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**Reading** **Sketch** **Teacher's** **Guide** Build your dreams, Grow as a global leader www.ibuildandgrow.com Unit 1| We Garden Together **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn key family member vocabulary To be able to use and understand the expression, “This is my grandfather.” To practice **reading** comprehension and word recognition Power Vocabulary: flower, garden, plant, pull, weed LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What does Sam do?” “What we do?” -Have the students listen to each word and point to the word that they hear -Then have them repeat each word -Have the students take turn **reading** each word -To help the students understand the meaning of the key words, ask “What color are flowers?” “Where weeds grow?” **Reading** **Sketch** 2, Unit 1 During **Reading** Have the students listen as they follow along in their books Let the students take turns **reading** the story out loud Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) What I with Amy? What I with Ray? What I with Jason? After **Reading** Try it! What is your favorite season? How many flowers can you find in the picture? Have the students count all the flowers Extra Idea: Ask the students to take out a blank piece of paper Have them re-draw the story picture They should draw their face and their friends’ faces in the garden Mini Check Up The kids work in the garden The girl plants flowers with Jason Read each question true or false question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Questions 1&3 Give the students some tips: **Reading** **Sketch** 2, Unit Have the students read each possible answer together Review each answer to determine whether or not it fits Question Have the students scan the story for the word, “weeds.” Pattern Talk Have the students read the example sentences in the bubbles Call on a student and have them choose one of the words in the idea box to complete the sentence Ask the student, “What you with your friend?” Then have the student respond Give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Extra Idea: Have students find their partner Give each student in the class a sentence strip Tell them to keep it secret Make sure that two students in the class have the same sentences Then, have all the students stand up and walk around the classroom Have them ask each other, “What you with your friend?” Each student will then respond, (according to their sentence strip) “I _ with my friend.” The first three pairs to find each other will get a point! Word Power Have the students look at each picture, and check the correct word Review the answers by **reading** the number, and having the students say the correct answer Your Turn Let the students draw their own garden Tell them to include anything they would like to put in it! **Reading** **Sketch** 2, Unit ANSWER KEY: STUDENT BOOK p Mini Check Up T F p **Reading** Comprehension b c a p 10 Word Power flower garden plant **Reading** **Sketch** 2, Unit ANSWER KEY: WORKBOOK p Word Activity ◎ ◎ plant flower garden pull out p Writing Practice I pull out weeds with Amy I water the flower with Jason Dictation garden / weeds / help / plant / flowers / help **Reading** **Sketch** 2, Unit Unit 2| Shapes Everywhere **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn shape vocabulary To be able to use and understand the expression, “There are squares on my blanket.” To practice **reading** comprehension and word recognition Power Vocabulary: circle, heart, square, star, triangle LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What does mom have on her shirt?” -Have the students listen to each word and point to the word that they hear -Then have them repeat each word -Have the students take turn **reading** each word -To help the students understand the meaning of the key words, ask “Can you draw a triangle with your finger?” **Reading** **Sketch** 2, Unit During **Reading** Have the students listen as they follow along in their books Have the students take turns **reading** the story out loud Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) What is on my pillow? What is on my ball? What is on my blocks? After **Reading** Try it! How many circles can you find in the picture? Help the students to carefully distinguish between the shapes Add up the number of circles in the picture Extra Idea: Create a PPT Using the animation function, show many shapes (not all the same), and then take them away quickly Then ask, “How many did you see?” The students will then respond, “There are _ .” Mini Check Up There are triangles on the girl’s pillow There are circles on the girl’s blocks Read each question true or false question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Give the students some tips: **Reading** **Sketch** 2, Unit **2** Have the students read each possible answer together Review each answer to determine whether or not it fits Pattern Talk Have the students read the example sentences in the bubbles Call on a student and have them choose one of the words in the idea box to complete the sentence Ask the student, “What shapes are there?” Then have the student respond Give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Extra Idea: Do short scavengers hunt with the students Have all the students put their heads down, while the teacher distributes various paper shapes all over