Best Friends 1 - GD

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TEACHER’SGUIDE

We thank the teaching commission (ad honorem):

• Paola Karina Castillo Arce (Bolivia)

• Carlos Cepeda Carrasco (Chile)

• Andrea Egas (Ecuador)

• Grelte Del Pozo de Choroco (Perú)

• Kristel Goncalvez (Argentina)

TEACHING COMMISSION

ASOCIACIÓN CASA EDITORA SUDAMERICANA

Av. San Martín 4555, B1604CDG Florida Oeste

Buenos Aires, República Argentina

Dirección editorial: Adriana Morales

Diseño: Andrea Olmedo Nissen

Corrector: Pablo Ostuni

Silvina EnricoPaola StESSEnS

TEACHER’S GUIDE

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Table of contentsTHEOrETICAl BACkGrOuD ....................5

Methodology............................................. 5Things.to.bear.in.mind............................... .Approach.strategies.techniques.and.audiovisual.aids................................. 6Useful.suggestions.................................... 7The.book................................................... 8Characteristics.of.young.learners.............. 8General.characteristics.............................. 8When.learning.a.second.language........... 9

EACH STuDENT SHOulD BE CONSIDErED uNIquE ..................... 11

Assessment.............................................. 12

ABOuT THE STuDENT’S BOOk OrGANIzATION .......................... 13

Introduction.and.general.review.............. 13Unit.organization...................................... 13Unit.development..................................... 14Lesson.development................................ 15Special.Days............................................. 15Cutouts.section........................................ 15Sticker.Section......................................... 15Student.flash.cards.................................. 15Icons......................................................... 15Table.of.contents..................................... 17

INTrODuCTOrY uNIT: “HI FrIENDS” ...18Lesson.1................................................... 18Lesson.2.................................................. 20Review..................................................... 22

uNIT 1: “SCHOOl TIME” .......................23Lesson.1.................................................. 23Lesson.2.................................................. 25Lesson.3.................................................. 27Lesson.4.................................................. 28Lesson.5.................................................. 29

uNIT 2: “FOOD” .................................... 31Lesson.1...................................................31Lesson.2.................................................. 33Lesson.3.................................................. 34Lesson.4.................................................. 36Lesson.5.................................................. 37Lesson.6.................................................. 38

uNIT 3: “MY BODY” ............................. 40Lesson.1.................................................. 40Lesson.2.................................................. 42Lesson.3.................................................. 44Lesson.4.................................................. 45Lesson.5.................................................. 46

uNIT 4: “SWEET HOME” .......................47Lesson.1.................................................. 48Lesson.2.................................................. 49Lesson.3...................................................51Lesson.4.................................................. 53Lesson.5.................................................. 55

uNIT 5: “THE FArM” .............................56Lesson.1.................................................. 57Lesson.2.................................................. 60Lesson.3.................................................. 62Lesson.4.................................................. 63Lesson.5.................................................. 65

Lesson.6.................................................. 65Review..................................................... 66

uNIT 6: “MY TOWN” ............................ 68Lesson.1.................................................. 68Lesson.2.................................................. 70Lesson.3.................................................. 73Lesson.4.................................................. 75Lesson.5.................................................. 76Lesson.6.................................................. 77

SPECIAl DAYS .......................................78Special.Day.1:.Christmas......................... 78Special.Day.2:.Happy.Holidays!.............. 79Special.Day.3:.Mother’s.Day................... 79Special.Day.4:.Teacher’s.Day.................. 80

GENErAl rEVIEW .................................81Unit.1....................................................... 82Unit.2...................................................... 82Unit.3...................................................... 83Unit.4...................................................... 83Unit.5...................................................... 84Unit.6...................................................... 85

BIBlIOGrAPHY .................................... 88

We would like to thank ........................ 89

THEORETICAL BACKGROUNDBased on the book Pedagogía Adventista*

God created perfect human beings

God.is. love.and.due.to.his. immense.love.He.created.man.in.His.own.image..God.blessed.man.and.gave.him.the.possibility.to.interact.with.Him.as.his.Creator,.with.other.human.beings.as.his.peers,.and.with.nature.as.host..These.relationships.were.perfect..Unfortunately,.the.presence.of.sin.destroyed.these.well-balanced.relationships..Therefore,.continuous. communion. with. the. Lord. was. spoilt;. humans. are. in.constant.conflict.with.their.peers.and.they.do.not.take.care.of.nature.

However,. these. relationships. can. be. restored. through. true.education.

“....True.education.means.more.than.the.pursuit.of.a.certain.course.of.study..It.means.more.than.a.preparation.for.the.life.that.now.is..It. has. to. do. with. the. whole. being. and. with. the. whole. period. of.existence.possible.to.man..It.is.the.harmonious.development.of.the.physical,.the.mental,.and.the.spiritual.powers..It.prepares.the.student.for.the.joy.of.service.in.this.world.and.for.higher.joy.of.wider.service.in.the.world.to.come.”.(Ellen.White,.Education,.p..13;.en.adelante,.Ed)..

A.relationship.with.Jesus.should.be.the.first.step.of.the.human.learning. process. and. should. serve. as. a. guide. to. ensure. the.development.of.deeper.knowledge.in.all.cognitive.areas.

Real.knowledge.is.seen.as.a.synonym.of.wisdom..It.is.a.continuous.process.that.lasts.a.lifetime.

Methodology: how to approach learningTeachers.should.base.their.teaching.on.Christian.principles.and.

beliefs.Integration of faith and teaching “For. the. Jews,. there. was. no...

separation.between.God.and.History,. the. sacred.and. the. secular,.between.pedagogy.and.religion,.faith.and.reasoning”.(PA.14).

Jesus. should. be. part. of. daily. activities.. Christian. teachers.should.not.leave.Him.out.of.their.teaching..In.order.to.achieve.this.integration,.teachers.must.first.have.a.close.relationship.with.God.

A deep knowledge of students’ backgrounds:. It. is. of. vital.importance. to. be. aware. of. students’. prior. knowledge,. interests.and.needs.in.order.to.begin.the.process.of.teaching.and.learning.correctly.

An affective learning environment:. Teachers. should. provide.a. classroom. experience. that. is. nonthreatening. and. one. which.demonstrates.to.their.students.a.deep.understanding.of.their.needs..The.key.is.to.make.students.feel.welcome.and.comfortable.so. that. their. anxieties.and. fears.do.not. impede. their.learning..This.does.not.mean.that.teachers.should.not.establish.limits,.which.are.necessary,.but.they.should.follow.Jesus’.example.in.doing.this.

