students a card. - The first student to say the number on the card keeps the card, and stays at the front of the room. - The other student goes to the end of the line. - The next student in line comes to the front the teacher shows them a card again. - Again, the first student to say the number keeps the card and the other student returns to the line. - At the end, each student counts their cards and the student with the most cards wins.

Activity

Teacher: · Using number cards, introduce 16-20. Students repeat. · Play Around the World again with 1-20.

Lesson 14: Counting Coins Objectives Students will be able to: § Count form 1-20. § Use addition to count out the value of different coins.Vocabulary Review: 1-20Language Use NoneMaterials · Coins of different values (play money is ok!) · Items that the students can pretend to buy

Warm Up

Teacher: · Show the coins to students. · In Thai, ask students what the value of each coin is. Students: · Respond in English.

Activity

Teacher: · Pass out coins to each student. · Call out different amounts, between 1-20 baht. Students: · Show the correct amount with your coins. Teacher: · Check for accuracy. · Present different items and state the cost of each item in English. Students: · Select what items you want to buy. · Count out the coins for the purchase and “buy” the item. · Return the coins to the teacher.

Lesson 15: Who is number two? Objectives Students will be able to: § Count from 1-20 § Recognize numbers 1-20 out of order.Vocabulary Review: 1-20Language Use NoneMaterials · Number cards 1-20

Warm Up

Teacher: · Count to 20 using the cards. Students: · Count along with your teacher. · Divide into small groups. · Choose one student per group to be the “pointer.” · The “pointer” randomly points to students in the group. · When pointed to, the student must say the next number in sequence, 1-20. · If the student is incorrect or slow to answer, the group must start over at 1. · The first group to 20 wins.

Activity

Teacher: · Pass out a numbered card to each student. · Teach the song “Who is number two?” “Who is Number Two?” Student(s) 1: I am number 1. Who is number 2? Student(s) 2: I am number 2. Who is number 3? Student(s) 3: I am number 3. Who is number 4 · Continue the song until number 20. · Say numbers the numbers 1-20 out of order. Students: · When you hear your number, step forward and give the teacher your card.

Pratom 1 Unit 3: Meet Me

Lesson	Objectives: Students will be able to:	Vocabulary	Language use	Materials
1. Hello	§ Use gestures to greet someone. § Greet each other.	Hello, hi	None	· None
2. Hello, how are you?	§ Use gestures to greet someone. § Greet each other.	Review: hello	How are you? I am fine.	· Ball of string
3. Goodbye	§ Perform greeting and leave taking.	Goodbye; Review: hello	None	· None
4. What is your name?	§ Greet each other. § Introduce him/herself.	Hello	What is your name? My name is ____.	· Name tags · String · Colored pencils
5. Nice to Meet You	§ Greet each other. § Introduce him/herself.	Hello, goodbye	What is your name? My name is ____. Nice to meet you.	· Name tags from lesson 4 · String
6. Good Day	§ Use greeting with appropriate time of the day.	Good morning, good night	None	· Alarm clock · Several small sun and moon picture cards
7. Happy Birthday	§ Ask someone’s age. § Tell their age.	Happy Birthday; Review: numbers	How old are you? I am (#) years old.	· Picture of a large birthday cake. · Tape · Colored pencils
8. How old are you?	§ Ask someone’s age. § Tell their age.	Happy Birthday; Review: numbers	How old are you? I am (#) years old.	· Student name cards · Newspaper or wrapping paper · Scissors · Tape

Lesson 1: Hello Objectives Students will be able to: § Use gestures to greet someone. § Greet each other.Vocabulary Hello, hiLanguage Use NoneMaterials · None

Warm Up

Teacher: · Demonstrate different greetings (handshake, high five, wave). Say, “Hello,” with each one. Students repeat. Students: · Play Greeting Game. - Divide into two teams. - Teacher shows greeting (handshake, high-five, or wave). - The first student in the line turns around to greet the next students, saying hello and doing the action. - Repeat until every student has been greeted, then the team sits down. - The first team to have greeted every member and sit down gets a point for the team.

Activity

Teacher: · Show students the gestures used to say “hello” (a handshake) and “hi” (a wave) in English. · Greet different students, saying “hello” or “hi” and using a gesture. Students: · Make two circles of equal number of students. · One circle stand inside the other circle. Circle face each other. · The inner circle moves, greeting each student in the outer circle by saying “hello” or “hi” and doing one of the 3 gestures. Teacher: · In Thai, discuss different greetings in Thailand. · Explain that a handshake is formal, but high-five and wave are casual greetings that can be used with friends. · Discuss meeting different people (monk, the King, a best friend, a neighbor) and ask students which greeting would be appropriate.

Lesson 2: Hello, how are you? Objectives Students will be able to: § Use gestures to greet someone. § Greet each other.Vocabulary Review: hello, hiLanguage Use How are you? I am fine. Materials · Ball of string

Warm Up

Teacher: · Teach song “Hello, How are You?” “Hello, How are You?” Hello, hello, oh, hello How are you? I am fine, I am fine. I hope that you are too. · Have two students face each other while singing to practice hello gestures.

Activity

Teacher: · Say, “Please stand up, make a circle and sit down.” Students: · Student A holds the end of a ball of string and throws the ball to student B. · As student A throws the ball, ask, “Hello, how are you?” · Student B catches the ball and responds, “I am fine.” · Student B holds on to a piece of the string and throws the ball to another student, asking, “How are you?” · A web will be made when all of the students have asked and answered.

