MFEA-456 TG - Book - Page 106
III. The story: Where Is Harry?
Introduction
●
Discuss the cover.
- Show pupils the book cover and ask: What do you see?
- Ask pupils to describe the cover. Model by saying: I see a black and white
penguin.
- Call two pupils to the front of the class. Have one pupil describe an animal
on the cover and the other point to the animal being described. Repeat this
activity with several pairs of pupils.
- Point to the penguin and ask: How does he feel? Elicit: He is happy.
- Continue this with all the animals to elicit emotions: happy, sad, afraid,
surprised and angry.
- Ask pupils: What do you think this book is about?
●
Discuss the title.
- Point to the title and say it slowly. Ask pupils what it means.
- Point to the question mark in the title with your finger. Tell pupils that this
is a question mark, and show them how your voice changes when you ask
a question. Draw a big question mark on the board.
- Repeat the title. Ask pupils who they think Harry is.
- Have pupils brainstorm different possibilities.
- Look at the title and read it together. Ask pupils to point out which letters
they know. Elicit the sound of the letters.
First Reading
●
Read the story slowly, pointing to the pictures and explaining when necessary.
- Use facial expressions and changes of voice to emphasize emotions.
- After one or two pages, pause and let pupils join in for the question: Is this
different? How do we know he’s not a real animal?
Harry?
- Before the end, ask pupils: Where do you think Harry is?
- Now finish reading the story with emotion and exaggerated intonation.
After First Reading
●
Go back through the pictures in the book and discuss them, repeating as much
of the taught vocabulary as possible.
- Point to an animal and ask: How many toes does he have? Is the animal
big or small?
UNIT 5 / LESSON 2
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