READY Teacher's Guide - Book - Page 93
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Word Association (VA #4)
Say one of the vocabulary words and have pupils quickly respond with another word that they
associate with it. For example, say “shower” and pupils may respond “bath”, “water”, “clean”, etc.
Accept any logical answer.
Play a few rounds to practice different words.
Vocabulary
Review
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Review the vocabulary using the word cards: chicken, coffee, cook, cut, dinner, drink, meal, rice, soup,
table, tea.
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Ask pupils what these words have in common. Elicit: food, cooking, kitchen
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Ask different pupils: What do you do in the kitchen? Do you know how to cook? What do you like to
make?
New
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Teach the new vocabulary using the word cards: bowl, dishes, drawer, fork, glass, knife, mug, plate,
refrigerator/fridge, spoon, stove.
Ask pupils what these words have in common. Elicit any logical response, including: kitchen, things
you use for food, etc.
Have pupils point to and read each new word in their Course Books on pages 54/55.
Ready to Read with Words I Know – Phonics Review
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Tell pupils that the letters ‘ss’ in a word make the sound /s/ in English, as in the words: glass, possible.
Ask pupils which of these words is a new word they have just learned. Elicit: glass.
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Ask: How many parts (syllables) does the word ‘glass’ have? (Elicit: 1)
Say and clap to count the syllables: /glass/ ‘glass’
Have the pupils say and clap the syllables with you.
Elicit other words pupils know with this sound (dress, grass, pass, glasses, etc.)
Vocab Activity
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Do the activity to review and practice the vocabulary (show the word cards): bowl, cut, cook, dishes,
drawer, fork, glass, knife, meal, mug, plate, refrigerator/fridge, spoon, stove.
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Whisper Chain (VA #29)
Divide the class into two teams and line them up.
Whisper a vocabulary word to the first pupil in each line.
Each pupil whispers the word down the line. The last pupil must say the word aloud and use it in a
sentence.
Teams earn points for correct answers.
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UNIT 1 / PART 5