Respect towards students’ differences:.Each.student.should.be.seen.as.a.child.of.God,.someone.extremely.important. for. whom. Jesus. gave. his. life.. Moreover,.God.has.given.them.different.talents.and.abilities.that. make. them. unique.. As. a. result,. students’.individuality. and. potential. must. be. respected.since.they.have.the.possibility.of.developing.these.throughout.their.lifetime.

Relationship between theory and practice:. Theory.and.practice.must.go.together..What. is. learnt.should.be. practised.. Practice. should. be. integrated. into.all. aspects. of. life.. Teaching. concepts. will. not. be.

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*.Departamento.de.Educación.de.la.División.Sudamericana.de.la.Iglesia.Adventista.

del.Séptimo.Día..Buenos.Aires:.ACES,.2007..En.adelante,.PA.

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THEORETICAL BACKGROUND

atmosphere.and.serve.as.visual.aids..So.it.would.be.appropriate.to.have.a.bulletin.board.or.an.English.board.for.these.purposes..

Approach, strategies, techniques and audio-visual aidsIt’s. important. for. teachers. to. ask. themselves. the. following.

questions:Do. I. have. the. appropriate. equipment. and. resources. for. the.

development.of.my.class?Do.I.use.different.visual.aids.to.illustrate.and.to.promote.learning.

and.production?Are.the.visual.aids.big.enough.for.all.the.students.to.see.them?Do.I.include.Total.Physical.Response.(TPR).activities.in.class?Do.I.bring.different.kind.of.games.to.promote.learning?Do.I.use.different.teaching.techniques.and.strategies.to.cater.for.

students’.different.learning.styles.and.potential?Do.I.connect.the.new.target.language.with.my.students’.previous.

knowledge?Do.I.organize.tasks.that.are.significant.for.my.students?Do.I.provide.different.group.work.dynamics.to.make.them.interact.

socially.and.to.promote.cooperative.learning?Do.I.design.activities.to.be.solved.individually.in.order.to.promote.

autonomous.learning?

meaningful.and.sufficient.unless.they.are.related.to.students’.daily.lives.and.experiences.

Teaching values:.Students.need.to. learn.how.to.develop.good.habits.and.how.to. interact.with.others.with. respect..They.should.learn.to.be.responsible.and.cooperative..They.need.to.know.about.their.rights.but.also.about.their.obligations..

Developing creativity: Teachers. should. promote. their. students’.creativity.when.completing. tasks.. In.other.words,. children.should.be.encouraged.to.seek.out.opportunities.to.gain.new.skills.by.using.their.imagination.

Service: One.of.the.main.objectives.of.Christian.education.is.to.serve.others,.just.like.Jesus.did.when.He.lived.among.human.beings..Teachers.should.strive.to.plan.different.situations.in.which.students.can.render.service.to.their.peers.and.to.anyone.around.them.

Things to bear in mind

The classroomIn.most.cases,.English.language.teachers.do.not.have.classrooms.

of. their. own. and. so. they.must. go. from. classroom. to. classroom..Consequently,. before. the. class. starts,. it. can. be. very. useful. for.teachers.to.ask.themselves.the.following.questions.

● Is.there.enough.room.in.the.classroom.to.allow.students.to.move.around.and.interact.with.others?.It. is.important.to.keep.in.mind.the.available.classroom.space.when.designing.activities..If.there.is.not.enough.space,.teachers.should. not. be. afraid. of. carrying. out. some. tasks. or. activities.in. the.playground.or.school.yard..Of.course,. it’s. important. to.remember.to.ask.for.permission.first..● Is.there.a.special.board.to.display.students’.work?Students.will.work.harder.and.will.be.more.motivated.if.they.know.that.their.work.will.be.displayed.where.parents.and.classmates.can. see. them.while. at. the. same. contributing. to. create. a. nice.

It.would.be.beneficial.if.at.the.beginning.of.the.school.year.you.design.an.English.corner.with.your.students...You.can.organize.a.workshop.where.the.students.can.help.you.paint.and.decorate.

“The.English.bookcase”,.“The.English.bulletin.board”..You.can.use. wooden. crates. -like. those. used. to. keep. vegetables-,.sponges,.water.paint,.etc..In.addition,.parents.can.be.invited.to.take.part.in.the.workshop..They.will.be.delighted.to.be.involved.in.it...

A TIP!

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Do.I.allow.students.enough.time.to.accomplish.the.tasks?Do.I.provide.feedback.to.contribute.to.my.students’.progress?Do.I.praise.my.students’.for.their.achievements?Do.I.focus.my.practice.on.Jesus.as.the.center.of.our.lives?.Do.I.teach.students.that.the.Bible.is.the.main.source.of.knowledge.

and.wisdom?

useful suggestions•. Before.planning.lessons,.it.is.advisable.to.check.all.the.resources.

and.materials.needed..If.special.equipment.is.needed,.such.as.a.CD.player,.it.is.important.to.check.its.availability.and.working.condition..This.will.help.teachers.have.an.effective.development.of.the.class.and.avoid.wasting.time,.which.leads.to.disruptive.behaviour.

•. Eye-catching. visual. aids. and. realia. should. be. used. to. make.language.more.meaningful..These.should.be.big.enough.for.all.the.students.to.see..

•. Children. at. this. age. learn. through. games,. songs,. chants,. but.mainly.by.experiencing.things..This.includes.activities.like.acting.out.a.story,.following.instructions.through.movements,.miming,.playing.different.kind.of.games,.etc..It.is.good.to.let.them.choose.between.one.activity.and.another.from.time.to.time..Students.should.have.the.chance.to.make.simple.choices,.such.as.what.project.they.would.like.to.do..This.will.increase.motivation,.keep.their.attention.and.make.language.more.memorable.and,.at.the.same.time,.will.help.them.to.become.gradually.autonomous.in.the.process.of.learning..

•. Teachers. should. avoid. teaching. always. in. the. same. way. or.according. to. their. learning. style.. For. instance,.when. teaching.vocabulary,.different.kinds.of.teaching.aids.should.be.used,.such.as.realia,.drawings,.pictures,.body.language,.spidergrams,.etc.

•. When.introducing.a.new.topic,.the.teacher.should.try.to.set.a.scene.or.a.situation.in.which.students.can.establish.connections.

with. what. they. already. know. about. the. topic.. In. this. way.language.becomes.more.meaningful. for. students. as. they. can.contribute.with.their.own.experiences.to.the.class,.while.at.the.same.time.they.feel.actively.involved.in.the.learning.process.

•. Tasks.should.be.carefully.designed.in.order.to.be.appealing.and.significant.to.young.learners..In.other.words,.tasks.should.not.be.beyond.their.understanding,.but.should.be.challenging.enough.to. capture. their. interest.. .This. can.be.achieved. if. tasks.have.clear. learning. goals,. coherence,. unity. for. learners,. beginning.and.end,.and.keep.students.actively.engaged..

