Harcourt Public School Stage One (Years 1 & 2)

Harcourt Public School Stage 1 Offline Learning Activities

Harcourt Public School – Stage One (Years 1 & 2) Term 3, Week 7 – Offline Learning Unit

These tasks can be completed in your Homework book and returned to the school for marking when

learning at school returns.

Monday

Task

Design Task: Look up at the stars! An alien needs to get back to his

home planet. He needs you to build him a spacecraft that will take him

safely back to his home.

Plan it - Make a list of materials and draw a labelled diagram.

Create it - Create a model with listed materials if possible.

Morning English Spelling (See Appendix 1)

Learning Intention:

We are learning to practice our spelling words by phonological sound for year 1‘ox’ and

‘aw’ for year 2

Success Criteria:

• I can spell all my weekly words accurately.

• I know the sound of ‘ox’ or ‘aw’

This week our phonological sound focus is ‘ox’ (Year 1) or ‘aw’ (Year 2). Your activity is to

find:

o Year 1 - other ‘ox’ words around or through the window of your house.

o Year 2 - other ‘aw’ words around or through the window of your house.

Take a picture or draw and name them.

Reading

Learning Intention:

We are learning to express our opinions about friendship.

Success Criteria:

• I can give my opinion with 2 reasons.

• I can use the word because when I give my reasons.

Henry and Amy by Stephen Michael King.

Henry can’t quite get things right and everything seems to take a funny turn. However,

Henry still has fun and turns his activities into an adventure. One day he bumps into Amy.

Amy can do everything correctly. She teaches Henry things that he couldn’t do before.

Together they build a tree house, using their own special talents. Amy wishes she wasn’t

so correct about everything, so Henry shows her the joys of his topsy turvy world, and they

realise they are best friends who can help each other.

• Think about your best friend. In what ways are you different? In what ways are you

the same?

• Ask yourself why this person is your best friend.

• You need to think of at least 2 reasons why they are your best friend.


• In your workbook, write a story about your best friend with 2 reasons to explain

why. For example, My best friend is Mary because.......

• Read your story to a family member.

Writing

Learning Intention:

We are learning to identify and use action verbs

Success Criteria:

• I can identify action verbs in a sentence

• I can use action verbs in a sentence

What is an action verb?

Action verbs are words that tell you what somebody or something does. First you need to

know what a noun is. A noun is a person, place or thing. The verb will give more

information to the noun.

Here are some examples of action verbs:

Activity: Circle the action verbs in the following sentences (Look carefully because there

might be more than one action verb in a sentence).

1. Amy walked quickly to the fruit shop.

2. Joanna and Steven were skipping with their friends at the park.

3. The scared fish swam away from the fierce shark.

4. Asha dances and sings in the school concert.

5. The roller coaster whizzed up and down.

6. Sammy swam at the beach on Saturday morning and fished at the lake in the afternoon.

Using the pictures below, write three full sentences using action verbs to describe what the

person is doing.


Break

Middle Mathematics Warm Up

Who am I?

I have some circular faces.

I have 2 curved edges.

I have no vertices (corners)

Learning Intention:

We are learning to distinguish the different features of familiar three-dimensional objects,

including prisms, from a collection of everyday objects

Success Criteria:

• I can use the term ‘face’ to describe a flat surface

• I can distinguish between flat and curved surfaces

• I can identify 3D shapes as prisms in my environment

A prism is a 3D shape which has a constant cross section - both ends of the solid are

the same shape and anywhere you cut parallel to these ends will give you the same

shape.

Year 1:

Can you find a 3D shape in your home that has:

a. 6 square faces

b. 2 faces and one curved surface

c. 2 square faces and 4 rectangle faces

d. 1 curved surface and one flat face


Can you name each of your 3D shape?

Place a tick if your shape is a prism.

Draw a picture of your 3D objects into your book.

Year 2:

Decide which of the following shapes are prisms and which are not prisms:

Draw this table into your books and write the name of the 3D shape above under the

correct heading.

