2. Book One: Unit 8 Teacher writes the word clothing on the blackboard.
Teacher elicits what he is wearing.
Students work with a partner to think of 3 items of clothing.
Teacher quickly asks the students for their ideas.
Trainer:
The real question is ‘How do young children really learn a foreign language?’

3. P67 Vocabulary Preview
Teacher shows clothing flashcards. (shirt/coat/dress/skirt/blouse/jacket/suit/ tie/belt/sweater/pants/jeans/pajamas/shoes/socks)
Teacher checks the meaning of items, and drills pronunciation (alt. CD3 track 18)
Trainer:
The real question is ‘How do young children really learn a foreign language?’

4. Clothing Match Activity （Communication Games A56）
Students match up the words and the pictures.
Students check spelling on page 67.
Trainer:
The real question is ‘How do young children really learn a foreign language?’

5. P69 Shirts Are Over There Teacher draws 2 shirts on the blackboard.
Teacher elicits "One shirt." "Two shirts.”
Teacher highlights /s/ sound & drills over /s/ words. (shirts/coats/hats/belts）
Teacher repeats for /z/ & /iz (ties/umbrellas/sweaters/dresses/watches/blouses/necklaces)
Teacher reads words at bottom of page. Students shout /s/, /z/ or /iz/
Students record their answers in their book.
Trainer:
The real question is ‘How do young children really learn a foreign language?’

6. P69 Model Conversations
Teacher posts different flashcards around the classroom.
Teacher models "Shirts are over there." and points.
Teacher points at other flashcards.
Students respond, "… are over there."
Teacher models, "Excuse me, I'm looking for a tie."
Teacher selects smart student.
Student responds, "Ties are over there." and points
Teacher says, "Thanks.“
Students mill-drill the activity.
Students work with a partner and role-play.
(alt. students find new partners）
Open class feedback - check role-plays together.
Trainer:
The real question is ‘How do young children really learn a foreign language?’

7. P70 I'm Looking for a Jacket
Teacher shows color flashcards.
Teacher checks the meaning of items, and drills pronunciation（alt. CD3 track 22）
Students listen to Model Conversation & follow in their book（alt. CD3 track 23）
Teacher drills the Model Conversation stressing each color
（ex. “But this is a PURPLE jacket.”）
Students have conversations using the items.
Open class feedback --- check role
--- plays together.
Trainer:
The real question is ‘How do young children really learn a foreign language?’

8. P71 I'm Looking for a Pair of Gloves
Teacher elicits further clothing vocabulary using TPR. shoes/boots/pants/earrings/socks/gloves/pajamas
Teacher highlights the -s in each word.
"How many?" "2."
Teacher teaches the item, "A pair of…" and drills items.
Students listen to Model Conversation & follow in their book. （alt. CD track 25）
Students have conversations using the items.
Trainer:
The real question is ‘How do young children really learn a foreign language?’

9. P72 Reading: Nothing to Wear
Teacher pre-teaches vocabulary.
（upset/closet/shirt/dirty/jacket/dry/cleaners/pants/ripped/socks/clothes line/raining）
Teacher plays audio track. （CD track 27）
Students bang their table when they hear key words.
Students read with a partner.
(n.b. don't do class drilling here.)
Trainer:
The real question is ‘How do young children really learn a foreign language?’

10. Students complete the exercises
Reading: Checkup
Students complete the exercises
Trainer:
The real question is ‘How do young children really learn a foreign language?’

11. P73 Excuse me. I Think That's My Jacket
Teacher gives the jacket flashcard to a student.
Teacher indicates the shirt belongs to the student.
Teacher drills the Model Conversation. (alt. CD track 28)
Students practice with a partner.
Repeat for plural clothes.
Trainer:
The real question is ‘How do young children really learn a foreign language?’

12. Give students end of class test
Test: Chapter 8
Give students end of class test
Testing Program (Pages 29-31)
Trainer:
The real question is ‘How do young children really learn a foreign language?’

13. Teacher drills language for intonation & stress
P74 How to Say It!
Teacher drills language for
intonation & stress
"That's a very nice hat!" - "Thank you!"
Trainer:
The real question is ‘How do young children really learn a foreign language?’

14. P76 Pronunciation: Emphasized Words
Clothing Match Activity
Trainer:
The real question is ‘How do young children really learn a foreign language?’

15. P77 Gazette: Clothing, Colors, Culture
Students memorize article for homework. (CD track 36)
Students recite in the next class.
Trainer:
The real question is ‘How do young children really learn a foreign language?’

16. P78 Gazette: Global Exchange
Students read the article.
Students write their own and memorize.
Students recite in the next class.
(CD track 40)
Trainer:
The real question is ‘How do young children really learn a foreign language?’

17. Thanks for your attending!
Trainer:
Another area of exciting research is in ‘joint attention’ [Wells 1990’s, Tomasello 2003]
We all know as teacher’s of young children, we need to be aware that we must get the child’s interest first – if they are to learn anything!
Young children learn when you and they are both completely absorbed in the same picture, toy, song oractions.
------Brendan Connal (齐育林）