•. Student. groups. should. be. planned. according. to. the. activity.they.have. to.participate. in,. as.well. as. the. space.available. in.the. classroom.. Criteria. should. be. established. to. arrange. the.students’.seating.in.a.way.that.will.allow.them.to.find.their.place.quickly. and. smoothly.. Instructions. must. be. clear. and. short..Some.activities.are.better.if.done.individually,.while.others.are.more.appropriate.if.done.in.pairs,.groups.or.as.a.whole.class.

• Students should be allowed enough time to finish the tasks. .Children.need.extended.periods.of.time.to.really.get.involved.in.activities..They.experience.great.satisfaction.when.they.finish.the.task.given..Teachers.should.give.students.support.when.they.need.it,.but.should.be.careful.not.to.take.over.completely..

• teachers should provide feedback that contributes to students’ language progress. Teachers.should be.tolerant.towards.mistakes,.keeping.in. mind. the. fact. that. students. at.this. age. have. just. started. the.process. of. learning. a. second.language.. And. so. errors.are. normal,. necessary. and.natural.. Students’. production.should. be. guided. through.paraphrasing. and. modelling,.

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encouraging. self-correction. and. peer. correction,. among. other.techniques.

• teachers should be encouraging. Being.critical.will.kill.students’.eagerness.to.learn..It.is.important.to.let.them.know.whenever.they.have.reached.a.goal...

•. Students.should.be.encouraged.to.develop.the.habit.of.praying,.which.should.include.both.prayer.requests.and.blessings.they.are.thankful.for. This.can.be.achieved.through.short.and.simple.prayers,.songs.and.chants..Also.students.should.be.given.the.opportunity.to.listen.to.Bible.stories..

The bookThe.aim.of.Best Friends 1.is.to.integrate.faith.and.teaching.in.English.

language.classes.in.a.practical.and.natural.way...The.idea.underlying.this.project.is.to.provide.English.teachers.with.a.comprehensive.tool.that.they.can.use.within.the.Christian.educational.framework..

The.book.has.been.purposely.designed.to.emphasize.the.concept.of.Jesus.as.the.center.of.people’s.lives..This.concept.is.presented.through.the.close.relationship.that.the.characters.of.the.book.experience.with.Him..This.relationship.with.Jesus.is. portrayed. in. their. daily. activities.. The. aim. is. to.allow.children.to.meet.Jesus,.recognizing.Him.as.their.creator,.protector.and.friend..

the syllabus.intends.to.provide.a.balance.among.spiritual,.mental,.physical.and.social.dimensions.

The. activities. designed.point. to. interact.with. peers,.to. develop. their. minds. in. the. acquisition. of. a. second.language,. to. learn. through. practice. and. by. doing,. but.mainly.to.see.Jesus.as.part.of.their.daily.lives.

In.this.way.these.activities.can.act.as.a.bridge.that.facilitates.interaction.with.God,.peers.and.society..

The. book. presents. the. sequence. of. the. concepts. to. be.taught..However,.the.methods,.techniques.and.strategies.to.

approach.the.different.concepts.will.depend.on.what.each.teacher.considers.more.appropriate.for.their.students.

There.are.many.activities.designed.and.additional.tasks.suggested,.but.this.does.not.mean.that.teachers.have.to.carry.out.all.of.them..Each.teacher.should.select.them.according.to.their.students’.needs.and. interests.. Teachers. can. adapt. them.or. bring. their. own. ideas.to.the.class..Remember.that.a.wide.variety.of.resources.will.help.students.in.their.learning.process.

Characteristics of young learnersEvery.child.is.unique..Therefore,.each.child’s.development.

is.different.and.complex..Children.develop.through.a.generally.predictable.sequence.of.steps;.however,.they.do.not.proceed.through.these.steps.in.the.same.way..Besides,.this.development.is.greatly.influenced.by.the.environment.and.life.experiences.each.child.can.have..The.following.information.is.just.a.brief.comment.on.

general.characteristics.that.are.expected.to.be.achieved.within.six.years.

General characteristics•. They. have. longer. attention. spans. and.still. prefer. structured. activities.. They. require.much. direction. from. teachers. and. frequently.ask.questions.to.ensure.that.they.are.doing.tasks.appropriately..Explanations.should.be.clear.and.short..Sometimes,.it.is.much.more.convenient.if.the.teacher.takes.part.in.the.activity.instead.of.providing.long.instructions.

•. They.can.also.give.and.follow.directions.for.moving.around.a.room.•. They.enjoy.moving.in.a.variety.of.ways..

They.are.able.to.run.in.various.directions.and.can.manipulate.their.bodies..Their.hand-.and.

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foot-eye.coordination.is.still.developing,.so.skills.like.throwing,.catching,.kicking.and.striking.are.still.emerging..TPR.activities.are.of.vital.importance.at.this.stage..

•. They.are.confident.and.take.delight.in.showing.off.their.talents..They. start. being. aware. of. their. feelings. and. emotions. and.start. taking.control.of.them..They. like.sharing.activities.with.their.peers.as.well.as.with.adults.since.they.provide.emotional.stability..They.cope.poorly.with.failure.and.do.not.like.being.criticized.

•. They.can.use.a.different.range.of.materials.to.create.visual.images.that. combine. colours,. forms. and. lines.. They. can. remember. the.words.and.melodies. to.a.number.of.songs.and.may.sing. these.songs..They.can.create,.imitate.and.explore.movement.in.response.to.a.musical.beat..Children.at.this.age.can.also.repeat.simple.text..

When learning a second language

In. the.1970s,. research.gave. rise. to. the.hypothesis. that.people.should. acquire. the. second. language. in. the. same.way. they. have.acquired.the.first.one..According.to.some.researchers.such.as.the.psychologists. Vigotsky. and. Piaget. and. the. linguists. Krashen,. we.should.pay.more. attention. to. the.way. an. infant.makes. sense.of.the.world.and.acquires.his.first.language.as.he.interacts.with.the.environment.

Many.methods.and.approaches.have.applied.these.researchers’.observations. to. second. language. teaching..Among. these. are. the.Natural. Approach,. the. Communicative. Approach. and. the. Total.Physical.Response.(TPR)..Some.of.their.principles.sustain.that.the.children.who.are.learning.a.second.language.should:•. …be.allowed.to.have.a.silent.period.till.they.can.make.sense.of.

the.second.language.words..Just.as.a.baby.spends.a.lot.of.time.listening.to.the.language.till.he.feels.ready.to.speak..

•. …receive. meaningful. exposure. to. the. language.. For. instance.meaning. should. be. conveyed. through. pictures,. movement,.

•. Their.receptive.vocabulary.(words.recognized.when.heard.or.seen).is.much.wider.than.their.productive.one.