Prism Not a Prism

Can you find some of the above 3D prisms in your home? Draw some pictures into your

book.

Challenge

If the answer is:

What could the question be?


Break

Afternoon Science

All Mixed Up

Learning Intention:

We are learning how mixtures can be separated.

Success Criteria:

• I can use different tools to separate a mixture of solids

Not all mixtures can be easily separated once they have been mixed together. Some

mixtures of solids can be separated according to their sizes. Today, you will be doing an

investigation on how to separate a mixture of solids.

Your investigation will answer the question:

Does the size of the sieve holes affect what is separated in a mixture?

(This experiment is optional)

Before starting, we need to make sure we are conducting a fair test in our investigations.

To do that, there are three things to think about. What will we change, observe (Look)

and keep the same? In our investigation, we are doing these three things:

Follow the instructions to conduct your investigation.

You will need:

• ½ cup of icing sugar or flour

• ½ cup of instant coffee powder or milo/cocoa powder

• ½ cup of pasta (penne, macaroni, fusilli, or farfalle)

• ½ cup of rice


• Paper towel

• Sieve

• Colander or pasta scoop or a ladle with holes

• 2 bowls

Step 1: Mix the icing sugar, coffee powder, pasta and rice together in a bowl to create a

mixture.

Step 2: Pour the mixture through the colander into another bowl to sift the mixture.

• What stayed in the colander?

• What went through the colander?

Write your answers on the worksheet. Pour all the ingredients into one bowl and again.

Step 3: Make a prediction: When you pour the mixture through the sieve, what do you

think will stay in? Now, pour the mixture through the sieve.

• What stayed in the sieve?

• What went through the sieve?

Write your answers on the worksheet. Was your prediction correct? Pour all the

ingredients into one bowl and again.

Step 4: Make a prediction: When you pour the mixture through the paper towel, what do

you think will stay in? Now, pour the mixture through the paper towel.

• What stayed in the paper towel?

• What went through the paper towel?

Write your answers on the worksheet. Was your prediction correct?

Now that you have completed your investigation, what is your answer to our investigation

question: Does the size of the sieve holes affect what can be separated in a mixture?

Explain your answer.

Appendix 1

Year 1 Spelling Words Term 3, Week 7 Red Group ox, fox, wax, fix, sixty

Blue Group ox, fox, wax, fix, sixty, teacher, children, park, farm, dog cylinder, rode, stomped,

photos, devices

Purple Group ox, fox, wax, fix, sixty, teacher, children, park, farm, dog, cylinder, rode, stomped,

photos, devices, xylophone, zebra, zipper, zero, zucchini

Year 2 Spelling Words Term 3, Week 7

Red Group Raw, straw, flaw, withdraw, jigsaw,

Blue Group Raw, straw, flaw, withdraw, jigsaw, teacher, children, park, farm, dog, cylinder, rode,

Stomped, photos, devices,

Purple Group Raw, straw, flaw, withdraw, jigsaw, teacher, children, park, farm, dog, cylinder, rode,

Stomped, photos, devices, xylophone, zucchini, graphically, introduced, appreciate


Year 1 - Spelling Activity


Year 2 - Spelling Activity





Tuesday

Task

3D Explorer: Go on a 3D Object hunt with a family member. See who can find the most

3D objects. Can you name all of them?


Learning Intention:

We are learning to understand what a Common Noun is

Success Criteria:

• I can explain to a friend what a ‘Common Noun’ is

• I can give examples of Common Nouns

Today, we will be looking at words that are ‘Common Nouns’. Common nouns are words

used to give the generic name of people, places or things.

You can find the following common nouns in your spelling words this week: teacher,

children, park, farm, dog.

Write a sentence using the common nouns above

(EG. I take my dog for a walk every day)

Reading

Learning Intention:

We are learning to understand antonyms (opposites).

Success Criteria:

• I can identify antonyms in the text.

