4/16/22, 2:14 AM Global Citizenship

Language Book
Unit 4
What Happened?

Global Citizenship

Lesson Objectives
to learn more action verbs: bounce, finish, learn, move, pack, play, practice, smile, travel, wait
to explore why the first day at school is important
to practice listening for gist and details
Materials
Audio Tracks 45 to 47; (optional) Audio Track D; (optional) a world map

Two-Minute Review
Play How Many Words? (see Games Bank) with sentences from the previous lesson.Suggested sentences: I tripped and I
dropped my cupcakes. (six) Some cupcakes didn’t drop on the floor. (seven) The students competed in a baking
competition. (seven) Alfred carried the cupcakes to the table. (seven) He didn’t carry them well. (five)

Opening Question
Ask the opening question: What is special about a first day at school? Check students understand special means something that
is important, different, and really good. Elicit ideas about the people, places, activities, and feelings associated with this event.

Tip
Make notes on the board of what students say. Write them in a spidergram or a word cloud—something visual and colorful.
When the discussion is finished, keep a copy for later, either by leaving it on one side of the board or by taking a picture.
Don’t correct students or give much feedback; they will find out more about the topic during the lesson. Tell them that they will
return to discuss this question again at the end of the lesson.

Track 45 A Listen to Kadir talk to his brother about his first day at school. When does Kadir
start school?

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Tell students they are going to listen to Kadir talk to his brother about his first day at school. Ask students what they can see in
the pictures and how they think the children in the pictures are feeling.
Play the audio and have students point to the words or pictures as they listen.
Ask the gist question When does Kadir start school? and elicit the answer. Check the answer by listening again. See Extension
for additional comprehension questions.

Answer
in September

Extension
Comprehension Check: Ask further comprehension questions: Where does Kadir want to go? (to school with his brother)
When does Haluk finish for the holidays? (on Friday) Was Haluk’s first day at school scary? (No, it was great.) What is big at
Haluk’s school? (the playground)
Further Practice: Play the audio again, this time asking students to raise their hands every time they hear a verb in the past.
When they have heard the whole track, ask for examples of past tense verbs they heard and write them on the board (was,
loved, smiled, learned, painted, practiced). Play the audio again if necessary to check.

Track 46 B Listen, say, and number the pictures in A.

Play the audio and have students listen, point to the pictures, and say the words.
Play the audio again and have students write the numbers next to the words in the pictures. Listen to the example together
(travel). If necessary, pause the audio after each verb to give students time to write their answers.
Check answers as a class.

Tip
Have students say each word twice, with different emotions—first before a first day at school (nervous), then for a great first
day at school (happy and laughing!). Ask individual students to say each word with different emotions.

Answers
1 travel 2 pack 3 practice 4 learn 5 bounce 6 play 7 wait 8 smile 9 finish 10 move

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International English

Ask students to notice the difference between the verbs practice and practise. Model the
pronunciation, highlighting that it is exactly the same for both words, it is just the spelling of the
verb that is different. In British English, practice is a noun.

Track D Visualization

The Tap & Teach Lessons have a visualization audio track for this vocabulary set (see the Visualization section in the
Introduction, Learning Techniques).

C Play a game. Choose five actions. Mime and guess.

Choose one of the new verbs (e.g. bounce) and mime bouncing a ball. Have students raise their hands when they know what
verb it is you are miming.
Have students choose five of the new verbs and decide how to mime them. They can do more than one action.
Divide the class into pairs and have students take turns miming the verbs and guessing.

Differentiation
Challenge: You can challenge confident students more by having them produce a short phrase as their answer, rather than a
single verb, e.g. if the verb is bounce, encourage students to say You’re bouncing a ball, or for the verb pack, they can say
You’re packing your backpack.

Track 47 D Now listen to Hiroko and Wati. Write the country. Who starts school in July?

Tip
Ask students what they can see in the pictures. Have students read the names of the countries in the word box. Encourage
them to point out where the countries are on a map.
Ask if they know anything about the two countries. They could mention food, places, cultural references, language,
neighboring countries, or anything else.

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Listening for main idea: tell students they are going to listen to two girls from Indonesia and Japan talking about school.
Play the audio and have students write the country below each name. Check answers.
Ask the gist question Who starts school in July? and elicit the answer. Play the audio again to check. Ask further
comprehension questions (see Extension).