•. They. learn. vocabulary. related. to. everyday. life,. especially.that.related.to.experiences.at.school.and.at.their.homes..It.is.extremely.important.to.teach.students.words.connected.to.concepts.they.are.familiar.with.

•. They.enjoy.language.play,.including.nursery.rhymes,.songs.and.word.games..

•. They.show.understanding.of.verbal.instructions.by.respond-ing.either.through.physical.responses.or.yes/no.answers.

•. They.easily.memorize.words.with.more.common.sound.patterns..•. They.should.be.able.to.say.and.understand.demonstrative.

pronouns.and.use.them.appropriately..•. They.often.have.trouble.producing.correct.pronouns..•. They.can.provide.simple.descriptions,.such.as.“red.car”..

•. They.can.express.ideas.using.simple.sentences.•. They.grasp.the.idea.of.content.words.that.label.things,.like.

“car”.or.“doll,”.but.not.of.function.words.like.“the”.or.“is”..•. They.learn.rules.for.making.words.plural.•. They.can.understand.and.repeat.stories.in.which.events.are.

in.a.logical.order..•. They.are.able. to.ask.and.answer.simple.“wh-”.questions:.

who,.what,.where,.•. They.can.start.a.conversation.and.give.directions.to.others.

•. They.begin.to.respect.turn-takings.•. They.can.recognize.common,.high-frequency.words.by.sight,.

meaning.that.they.are.read.quickly.and.automatically,.with-out.decoding.letter.by.letter.

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gestures. and. acting. or. even. by. using. the. students’. native.language.when.it.is.necessary...

•. …be.exposed.to.a.language.just.above.their.level.of.production,.in.other.words.the.input.should.be.“comprehensible”.for.them..

•. …learn.in.a.friendly.environment.in.order.to.keep.their.“affective.filter.low”...According.to.Krashen’s.affective.filter.hypothesis,.students’.language.acquisition.is.influenced.by.their.attitudes,.feelings,. needs. and. emotions.. Therefore. if. a. student. feels.anxious.or.stressed,.he.may.not.acquire.the.language.as.well.as.a. learner. that. feels. comfortable,.motivated.and.secure. in.the.class..

•. …be. asked. to. respond. to. the. language.with. all. their. beings,.which.implies.body.and.mind..This.can.be.achieved.by.the.giving.of.commands.to.which.the.students.act.in.response..In.this.way.the.child’s.learning.becomes.more.memorable.and.less.stressful...

•. …be.allowed.to.make.mistakes.till.they.gain.confidence.in.the.second.language..According.to.the.“Error.Analysis”,.errors.should.be. considered. positive. and. necessary. to. the. development. of.language..That.is.to.say.students.move.forward.and.backward.as. they.become.more.native-like,. just. as. a. young. child. does.when.he.is.learning.his.mother.tongue.

•. …interact.with.an.adult.in.order.to.progress.from.the.actual.level.of.their.language.to.the.potential.one..In.other.words.somewhere.between.his.“Zone.of.Proximal.Development”..According.to.this.hypothesis.the.child.can.learn.more.than.on.his.own.with.the.assistance.of.an.older.person..

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EACH STUDENT SHOULD BE CONSIDERED UNIQUE

“….teachers should give special emphasis to the cultivation of the weaker faculties that all the powers may be brought into exercise,

carried forward from one degree of strength to another…”.

(Fundamentals of Christian Education.p..16)

According.to.the.multiple.intelligences.theory,.all.learners.learn.in.different.ways.since.each.of.them.possesses.different.intelligences..

Teachers. who. see. their. students. as. multiple. intelligence.learners.acknowledge.that.they.are.not.going.to. learn.

in. the. same. way.. Howard. Gardner. theorized. that.individuals.have.at.least.seven.intelligences.although.they. are. not. equally. developed.. Therefore. it. is.

important.to.plan.lessons.and.provide.activities.that.represent.each.of.them.in.order.to.develop.not.only.the.students’.main.intelligences.but.also.the.less.developed.ones.

In. order. to. keep. up. with. the. principles.discussed.above,.each.unit.has.been.designed.

to.address.students’.different.learning.styles and multiple intelligences:

Verbal/Linguistic:.to.establish.a.verbal.linguistic.learning. atmosphere. this. book. has. attempted. to.

include.activities.that.will.promote.verbal.interaction..To.achieve.this,.emphasis.should.be.placed.on.developing.students’. listening.skills..Since. it. is. through. listening,.

that. students. learn. to.speak.correctly.and.understand.as.well. as.pronounce.the.sounds.of.the.target.language..So.each.unit.of.the.book. presents. different. kinds. of. listening. tasks,. storytelling,. and.role.plays.as.well.as.opportunities.for.the.students.to.interact.with.each.other.and.the.teacher.by.asking.and.answering.questions..To.become.effective.communicators,.students.should.learn.to.use.facial.expressions,.body.language.and.the.appropriate.tone..This.can.be.practised.when.they.are.acting.out.a.story.or.doing.a.role.play.or.talking.about.their.preferences..

Body/Kinesthetic:. Kinesthetic. students. learn. best. when. they.involve.their.whole.bodies.in.the.activities.or.when.they.experience.things..Throughout.the.book.you.are.going.to.find.some.tasks.that.will.help.your.students.to.get involved.in.activities.such.as.acting,.miming,.simulations,.games,.movement,.and.real. life.experiences..Furthermore.some.activities.will.require.specific.motor.skills.such.as.cutting.out,.doing.crafts.and.different.kind.of.displays..

Musical/rhythmic:..each.unit.provides.all.types.of.activities.that.develop.students’.musical.skills...For. instance.songs,.sounds.and.chants. are. presented. throughout. the. whole. book.. Students. can.respond.to.these.activities.by.singing,.imitating.sounds.or.moving..In.addition,.songs.will.help.students.pick.up.the.language.as.well.as.help.create.a.nice.atmosphere.by.making.learning.much.funnier.and.more.memorable..Moreover,.songs.and.chants.will.provide.students.the. opportunity. to. render. thanks. to. God. since. in.most. of. these.activities.Jesus.is.presented.as.the.center.of.their.lives...

Interpersonal:.these.kinds.of.learners.have.the.ability.to.interact.and. communicate. effectively.. . For. these. learners. the. best. way.of. learning. is. by. interacting.with. others.. This. can. be. achieved. by.arranging.the.students.in.pair.or.group.work..Some.activities.in.the.book.such.as.projects,.role.plays,.games,.acting.outs.and.dialogues.have.been.created.to.develop.the.students’.social.abilities,.which.not.only.foster.listening.and.speaking.skills.but.also.promote.cooperation.and.a.better.understanding.of.other.people’s.feelings.and.needs....