Lesson 3: Goodbye Objectives Students will be able to: § Perform greeting and leave taking.Vocabulary Goodbye; Review: helloLanguage Use NoneMaterials · None

Warm Up

Teacher: · Teach song “You say Goodbye, I say Hello.” “You say Goodbye, I say Hello.” You say goodbye, I say hello. Hello, hello. I don’t know why you say goodbye, I say hello. · Gestures: a handshake when singing “hello,” wave goodbye when singing “goodbye,” and shrug shoulders when singing, “I don’t know why…”

Activity

Students: · Sit in a circle. · Play Hello, Goodbye (similar to the Thai game Mon Son Pha) - One student walks around the circle saying “Hello” to their classmates. - Then they say “goodbye” to one student. - The chosen student chases the speaker around the circle. - If the speaker is caught, they speak again. - If they are not caught, the chosen student becomes the speaker and the game is played again.

Lesson 4: What is your name? Objectives Students will be able to: § Greet each other. § Introduce him/herself. Vocabulary Review: helloLanguage Use What is your name? My name is (name). Materials · Name tags · String · Colored pencils, crayons, markers

Warm Up

Teacher: · Pass out a nametag and colored pencils, crayons, or markers to each student. Students: · Write your name in Thai on your nametag and decorate it.

Activity

Teacher: · Write on the blackboard, “Hello. My name is _____.” · Hold up your nametag in the blank space and say, “Hello, my name is (name).” Students: · Take turns coming to the blackboard and holding your nametag in the blank. Say, “Hello, my name is (name).” Teacher: · Collect all the nametags and make a pile. Students: · Choose one nametag from the pile. Ask, “What is your name?” · The owner of the tag says, “My name is (name).”

Lesson 5: Nice to Meet You Objectives Students will be able to: § Greet each other. § Introduce him/herself. Vocabulary Review: hello, goodbyeLanguage Use Nice to meet you. Review: What is your name? My name is (name). Materials · Nametags from lesson 4 · String

Warm Up

Teacher: · Teach song “Hello, Nice to Meet You” “Hello, Nice to Meet You” Hello, Hello, Nice to meet you. Goodbye, Goodbye, Nice to meet you too. Students: · Form two lines facing each other. · Sing song again using handshake for “hello” and wave for “goodbye” to greet the students in the adjacent line.

Activity

Students: · Use string to hang nametag around your neck so the name is not showing. · Walk around the room asking classmates, “What is your name?” · When asked, turn your nametag over and say, “My name is (name).” · Shake hands and say, “Nice to meet you.” · Flip your nametag back so your name is hidden. Repeat with another student. · For further practice, go to another classroom and repeat activity.

Lesson 6: Good Day Objectives Students will be able to: § Use greetings with appropriate time of day.Vocabulary Good morning, good nightLanguage Use NoneMaterials · Alarm clock (or imitate the sound of a rooster) · Several small sun and moon picture cards

Warm Up

Students: · One student leaves the classroom. · Come back in and say, “Hello” to one other student. · Both students say, “Goodbye” and leave the classroom together. · Both students come back in and say, “Hello” to two other students. · All four students say, “Goodbye” and leave the classroom. · Continue until everyone has said “Goodbye.”

Activity

Teacher: · Act out waking up. Say, “Good morning” to the students. Students: · Put your head down on your desk. When you hear the alarm/ rooster, wake up and say, “Good morning!” Teacher: · Act out going to sleep. Say, “Good night” to the students. Students: · Say, “Good night,” and put your head down on your desk, as if you were sleeping. · Sit in a circle. Choose sun and moon cards from a pile. · If you choose the sun, say, “Good morning!” If you choose the moon, say, “Good night!”

Lesson 7: Happy Birthday Objectives Students will be able to: § Ask someone’s age. § Tell then their age. Vocabulary Happy Birthday; Review: numbersLanguage Use How old are you? I am (#) years old. Materials · Picture of a large birthday cake · Picture of candles, individually cut out · Tape · Colored pencils, crayons, markers

Warm Up

Teacher: · In Thai, discuss with students what happens on someone’s birthday. · Explain that some people celebrate with cake and singing. · Teach “Happy Birthday” song. “Happy Birthday” Happy Birthday to you, Happy Birthday to you, Happy Birthday, Happy Birthday, Happy Birthday to you.

Activity

Teacher: · Pass out a candle to each student. Students: · Write your name and age on a candle and decorate the candle. · Find other classmates with the same age. Group together. Teacher: · Write on the blackboard, “How old are you?” and “I am (#) years old.” · Hold up your candle in the blank and say, “I am (#) years old.” · Say, “How old are you?” Students: · Hold up your candle in the blank and say, “I am (#) years old.” · Tape your candle on the cake.

Lesson 7: Happy Birthday (continued) Teacher: · Sing “Happy Birthday” song with “How old are you” line. “Happy Birthday” Happy Birthday to you, Happy Birthday to you, Happy Birthday, Happy Birthday, Happy Birthday to you. How old are you now? How old are you now? · Point to different students to answer the question. Students: · Respond, “I am (#) years old.”

