LET’S PRACTISE!
LESSON: D2,3 (II) - Tutorials (1)
Time: 25 minutes
Materials:
Lecture slide: D2,3 (II) - Tutorials (1) → Tutorials - D (II) - Tutorials (1).pdf
Youtube link for the Song at slide No.2:
https://www.youtube.com/watch?v=aOebfGGcjVw&t=10
- Toys and crafts: Puppet, rewarding system (Kani image, carrot images etc or flexible)
- Flashcards
- Whiteboard and pen
Setting up the class:
- The teacher should log into the system via the link shared by Operations Executive 5
minutes before starting time.
- The Operation team should:
+ Upload PDF file of lecture slide: D2,3 (II) - Tutorials (1)
+ Open Youtube tabs for song at slide No.2 and paste the Youtube link,
+ Open a whiteboard and upload Kani image, carrot images in order to reward
Kani. Teachers can save and upload directly from your computer
General notes:
- Speed: For this level, speed is really important. Speed will be decided based on
student age, the younger the slower. Speed will also depend on the students’
characteristics.
- TPR: Using TPR is really important to motivate the student and using puppets,
flashcards as required will help to motivate the student.
- teachers should correct during the class.
- The teacher should appraise the student or correct positively frequently.
- If the student cannot answer, the teacher can mouth then say out loud to help.
- If the student cannot concentrate, the teacher can use TPR.
IMPORTANT NOTES FOR PHONICS SLIDES: Please remember that spelling and
phonics are different. The letter A is spelt EI, but its phoneme is /a/. To spell the word
‘cat’, we say kei-ei-tee, but to sound out ‘cat’, we say /k/-/a/-/t/. Spelling helps students
write, while phonics helps students read. We are teaching phonics here.
!!! Please make sure that the student tool mode is off during class. It should be granted
for students above 8 years old only when solving a quiz. For writing activities, please
ask the student to write on a sheet of paper or a board.
Evaluate student performance after class (for teachers): Please spare five minutes to fill
in the performance evaluation for the student via Kynaforkids Teacher’s App. This is
compulsory in order to finish the class. Please be noticed that the form should be filled in for
each class within 24 hours.
Teaching techniques & TPR
0.5 mins
1. Teacher introduces himself or herself; ask for student's name
- Teacher introduces his/her name
- Teacher asks "What is your name?" and helps the student to reply.
- Teacher exposes the student to How are you?
2. Introduce about rewards system
- Switch to the whiteboard with the Kani image, teacher: "When you do a great job (point to the
student and thumb up), the rabbit gets a carrot."
"Why should we brush
our teeth?"
(2 mins)
Teacher says: "Let's start our lesson today with an interesting video!" Why do We Brush Our
Teeth?
Teacher plays the video via youtube link:
https://www.youtube.com/watch?v=aOebfGGcjVw&t=10 (0:10 - 1:40)
T might ask St one question: How often do you brush your teeth a day? (aiming to activate St's
interest)
00-02
Matching
3
5 1
2
4
fish candy picture tooth dentist
(4 mins) 02-06
T says: First, let's review some vocabulary.
T points at each shadow to elicit Ss to say the vocabulary.
Then T introduces on how to do the task: Draw a line b/t the shadow and the word that
matches. For example, in picture 1, it's a tooth so we draw a line b/t the tooth and the word
tooth.
(T might help unable St by getting them to spell the word before drawing a line)
Answer:
a. tooth
b. dentist
c. picture
d. candy
e. fish
Find the differences.
1 2
(3 mins)
06-09
T says: Look at the two pictures. There are five differences. Tell me what they are. For
example, Here the boy is opening his mouth. Here, the boy is crying. Now, it's your turn.
T lets student have a quick look and then describe the four remaining differences.
Answers:
1. Here the boy is opening his mouth.
Here the boy is crying.
2. Here the woman's hair is long and straight.
Here the woman's hair is long and curly.
3. Here the table is round.
Here the table is square.
4. Here the toothbrush is red.
Here the toothbrush is yellow.
5. Here the photo of a dolphin is on the wall.
Here the photo of a parrot is on the wall.
Picture story.
The comic book.
Lily
Mum
1 2
09-13
(4 mins)
T says: These are the pictures of a story called "Summer holiday". Let's look at the four
pictures first.
T lets St skim through all the pictures. Then, teacher describes the first picture as an example:
Lily and mum are walking on the street. Lily sees her favorite comic book. She wants to
buy it. Mum tells her to get a good score and then mum can buy Sally her favorite comic
book. Now, it's your turn to look at the three remaining pictures and tell the story.
S is expected to use the structures including "There is/ are, simple present tense, present
continuous, the modals can/ can't/ must/ mustn't" and describe simple feelings. Teacher should
prompt by asking a question or giving hints if student needs help. (e.g: How does she feel? Is
she sad? etc.)
Suggested answer:
2. Mum is watching TV. Lily also wants to watch with her movie. But she also has
homework.
3. Lily doesn't watch TV and does her homework. She wants to get a good score.
4. Lily gets a good score. Mum takes her to the bookshop. Now she can have the comic
book. .
Odd one out!
1 2
(4 mins) 13-17
T reads the phrase: "Odd-one-out" and lets St repeat.
Then, T explains: "You can see four pictures in each group. One picture is different from the
other three. It's an odd-one-out. Now, look at No.1. Which is the odd-one-out and tell me why".
1. D- She has short hair. They have long hair.
2. B- She is drinking. They are eating.
Odd one out!
3 4
(Continue)
T reads the phrase: "Odd-one-out" and lets St repeat.
Then, T explains: "You can see four pictures in each group. One picture is different from the
other three. It's an odd-one-out. Now, look at No.1. Which is the odd-one-out and tell me why".
Answer keys:
3. A- This is a fruit. They are drinks.
4. D- You go to this place to read books or study. You go to those places to play sports.
Let’s talk!
(4 mins) 17-21
Teacher asks student the following questions:
Questions:
Now let’s talk about house and home
1. Where do you live?
2. Do you live in a house or an apartment?
3. How many rooms are there in your house?
4. Is there a garden in your house?
5. Does your house have a balcony?
6. Tell me about your bedroom.
7. Is your house near your school? How long does it take to go there?
8. Is your house near a shopping centre? How long does it take to go there?
9. Do you like your house? Why or why not?
10. What room in your house do you like the most?
T should make sure St will answer in full sentences. T can add or minus the number of
questions based on St's ability and performance.
Note: The why part is optional.
Give a short speech!
A B
1. Name 2. Where
C D
3. When 4. How
(4 mins) 21-25
OPTIONAL: In case there's a shortage of time, T might skip this slide and wrap up the
lesson.
T says: Charlie just bought a great comic book but he didn't want to let us know all at once. He
wanted us to solve this puzzle.
T points at each puzzle for St to read aloud. T does the same for the pictures.
Then T leads in the task: Let's do some matchings. T grants the tool for St to draw a line b/t
the puzzle and the picture.
Then T asks questions about Charlie's new comic book and St answers using the given
information.
Suggested answer:
1. What is the name of the comic book? It's called Supermeow
2. Where did he buy? He bought at a bookstore
3. When did he buy? He bought last Sunday.
4. How did he feel about the comic book? He thought it was interesting.
If there's time left, T lets St to describe Charlie's new comic book. T shouldn't interrupt while St
is speaking. Feedback on pronunciation should be given afterward.
Goodbye
Remember to review the
vocabulary in the lesson today.
