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Development\n\n## LISTENING\n\nLet's Move  \nIdentify an appropriate body movement for each vocabulary word.This mayinvolve movements of hands,arms,legs,etc.Practice the body movementswith the students.When the students are able to perform the body movementswell,say a vocabulary word.The students should respond with the appropriatebody movement.You may wish to say the vocabulary words in a running story.When a vocabulary word is heard,the students should perform the appropri-ate body movement.Repeat,until the students have responded to each worda number of times.Rather than using body movements,or—in addition to thebody movements—you may wish to use \"sound effects\"for identifying vocabularywords.The students should perform the appropriate body movements/soundeffects for the words you say.  \nMini Pictures  \nProvide each student with a copy of the mini-pictures page from the StudentSupport Materials.When you say the key words,the students must find thepictures for them.Then,have the students cut out the pictures.Say the keywordsand the students should hold up the pictures for them.  \n## Student Support Materials\n\nHave the students work on the activity pages from the Student Support Materialsfrom this unit.Afterward,review their work.  \n## SPEAKING\n\nThe Disappearing Pictures  \nMount five or six pictures on the board,vertically.Point to the picture at the topand tell the students to name it.Continue in this way until the students havenamed all of the pictures from top to bottom.Then,remove the last picture andrepeat this process—the students should say all of the vocabulary words,includingthe name for the “missing”picture.Then,remove another picture from the boardand have the students repeat this process.Continue in this way until the studentsare saying all of the vocabulary words from a blank board or until the students can-not remember the“missing pictures.”  \n## Under the Bridge\n\nHave two students stand facing one another with hands clasped.The two studentsshould raise their hands above their heads to resemble the arch ofa bridge.Havethe remaining students line up in a straight line.The students should file “underthe bridge\"in single file.When you clap your hands,the two students shouldlower their hands,trapping one of the students \"on the bridge.\"The student who istrapped should then identify a vocabulary picture you show him/her.Repeat until anumber of students have responded.  \n# Language and Skills Development\n\n## READING\n\nFace  \nMount the sight words around the classroom on the walls,board,and windows.Group the students into two teams.Give the first player in each team a flashlight.Darken the classroom,if possible.Say one of the sight words.When you say\"Go,\"the students should turn their flashlights on and attempt to locate the sight wordyou said.The first player to do this correctly wins the round.Repeat until allplayers in each team have participated.  \n## Flashlight Encode\n\nCut each of the sight words in half.Mount all of the word halves in a scattered formon the chalkboard.Stand in front of the chalkboard with two flashlights.Shine thelight of one flashlight on a word half.Then,shine the light of the other flashlighton its matching half.The students should say the sight word.However,when thelights of the two flashlights are shining on word halves that do not go together,thestudents should remain silent.If four flashlights are available,this activity may bedone in team form.In this case,give the first player in each team two flashlights.Say a sight word.The first player in each team must then use his/her two flashlightsto illuminate the word halves for the sight word you said.The first player to do thiscorrectly wins the round.  \n## Letter Encode\n\nGive each student his/her envelope that contains the alphabet letters.Show apicture from this unit.The students must use the cut out letters to spell the wordfor the picture.Review the stu","cbCaigwgS1Tne063","https://ap.wps.com/l/cbCaigwgS1Tne063","pdf",4202272,56,"English","# KEY VOCABULARY\n## LISTENING\n## SPEAKING\n## READING\n## WRITING","[{\"question\":\"How does the Listening section help students learn the vocabulary words?\",\"answer\":\"Students perform appropriate body movements for each vocabulary word or use sound effects while responding. The routine repeats until students respond correctly the required number of times.\"},{\"question\":\"What is the purpose of the “The Disappearing Pictures” speaking activity?\",\"answer\":\"Students name pictures from top to bottom, then repeat the process after pictures are removed. They must continue saying all vocabulary words, including the missing picture.\"},{\"question\":\"How do flashlights support learning in the Reading activities?\",\"answer\":\"Students locate and identify sight words by shining a flashlight on the correct word when prompted. They win rounds by finding the correct sight word and staying silent when halves do not match.\"}]","Unit 9 - Key Vocabulary | PDF",1790589292,141]