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Brainy 4 TRF Teaching Notes Extra Support

The document provides teaching notes and instructions for extra support activities to accompany English lessons for students with special educational needs. It includes activities for vocabulary consolidation, letter recognition, reading comprehension, and guided writing for a classroom project. Detailed instructions are provided for teachers to implement the various activities and tasks.

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Michiyo
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
20 views

Brainy 4 TRF Teaching Notes Extra Support

The document provides teaching notes and instructions for extra support activities to accompany English lessons for students with special educational needs. It includes activities for vocabulary consolidation, letter recognition, reading comprehension, and guided writing for a classroom project. Detailed instructions are provided for teachers to implement the various activities and tasks.

Uploaded by

Michiyo
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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EXTRA SUPPORT Teaching notes and key

Unit 1 Unit 1
Vocabulary consolidation Lesson 7. Reading
1–3 1
Type of activity: Labelling pictures and miming. Type of activity: Reading comprehension, vowel
Organisation: Individual work. recognition.
Time: 15 minutes. Organisation: Individual work.
Preparation: Copy one worksheet per SEN student. Time: 20 minutes.
To use: After Lesson 3. Preparation: Copy one worksheet per SEN student.
You need the recording of the text from the
Student’s Book, lesson 7.
INSTRUCTIONS To use: With lesson 7.
• Hand out the copies of the worksheet. Ask students
to name the objects in the pictures in Activity 1 and to
show them as a mime. INSTRUCTIONS
• Explain that students are going to label the pictures • Hand out the copies of the worksheet. Ask students
with the correct words from the box. Using the to listen to and read the article. Use the recording
example, point out that the shape of the box suggests from the Class CD. Pause after each paragraph and ask
what type of letter they need. Draw the three types of comprehension questions, e.g. Do Chinese people use
boxes on the board. Write a few random letters, eg. c, letters similar to those in Europe? What’s in the photo?
g, d on the board and elicit which box they should Is Chinese easy or difficult? Does the Hawaiian alphabet
go in. Then ask students to write the words on their have 12 or 20 letters? Is the Hawaiian alphabet easy?
worksheets. Check the answers. How many vowels are there in English? What’s in the
photo?
• Point to Activities 2 and 3. Ask students to fold the
worksheet in half, with the pictures and words on the • Students complete the task based on the information in
outside. They should look at the part with the pictures the article. Check the answers.
and try to name the objects. In Activity 3, they should • Students complete task b) and circle all the words
turn the worksheet over so that they can only see the beginning with vowels. Check the answers.
words. They should read each word and show it as
KEY
a mime.
a) a, e, i, o, u
KEY (ACTIVITY 1): b) The words beginning with vowels are highlighted.
1 notebook 2 pen 3 board 4 computer 5 pencil case Chinese
6 chair 7 rubber There are no letters in Chinese! Chinese people use over
4,000 symbols. Look at this photo! It’s a school in China.
The symbols mean school. Chinese is beautiful, but it’s
very difficult to read.

Hawaiian
Hawaiian has got a very short alphabet. There are only
12 letters: a, e, i, o, u, h, k, l, m, n, p and w. The alphabet is
easy, but the sounds are difficult for language learners.

English
The English alphabet has got 26 letters. The number
of vowels is five: a, e, i, o, u. People use picture alphabets
for fun. This is an alphabet with people.
EXTRA SUPPORT Teaching notes and key

Encourage pupils to circle the names of the objects and


2 to underline the adjectives of colour with a matching
crayon.
Type of activity: Letter recognition.
Organisation: Individual work and pair work • Ask students to finish the drawings and colour in the
(optional). objects, using the symbols they have added to the
Time: 10 minutes. sentences as a guide. Check the answers.
Preparation: One worksheet per SEN student – use • Read aloud the instructions for Project 2 on page 19 in
the same worksheet as in Activity 1 above. the Student’s Book. Then focus students’ attention on
To use: With lesson 7. Activity 2. Go through the action plan with students,
explaining anything that is unclear.

INSTRUCTIONS • Students may choose to take photos of classroom


• Focus students’ attention on the photo of the alphabet objects and furniture and either print them or cut out
formed with people in Activity 1. Elicit the letters that photos of similar objects from magazines or catalogues.
are illustrated. They might prefer to draw and colour in the objects
and furniture. In either case, assign the preparation of
• Explain that students are also going to make letters
illustrations as homework and continue working on
in a special way. Ask them to make as many different
the project during the next lesson. Optionally you can
letters as possible, using only the contents of their
provide students with prints or photos from magazines.
pencil cases. They should make capital letters.
• Make sure students follow the action plan from Activity 2
• Each time a student manages to make a letter, they
while preparing their project. They should take notes. If
should note down the letter in the space provided on
they are working in groups, everyone should take notes
their worksheet. Optionally, before writing down the
simultaneously. Walk around the classroom, monitor
letter, they can show it to another student, who has to
students’ work and provide help if necessary.
try and identify the letter first.
• Display the finished projects around the classroom.
• Set a time limit. Once the time is up find out how many
Students may also present their projects orally and
different letters the students managed to make.
point to the illustrations.

Unit 1
Grammar summary.
Guided writing and Project 2
1 and 2
Type of activity: Reading comprehension,
picture completion, text writing.
Organisation: Individual work.
Time: 15 minutes + 30 minutes for project work.
Preparation: Copy one worksheet per SEN
student, take pictures of objects and furniture
in the classroom and make prints of them or cut
out pictures of similar objects from magazines
(optional).
To use: With Project 2, Grammar summary.

INSTRUCTIONS
• Hand out the copies of the worksheet. Ask students
to read the sentences in Activity 1. You can read the
sentences out loud as they are following the text.
Pause after each sentence and ask the comprehension
questions: What’s the object? What colour is it?

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