12

EACH STUDENT SHOULD BE CONSIDERED UNIQUE

Intrapersonal:. intrapersonal. learners. work. independently,.acknowledge.their.thoughts.and.feelings.and.manage.to.practise.self.discipline..Activities.that.can.promote.these.skills.are.the.practice.of.self.assessment.and.homework..

Visual/Spatial:.Students.who.are.visual.oriented.have.many.skills.such.as.visual.discrimination,.mental.imagery,.and.spatial.reasoning.among.others..To.promote.these.aptitudes.some.activities.have.been.especially.designed.in.the.book.in.order.to.foster.visual.and.spatial.reasoning..Among.them.you.will.encounter.paintings,.drawings,.card.games,.board.games.and.chart.completion..Moreover,.each.unit.is.illustrated. through. colorful. pictures. and. drawings. that. will. catch.students’. attention.and.make. the. language.more.meaningful. and.enjoyable..

Logical/mathematical:.Some.students.are.more.engaged.when.they.are. challenged. to. solve. a.problem.or.do.a.puzzle.. In. these.cases.you.are.dealing.with.students.that.have.logical-mathematical.intelligence..In.order.to.draw.their.attention.each.unit.has.activities.that. involve. logical. and. mathematical. skills. such. as. classifying,.categorizing,. puzzle. solving,. guessing. games,. discovering. code,.putting.things.in.order,.comparing,.counting,.and.calculating....

AssessmentAssessment.should.be.carried.out.continuously.by.monitoring.in.

the. classroom.. Each. student.must. be. assessed. individually. since.they.learn.at.their.own.pace.and.style.

Assessment.must.be.congruent:.Children.should.be.assessed.in.the.way.they.have.learnt.during.each.lesson,.using.activities.they.are.familiar.with.either.individually.or.in.groups..Teachers.should.also.take. into.account. students’. strengths.and.weaknesses.as.well. as.the.way.they.interact.with.others,.participate,.take.responsibilities.and.perform. in. class.. This. kind. of. assessment. should. be. carried.out.through.observations,.record.keeping,.portfolios.(i.e.keeping.a.collection.of.their.work),.and.self-assesment.sheets.

We.provide.an.example.of.an.assessment.record.keeping.chart:

Reference:. Well. achieved=***. About. average=**. Needs. more.practice=*

(Example.of.an.assessment.profile.(from.Playway,.1998,.p..325)

By.the.end.of.the.unit:.1Students.will.be.able.to...

Student’s.names

Tom Meg Peter Anne

linguistic skills

Identify.and.name.school.supplies. xxx xx x xxx

Recognize.plural.and.singular.nouns.

Answer.simple.questions.

Name.the.colors.in.the.target.language.

Describe.school.supplies.using.colors.

Ask.and.answer.about.colors.

Understand.simple.and.short.dialogues.

Cognitive,.motor.and.social.skills

Respond.to.instruction.through..movements.

Recite.a.chant.

Play.vocabulary.games.

Make.a.project.in.groups.

Match.the.elements.of.nature.with.their.corresponding.colours.

Participate.in.class.

ABOUT THE STUDENT’S BOOK ORGANIZATION

Best.Friends.1.has.been.designed.to.meet.5.to.7-year-old.needs..Emphasis.has.been.given. to.spoken. language..However,. listening.skills.have.a.priority.over.oral.production.since.at.this.age.students.do.not.master.the.language.and.forcing.them.to.speak.can.increase.their.anxiety..Simple.texts.are.introduced.in.the.book.with.the.sole.purpose. of. helping. students. get. acquainted. with. the. language..To. make. them. more. meaningful,. the. texts. are. illustrated. and.accompanied.by.audio. recordings.. . Following. the.principle.of. the.Zone.of.Proximal.Development,.children.are.not.required.to.read.or.write.since.it.could.be.extremely.demanding.and.time.consuming.

• The book consists of eight units..The.units.have.been.organized.according.to.a.careful.selection.of.topics.which.are.presented.in.context..The.syllabus.has.been.designed.in.order.to.suit.students’.age. and. level. of. cognition.. Language. is. recycled. throughout.the.units.to.allow.students.to.practise.it.in.different.situations...Thus,.students.have.different.opportunities.to.consolidate.what.they.have.learnt.

• Each unit is intended to be developed in five or six lessons..However,.this.will.depend.on.many.factors.such.as.the.amount.of.hours.of.classes.you.have.per.week.and/or.on.students’.progress.

• All the units focus on Jesus as the center of students’ lives..The.aim.is.to.lead.children.to.a.close.relation.with.Our.Father.through.the.experience.of.the.characters.of.the.book..In.this.way.they.can. be. encouraged. to. restore. and. reinforce. their. communion.with.God.

Introduction and general reviewThe.Introductory.unit.presents.the.characters.of.the.book.to.the.

students.as.well.as.simple.language.functions.as.how.to.introduce.themselves,.greetings,.etc..

The.General.Review.is.divided.into.units.that.correspond.to.the.ones. developed. in. the. book. and. there. is. a. wrap-up. section. to.integrate. all. the. language. items. developed.. The. General. Review.provides.tasks,.activities,.and.games.to.integrate.and.to.reinforce.all.the.language.items.taught.during.the.course..

unit organizationPresentation of the unit

The. units. are. topic-based.. You. can. find. topics. such. as. the.relationship. between. Jesus. and. human. beings,. school,. family,.and. food,. among.others..The.first. two.pages.present. the. theme,.vocabulary.and.target.language.to.be.developed.in.the.whole.unit..The.language.and.vocabulary.are.presented.within.a.context.which.comes.from.the.student’s.own.world.and.daily.experiences.in.order.to.be.meaningful.and.significant.to.the.children..

the General review can be used in different ways.

•. It.can.be.used.as.a.workbook.to.reinforce.the.language.taught.after.each.unit.

•. It.can.be.used.to.test.students’.progress.upon.completion.of.each.unit.

•.It. can. be. used. as. the. end-of-the-year. unit. to. review,.integrate,.and.assess.the.course..

MOR

E TIPS

!

13

14


unit developmentactivities:

In.each.unit.there.are.warm.up.activities.suggested.in.the.teacher`s.book.to.connect.the.new.topic.with.the.previous.one..Most.of.the.activities.have.a.communicative.purpose.allowing.students.to.use.the.language.to.communicate.with.each.other..

The.activities.are.varied.in.order.to.cater.to.the.different.learning.styles.and.also.to.promote.the.development.of.multiple.intelligences.

Even.though.the.emphasis.is.on.spoken.language,.some.activities.are.designed. to.gradually. introduce.students. to.written. language.through.simple.texts.and.phrases.

