LESSON: STAR 3A - LESSON 4 - TOYS

Time: 25 minutes

Lesson objectives:

a. Review toys: ball, car, doll, duck, bear, kite, rocking horse
b. Learn new toys: train, teddy bear
c. Review and learn structure:
- What's it/ What are they?
- It's ... / They're …

Materials:

- Lecture slide: ​ Star 3A - Lesson 4

- Song at ​slide No.1:​ ​https://www.youtube.com/watch?v=tVlcKp3bWH8
- Song at slide ​No.3​: ​https://www.youtube.com/watch?v=8-SWzpdcl6E
- Song at slide ​No.14:​ ​https://www.youtube.com/watch?v=PraN5ZoSjiY
- 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: ​Star 3A - Lesson 4

+ Open Youtube tabs for song at ​slide No.1,3,14 ​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, speaking speed is really important. Teachers should speak slower than usual. Speed will
be decided based on student’s age, the younger the slower. Speed will also depend on the students’ level.
- TPR: Using TPR is really important to motivate the student and using puppets, flashcards, as required, will help
motivate the student.
- Pronunciation: For ESL student, correcting pronunciation is really important and 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 or puppets.

!!! At level Star, students are ​NOT ​expected to be able to read or write. Please make sure that the student tool
mode is off during class. It should be granted for students ​who are really comfortable with the computer mouse
and only for the purpose of drawing lines and shapes from level Star 3.

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.
Slide Time Teaching techniques & TPR

No.1 1.5 - Teacher introduces himself, herself; greeting the student and motivate the student

- Now, let's sing a hello song:

- Teacher should play this song: ​https://www.youtube.com/watch?v=tVlcKp3bWH8​ and sing

along with the student.

Lyrics:
Hello!
Hello!
Hello, how are you?
(Repeat)

I'm good!
I'm great!
I'm wonderful!
(Repeat)

Hello!
Hello!
Hello, how are you?
(Repeat)

I'm tired.
I'm hungry.
I'm not so good.
(Repeat)

Hello!
Hello!
Hello, how are you?
(Repeat 3x)

- Teacher should ask the student to say: My name is ............ (student name)

- Then teacher introduces Kani, rewarding system: "If you do a great job, Kani will get a carrot."

- Teacher says: "Today we'll learn some more words about toys. Let's get started".
No.2 2 - Teacher says: "Let's play a game. When I say circle that object, you have to say the name
and its number."

- Teacher makes an example (circles the ball) then asks student "What is it" and signals
student to answer <ball>.
 - Teacher then asks: "Which number" and signals student to answer <21>.

- Teacher does the same for the rest.

- Teacher checks student's pronunciation if he/she mispronounces the object.

Word list:
21.ball; 22.bear; 24.kite; 25.car; 27. Rocking horse.
No.3 2 - Teacher says: "Now, let's listen and sing a song" and plays this song: ​What Is It?
https://www.youtube.com/watch?v=8-SWzpdcl6E​ ​(0:00 - 1:30)​ and sings along with the
student.

Lyrics:
Hey kids, let's talk about toys
Here we go
What's it
What's it
What's it
It's a ball
It's a ball
It's a ball

What's it
What's it
What's it
It's a bear
It's a bear
It's a bear

What's it
What's it
What's it
It's a block
It's a block
It's a block

What's it
What's it
What's it
It's a car
It's a car
It's a car

What's it
What's it
What's it
It's a dinosaur
 It's a dinosaur
It's a dinosaur

What's it
What's it
What's it
It's a doll
It's a doll
It's a doll

What's it
What's it
What's it
It's a kite
It's a kite
It's a kite

What's it
What's it
What's it
It's a train
It's a train
It's a train

No.4 2 - Teacher says: "Now, let's learn some new words".

- Teacher (points at or circles) the "teddy bear" and says: "Listen and repeat please" (use hand
gestures if needed), teacher says the word twice and gets student to repeat (teacher should
demonstrate so that student can understand what to do) and does the same with <train>
No.5 2 - Teacher (points at or circles) each object and gets student to repeat twice.
- Teacher corrects if student mispronounces the word.
- Teacher says: "When I say the word, let's circle the object, okay?" (demonstrate if student
cannot understand how to do).
- Teacher says each word randomly so that student can listen to and circles. In case student is
a slow learner, emphasize on the number of the word so that student can follow up. E.g. teddy
bear (2 words)/ train (1 word)
- Teacher conducts repetition once again for the 2 new words.
No.6 3 - Teacher (points at/ circles) the teddy bear and asks: "How many teddy bears? One or two?"
and signals the student to answer "One".
- Teacher (uses hand gestures role-playing a conversation) says: "What's it?" and answers "It's
a teddy bear." (This aims to illustrate so that student can understand what to do).
- Teacher practices with the student. (Taking turn might help)
Teacher: "What's it?"
Student: "It's a teddy bear."

Teacher should try to elicit the sentence and get S to repeat (young learners find it hard to
comprehend full sentences.
No.7 - Teacher (points at/ circles) the bicycles and asks: "Can you count how many trains?" and
signals the student to answer "Two".
- Teacher says: "When there're more than 2 trains, we ask (uses one hand to illustrate a
person talking) "What are they?" and answer (uses the other hand to illustrate a person talking)
"They're trains."
- Teacher practice with student. (Taking turn might help)
Teacher: "What are they?"
Student: "They're trains"
(It's totally fine if student can answer "They're ​two​ trains".)

Teacher should try to elicit the sentence and get S to repeat (young learners find it hard to
comprehend full sentences.
No.8 - Teacher (points at/ circles) each object and asks "What is it/ What are they?" (depending on
the object chosen) and signals the student to answer correctly (It's or They're)
- Teacher carefully goes through each object, in case student mistakes it's with them, teacher
might ask student to count beforehand.

Answer keys:
1. It is a ball
2. They are two ducks
3. It is a doll
4. They are three cars.
5. It is a kite.
No.9 3 - Teacher says: "Let's listen and choose the correct answer".

- Teacher says the phrase 'teddy bear' and lets the student answer.

- Answer key: a
No.10 - Teacher says: "Let's listen and choose the correct answer".

- Teacher says the phrase '25 trains' and lets the student answer.

- Answer key: a
No.11 - Teacher says: "Let's listen and choose the correct answer".

- Teacher says the phrase '21 balls' and lets the student answer.

- Answer key: b
No.12 2 - Teacher says: "Now look at picture a, what's it" and signals student to the answer "teddy
bear".

- Teacher asks: "Is it correct" while underlining the word <detdy bear>;

- Teacher says: "Okay, let's make it right, how do you spell the word teddy bear?" and (opens
 the white board, waiting for the student to spell to write)

- Similarly, teacher guides and assists student to complete picture b.

- Answer key:
Picture a: teddy bear
Picture b: train
No.13 3 - Teacher says: "Let's play a game called Yes or No. If the sentence is correct, we'd say yes
and draw a happy face < :) > (demonstrates first) and if not correct, we'd say no and draw a ...
(uses facial expression to elicit student to say sad face).
- Teacher starts with a. and says out loud "This is doll. Yes or No?" and signals the student to
answer <No> (teacher grants the writing tool for student to draw, teacher might help by asking
student to show the sad/happy face if he/she can't use the writing tool).
- Teacher does the same for rest

- Answer key:
1. No - :(
2. No - :(
3. Yes - :)
4. No - :(​ (ask to count)
5. Yes - :)
No.14 1 Teacher says: "It's time to say goodbye! Let's sing a song together!"

Teacher plays this song: ​https://www.youtube.com/watch?v=PraN5ZoSjiY​ and sings with

the student.