In the story of Henry and Amy, the author writes about the opposite characteristics that

Henry and Amy have.

Here are some examples: right – wrong, remember – forget

• Complete the table using the words below then add two more examples of your

own.

• Read your antonyms to a family member.


Writing

Learning Intention:

We are learning to retell an exciting event

Success Criteria:

• I can use descriptive language

• I can write simple and compound sentences

• I can use the five senses to describe an event

Best Party Ever

Activity: Today you are going to write a short paragraph about the best party you have

ever attended. You do not need to tell the whole story, just choose one part of the party

that you liked and write about it. Use the five senses to help you describe what happened.


Here are some examples:

Break

Middle Mathematics Warm Up

I have 7 bananas and I eat 2. How many bananas do I have left?

Learning Intention:

Use subtraction language when solving problems involving one- and two-digit numbers

Success Criteria:

• I can use the terms ‘take-away’, ‘minus’, ‘the difference between’, ‘left over’ ‘equals’

and’ is equal to’.

• I can use concrete materials to help me subtract numbers.

• Start from the biggest number.

Read the following subtraction number sentences.

Use concrete materials (lego, buttons, counters etc)

to help you subtract.

Talk to a family member and explain to them what

you are doing to solve the problem, by using

subtraction language.

Here is an example; 17 – 6 =

I have 17 buttons and I lose 6. 17 minus 6 is equal

to … OR the difference between 17 and 6 is …

Use the subtraction words on the poster to help you.


Year 1:

1. 12- 3 =

2. 11 - 7 =

3. 13 -11 =

Year 2:

1. 21 – 7 =

2. 25 – 15

3. 19 – 9 =

Challenge

Place the numbers 1 to 6 in the circles so that each number is the difference between the

two numbers just below it.

Break

Afternoon History (See Appendix 2) Past and Present Life

Learning Intention:

We are learning about traditional Aboriginal games

Success Criteria:

• I can identify how Aboriginal games are similar and different to games that are

played today

• I can create my own spinning top

Traditional Aboriginal games were almost lost after colonisation, which is when the British

came to Australia and claimed it as land for the British Empire. To re-establish traditional

Aboriginal games and their rules, many Aboriginal elders are asked. The games are now

creatively adapted for safety reasons. For example, softer balls are used instead of spears

and soft pool noodles instead of waddies, an Aboriginal heavy wood war club.

Traditional Aboriginal games are inclusive and not competitive. For example, if a player

gets ‘out’ in some games, they can immediately re-join the game once leaving. Some

games were played to help develop hunting skills and some for leisure.

An example of a traditional Aboriginal game is Kai. In this game, players form a circle, then

the ball is thrown into the air and each player passes it to another by striking the ball

upwards with the palm of the hand.

• Can you think of a game you know that uses the same type of skills?


• Share your ideas with someone at home.

Another game is Brajerack. In this game, the Brajerack hides in the playing area and the

other players attempt to find him or her. The Brajerack is changed once they have been

caught.

• How is this game similar or different to any games that you play today?

• Share your ideas with someone at home.

Bunbuja is another example of a traditional Indigenous game. We know it as the spinning

top. Bunbuja were made by pushing a stick through a large fruit and tying it with

thread/string. A hole was made on the side to make it hum. It was spun using your hands

or with your thumb and finger. However, it was only used by men.

The spinning top that we now play with are made from wood, metal or plastic which have a

sharp point at the bottom and handle at the top designed to spin around. These are played

by both boys and girls.

Now try and make your own spinning top by using materials you can find at home.

Follow the steps in the Appendix 2.

Appendix 1



photos, devices

Purple Group ox, fox, wax, fix, sixty, teacher, children, park, farm, dog, cylinder, rode, stomped,


Year 2 Spelling Words Term 3, Week 7 Red Group Raw, straw, flaw, withdraw, jigsaw


Stomped, photos, devices,

Purple Group Raw, straw, flaw, withdraw, jigsaw, teacher, children, park, farm, dog, cylinder, rode,

stomped, photos, devices, xylophone, zucchini, graphically, introduced, appreciate


Appendix 2





Wednesday

Task

Design and make a crazy hat for a fancy-dress party.

