EPIC Teacher's Guide - Book - Page 236
Reading and Writing
Course Book
•
Say: Open your Course Books to page 95. Look at #4.
•
Introduce the sight word: has
Point to the word "has" and say the word. Have pupils point to "has" in their
books and repeat the word.
Remind pupils of the lexical chunk “Who has…?” and/or use L1 to help explain
the meaning.
Tell pupils that this is another little word in English that they will see often and
that pupils should "take a picture of" it in their mind so they can recognize it.
Remind pupils of the sight word they learned previously: I, see, a, am, the, on, is.
•
Say: Color the word "has" in blue. Write the word in the boxes.
•
Say: Look at #5.
•
Ask: What do you see? (Elicit: I see (a) pet, ball, hat, cat, bag.)
•
Read the first sentence with the pupils, pointing to each word as you read.
•
Say: Read the sentences and circle the word “has.”
Match the sentences to the correct picture.
•
Give pupils a few minutes to do this on their own or with a partner.
•
Ask: How many times do you see the word “has”? (Elicit: 5)
•
Reveal to check answers.
•
Say: Look at #6.
•
Ask: What do you see? (Elicit: I see a boy.)
What does the boy have? (Elicit: He has a cat.)
•
Say: Find the correct sentence from #5 to match the picture. Copy the sentence.
•
Reveal to check answer.
•
Read the sentence along with the pupils: He has a cat.
UNIT 3 / PART 7
236