Lesson 8: How old are you? Objectives Students will be able to: § Ask someone’s age. § Tell someone their age. Vocabulary Review: Happy Birthday, numbersLanguage Use Review: How old are you? I am (#) years old.Materials · Student name cards · Newspaper or wrapping paper · Scissors · Tape

Warm Up

Students: · Sing, “Happy Birthday” song.

Activity

Teacher: · Place all students’ names in a bag. Students: · Choose one name from the bag. · Wrap an item as a gift. · Give the gift to your classmate. · Ask, “How old are you?” · Respond, “I am (#) years old.” Suggestion: Each month recognize birthdays by singing “Happy Birthday.” You could even make a birthday chart for the wall using the sentences that the students learned this unit for decoration.

Pratom 1 Unit 4: Alphabet

Lesson	Objectives: Students will be able to:	Vocabulary	Language use	Materials
1. Allie Alligator	§ Say the letters A-E. § Write the capital and lowercase A and B.	Letters A-E, Allie Alligator, Bubba Bear, listen, repeat	None	· Alphabet book · Alphabet chart · Zoo phonics cards · Paper · Colored pencils
2. Catrina Cat	§ Recognize and write the letters A-E. § Write the capital and lowercase C and D.	Catrina Cat, Dee Dee Dear; Review	None	· Alphabet book · Zoo phonics cards · Alphabet chart · Letter flashcards · Colored pencils
3. Ellie Elephant	§ Recognize and write the letters A-F. § Write the capital and lowercase E and F.	Ellie Elephant, Francine Fish; Review	What sound does (zoo phonics animal) make?	· Alphabet book · Zoo phonics cards · Pencils · Ruler · Clay or string · Dot to do worksheets
4. Gary Gorilla	§ Recognize and write the letters A-H. § Write the capital and lowercase G and H.	Gary Gorilla, Hairy Horse; Review	What sound does (zoo phonics animal) make?	· Alphabet book · Zoo phonics cards
5. Inny Inchworm	§ Use their bodies to form the letters A-J. § Write the capital and lowercase I and J.	Inny Inchworm, Jerry Jellyfish; Review	Big letter	· Alphabet chart · Alphabet book · Zoo phonics cards · Letter flashcards
6. Kayo Kangaroo	§ Recognize and write the letters A-L. § Write the capital and lowercase K and L.	Kaya Kangaroo, Lenny Lion; Review	What sound does (zoo phonics animal) make?	· Alphabet book · Alphabet chart · Zoo phonics cards · Letter flashcards · Dot-to-dot worksheet
7. Minny Mouse	§ Say the letters A-N. § Write the capital and lowercase M and N.	Minny Mouse, Nelly Night Owl; Review	Listen, repeat	· Alphabet book · Zoo phonics cards · Letter flashcards · Colored pencils

8. Ollie Octopus	§ Recognize and write the letters A-P. § Write the capital and lowercase O and P.	Ollie Octopus, Peewee Penguin; Review: write, draw		None	· Alphabet book · Alphabet chart · Zoo phonics cards · Letter flashcards · Chairs · Colored pencils
9. Queenie Quail	§ Make the shape of the letters A-R with their bodies. § Write the capital and lowercase Q and R.	Queenie Quail, Roger Rabbit, big letter, small letter; Review	None		· Box · Alphabet book · Music · Letter flashcards · Alphabet chart · Zoo phonics cards
10. Sammy Snake	§ Form the letters A-R. § Write the capital and lowercase S and T.	Sammy Snake, Timothy Tiger; Review	What sound does (zoo phonics animal) make?		· Alphabet book · Zoo phonics cards · Rulers · Clay or string · Dot-to-dot worksheets
11. Umber Umbrella Bird	§ Identify the letters A-V. § Write the capital and lowercase U and V.	Umber Umbrella bird, Vincent Vampire bat; Review	What sound does (zoo phonics animal) make?		· Letter flashcards · Alphabet book · Zoo phonics cards
12. Wild Weasel	§ Say the letters A-X. § Write the capital and lowercase W and X.	Wild Weasel, Xavier Fox; Review	Listen and repeat.		· Letter flashcards · Alphabet book · Alphabet chart · Zoo phonics cards · Colored pencils
13. Yancy Yak	§ Recognize and write the letters A-Z. § Write the capital and lowercase Y and Z.	Yancy Yak, Zed Zebra; Review	Write and draw ___.		· Alphabet book · Alphabet chart · Letter flashcards · Zoo phonics cards · Dot-to-dot worksheets
14. Scavenger Hung	§ Recognize and copy the letters A-Z.	A-Z	Look.		· Alphabet chart · English magazines or newspapers
15. Trouble Sounds	§ Tell the difference between trouble letters.	A-Z, Allie Alligator . . . Zed Zebra	What sound does (zoo phonics animal) make?		· Zoo phonics cards · Letter flashcards
16. Back Drawing	§ Write the letters of the alphabet.	A-Z	None		· Alphabet chart · Letter flashcards

17. Word Magician	§ Recognize the letters in words.	A-Z	What letter?	· Alphabet book · Alphabet chart
18. Alphabet Jigsaw	§ Recognize big and small letters. § Put the letters in ABC order.	A-Z	None	· Alphabet chart · Letter flashcards
19. Alphabet Order	§ Put the letters in ABC order	A-Z	None	· Many sets of capital and lowercase letter flashcards
20. Alphabet Concentration	§ Match capital and lowercase letters.	A-Z	What’s this?	· Alphabet chart · Many sets of capital and lowercase letter flashcards

