Henry & Lucy Teacher's Guide - Book - Page 12
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Key words are taught and explained before the text is read in order to make the texts
accessible to pupils.
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Pupils are always asked to repeat each new item a few times while focusing on the
pictorial representation of the item, and/or the word card that represents the item.
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Teachers should ensure proper pronunciation of new words by listening to individual
pupils as they repeat the new words.
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Texts should be read one or more times. Questions are asked orally to provide practice
in using the new words and lexical chunks within the context of the text.
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Whenever possible the new words/chunks are utilized by pupils in authentic conversations
related to personal experiences, and through classroom activities that include reading
and listening tasks from a variety of genres; games, role plays, and writing tasks.
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Games are used to practice and reinforce all new vocabulary. Any game that becomes
a favorite of the learners can be used repeatedly each time new words or lexical chunks
are introduced.
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The vocabulary and language chunks are practiced and reinforced in the Let's Practice
exercises.
A. Using Word and Picture Cards
New words which pupils are expected to learn and be able to use, are translated or
illustrated at the bottom of the page. Other words which pupils may find hard are marked
with asterisks and translated.
A package of matching word and picture cards is available, yet teachers who have not
purchased the word and picture cards can write the words on the board and use the
posters as much as possible.
Following are recommended stages for using cards to teach new words:
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Display the picture cards and have pupils repeat after you.
Display the word cards, reading each one.
Have pupils come to the board and match the word cards to the picture cards.
Play any game from the game section to reinforce the vocabulary.
Action verbs taught as new words will have only picture cards. The form of the
verb as it appears in the text will be written below the picture card. This enables the
teacher to use the verb card in a variety of tenses and will be helpful when explaining
a verb that appears in different forms (e.g. drink, drank, drinking).
• Those new words that are not easily transformed into a visual picture (including some
verbs) should be written on the board by the teacher and explained in L1 (e.g. hungry,
have).
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