the classroom Divide the class into five groups: Triangle, Circle, Square, Heart, and Star Beginning with one group, give them 20 seconds to try to find all of the their shapes Then, count how many they found Have each group take a turn The group that finds the most of their shape will win Word Power Have the students look at each picture, and write in the missing letters Choose a few students to spell each shape out loud Your Turn Have the students think of objects that look similar to each shape Then let them draw those objects next to the shape that they resemble **Reading** **Sketch** 2, Unit ANSWER KEY: STUDENT BOOK p 12 Mini Check Up T F p 13 **Reading** Comprehension c a b p 14 Word Power t / r r / c q / r **Reading** **Sketch** 2, Unit Unit 18| All Mighty Cows **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn food vocabulary To be able to use and understand the expression, “Butter is made from milk?” To practice **reading** comprehension and word recognition Power Vocabulary: butter, cheese, milk, snack, yogurt LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Extra Idea: Have the students list all of their favorite foods Write or draw all of these foods on the board Then, ask the class which of those foods have milk in them? After circling their answers, circle any foods that they missed Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What like?” “Where does it come from?” -Have the students listen to each word and point to the word that they hear -Then have them repeat each word -Have the students take turn **reading** each word -To help the students understand the meaning of the key words, ask “What kind of snacks you like?” and “What does milk taste like?” **Reading** **Sketch** 2, Unit 18 During **Reading** Have the students listen as they follow along in their books Have the students take turns **reading** the story out loud Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) What does Angela have? What does Sean have? What is butter made from? After **Reading** Try it! What is your favorite snack? Do you like the same snacks as Angela, Ryan, and Sean? Mini Check Up Angela has butter cookies Butter is made from yogurt Read each question true or false question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Give the students some tips: Questions 1&3 Have the students read each possible answer together Review each answer to determine whether or not it fits Question 2: Have the students scan for the name, “Ryan.” **Reading** **Sketch** 2, Unit 18 Pattern Talk Have the students read the example sentences in the bubbles Call on a student and have them choose one of the words in the idea box to complete the sentence Ask, “What is yogurt made from?” Then have the student respond Give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Word Power Have the students look at each picture, rearrange the letters, and write them under each picture Then have them read each word Your Turn Ask the students to name all the pictures on the table Have them color all the items that come from cows Extra Idea: Prepare some picture cards of foods that involve cows: Ice cream, Steak, milk, butter, yogurt, Hamburgers Prepare a matching card for each Put all of the pictures on the board face down Have the students play a whole class matching game with these food pictures Choose a few students, and have them choose two cards Play until all the cards have been matched Since all of the pictures come from cows, this activity will help students to remember what kinds of foods come from cows **Reading** **Sketch** 2, Unit 18 ANSWER KEY: STUDENT BOOK p 78 Mini Check Up T F p 77 **Reading** Comprehension a b b p 78 Word Power snack yogurt milk **Reading** **Sketch** 2, Unit 18 ANSWER KEY: WORKBOOK p 36 Word Activity ◎ ◎ Yogurt cheese butter milk p 37 Writing Practice Cheese is also made from milk Milk comes from the all might cow Dictation snack / yogurt / cheese / Butter / made / milk / cow **Reading** **Sketch** 2, Unit 18 Unit 19| We Do Everything Together **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn household chores vocabulary To be able to use and understand the expression, “My family washes the car together?” To practice **reading** comprehension and word recognition Power Vocabulary: feed, fence, laundry, mop, wash LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What does your family together?” -Have the students listen to each word and point to the word that they hear -Then have them repeat each word -Have the students take turn **reading** each word -To help the students understand the meaning of the key words, ask “What you feed?” and “Do you enjoy doing laundry?” Extra Idea: Ask the students to think of some other things that families can together Example: go to church, watch a movie **Reading** **Sketch** 2, Unit 19 Have the students brainstorm as many ideas as they can Survey the class Find out which activity students the most with their family! During **Reading** Have the students listen as they follow along in their books Let the students take turns **reading** the story out loud Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) What does my family paint together? Who does my family feed? What else does my family together? After **Reading** Try it! What you with your family? Let the students work with a partner Have them compare what their families together with one another Mini Check Up