READY Teacher's Guide - Book - Page 137
Vocab Activity
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Do the activity to review the vocabulary (show the word cards): chef, customer, enjoy yourself, grill,
lunchtime, noon, potato, steak, supper, waiter, waitress, Would you like…?.
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Hot Seat (VA #30)
Place one chair (the “Hot Seat”) at the front of the room with its back to the board.
Write a vocabulary word on the board behind the “Hot Seat.” A pupil from one team sits in the Hot
Seat and tries to guess the word based on clues given by their teammates. Teammates cannot say
the word, the translation, or spell it out.
Set a timer (i.e., 1 minute) for each turn. The team earns a point for every correct guess.
Alternate teams and continue playing until all the words are used.
Vocabulary
Review
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Review the vocabulary using the word cards: bread, plate, knife, table, stove, pan, refrigerator, butter,
bowl, mix, egg, cut, sugar, salt.
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Ask pupils what these words have in common. Elicit: food, things in the kitchen, cooking
New
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Teach the new vocabulary using the word cards: be careful, count, empty, full, ingredient, pour, slowly,
thick, thin, slice.
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Ask pupils what these words have in common. Elicit any logical response, including: cooking, kitchen
Ask pupils: When does someone need to be careful? What do you need to pour slowly?
Have pupils point to and read each new word in their Course Books on pages 88/89.
Word Workout (opposites): Point out to pupils that some words have another word with an opposite
meaning. Explain that these words are called opposites. Write two opposite words on the board and
practice their meanings. Give examples: empty – full, thick – thin. Elicit from pupils other pairs of
opposite words they know in English (e.g., big – small, hot – cold, inside – outside).
Ready to Read with Words I Know – Phonics Review
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Remind pupils that ‘ow’ makes the long /O/ sound, as in the words: slowly, throw, know.
Ask pupils which of these words is a new word they have just learned. Elicit: slowly.
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Ask: How many parts (syllables) does the word ‘slowly’ have? (Elicit: 2)
Say and clap to count the syllables: /slow/ /ly/ ‘slowly’
Have the pupils say and clap the syllables with you.
Elicit other words pupils know with this pattern.
137
UNIT 2 / PART 4