Lesson 1: Allie Alligator Objectives Students will be able to: § Say the letters A and B. § Write the capital and lowercase A and B.Vocabulary Letters A-E, Allie Alligator, Bubba BearLanguage Use NoneMaterials · Alphabet book · Alphabet chart · Zoo phonics cards · Colored pencils, crayons, markers

Warm Up

Teacher: · Read the students an alphabet book. · Point to letters A-E on an alphabet chart and say each letter. Students repeat. · Point to each letter and wait for the students to say the letter. · Show the students a card with a picture of an alligator. · Use “Zoo Phonics” song to teach the sound of the letter “A” and “B.” “Zoo Phonics” Allie Alligator goes a-a-a, a-a-a, a-a-a. Bubba Bear goes b-b-b, b-b-b, b-b-b. · Write A and B on the blackboard.

Activity

Students: · Say the name of the letter and the sound it makes. · Make an alphabet book. 1. Take 7 pieces of paper and folds in half. 2. Put the pieces together to make a book. 3. The front page will be the cover page. Use one page of the book for each letter. 4. On the cover page, each student writes “My ABC Book” and his/her name. 5. The teacher writes the capital and lowercase letter “A” and “B” on the blackboard. 6. Students draw a picture of an alligator on the first page and a bear on the second. 7. At the bottom of each page, practice writing the upper and lowercase letter.

Lesson 2: Catrina Cat Objectives Students will be able to: § Recognize and write the letters A-D. § Write the capital and lowercase C and D.Vocabulary Letters A-D, Catrina Cat, Dee Dee Dear; ReviewLanguage Use NoneMaterials · Alphabet book · Zoo phonics cards · Colored pencils, crayons, markers

Warm Up

Teacher: · Ask what sound Allie Alligator makes. And what sound Bubba Bear makes.

Activity

Teacher: · Use the alphabet chart to review the letters A-D. · Post the letter cards for capital letters A-D randomly on the blackboard in one column. · Post the letter cards for lowercase letters A-D randomly on the blackboard in the other column. Students: · Copy the letters and draw a line to match the letters that are the same. · Sing “Zoo Phonics” and add Catrina Cat and Dee Dee Deer Catrina Cat goes c-c-c, c-c-c, c-c-c. Dee Dee Deer goes d-d-d, d-d-d, d-d-d. · Sing several times. · Write letters “C” and “D” on the blackboard. · Say the name of the letter and the sound. · Add “C” and “D” to the alphabet book, draw cat and deer and practice writing the letters.

Lesson 3: Ellie Elephant Objectives Students will be able to: § Recognize and write the letters A-F. § Write the capital and lowercase E and F.Vocabulary Letters A-F, Allie Aliigator, Francine Fish; ReviewLanguage Use What sound does the letter (letter) make? Materials · Alphabet book · Zoo phonics cards · Colored pencils · Clay or string · Dot-to-dot worksheets

Warm Up

Students: · Sing the ABC song.

Activity

Teacher: · Shows the students the correct way to write the letters A-F on the blackboard. Students: · Make small groups. · Take dot-to-dot worksheets for letters A-F and complete as a group. · Each student in the group makes a letter out of string, clay, rulers and pencils. Use the pencils and rulers for the straight lines, clay and string for the curved parts. · Sing “Zoo Phonics” and add Ellie Elephant and Francine Fish. · Add the letters E and F to your alphabet books.

Lesson 4: Garry Gorilla Objectives Students will be able to: § Recognize and write the letters A-H. § Write the capital and lowercase G and H.Vocabulary Letters A-H, Gary Gorilla, Hairy Horse; ReviewLanguage Use What sound does the letter (letter) make? Materials · Alphabet book · Zoo phonics cards · Letter cards

Warm Up

Students: · Sing “1,2,3,4,5” “1,2,3,4,5” One, two, three, four, Five, six, seven, Eight, nine, ten, Eleven, twelve, Thirteen, fourteen, Fifteen, sixteen, Seventeen, eighteen, Nineteen and twenty. Can you count along with me?

Activity

Teacher: · Make two columns on the blackboard. Write the letters A-H randomly in the left column. Leave the right column blank. · Using the letter cards, line up about 10 letters on the chalk tray of the right column. Students: · Copy all of the letters into your notebook. Teacher: · Tape one of the letters to the right column. Students: · Circle the corresponding letter in the left column. · Continue playing until all of the letters have been used, and many different students have played. · Sing “Zoo Phonics” and add Gary Gorilla and Hairy Horse. · Add the letters G and H to your alphabet books.

Lesson 5: Inny Inchworm Objectives Students will be able to: § Use their bodies to form the letters A-J. § Write the capital and lowercase I and J.Vocabulary Letters A-J, Inny Inchworm, Jerry JellyfishLanguage Use NoneMaterials · Letter flashcards · Zoo phonics cards · Alphabet books

Warm Up

Teacher: · Sing “Down and Up” “Down and Up” Down and up, down and up. We walk to the left and we walk to the right. We turn around and we walk, walk, walk.

Activity

Teacher: · Review the letters A-H using the alphabet chart. Students: · Play Body Letters. 1. Get into groups of 4-5. 2. The teacher calls out a letter or sound. 3. Use your bodies to make the big capital or lowercase letter on the floor. 4. The first group to make the letter correctly gets a point. 5. Continue until letters A-H have been formed. · Sing “Zoo Phonics” and add Inny Inchworm and Jerry Jellyfish. · Add the letters I and J to your alphabet books.