The girl’s family goes to school together The girl’s family mops the floor together Read each question true or false question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Give the students some tips: Question 1&3: Have the students read each possible answer together Review each answer to determine whether or not it fits **Reading** **Sketch** 2, Unit 19 Question 2: Have the students scan for the word, “make.” Pattern Talk Have the students read the example sentences in the bubbles Call on a student and have them choose one of the words in the idea box to complete the sentence Ask, “What does your family together?” Then have the student respond Give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Word Power Have the students look at each picture, and write the missing letter in the boxes to complete each activity Then have them draw a line from the activity to each matching picture Your Turn Ask the students to match each activity with a picture Have them compare their answers with a partner Extra Idea: Pass out blank paper Give one piece to each student Have each student draw his or her family doing an activity together Have them write, “My family together,” at the bottom of the picture **Reading** **Sketch** 2, Unit 19 ANSWER KEY: STUDENT BOOK p 80 Mini Check Up F T p 81 **Reading** Comprehension b a c p 82 Word Power laundry fence feed Your Turn **Reading** **Sketch** 2, Unit 19 ANSWER KEY: WORKBOOK p 38 Word Activity ◎ ◎ mop laundry fence feed p 39 Writing Practice My family goes shopping together We everything together Dictation washes / fence / family / laundry / feeds / mops / together **Reading** **Sketch** 2, Unit 19 Unit 20| The Scary Monster Parade **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn Halloween vocabulary To be able to use and understand the expression, “Let’s join the monster parade.” To practice **reading** comprehension and word recognition Power Vocabulary: mask, monster, parade, robe, tooth LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Extra Idea: Ask students to think about what they’d like to be for Halloween Why they want to be that character? What kind of costume would they wear? Choose a few students to share their Halloween costume idea with the class Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What will we make?” “What are we?” -Have the students listen to each word and point to the word that they hear -Then have them repeat each word -Have the students take turn **reading** each word -To help the students understand the meaning of the key words, ask “Can you point to your tooth?” and “How many people you need for a parade?” **Reading** **Sketch** 2, Unit 20 During **Reading** Have the students listen as they follow along in their books Have the students take turns **reading** the story out loud Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) What holiday is it? What kind of masks did they make? Where did they put them? After **Reading** **Reading** Theatre Divide the class up into three huge teams Team one will read Dad’s part Team two will read Mom’s part Lastly, Team three will read Tom’s part Let the students practice **reading** their parts in turn Choose three students to read their role in front of the class! Mini Check Up It’s New Year’s Day Tom scares his mom and dad Read each question true or false question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Give the students some tips: Questions 1&3: Have the students read each possible answer together Review each answer to determine whether or not it fits Question 2: Have the students scan for the word, “join.” **Reading** **Sketch** 2, Unit 20 Pattern Talk Have the students read the example sentences in the bubbles Call on a student and have them choose one of the words in the idea box to complete the sentence Ask, “What shall we now?” Then have the student respond Give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Word Power Have the students look at each picture, rearrange the letters, and then write each word in the boxes Choose a few students to write each word on the board Your Turn Ask the students prepare a bag for this class Prepare materials such as: glue, scissors, colored markers, and colored paper Distribute the materials, and give the students some time to create their own monster mask! **Reading** **Sketch** 2, Unit 20 ANSWER KEY: STUDENT BOOK p 84 Mini Check Up F F p 85 **Reading** Comprehension a b a p 86 Word Power robe mask monster **Reading** **Sketch** 2, Unit 20 ANSWER KEY: WORKBOOK p 40 Word Activity ◎ ◎ monster robe mask teeth p 41 Writing Practice Let’s make scary monster masks! Let’s put them over our heads Dictation Halloween / parade / monster / teeth / Let’s robes / scary **Reading** **Sketch** 2, Unit 20 ... Jason Dictation garden / weeds / help / plant / flowers / help Reading Sketch 2, Unit Unit 2| Shapes Everywhere Reading Sketch: Teacher’s’sGuide Unit Objectives: Students will To learn shape vocabulary... shape that they resemble Reading Sketch 2, Unit ANSWER KEY: STUDENT BOOK p 12 Mini Check Up T F p 13 Reading Comprehension c a b p 14 Word Power t / r r / c q / r Reading Sketch 2, Unit ANSWER KEY:... Dictation squares / triangles / circles / stars / hearts / shapes Reading Sketch 2, Unit Unit 3| We Are Friends Reading Sketch: Teacher’s’sGuide Unit Objectives: Students will To learn hobby vocabulary

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