Morning English Spelling (See Appendix 1) Learning Intention: We are learning to practice our spelling words by drawing. Success Criteria:

• I can learn all my words by drawing. • I can use this knowledge of drawing in many areas of learning e.g. Creative Arts

Pick any 10 words then draw and name the pictures.

Reading Learning Intention: I can discuss (talk about) an activity I enjoy. Success Criteria:

• I can write and explain why I enjoy my activity.

In the story of Henry and Amy, the two friends did many activities together such as:

Building a tree house Rolling down a hill

Doing somersaults Flying paper planes Activity: Write a few sentences explaining why you enjoy doing your activity and read it to a family member. Draw a picture of yourself doing your activity.


Writing Learning Intention: We are learning to use punctuation. Success Criteria

• I can use capital letters • I can use full stops • I can use question marks

What is Punctuation? Punctuation adds meaning to our writing. Readers use punctuation to help them read and understand a text. Here are some examples of when we need to use different types of punctuation:

Activity: Add punctuation to these sentences to make them correct. 1. the campers sat around the fire eating tasty marshmallows

2. can we go to the cinema please

3. Bill and jasmine like to eat chocolate

4. ahhhh! there is an ant in my sandwich

5. danny visited sydney zoo on sunday afternoon

Break


Middle Mathematics Warm Up What 3D shapes can you see in this picture?

Learning Intention: We are learning to represent 3D objects in different ways. Success Criteria:

• I can create a simple model or drawing of a 3D object. • I can explain and/or demonstrate how my model or drawing was made.

Year 1 and Year 2: You will be creating a picture or model using a variety of 3D objects. You can draw your shapes or use items you have at home such as straws, paddle pop sticks, play doh, blocks, cardboard boxes etc. to build your model. Be as creative as you like. Look at some of the examples below:

Draw your model in your book. Label the 3D shapes you used in your picture or model. Write a few sentences to describe what you have made. Challenge How high can you go? Using straws, pipe cleaners, paddle pop sticks, toothpicks or anything else you have at home, build the tallest tower without it collapsing. How high can you go?


Break Afternoon Music

Making a musical instrument Learning Intention: We are learning to design my own musical instrument. Success Criteria:

• I can draw my musical instrument. • I can write about what my instrument sounds like. • I can try to make my instrument out of household items.

Imagine you can make any musical instrument in the world. What would it look like? What would it sound like? How would you play it? Get an A4 piece of paper and draw your musical instrument. Does it have strings? Do you hit it? What do you hit it with? Does it spin, whirr, bang, whistle? Colour in your musical instrument and write a paragraph about what your instrument is made from, what it looks like and how it sounds. Stick this picture in your booklet when you hand it in to school. You can even have a go at making your instrument out of recycled materials you find around your house.

OR Follow these steps to make a simple tissue box guitar. Draw a picture of your guitar on an A4 piece of paper and describe the sound it makes. 1. Find an empty tissue box, 3-5 rubber bands, tape, and a cardboard roll 2. Cut off the top cellophane or cardboard from the tissue box. 3. Cut a hole on the top-side of the box for the roll. Put the cardboard roll on top, trace it with a marker, and cut along the line. 4. Insert the paper towel roll in the hole. Make sure it's about 5cm in. Tape may be used to hold the roll in place and make it sturdy 5. Add the rubber band strings. Wrap a couple of rubber bands around on each side of the paper towel roll. Different types and sizes of rubber bands may be used to create different tones and sounds.