Lesson 6: Kayo Kangaroo Objectives Students will be able to: § Indentify the letters A-L. § Write the capital and lowercase K and L.Vocabulary Letters A-L, Kayo Kangaroo, Lenny Lion; ReviewLanguage Use What sound does the letter (letter) make? Materials · Alphabet book · Alphabet chart · Zoo phonics cards · Letter flashcards

Warm Up

Students: · Sing “Hello, how are you?” “Hello, how are you?” Hello, hello, Hello, how are you? I’m fine, I’m fine, And how are you?

Activity

Teacher: · Review the letters A-J using the alphabet chart. · Ask students, “What sound does the letter (letter) make?” Students: · Play Alphabet Slap. - Make two groups. - Post the letter cards for A-J on the blackboard. - The teacher calls out one letter and one student from each group runs to slap the correct letter. The first team to slap the correct letter gets one point. - The team with the most points wins. · Sing “Zoo Phonics” and add Kaya Kangaroo and Lenny Lion. · Make small groups. · Each group takes dot-to-dot worksheets for the letters G-L. Do them as a group. · Add the letters K and L to your alphabet books.

Lesson 7: Minny Mouse Objectives Students will be able to: § Say the letters A-N. § Write the capital and lowercase M and N.Vocabulary Letters A-N, Minny Mouse, Nelly Night Owl; ReviewLanguage Use Listen and repeat.Materials · Letter flashcards · Alphabet chart · Zoo phonics cards · Paper · Colored pencils, crayons, markers

Warm Up

Teacher: · Gives a letter flashcard to each student for the letters A-N. Students: · Sing “Zoo Phonics” · Stand up when your letter is said. · Sing again until most of the students have held a letter flashcard.

Activity

Teacher: · Point to the letters A-N on the alphabet chart and say each letter. Say, “Listen and repeat.” · After many times, point to each letter and wait for the students to say the letter and the sound the letter makes. Students: · Sing “Zoo Phonics” and add Minny Mouse and Nelly Night Owl. · Add the letters M and N to your alphabet books.

Lesson 8: Ollie Octopus Objectives Students will be able to: § Recognize the letters A-P. § Write the capital and lowercase O and P.Vocabulary Letters A-P, Ollie Octopus, Peewee Penguin; ReviewLanguage Use Please write the letter (letter) and draw _____. Materials · Alphabet book · Alphabet chart · Zoo phonics cards · Letter flashcards · Chair · Colored pencils, crayons, markers

Warm Up

Students: · Play the Letter Chair game. - Place 5 chairs in the front of the classroom. - Post a letter flashcard on each chair. - Students make two teams. - When the teacher says a letter, one student from each team runs to the chair with the correct letter, - The first team to sit in the chair with the correct letter gets one point. - The team with the most points win.

Activity

Teacher: · Use the alphabet chart to review the letters A-P. · On the blackboard, post the letter cards for capital letters A-P randomly in one column. · Post the lowercase letters for a-p in a different order in another column. Students: · Copy the letters and draw a line to match the letters that are the same. · Sing the “Zoo Phonics” song and add Ollie Octopus and Peewee Penguin. · Add the letters O and P to your alphabet book.

Lesson 9: Queenie Quail Objectives Students will be able to: § Make the shape pf the letters A-R with their bodies. § Write the capital and lowercase Q and R.Vocabulary Letters A-R, big letter, small letter; ReviewLanguage Use NoneMaterials · Alphabet book · Alphabet chart · Letter flashcards · Box · Music

Warm Up

Teacher: · Place the letter flashcards in the box. Students: · Play Hot Potato. - Sit in a circle. - Teacher plays the music. Pass the box around the circle until the music stops. When the music stops, the student who is holding the box chooses a letter card and says the letter and the sound the letter makes. - Continue to play the game until all the letters have been reviewed.

Activity

Teacher: · Review the letters A-R on the alphabet chart. Students: · Call out different letters from A-P. · Use your body to make the letter. · Sing “Zoo Phonics” and add Queenie Quail and Roger Rabbit. · Add the letters Q and R to your alphabet books. · Share your alphabet book with a partner.

Lesson 10: Sammy Snake Objectives Students will be able to: § For the letters A-R. § Write the capital and lowercase S and T.Vocabulary Letters A-R, Sammy Snake, Timothy Tiger; ReviewLanguage Use What sound does the letter (letter) make? Materials · Alphabet book · Alphabet chart · Zoo phonics cards · Paper · Colored pencils, crayons, markers · Clay or string · Dot-to-dot worksheets

Warm Up

Teacher: · Teach “A Front a Side a Back” “A Front a Side a Back” A side, a side, a side, a front, a back A side, a side, a side, a front, a back A side, a side, a side, a front, a back A front, a side. · Add actions. Put both hands on your hips. A side= bend to the side A front= jump to the front A back=hop backwards

Activity

Teacher: · Show students the correct way to write A-T on the blackboard. Students: · Make small groups. · Each group takes dot-to-dot worksheets for letters M-T. Do them as a group. · Then, each student in the group makes a letter out of string, clay, rulers and pencils. Use the pencils and rulers for the straight lines, clay and string for the curved parts. · Sing “Zoo Phonics” and add Sammy Snake and Timothy Tiger. · Add the letters S and T to your alphabet books.