Answers
a Hiroko, Japan b Wati, Indonesia
Wati starts school in July.

Extension
Comprehension Check: Ask further questions: Where does everyone go on the first day of school in Japan? (to the gym) In
Indonesia, what do new students do with older students? (help the school and make new friends)
Visualization: Do a visualization to have students think about their own first day at a new school. Ask students to close their
eyes or look down at their (empty) desks and imagine the situation you describe: Imagine this is your first day at school. Do
you remember? Look around you—who can you see? What are the other people doing? What are the teachers doing and
saying? What do you have in your backpack? How do you feel? Are you happy? Are you scared? What did you do on the first
day? Was it a good day?
Now have students open their eyes and look up. Repeat the situation above and have students raise their hands to share
some of what they visualized.

E Listen again. Choose the correct name.

Listening for detail: give students time to read the sentences before they listen again and see if they can remember any of the
answers. Tell students that the answers will not appear in this order.
Play the rest of the audio and have students complete the activity individually then check as a class.

Answers
1 Hiroko 2 Wati 3 Hiroko 4 Hiroko 5 Wati

Differentiation
Support: For students who may find the detailed listening task more difficult, ask them to underline a key word in each
sentence. Suggestions: 1 35, 2 sister, 3 April, 4 ceremony, 5 July. Have students listen for these words. This will help them
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filter the extra information and realize they can extract specific information from a longer text.
Also play the audio as many times as they need it—this will reduce their level of worry and allow them to concentrate on
finding one answer at a time.
Finally, you could also provide students with the order in which the answers will arise (3, 4, 1, 2, 5).

Discussion Questions
Draw students’ attention to the discussion questions: Was your first day at school the same or different? Did it feel special?
Why?
Do a Think, Pair, Share. Give students some time to remember their first day at school and think about their answers. Have
students discuss the questions in pairs or small groups (see Extension).

Extension
Discussion: Here are some more in-depth ideas on how to lead the discussion questions in a clear way.

To get the most from the discussion questions, approach them in a step-by-step way. Deal with each discussion question in
turn, giving students time to think and discuss in pairs or small groups. Help with new words and allow the use of L1 for
new words and more complex ideas.
Ask students to remember all the people, places, activities, and feelings they can from their first day at school.
Give them time for this before they have to talk. Tell them to think first about what they would like to say, then tell them to
think about how they can say this.
Write additional questions on the board to guide them: Who did you go with? Did you like your first day? Did you make any
new friends? Was it a big school? What was the same as Hiroshi or Wati’s first day? What was different?
When they have had enough thinking time, have students work in pairs to talk about what they liked most about their first
day at school. Then point out the second question, Did it feel special? Why? Ask them to talk to their partner, using
sentences with because.
Bring the class back together to compare ideas. Have them raise their hands to share one or two each, and write them on
the board in a colorful word cloud.

Extension
Project: Make a memory box to open at the end of the school year.
Materials: recycled containers (shoeboxes, plastic jars, etc.); stickers; colored pens or crayons; paper; pencils
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Have each student decorate a recycled container to use as a memory box. Ask students to think about some of their favorite
moments from the school year so far, such as the first day of school, special events, or fun activities. They can write about
these memories, draw pictures, or bring in memorable photos or objects. You can also provide students with photos taken or
work they have completed throughout the year so far. Have students include labels on pictures and memorabilia, e.g. Our
Fun First Day or My Best Spelling Test. Have students put the items into the boxes to be opened up again at the end of the
year. Students can seal the boxes with stickers and add a label with instructions, e.g. Do not open until (the last day of
school).

Elicit the conclusion that the first day of school is a new phase in their lives. Everyone has a first day at school but everyone’s
experience can be different. We can all help to make a first day special. There will be other “first days” as they get older.
Return to the opening question to ask again What is special about a first day at school?

Tip
If you made one, show the spidergram or word cloud that you created with the class at the beginning of the lesson and invite
students to discuss their original ideas and whether/how they have changed in view of the lesson.

Cool Down
Play Running Spelling (see Games Bank) with the new vocabulary.

Practice
Student’s App: Vocabulary Practice; Listening Practice

Unit
4
Explore ...
What Explore Language

Language Happened?

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