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Objectives In this unit, children will:

• Be exposed to the names of toys: box, doll, kite, puppet, robot, yo-yo

• Produce simple sentences in English: The (kite) is in the box.

• Learn the use of prepositions: in• Experiment with different objects and

materials to ¦ nd solutions• Understand that there are rules to follow.• Recognize characteristics of objects:

diamond, black• Develop artistic abilities• Develop pre-writing and ¦ ne motor skills • Develop pre-reading skills• Develop auditory discrimination skills

Lesson 1Lesson Objectives: Auditory discrimination skills – toys Vocabulary: box, doll, kite, puppet, robot, yo-yoGrammar: The (doll) is in the box.Review: The (doll) is on the (box). Materials: Before the book pictures or real objects: a doll, a robot, a kite, a puppet, a yo-yo, a box; a box With the book CD 2 Track 10Before the book: Show the doll and have the children say: doll. Repeat for the other pictures. Show the children a box with a lid. Put one of the toys on the box and say: The (doll) is on the box. Now put the toy in the box, and say: The (doll) is in the box. Repeat with different toys to be sure the children understand the difference. Have children repeat the sentences. Invite a child to the front. Hand him/her a toy and say: The (robot) is in the box. Have him/her put the robot in the box and say the sentence. Repeat with other pictures and children.

58 10 SongsMy ToysThe doll, the doll, the doll is in the box.The robot, the robot, the robot is in the box.The kite, the kite, the kite is in the box.

The puppet, the puppet, the puppet is in the box.The yo-yo, the yo-yo, the yo-yo is in the box.The box, the box, the box is full of toys!Let’s play!

Lesson 2Lesson Objectives: Language and communication – toysVocabulary: doll, robotGrammar: The (robot) is in the box.Materials: Before the book pictures: a doll, a robot; chalk; a box With the book crayons or colored pencilsBefore the book: Show the picture of a doll and have the children say: doll. Repeat for robot. Put the picture of a doll in a box. Have a child come to the front, look inside the box, and say: The doll is in the box. Draw a very simple picture of the left half of a doll on the board. Have a child come to the front and draw the other half to complete the picture.

Lesson 3Lesson Objectives: Language and communication – toysVocabulary: kiteReview: numbers 1–9, yellowMaterials: Before the book picture: a kite; a box; yellow chalk With the book crayons; ribbon; glueBefore the book: Show the picture of a kite and have the children say: kite. Have nine children come to the front and each draw a kite on the board. Count the kites. Have other children come to the front and write 1 to 9 below the kites. Count again, this time pointing to the numerals.

Lesson 4Lesson Objectives: Language and communication – toysVocabulary: box, puppet, yo-yo Grammar: The (puppet) is in the box.Review: circle, square, triangleMaterials: Before the book pictures: a puppet, a yo-yo; paper shapes (circles, squares, triangles) With the book crayons Before the book: Show the picture of a puppet and have the children say: puppet. Repeat for the yo-yo. Review shape names by showing some shapes. Place the paper shapes on the board in the following sequence: circle, square, circle, square. Encourage children to look at the remaining shapes and choose the next shape(s) in the sequence (circle). Repeat with different sequences and shapes.

5 My Toys

Hula Hoop TE.indb 54 19/02/2010 12:29

D.R. © Macmillan Publishers, S.A. de C.V. 2010 www.macmillanyounglearners.com

D.R. © Macmillan Publishers, S.A. de C.V. 2010 www.macmillanyounglearners.com