Lesson 11: Umber Umbrella Bird Objectives Students will be able to: § Identify the letters A-V. § Write the capital and lowercase U and V.Vocabulary Umber Umbrella bird, Vincent Vampire bat; Review Language Use What sound does (zoo phonics animal) make? Materials · Letter flashcards · Alphabet Book · Zoo Phonics Cards

Warm Up

Students: · Sing, “Hello, How are you?”

Activity

Teacher: · Use the alphabet chart to review the letters A-T. · Ask, “What sound does the letter (letter) make?” Students: · Play Alphabet Slap using A-V. · Sing “Zoo Phonics” and add Umber Umbrella bird and Vincent Vampire bat. · Add the letters U and V to your alphabet books.

Lesson 12: Wild Weasel Objectives Students will be able to: § Say the letters A-X. § Write the capital and lowercase W and X. Vocabulary Wild Weasel, Xavier Fox; Review Language Use Listen and repeat.Materials · Letter flashcards · Alphabet book · Zoo phonics cards · Colored pencils, crayons, markers

Warm Up

Teacher: · Give a letter flashcard to each student for the letters A-V. · Ask, “What sound does the letter (letter) make?” Students: · Sing “Zoo Phonics.” · Stand up when you hear the sound of your letter in the song. · Sing the song again until all of the students have held a flashcard.

Activity

Teacher: · Point to the letters A-X on an alphabet chart and say each letter. Students repeat. · After many times, point to each letter and wait for the students to say the letter. Students: · Sing “Zoo Phonics” and add Wild Weasle and Xavier Fox. · Add the letters W and X to your alphabet books.

Lesson 13: Yancy Yak Objectives Students will be able to: § Recognize and write the letters A-Z. § Write the capital and lowercase Y and Z.Vocabulary Yancy Yak, Zed Zebra; Review Language Use Write and draw ___. Materials · Alphabet book · Zoo phonics cards · Dot-to-dot worksheet

Warm Up

Students: · Play Matching Letters - Give each student one letter flashcard for the lowercase and capital letters A-Z. - Each student must find the person with the matching letter.

Activity

Teacher: · Use the alphabet chart to review the letters A-Z. · On the blackboard, post the letter cards for capital letters A-Z randomly in one column. · Post the lowercase letters a-z in a different order in another column. Students: · Copy the letters and draw a line to match the capital and lowercase letters. · Make small groups. · Each group takes dot-to-dot worksheets for letters U-Z. Do them as a group. · Sing “Zoo Phonics” and add Yancy Yak and Zed Zebra. · Add the letters Y and Z to your alphabet books.

Lesson 14: Scavenger Hunt Objectives Students will be able to: § Recognize and copy the letters A-Z.Vocabulary Letters A-Z.Language Use Look.Materials · Alphabet chart · English magazines/newspapers

Warm Up

Students: · Sing the “ABC Song.”

Activity

Teacher: · Use the alphabet chart to review the letters A-Z. Students: · Look around the school to find the letters A-Z. · Cut out all alphabet letters and make a collage. Teacher: · Tell students they must find at least 1 of each letter.

Lesson 15: Trouble Sounds Objectives Students will be able to: § Tell the difference between trouble letters. (ex. X, F, S, M, N, V, G, K, P, B)Vocabulary Letters A-Z, Allie Alligator . . . Zed ZebraLanguage Use What sound does (zoo phonics animal) make?Materials · Zoo phonics cards · Letter flashcards

Warm Up

Students: · Sing “Zoo Phonics”.

Activity

Teacher: · Use the zoo phonics cards to review the sounds of the letters. · Ask, “What sound does (zoo phonics animal) make?” Students: · Play Trouble Sounds game - Students make groups of 6-7. - Give each group 8-10 trouble letters (letters they have trouble hearing the sound of). - Call out 4 different sounds and have each group put their letters in order. - Each group points to and says the sounds of the letters. - After several times, call out 5-6 sounds each time. - Continue until the students have practiced putting different letters in order several times.

Lesson 16: Back Drawing Objectives Students will be able to: § Write the letters of the alphabet.Vocabulary Letters A-ZLanguage Use NoneMaterials · Alphabet chart · Letter flashcards

Warm Up

Students: · Sing “ABC” song.

Activity

Teacher: · Use the alphabet chart to review the letters. Students: · Play Back Drawing game - Make teams of 7-8. - Each team stands in a line. - Show the student at the end of each line a letter. - Student at the end of the line uses his/her finger to draw the letter on the back of the student in front of him/her. - Each student draws the letter on the back of the student in front of him/her until it reaches the student at the front of the line. - The student at the front of the line says the letter out loud. - Give each correct team 1 point. - Continue playing until the students have drawn several of the letters.

Lesson 17: Word Magician Objectives Students will be able to: § Recognize the letters in words.Vocabulary Letters A-ZLanguage Use What letter?Materials · Alphabet book.

Warm Up

Teacher: · Read the alphabet book.

Activity

Teacher: · Use the letter chart to review the letters A-Z. Students: · Play Word Magician game - Write a simple word on the blackboard. - Students read the word. Erase 1 letter. - Students guess what letter is missing. - Continue playing and use several more words. - After a few times, erase 2-3 letters from each word.

