EPIC Teacher's Guide - Book - Page 32
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Say: Look at #2.
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Point to the flowers and ask: How many? (Count together with the class and elicit: 4)
Repeat with the other pictures.
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Say: Match the pictures to the correct number.
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Reveal to check answers.
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Say: Open your Course Books to page 7.
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Ask different pupils: What is your name? (Elicit: My name is _____ .)
Show pupils where it says "My Name is" on the name card.
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Go around the room and give each pupil an index card or piece of paper on which
you have written their name in English (prepared before class).
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Say: Copy your name.
What is your name? Say to a friend: My name is _____ .
Color and cut out the name card. Fold it on the line.
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Pupils can copy their name from the index card. Remind pupils that they must start
on the left.
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As they are working, walk around and ask different pupils what their name is. Elicit:
My name is _____ .
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Have pupils place their name cards on their desks.
NOTE
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If pupils have fine-motor coordination difficulties, help them to copy their names.
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Alternatively, prepare stickers with the pupils’ English names and have them put the
stickers on the name card.
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After the lesson, collect the name card for evaluation, to be returned to the pupils
the next lesson. After they are returned, have pupils save their name card and place
it on their desks in future lessons.
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Say: Open your Course Books to page 9. Look at #4.
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Point and count 1-10 together with the pupils. Have pupils point to the numbers in
their Course Books as they count.
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Say: Listen and color the numbers.
Color #1 red, color #2 orange, color #3 yellow, color #4 green, color #5 blue,
color #6 black, color #7 purple, color #8 pink, color #9 brown, color #10 white.
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Reveal to check answers.
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Ask: What color is #1? (Elicit: red)
Repeat for several colors.
Then, say a color and have pupils hold up the number of fingers that matches the
color. For example, if you say “orange,” pupils should hold up 2 fingers.
GETTING READY / PART A
32