The. variety. of. activities. will. generate. different. patterns. of.interactions. and. group. dynamics.. Thus,. students. will. have. the.opportunity.to.work.individually.at.their.own.pace.as.well.as.in.pairs.or.in.groups..This.will.develop.students’.social.skills,.and.values.

Games:There.are.many.games. included. in.each.unit.and.many.others.

suggested.in.the.Teacher’s.guide.Remember.that.kids.enjoy.playing.and.they.are.highly.motivated.

during..games,.which.allows.them.to.lessen.their.anxiety..Games.are.used.with. the.purpose.of.achieving.educational.aims..They.allow.students. to. interact.with.others. in.a. fun.way.promoting.dynamic.exchanges.

Games. with. an. educational. purpose. have. the. following.characteristics:•. A.level.of.freedom,•. The.possibility.of.providing.joy,•. Challenges.

Story time:In.each.unit.there.is.a.story.section..The.context.created.by.the.story,.

its.predictable.patterns.of.events.and.language,.and.pictures,.all.act.to.support.listeners’.understanding.of.unfamiliar.words...Children.will.pick.up.words.that.they.enjoy,.and.so.will.take.advantage.of.the.potential.stories. offer. for. vocabulary. growth. (Cameron,. Lynne.. 2008.. Teaching.Language.to.Young.Learners.p.163).This.section.will.also.provide.students.the.opportunity.to.be.exposed.to.language.through.listening.and.simple.written.words.. They. can. also. practise. language. in. an. enjoyable.way.through.dramatizations,.role.plays,.repetition.of.simple.texts.and.sounds..

Apart. from.contributing.to. language.acquisition,. the.story. time.section.allows.students.to.become.acquainted.with.the.stories.of.the.Bible.and.to.identify.with.the.main.characters..The.story.time.section.presents.the.story.of.creation.in.accordance.with.the.religion.studies.book.used.in.first.grade..

Projects:There.is.a.suggested.project.in.each.of.the.units..Projects.give.

students.the.opportunity.to.be.creative,. to.share. ideas.with.their.peers.and.to.linguistically.and.socially.interact.with.others..Working.with.projects.means. that.students.have. to.search. for. information.about.a.specific.topic.and.solve.a.task..According.to.“task-based.learning”.real-ness.should.be.located.in.outcomes..In.other.words.tasks.should.be.designed.to.bring.the.classroom.and.real.life.closer..Learners..work.together.to.do.things.like.solve.a.problem,.interpret..and. follow. . instructions. in. a. recipe,. play. a. game. or. share. and.compare.experiences.(Willis,1996)..It. is.also.a.good.time.to.make.students.practise.different.values,. such.as.being.cooperative.and.respectful.towards.their.classmates..Projects.also.allow.the.teacher.to.introduce.students.to.the.concept.of.service..Students.should.be.able. to.help.each.other.during.the.task..They.must.be.conscious.that.helping.others.is.very.important,.following.Jesus’.example.when.He.was.living.among.human.beings.

15


Kids.have.the.ability.to.memorize.and.sing,.especially.chants.and.songs.with.common.sound.patterns..These.have.been.designed.to.develop. their. listening.skills.and.oral.performance,.but.mainly. to.lead.and.encourage.children.to.render.thanks.to.God..

When.teaching.songs.and.chants.teachers.need.to.remember.that.students.do.not.necessarily.need.to.understand.every.single.word.apart.from.the.key.vocabulary..The.pictures.that.accompany.these.songs.and.chants.can.help.students.understand.the.overall.concept.

review section:At. the.end.of.each.unit. there. is.a.section.designed. to. review,.

reinforce.and.integrate.what.has.been.seen.during.the.unit.through.different.types.of.activities.. It. is.crucial. for. teachers.to.plan.for.a.review.of.what.they.have.taught.before.evaluating.their.students.

lesson developmentEach.lesson.is.fully.developed.in.the.Teacher’s.guide..It.contains…

•. An.opening.box.with. the.objectives,. target. language,. vocabulary,.grammar,.and.functions.to.be.taught,.as.well.as.the.materials.needed.

•. Teacher’s.notes.•. Warm-up,.extension,.ideas.for.extra.activities.and.games.

Special DaysSpecial.activities.are.designed.to.highlight.special.events,.such.

as.mother’s.day,. Christmas,. holidays,. etc..The.main.objectives.of.these.activities.are.to.allow.students.to.express.their.feelings.and.wishes.in.the.target.language,.to.learn.specific.vocabulary.related.to.these.events,.and.to.promote.students’.artistic.skills.

Cutouts sectionThe.cut-outs.have.been.designed.to.help.students.explore.and.

discover.what.is.missing..Teachers.should.clearly.explain.what.they.have. to. do. with. the. cutouts. before. students. start. cutting. them..Some.cutouts.are.used. for.different.activities,.so.teachers.should.make.sure.that.students.save.them.in.envelopes.for.future.use.

Sticker sectionStickers. are. used. to. practise. key. vocabulary. items. in. each.

unit..Students.must.observe.what.is.missing.and.then.choose.the.appropriate.sticker.to.be.put.on.the.picture..As.this.kind.of.activity.adds.more.fun.to.the.class,.student’s.language.learning.will.become.more.memorable.

Student flash cardsEach.unit.is.accompanied.by.a.set.of.flashcards.to.illustrate.key.

vocabulary.items..They.can.be.used.in.different.activities.and.games.to.make.students.practise.the.vocabulary.in.a.funny.way..

IconsThe.icons.have.been.created.to.help.children.understand.what.

they.are.expected.to.do. in.each.activity.or. task.presented. in.the.book..Icons.can.be.easily.interpreted.and.in.this.way.they.facilitate.student’s.autonomous.learning.

Projects...•. Are.connected.to.real.life•. Require.students.to.take.charge.of.search-

ing.for.information.about.a.specific.topic.•. Allow.students.to.work.together.to.solve.

a.taskThere.is.always.an.outcome!!!

16


Interact

Identify.and.point.to.a.picture.while.listening.

Role.play.or.dramatize.a.story.or.situation.

Colour.in.pictures,.paint.their.own.drawings.and.

crafts.

Colour.in.pictures,.paint.their.own.drawings.and.

crafts.

Glue.the.cutouts.and.crafts.

Cut.out.items.from.the.cutout.section.or.cut.

different.materials.when.dealing.with.a.projects,.

special.days.and.displays.

Tick.an.item.

Say,.repeat.or.imitate.onomatopoeic.sounds,.

words,.phrases,.structures,.and.vocabulary.

Sing

Focus.their.attention.on.a.particular.item..

The.following.icons.are.used.when.students.have.to.… Listen.to.vocabulary.or.dialogues,.listen.to.a.

song.or.a.chant.

Use.the.stickers.to.complete.the.missing.part.of.

pictures.

Tick,.circle,.trace,.draw,.match,.and./.or.complete.