Lesson 18: Alphabet Jigsaw Objectives Students will be able to: § Recognize big and small letters. § Put the letters in ABC order.Vocabulary Letters A-ZLanguage Use NoneMaterials · Alphabet chart · Letter flashcards cut into jigsaw puzzle pieces (1 piece for each capital letter than connects to 1 piece for each lowercase letter)

Warm Up

Students: · Sing “ABC” song.

Activity

Teacher: · Use the alphabet chart to review the letters. Students: · Play Alphabet Jigsaw game. - Give each student 1 puzzle piece. - Each student finds the student with the matching puzzle piece. - Continue with the new puzzle pieces until you have given out all of the puzzle pieces. - When the students have matched all of the letters, have them work together to put all of the letters in ABC order.

Lesson 19: Alphabet Order Objectives Students will be able to: § Put the letters in ABC order.Vocabulary Letters A-Z Language Use None Materials · Many sets of capital and lowercase letter flashcards

Warm Up

Students: · Sing the ABC song. Teacher: · Use the letter flashcards to review capital and lowercase letters. Students: · Play the Alphabet Order game: - Students make groups of 5-6. - Give each group a set of capital and lowercase letter cards. - Each group puts the letters in ABC order. Teacher: · Check each group and ask individual students to identify different letters. Give a sticker to the fastest group.

Lesson 20: Alphabet Concentration Objectives Students will be able to: § Match capital and lowercase letters.Vocabulary Letters A-ZLanguage Use What’s this?Materials · Alphabet chart · Many sets of capital and lowercase letter cards

Warm Up

Students: · Sing, “Zoo Phonics Song.” Teacher: · Use the alphabet chart to review the alphabet.

Activity

Students: · Play the Alphabet Concentration game - Students make groups of 5-6. - Each group gets a set of capital and lowercase cards. - Students put all of the cards face down. - The first student turns 2 cards over. - If the letters match, the student keeps the cards. - If the cards do not match, the student puts the cards back down and the next student turns over 2 more cards. - Continue until all of the cards are gone. - The student with the most cards wins.

Pratom 1 Unit 5: My Body

Lesson	Objectives: Students will be able to:	Vocabulary	Language use	Materials
1. My Body	§ Recall new vocabulary. § Respond to verbal commands in English. § Use new vocabulary in an art project.	Body parts [student generated]	Touch your (body part).	· Paper · Colored pencils
2. Head, Shoulders Knees and Toes	§ Use actions to show understanding of vocabulary. § Follow commands using new vocabulary.	Head, shoulders, knees, toes; Review: lesson 1	Touch your (body part). Lek says touch your (body part).	· None
3. How many hands?	§ Draw pictures for new vocabulary. § Count body part of classmates.	4-7 body parts [student generated]; Review: lesson 1 and 2	How many (body part)?	· Paper · Colored pencil
4. Chalk Bodies	§ Identify body parts and show understanding with action responses.	Review: draw, circle, body parts	Draw a circle around the (body part).	· Chalk · Rocks
5. Listen and Draw	§ Recall body parts. § Show understanding by following instructions. § Present drawings.	Review	Draw _____.	· Paper
6. How many legs?	§ Show word understanding by responding to specific questions. § Count the body parts in a group of students.	We, have; Review	How many (body part) do you have? We have _____.	· Listen and Draw worksheet from lesson 5.
7. Clay People	§ Make body model and name body parts.	Review	None	· Clay for each student

Lesson 1: My Body Objectives Students will be able to: § Recall new vocabulary. § Respond to verbal commands in English. § Use new vocabulary in an art project. Vocabulary Body parts [student generated] Language Use Touch your (body part). Materials · Paper · Colored pencils, crayons, markers

Warm Up

Teacher: · Draw a body on the blackboard. · Say the word “body.” Students repeat. Students: · In Thai, brainstorm all the body parts you can think of. Teacher: · Label the body as the students brainstorm. Students: · 5 volunteers pick one body part to learn in English.

Activity

Teacher: · Ask, “Please be quiet and listen.” · Teach each of the five volunteers to day the body part they chose in English. Students: · Volunteers teach the class the new vocabulary and the whole class repeats. Teacher: · Review vocabulary and ask, “Touch your (body part),” using the new vocabulary. Students: · New volunteers take turns commanding the class: “Touch your (body part).” Teacher: · Ask volunteer: “Come here and draw a body.” · Remind students of the meaning of body by pointing to a body. · Label the drawing with 5 new vocabulary words. · Review spelling and sound blending for each word. Students: · Draw your body and label it. · Share with the class.

Lesson 2: Head, Shoulders, Knees and Toes Objectives Students will be able to: § Use actions to show understanding of vocabulary. § Follow commands using new vocabulary. Vocabulary Head, shoulders, knees, toes Language Use Touch your (body part). Lek says touch your (body part). Materials · None

Warm Up

Teacher: · Say, “Stand up.” · Say and point to your head, shoulders, knees and toes. Students follow. · Sing “Head, Shoulders, Knees and Toes” “Head, Shoulders, Knees and Toes” Head shoulders knees and toes Knees and toes Head shoulders knees and toes Knees and toes · Start slowly and repeat getting faster each time.

Activity

Teacher: · Say, “Touch your _____.” (head, shoulders, knees, toes) Students: · Respond by doing the action the teacher requests. · Volunteer leads a game of Simon Says, but use your own name instead of Simon. - Say your name before giving a command. If the student’s name is Lek, say, “Lek says touch your head.” - If you do not say “Lek says,” before giving the command other students must not do the action. - The caller tries to trick students into doing the action without hearing “Lek says” by giving command quickly or by doing the actions. - If students do an action but the caller has not said “Lek says” before the command, they sit down and assist the caller in catching students who make a mistake.