Appendix 1

Year 1 Spelling Words Term 3, Week7 Red Group ox, fox, wax, fix, sixty Blue Group ox, fox, wax, fix, sixty, teacher, children, park, farm, dog, cylinder, rode, stomped,

photos, devices

Purple Group ox, fox, wax, fix, sixty, teacher, children, park, farm, dog, cylinder, rode, stomped, photos, devices, xylophone, zebra, zipper, zero, zucchini

Year 2 Spelling Words Term 3, Week 7 Red Group raw, straw, flaw, withdraw, jigsaw Blue Group raw, straw, flaw, withdraw, jigsaw, teacher, children, park, farm, dog, cylinder, rode,

stomped, photos, devices

Purple Group raw, straw, flaw, withdraw, jigsaw, teacher, children, park, farm, dog, cylinder, rode, stomped, photos, devices, xylophone, zucchini, graphically, introduced, appreciate





Thursday

Task

Build the tallest possible tower you can out of Lego (you may use another object if you

don’t have Lego). It needs to be able to stand by itself even when you blow on it!


Learning Intention:

We are learning to practice our spelling words by jumping for each letter.

Success Criteria:

• I can spell all my weekly words accurately.

• I can use this knowledge of jumping in many areas of learning e.g. Sports

Say the word then jump for each letter, shouting them out as you jump.

Reading (See Appendix 2)

Learning Intention:

We are learning to answer comprehension questions about a text.

Success Criteria:

• I can answer questions in full sentences.

• I can show my understanding of the story.

Read My Favourite Day and answer the comprehension questions. Remember to answer

in full sentences.

Writing

Learning Intention:

We are learning to write a limerick

Success Criteria

• I can use rhyming words.

• I can use descriptive language.

What is a limerick?

A limerick is a type of poem.

• They are often funny

• They have 5 lines

• They have a special rhyming pattern

• The last word in line 1, 2 and 5 all rhyme

• The last word in line 3 and 4 rhyme

Rhyming words are words that both have the same sound. An example of rhyming words:


Here is an example of a limerick. Look at the rules in the poem.

Activity: Today you are going to choose rhyming words to complete two limericks. Finish

the poems using the words in the boxes below.


Challenge

Read your poem to a family member and see if they can tell you what the rhyming words

are.

Break

Middle Mathematics

Warm Up

There are 20 people on a bus and 9 people get off. How many people are left on the bus?

Learning Intention:

We are learning to solve subtraction problems involving one- and two-digit numbers. Success Criteria:

• I can write a word problem that matches the number sentence.

• I can draw a picture to match the number sentence.

• I can use my picture to help me solve the problem.

• I can use subtraction language to explain my answer.

1.Read the following subtraction number sentences.

2.Write a word problem to match the number sentence.

3.Draw a picture that matches the story and problem.

4.Use mathematical language to explain your answer.

E.g 12 – 4 =

Fatima has 12 cookies and eats 4 of them. How many cookies are left?

Year 1:

14 – 9 =

16 – 7 =

21– 13=

Year 2 (Year 1 extension):

29 – 20=

34 – 12=

41 – 21 =

Challenge

Challenge yourself to come up with as many questions as you can! Can you write your

answer as a word problem?

Answer: Rio the dachshund has 120 treats.

What is the question?


Break

Afternoon Fitness Kicking: Step or no step

Learning Intention:

We are learning to compare different types of kicks and identify which ones are easier or

harder.

Success Criteria:

• I can give reasons for why one type of kick is easier than the other.

• I can reflect on my performance to identify ways to kick more successfully.

You will need:

• A safe playing area

• A ball/soft object you can kick

• A goal/target

Your challenge today is to compare two different ways to kick a ball/object. The two ways

are:

• Stand and kick

• Step forward and kick

Set up your goal by creating a large goal and a smaller target in the middle. If you don’t

have a soccer goal at home, you could use shoes, toys, buckets or anything you can hit to

mark the goal and target.

Stand behind the ball/object and kick the ball towards the goal. Aim to score a goal by

kicking the ball to the small target. Do this 5 times.

Now, stand one step behind the ball. Take a step forward towards the ball and kick it

towards the goal. Aim to score a goal by kicking the ball to the small target. Do this 5

times.

