Henry & Lucy Teacher's Guide - Book - Page 71
Unit 2 1
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Present the words labeled in the picture. (camels, sand, a tent, water, dates, figs)
Refer pupils to sites on the Internet where they can find pictures of deserts in the world or
in their own country such as:
www.stemnet.nf.ca/CITE/deserts.htm;
www.enchantedlearning.com/biomes/desert/deserts.html
Pupils should be encouraged to bring to the class their favorite picture and explain why
they like it.
1. Listen and Chant
• Have pupils look at the first picture of the boy and ask: Where do you think this boy lives?
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What is the boy doing? How can you tell he is sad? Why do you think he is crying?
Write the sentence on the board: A boy needs you.
Put the word and picture cards of cry, desert and letter on the board and teach the
meaning. (See Introduction: Teaching New Words and Lexical Chunks)
Have pupils read the chant silently and circle the words, me, you, and him.
Play Track 18 and read the chant aloud. Ask who the words: me, you, and him, refer to.
(Mr. Moon, Henry and Lucy, the boy)
Read the chant with the whole class.
Remind the class that Henry and Lucy have agreed to help Mr. Moon help the sad people
on Earth.
2. Read
• Have pupils look at the second picture and ask what the boy is doing. (sending a letter to
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Mr. Moon)
Have pupils look at the text and elicit that it is a letter.
Have pupils underline the first and last sentences in the letter. (Dear Mr. Moon; Your
Friend, Amir)
Have a pupil read aloud the first and last sentences. Point out that letters begin with
Dear …, Ask pupils how they begin a letter in their language. Point out that letters end with
a closing greeting and a name; in this case Your friend, Amir. Ask pupils to predict why
Amir wrote a letter to Mr. Moon.
Have pupils find the word birthday in the text. Teach the word birthday by telling them
when your birthday is and what gift you would like. Ask pupils: When is your birthday?
What gift would you like to get for your birthday?
Place the word and picture cards on the board of birthday and gift.
Read the letter aloud with the class, asking pupils to find out why Amir wrote the letter. (He
needs a gift for his mother.) Ask: How do we know? What does he say? (I don't have a gift
for her.) Point out that the word her refers to Amir's mother.
Have pupils read the letter silently. Ask: Where does Amir live? What is Amir’s problem?
How does he feel? (in the desert, doesn't have a gift for his mother's birthday, is sad)
3. Mark
• Read aloud the five sentences. Have pupils mark true or false for each sentence
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individually. (a. false, b. true, c. false, d. true, e. true)
Have pupils turn to the pupil sitting next to them and compare their answers, discussing
any differences.
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