2.6 English in town - 02  (Page 2/2)

Time for tea? part 1

Let’s talk about the poem.

1. Where is the owl?

2. Where is the worm?

3. Is it morning, afternoon or evening? How do you know?

4. Does the owl want to give the worm some tea?

5. Does the worm want to have tea with the owl?

6. Why not?

7. Where is the worm going?

8. What colour is a worm?

9. Can your wiggle like a worm?

10. Draw . . .

a fat worm

a thin worm

a long worm

a short worm

• Listen and listen again.
• Say it and read it.
• Act it.

Time for tea? part 2

Let’s talk about the poem.

1. Where is the frog?

2. Is it morning, afternoon or evening? How do you know?

3. Does the frog want to have tea with the owl?

4. Why not?

5. Where is the frog going?

6. What colour is a frog?

7. Can you hop like a frog?

8. Can you croak like a frog?

9. Draw . . .

a big frog

a little frog

a frog hopping

a frog sitting

• Listen and listen again.
• Say it and read it.
• Act it.

Time for tea? part 3

Let’s talk about the poem.

1. Where is the mouse?

2. Is it morning, afternoon or evening? How do you know?

3. Does the mouse want to have tea with the owl?

4. Why not?

5. Where is the mouse going?

6. What colour is a mouse?

7. Can you run like a mouse?

8. Can you squeak like a mouse?

9. Draw . . .

a fat mouse

a thin mouse

a mouse with a long tail

a mouse with a short tail

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 1.1: We know this when the learner understands short, simple stories:

1.1.1 mimes the story;

1.1.2 joins in choruses at approriate points;

1.1.3 draws a picture of the story;

1.1.5 answers simple literal ‘yes/no’ and open questions with one-word answers;

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

Assessment Standard 2.1: We know this when the learner responds appropriately to simple questions with single words or formulaic phrases;

Assessment Standard 2.2: We know this when the learner memorises and performs songs and action rhymes with the right intonation, rhythm and pronunciation;

Assessment Standard 2.3: We know this when the learner uses polite forms such as ‘please’, ‘thank you’, and ‘sorry’;

Assessment Standard 2.4: We know this when the learner uses and responds appropriately to simple greetings and farewells;

Assessment Standard 2.6: We know this when the learner pronounces familiar words clearly.

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 5.1: We know this when the learner understands concepts and vocabulary relating to:

5.1.4 size;

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.