Take.part.in.different.kinds.of.games.


UnitS FUnctionS lanGUaGE / GraMMar vocaBUlarY

Hi, friends•.Greetings.•.Introducing.oneself.and.others.•.Understanding.orders.

•.This.is.…•.I’m.…•.What’s.your.name?•.My.name’s.…

•.Greetings:.Hello!,.Hi!•.Good.Bye•.Good.morning•.Good.night

Unit 1

School time

•.Naming.school.supplies•.Describing.school.supplies.•.Identifying.and.naming.colours

•.Recycling:.This.is.…•.What’s.this?•.It’s.…(.a.pencil)•.They’re.…(crayón)•.What.colour.is.…(the.pencil)?

•.School.supplies:.pencil,.eraser,.crayons,.ruler,.pencil.case,.book,.notebook,.Bible,.school.bag,.scissors,.glue.

•.Colours:.red,.yellow,.blue,.green,.orange,.violet.

Unit 2

Food

•.Identifying.and.describing.food,.fruit.and.vegetables.

•.Recycling:.colours.•.Counting.1.to.12.

•.What’s.this?•.It’s.…(a.carrot)•.They.are.apples.•.What.colour.is.it?•.It’s.….(orange).•.How.many….?

•.Food:.pizza,.sandwich,.cheese,.ice-cream,cake.•.Drinks:.milk,.juice.•.Fruit:.apple,.orange,.banana,.pear,.lemon.•.Vegetables:.tomato,.potato,.carrot.•.Recycling:.colours.and.numbers.

Unit 3

My body

•.Naming.parts.of.the.body.•.Naming.parts.of.the.face.•.Describing.parts.of.the.face.•.Recycling:.•.Saying.colours.•.Counting.

•.Recycling:•.This.is.…(my.hand)•.What.colour.is.…(the.hair)?•.How.many…?•.I.have.brown.hair.

•.Parts.of.the.body:.head,.arm,.leg,.hand,.foot/.feet,.shoulder,.knees,.toes.

•.Parts.of.the.face:.eyes,.ears,.mouth,.nose.•.People:.Boy,.girl.•.Recycling:.Colours.•.Numbers.

Unit 4

Sweet home•.Naming.family.members.•.Naming.parts.of.the.house.

•.Where’s.…(Tom)?•.He’s.in.…(the.bedroom).•.Recycling:•.This.is.…(my.dad)

•.Family.members..Dad,.Mum,.sister,.brother,.baby,.grandpa,.grandma.

•.Parts.of.the.house:.bedroom,.living-room,.kitchen,.bathroom,.garage.

Unit 5

Farm animals

•.Naming.animals.•.Classifying.farm.animals.and.pets.•.Describing..animals.•.Naming.new.colours.•.Counting:.1.to.20.

•.What’s.this?•.It’s…..•.How.many.…?

•.Farm.animals:.cow,.horse,.pig,.duck,.sheep,.hen.•.Pets:.dog,.cat,.fish,.parrot.•.Colours:.pink,.black,.white.•.Recycling:.colours.•.Numbers:.1.to.20.

Unit 6

My town

•.Naming.city.places.•.Naming.Jobs.•.Describing.uniforms..•.Naming.means.of.transport.

•.This.is.…(a.church)•.He’s.…(a.policeman)•.She.is.….(a.doctor)•.This.is.….(an.ambulance)•.That.is.…•.Where.is.(he)?

•.City:.church,.hospital,.police.station,.fire-station,.school.•.Jobs:.pastor,.doctor,.police.officer,.fireman,.teacher,.bus.driver,.

chef.•.Means.of.transport:.bus,.ambulance,.police.car,.fire.truck.

General

review

Units: introductory – 6

•.Identifying.and.using.key.vocabulary.and.language.

•.What.is.this?•.What.is.it?•.Where.is.…?•.It’s.….•.This.is.….•.That’s.….•.I’m.…•.He/She.is.…

•.Greetings•.Commands•.School.supplies.•.Colours.•.Food,.fruit.and.vegetables.•.Parts.of.the.body.•.Family.members..Parts.of.the.house•.Numbers.from.1.–.20.•.Farm.Animals.and.pets•.Jobs,.city.places.and.means.of.transport.

TABlE OF CONTENTS

18

INTODUCTORY UNIT

INTODuCTOrY uNIT: “HI, FrIENDS”

objectives: At.the.end.of.this.unit.students.will.be.able.to:•. Introduce.themselves.•. greet.and.introduce.others.•. answer.simple.questions.such.as.“What’s.your.names”.•. practice.the.structure.“This.is.…”•. sing.new.songs.and.say.chants.•. follow.simple.instructions.•. be.aware.that.Jesus.is.the.best.teacher.

target language: •. Hello./Hi./.Good.bye./.Bye•. This.is.……•. I’m.…•. My.name’s.…•. What’s.your.name?•. Good.morning/night

receptive language•. Thank.you•. See.you.around•. My.dear.friend

UnitS FUnctionSlanGUaGE / GraMMar

vocaBUlarY

Hi, friends

•.Greetings.•.Introducing.

oneself.and.others.

•.Understanding.orders.

•.This.is.…•.I’m.…•.What’s.your.name?•.My.name’s.…

•.Greetings:.Hello!,.Hi!

•.Good.Bye•.Good.morning•.Good.night

lesson 1 (pages 3, 4 & 5)

objectives: the.students.will.be.able.to.•. learn.to.greet.and.introduce.each.other•. sing.two.songs•. say.a.chant•. respond.to.simple.instructions.by.using.body.movement

target language: •. Hello,.I’m.(Kelly)•. What’s.your.name?•. My.name.is.(David)•. Goodbye

receptive language:.•. Open.your.books/close.your.books

Materials:•. The.course.book•. The.course.book.CD•. A.puppet.of.each.character•. A.soft.ball/.teddy.bear•. Flash.cards

introduction

Setting the scene:.Ask.your.students.(SS).to.open.their.books. to.page.3. to.meet. the.characters.of.the.book..Say:.“Open.your.books.(while.you.open.your.own.book).to.page.3”..Tell.them.that.they.are.going.to.meet.two.children.that.will.be.their.friends.during.the.English.class..Then.cut.out.the.puppets.of.Kelly.and.David.and.hold.them.in.hand..Move.each.puppet.and.say.“Hello!.I’m.Kelly/David”.and.wave.their.hands..Encourage.students.to.say.hello.back.to.them.while.waving.their.hands..

19

INTODUCTORY UNIT

Play.the.CD

Track.1.page.3listenHello!.I’m.Kelly.Hello!.I’m.David.