Record whether you scored through the small goal, large goal or missed the goal (no

goal).


Ask someone at home to give you feedback on your kicking.

• Which type of kick was the most successful? Why?

• Which type of kick was most comfortable for you to perform? Why?

• Why do you think taking a step forward might help you when you kick?

• How do you think you can adjust your kick to be more accurate?

Share your responses with someone at home and write it down.

Now try and kick the ball using the two ways at a further distance.

• Which type of kick was successful? Why?

• How did you adjust your kick for the goal at a different distance when performing the

stand and kick?

• How did you adjust your kick for the goal at a different distance when performing the

step and kick?

Share your responses with someone at home and write it down.

Week 7 Term 3 Topic: Family

Activity 1）Vocabulary:

Hi boys and girls, let me review the Hanzi that we learned! Are you ready to say

them? Here we go!

个gè

: measure word 他tā

: he; him 岁suì

: year (of age)

有yǒu

: have; has 没méi有yǒu

: not have; there is not

（Stage 1 Chinese) CLOTE – Offline lessons


哥gē

哥ge

: elder brother 弟d ì

弟di

: little brother 姐jiě

姐jiě

:

elder sister

妹mèi

妹mèi

: little sister 吗ma

: question particle

我wǒ

: I/me 你n ǐ

: you

姐jiě

姐jiě

: elder sister 妹mèi

妹mèi

: little sister

• Read them out loudly please! Can you remember how to write all of them? It is a bit

challenging, isn’t it? Practice makes perfect. Let us keep trying! I am reading with you too!

Activity 2）

• Hi boys and girls, write the above hanzi 5 times each please. Can you remember all the

Hanzi now?

Activity 3）Read the text

老师：你有yǒu哥哥吗

ma？

王和：有。我有一个哥哥。

老师：他几岁suì？

王和：八岁。

老师：你有弟弟吗？

王和：没méi有yǒu。

老师：你几岁？


王和：四岁。

• Can you ask your family member to do the conversation role play with you? You can choose

to be a teacher or a student. Have fun!

Activity 4) Quizlet activity (You can use phone please! If you can not access your parent’s

phone, you do not need to do Activity 4.)

My family Chinese

https://quizlet.com/au/444913816/my-family-chinese-flash-cards/

• Again, please do the Quizlet activity. How is your memory? Is it rusty? Please practise “My

family Chinese” 10 minutes. You also need to copy all the Hanzi! I also like to see you

complete all the “Learn” activity! It is a bit challenging. Isn’t it? But you are a hard-working

student, you can do it! Try your best please!

Activity 5) Extension activity

Write a paragraph about your family members. （请写一段有关你家人的小短文。)

Please see my modelling. (请看老师写的段落样本。)

你好。我是 Jimmy。我有一个哥哥、一个姐姐和一个弟弟。我的哥哥十岁。我的姐姐八岁。我六

岁。我的弟弟四岁。你几岁？

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

https://quizlet.com/au/444913816/my-family-chinese-flash-cards/


Appendix 1



photos, devices

Purple Group

ox, fox, wax, fix, sixty, teacher, children, park, farm, dog, cylinder, rode, stomped,


Year 2 Spelling Words Term 3, Week 7 Red Group Raw, straw, flaw, withdraw, jigsaw


Stomped, photos, devices

Purple Group

Raw, straw, flaw, withdraw, jigsaw, teacher, children, park, farm, dog, cylinder, rode,

Stomped, photos, devices, xylophone, zucchini, graphically, introduced, appreciate


Appendix 2 Reading


Harcourt Public School – Stage One (Years 1 & 2) Term 3, Week 7– Offline Learning Unit



Friday

Task

Draw or make an object that rhymes with ‘jug’.

Morning STEM (Science, Technology, Engineering and Mathematics)

STEM education provides opportunities to develop key skills in creative thinking and

problem-solving.

