daily skipping mistake

It’s 8 o’clock. He wakes up.

It isn’t 8 o’clock.

It is 7 o’clock. Use the arrow keys to go forward.

He jumps on the table.

He doesn’t jump on the

table. He jumps out of

bed.Use the arrow keys to go forward.

He brushes his teeth and then he has

breakfast.

Use the arrow keys to go forward.

He doesn’t have breakfast.

He has a shower.

Use the arrow keys to go forward.

He puts on his shorts and hat.

Use the arrow keys to go forward.

He doesn’t put on his shorts and hat.

Use the arrow keys to go forward.

He puts on his T-shirt and trousers.

He has breakfast. Hmm! He likes apples.

He drinks milk.

Use the arrow keys to go forward.

He doesn’t like apples.

He likes bananas.

Use the arrow keys to go forward.

He takes his school-bag and he runs to

school.

He doesn’t run to school.

He runs to the bus stop.

Use the arrow keys to go forward.

He looks at his hands. Oh, no!

He doesn’t have shoes!

He doesn’t look at his hands.

He looks at his feet.

Use the arrow keys to go forward.

The train is here. He gets on.

Use the arrow keys to go forward.

The train isn’t here. The bus is here.

Use the arrow keys to go forward.

He arrives at school. He can’t open the

window!

Use the arrow keys to go forward.

He arrives at school. He can’t open

the door.

Use the arrow keys to go forward.

Where is everybody? Oh, no! It’s Monday!

Use the arrow keys to go forward.

It isn’t Monday! It is Sunday!

Use the arrow keys to go forward.

He goes home. He plays on the computer.

Use the arrow keys to go forward.

He doesn’t play on the computer.

He watches TV.

Use the arrow keys to go forward.

He is hungry. He climbs the apple tree.

Use the arrow keys to go forward.

He climbs the banana

tree.

He doesn’t climb the apple tree.

Use the arrow keys to go forward.

He has banana soup. He goes out to swim.

Use the arrow keys to go forward.

He doesn’t go out to swim.

He goes out to play.

Use the arrow keys to go forward.

He yawns and stretches. He is happy.

Use the arrow keys to go forward.

He isn’t happy. He is sleepy. Good night!

This is the end of the game. Next: Teacher tips and ideas, Minibook “A day in the life of a penguin’)

Skippy the monkey - TPR technique (Teacher’s Script)

This is the story of Skippy, the monkey. (shake arms like a monkey)

He is a little happy monkey. (bend down & smile)

(Beep-Beep Buzz-Buzz) It’s 7 o’clock. (show 7 fingers)He wakes up. (stretch your arms)

He jumps out of bed. (jump aside)

He brushes his teeth and then he has a shower. (mime brushing teeth/ having a shower)

He has breakfast. Hmm! He likes bananas. He drinks milk. (peel banana, drink)

He takes his school-bag and he runs to the bus-stop. (put imaginary bag around shoulders and run)

He looks at his feet. Oh, no! He doesn’t have shoes! (look down, show surprise opening mouth and raising voice)

The bus is here. He gets on the bus. (stand, move your body like you’re on a moving bus)

He arrives at school. He can’t open the door! (pull imaginary knob)

Where is everybody? (look around)

Oh, no! (hand on forehead) It’s Sunday! There isn’t school on Sunday! (show disappointment)

He goes home. (turn, walk) He watches TV. (use imaginary remote control)

He is hungry. (rub tummy) He climbs the banana tree. (climb) He picks 1-2-3-4 bananas. (show on your fingers 1- 2- 3- 4 )

He cooks soup. (stir the soup) He has banana soup. Yum! (eat)

He goes out to play. (hop) Oh, no! It’s raining! (look up, show disappointment)

He reads a book. (open imaginary book) He yawns and stretches. (yawn & stretch)

He is sleepy. (yawn again) He goes to bed! (sit down) Good night! (close eyes)

Print, read and ‘act’ the script to your Ss.

A. Skippy the monkey - TPR technique

Aim: to introduce new vocab / to revise vocab related to daily routines; to develop listening skills.Procedure: 1. T invites Ss to listen to the story of Skippy, the monkey and do the same gestures like the teacher. T tells the story (see the script on page 29). T and Ss perform task.2. T invites Ss to tell the story together, while performing the actions. T - Ss say & do.3. Ss are asked to re-tell the story, using gestures. T performs the actions but remains quiet. Ss say & do.4. Feedback: T asks individual Ss to perform certain actions. (e.g. „He runs to the bus stop.” „He climbs the banana tree.” “He goes to bed.”)

B. Error correction game, drills (using ppt presentation ‘Skippy the Monkey’) Aim: to consolidate use of Present Simple (affirmative and negative, 3rd person singular), and develop reading skills.Procedure: 1. T informs Ss that they are going to play a game. T plays ppt and reads the story of Skippy, the monkey, that contains deliberate mistakes. Ss must notice the mistakes and correct them, while showing surprise. (e.g. T – „It is 8 o’clock. He wakes up.” Ss – Ss „(Hahn! It isn’t 8 o’clock. It is 7 o’clock.” ; T – „He jumps on the table.” Ss – „Hahn! He doesn’t jump on the table. He jumps out of bed.”)2. After several slides, when the Ss become confident, Ss invites one student at a time to read the wrong sentences and the procedure continues as described above.3. T invites Ss to re-tell the true story of Skippy, the monkey, using the adequate gestures.4. Follow-up - T gives Ss handouts they have to cut and fold according to the T’s instructions. Ss make minibook (page 31). Ss are asked to be creative and write a story entitled “A day in the life of a penguin” in their minibooks. (e.g. It is 8 o’clock. Pingu wakes up. He goes for a swim then he has breakfast: fish and milk. He goes out to play. He has a ball. ...)5. In pairs, Ss discuss ideas they are going to use in their compositions. They start writing individually and continue their stories at home.

Lesson plan ideas