Students: · Do a Relay Race - Break into 2 teams. Teacher asks students, “Line up in two lines.” Each team faces two body outlines on blackboard. - One student from each team should “Run and draw a circle around the (body part),” when the teacher gives the command. - Then run back to give the next teammate a turn. Repeat until everyone has had a turn.

Lesson 3: How many hands? Objectives Students will be able to: § Draw pictures for new vocabulary. § Count the body parts of classmates. Vocabulary 4-7 body words [student generated]; Review: body parts from lesson 1 and 2 Language Use How many (body parts)? Materials · Paper · Colored pencils, crayons, markers

Warm Up

Students: · Sing, “Head, Shoulders, Knees and Toes” from lesson 2.

Activity

Teacher: · In Thai, ask students to name the body parts they know in English. · Draw a body on the blackboard and label it as students say what they know. · Than ask what they don’t know and want to learn. Students: · Break into groups. · Each group chooses a body part to learn. Teacher: · Ask each group to share the body part they want to learn. · Teach the new word. Repeat several times, until the students can say it. Students: · Each student in the group will draw one of the new body parts, creating a complete set of body flashcards for the new words. Teacher: · Say, “Draw a (body part).” Use each new vocabulary word. · Review new vocabulary using the student’s pictures. Students: · Line up in groups of less than10 students. · One volunteer asks, “How many (body part)?” · Each group counts the total number of the said body part. For example, the caller asks, “How many arms?” and there are 8 students per group. There are 16 arms per group. Suggestion: Teach students about andding an “s” when there is more than one of something. Ex. 16 arms. Stress the ending “s” sound by exaggerating it so the students can hear it and remember to say it.

Lesson 4: Chalk Bodies Objectives Students will be able to: § Identify body parts and show understanding with action responses. Vocabulary Review: draw, circle, body parts Language Use Draw a circle around (body part). Materials · Chalk · Rocks

Warm Up

Students: · Sing the whole song of “Head, Shoulders, Knees and Toes.” “Head, Shoulders, Knees and Toes” Head shoulders knees and toes Knees and toes Head shoulders knees and toes Knees and toes Two eyes, two ears, one mouth and nose Head shoulders knees and toes Knees and toes · Start slowly and repeat getting faster each time.

Activity

Teacher: · Say, “Stand up, make a line, and go outside.” · Lead the students outside to a place with concrete ground. Students: · Find a partner. · One person lies on the concrete. · The other student traces the body of student lying down. Teacher: · Say to one student in each pair, “Draw the eyes/ ears/ etc.” · Say to the other student, “Draw a circle around the (body part).” Do a demonstration to help students remember the command. Students: · One student draws a circle around the specified body part. · The other stands a few steps away from the body drawing and tries to throw a small rock into the circle, saying the name of the body part. · Switch roles several times. · In pairs, take turns leading the class in “Head, Shoulders, Knees and Toes.”

Lesson 5: Listen and Draw Objectives Students will be able to: § Recall body parts. § Show understanding by following instructions. § Present drawings. Vocabulary Review: numbers, body parts Language Use Draw ____. Materials · Paper

Warm Up

Students: · Brainstorm all the body part that you already know in English. · One at a time, each student says and points to a part of their body. · Class repeats.

Activity

Teacher: · Give each student a piece of paper. · In Thai, tell students to divide the paper into 6 sections. · In the first section, say, “Draw (# 1-5) (body part). Ex. “Draw 3 arms.” Students: · Listen and draw what the teacher tells you to. · In the last three sections, choose any body part that has not already been used and draw it. · Share your picture and identify the name and number of the body parts you drew.

Lesson 6: How many legs? Objectives Students will be able to: § Show word understanding by responding to specific questions. § Count the number of body parts in a group of students. Vocabulary We, have; Review: body parts, numbers Language Use How many (body part) do you have? We have (#) ___. Materials · Listen and Draw worksheet from lesson 5

Warm Up

Teacher: · Ask several students to come to the front of the classroom. Review the body parts, using the students as models. · Ask, “How many (body part) do you have?” Ask the group as well, thus having the students tally all of their body parts. Students: · Respond to the questions by counting the appropriate body part and answering, “(#) (body part).”

Activity

Students: · In groups, one student asks, “How many (body part) do you have?” · Another student in the group counts the body parts of each group member aloud and answers, “We have (#) (body parts).” · Play Body Bingo using the Listen and Draw sheet from lesson 5. - A caller calls out a number and body part. - If students have the corresponding picture they cover it with rocks, leaves, or small scraps of paper. - The first student to cover a row of pictures shouts out BINGO! - Caller checks to make sure the student covered only pictures that were called. - If correct, the student is the winner.

Lesson 7: Clay People Objectives Students will be able to: § Make a body model and name body parts. Vocabulary Review: all body parts Language Use None Materials · Clay for each student

Warm Up

Students: · Sing “Head, Shoulders, Knees and Toes.”

Activity

Teacher: · Hand out a lump of clay to each student. Students: · Use clay to make people or body figures. · In small groups, Share your clay figure with your classmates, naming and counting all of the body parts. · Help each other remember the names of the difficult body parts!