Shoe Challenge

Today's STEM challenge involves designing and building a paper shoe to fit your foot.

Learning Intention:

We are learning to design and build a paper shoe

Success Criteria:

• I can identify and define the challenge

• I can brainstorm and design my shoe

• I can create and test my shoe

Rules

1. You can only use the materials on the list, but you don’t have to use all the

materials

2. After you have made your shoe, you can use any materials you like to decorate it!

You will need:

o paper

o cardboard

o sticky tape

o scissors

o 50cm string

o pencil

o Ruler.

Identify and define the challenge

• Read the rules

• Collect materials and think about how they could be used or changed for the

challenge

• Keep a notebook or STEM journal to record your ideas and discoveries

• Gather different types of shoes such as sports shoes, hiking boots and slippers.

What are the features of these shoes? What is the purpose of each type of shoe?


Brainstorm and design your shoe

• Draw and label at least 3 different shoe designs. What materials will you use to

make each part of the shoe?

• Which shoe are you going to make? Why did you choose that design?

• Does your design meet the challenge rules?

Time to build! Make and test your shoe

• Make and try on your shoe

• Draw or take a photo of your design

• Why do you think it did/did not work?

• What else could you try?

Test, improve and present

• Make any improvements to your shoe. Note this on your drawing

• Did your design meet the challenge?

• Decorate your shoe

• You might like to give your shoe a brand name

• Who is your shoe for? What are the unique features of your shoe?

Break

Afternoon Wellbeing

Learning Intention:

We can enjoy reading for fun and learning.

Success Criteria:

• I can use my imagination to enjoy reading my book.

• I can learn many things when I read.

Activity 1. As this is book week, your activity will be to read a book that you really enjoy.

Find a special place in your home, it can be inside or outside.

You may want to take your favourite pillow or blanket with you too! Get comfortable and

use your imagination to enjoy your story.


Activity 2. (See Appendix 1)

The theme for this year’s book week is:

To celebrate book week at home, create your own bookmark that you can use when

reading. You can choose to colour in one of the bookmarks or using the blank template,

create your own design!

Once you have finished colouring in, cut out the hole at the top, thread a piece of

string/ribbon through to create a loop and tie it. Enjoy reading with your new bookmark!


Appendix 1 (Source – Teacherstarter)


Topic: Different countries in the world 3- (세계의 여러 나라들-3)

Learning Intention:

We are learning about different countries in the world. Success Criteria:

• I can say the names of six countries learnt.

• I can understand and use the new words learnt in the sentences.

Read aloud the text below twice. (아래에 있는 글을 소리내어 두 번 읽으세요.)

세상에는 많은 나라들이 있어요.

우리 할머니가 계시는 한국,

한국과 가깝고 후지 산이 있는 일본,

판다가 살고 있는 중국,

큰 시계탑, 빅벤이 있는 영국,

멋진 자동차로 유명한 독일,

재미있는 디즈니랜드가 있는 미국,

우리 가족이 살고 있는 아름다운 호주,

그리고 다른 많은 나라들이 있어요.

나는 커서 여러 나라를 여행할 거예요.

그래서 여러 나라의 음식도 먹어보고 싶어요.

Spelling words: 세상에- in the world 나라- country 할머니가 계시는 한국

아름다운- beautiful

많은- many 여러- various/different 나는 여행할 거예요.- I am going

to travel. 음식- food

1. Look, Cover, Write, Check: Write the words three times in your workbook.

(낱말들을 세 번씩 공책에 쓰세요. 보고, 가리고, 쓴 후에 확인하세요.)

2. Write a sentence with the word in it. Read your sentences to your parents.

(위에 있는 낱말이 들어간 문장을 쓰세요. 그리고 부모님께 읽어 드리세요.)

Korean CLOTE Stage 1 – Offline lessons

Harcourt Public School Stage One (Years 1 & 2)

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Transcript of Harcourt Public School Stage One (Years 1 & 2)