Henry & Lucy Teacher's Guide - Book - Page 40
Reinforcing vocabulary - The Disappearing Cards (Game 3)
• Place the word and picture cards of several words on the board again. Have pupils say
the items in the order that they appear on the board.
• Take away an item (both picture and word card) and have pupils repeat the entire series,
including the missing item. Continue until the class is able to say the series of items
although the board has nothing on it.
Note: This game can be played with any list of new vocabulary.
4. Mark
• Have pupils look at the smaller version of Henry and Lucy’s room on page 14. Ask what
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toy animals they see in the room (a camel, a fish, a bear, a monkey, an elephant). Elicit the
toy animals pupils have in their rooms. Ask what things related to sports are in the room
(a tennis racket, sports shoes, a football). Elicit the sports equipment pupils keep in their
rooms. Ask what musical instrument is in the room (a guitar). Ask what musical instruments
pupils have in their rooms. Ask what Lucy and Henry are doing (they are reading books in
bed). Elicit how many pupils like to read in bed before they go to sleep.
Point out that the word guitar is the same in English and in Hebrew. Ask pupils which other
words they know that are the same in both languages. (jeep, zebra)
Read aloud the four categories in the book. Ask pupils to give an example for each category.
In pairs, pupils decide what Henry and Lucy like by ticking the boxes based on the picture
of the room.
Then have pupils individually write their answers in the lines provided. Pupils then share
their answers orally and give the reason for their choice. E.g. Henry likes music. He has a
guitar.
5. Talk Together
• Demonstrate the activity by inviting three pupils to the front of the class.
• Ask the first pupil on your left: What do you like? Encourage a response: I like animals,
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sports, music, books… Have the pupil then turn to the pupil standing to his left and ask:
What do you like? Continue until all three pupils have asked and answered.
Form groups of up to six pupils. Have them make a table with the four categories. Have
them ask each other what they like, noting in the table which pupils like sports/animals/
music/books. Walk among the groups, monitoring.
Once all the groups have finished, ask a representative from each group to come to the
front of the class and using the table, say what the members of his/her group like. Have
pupils use the structure: I like…; S/he likes...
6. Read and Chant
• Have pupils read the chant aloud.
• Ask individual pupils to predict what they think will happen soon.
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