Tell.SS.that.this.is.David.and.Kelly’s.first.day.at.school..Point.to.the.teacher.and.say:.This.is.the.teacher”,”This.is.Miss.(Surname)

Play.the.CD

Sing and doactivities:.Say.“Go. to. the. cutouts. section”..Ask. the.boys. to. cut.

out. David’s. card. and. ask. the. girls. to. cut. out. Kelly’s.. Play. the. CD.again. and. encourage. SS. to. repeat. the. greetings.while. they.move.the.puppets..Then.play.the.song:.“Hi,.Hello!”.(Track:3).and.ask.SS.to.listen.to.it..Encourage.them.to.wave.their.hands.whenever.they.hear.the.word.“hello”..They.can.also.shake.hands.with.the.nearest.classmate.whenever.they.hear.“dear.friend”..Play.the.CD.again.and.this.time,.encourage.SS.to.sing.the.song.while.they.wave.their.hands.

Track.3.page.4.. listen and sayHi, Hello!Hi,.HelloMy.dear.friendHi,.Hello.I.say.everydayHi,.Hello

More ideas and games

objetives: The.students.will.reinforce...•. The.structures.to.introduce.themselves•. Key.vocabulary.to.great.each.other.

Game: “Meeting people”

objetives•. To.help.students.greet.each.other.in.a.natural.context•. To.reinforce.the.structures.they.have.just.learnt

Materials:A.music.CD.(could.be.the.course.book.CD,.or.any.music.CD.ap-propriate.for.children)

DevelopmentPlay.the.CD..Ask.SS.to.walk.around..Stop.the.music.and.ask.them.to.stop.walking.and.shake.hands.with.the.nearest.class-mate.and.say.“hello”..They.should.shake.hands.with.different.friends.till.the.CD.is.played.again..Play.the.song.or.the.music.and.stop.it.again..This.time.SS.have.to.shake.hands.and.in-troduce.themselves.by.saying.“Hello!.I’m.(Daniel)”..Play.the.CD.a.third.time.but.this.time.they.have.to.say.hello,.shake.hands.and.then.wave.goodbye.to.eachother.

Game: “Say hello!”

Materials•. A.soft.ball.or.a.small.pillow.os.a.soft.teddy.bear.•. The.course.book.CDDemostrationStep.1:.Show.the.ball.to.SS.and.introduce.yourself.by.saying:.“Hello,.I’m.(Natalie).”.Throw.the.ball.to.one.of.the.SS.and.en-courage.him/her.to. introduce.him/herself..Continue.doing.this.till.your.SS.grasp.the.idea.DevelopmentStep.2:.Arrange.SS.in.a.semi-circle.and.tell.them.that.you.are.going.to.play.a.game.Step.3:.Play.the.hello.song..Ask.SS.to.pass.the.ball. to.each.other.Step.4:.Stop.the.music.(or.ask.a.student.to.do.it)..The.student.who.has. the.ball. should.stand.up.and. introduce.him/herself..Continue.till.most.of.the.children.have.introduced.themselves.

20

INTODUCTORY UNIT

listen and say Warm up:.Arrange.the.SS.in.a.semi-circle..Bring.a.soft.ball.to.the.

class..Hold.the.ball.up.and.say.“My.name.is.(Laura)”..Pass.the.ball.to.a.student.and.say.“What’s.your.name?” Encourage.the.student.to.say.his/her.name.following.the.structure.“My.name.is.….”.Continue.the.activity.till.most.of.the.students.have.said.their.names.

activity:.Ask.students.to.go.to.page.4..Show.SS.the.pictures.and.say.“let’s.listen”..Play.the.CD.and.ask.SS.to.listen.in.silence...Divide.the.class.and.assign.a.character.for.each.group.to.role.play..Play.the.CD.again.and.encourage.each.group.to.repeat.only.what.their.character. says.. Change. the. roles. and. continue. the. activity. till. all.students.have.practised.the.different.parts.of.the.dialogue..

Track.2.page.4.. listen and say Teacher:.Hi,.What’s.your.name?David:.Hi,.miss..My.name’s.David.Kelly: Hi, i’m Kelly.

cut and completeWarm up: Bring.a.big. identification.card. to. the.class..Say.“My.

name.is.(Sally)”.and.write.your.name.on.it.in.front.of.your.SS..Tell.SS.that.they.are.going.to.do.the.same.

activity: Ask.SS.to.go.to.the.cut-outs.section.and.say.“Let’s.cut.out. the.cards”.while.you.mime.the.action.or.show.a.scissor..Ask.them.to.complete.the.card.with.their.names..

chantTell.SS.that.they.are.going.to.listen.to.a.chant..Ask.them.to.go.to.

page.4.and.listen.to.it.in.silence..Play.the.CD.again,.but.this.time.ask.SS.to.repeat.the.phrases.and.at.the.end.of.the.chant.ask.SS.to.say.their.names.all.together..

Track.4.page.5chant Hello,.what’s.your.name?Hi,.Hello!Hi,.I.sayMy.name.is.(David).And.what’s.your.name?

Sing and do activity:.To.finish.this.lesson.play.the.goodbye.song.and.encourage.

them.to.listen.to.it.while.they.wave.their.hands..Then.say:.“Close.your.books”.(while.you.close.your.own.to.make.the.instruction.more.meaningful).

Play.the.CD.a.second.time.and.encourage.them.to.say.goodbye.

Track.5.page.5Goodbye!!!Goodbye.everybodyGoodbye,.goodbyeGoodbye.everybodySee.you.aroundGoodbye.everybodyBye,.bye,.bye,.bye...

lesson 2 (pages 6, 7, 8 & 9)

objectives: the.students.will.be.able.to…•introduce.each.other.•ask.and.answer.about.identities.•say.a.new.chant.•use.different.ways.of.greetings.in.different.parts.of.the.day..•respond.to.simple.instructions.by.using.body.movement.

21

INTODUCTORY UNIT

target language •Good.night,.good.morning.

receptive language•. Thank.you,.my.Lord,.Let’s.pray,.take.care.of.me,.my.sweetie.Materials•. The.course.book•. The.course.book.CD•. A.puppet.of.each.character•. Food.items•. A.soft.ball/.teddy.bear•. Flash.cards

Good MorningWarm up:.Bring.a.big. sun.picture. to. the. class.and.stick. it.on.

the.board..Point.to.the.sun.and.through.mimic.simulate.that.you.are.getting.up.and.getting.dressed.and.say.“Hello,.good.morning”..Encourage.students.(SS).to.greet.you.by.saying.the.same..

activity:.Ask.SS.to.go.to.page.6..Say.“Let’s.listen.to.the.story”..Play.the.CD.and.ask.them.to.listen.to.the.first.dialogue.in.silence..Then.divide. the. students. in. two.parts..Assign.a. character. to.each.group..Play.the.CD.again.and.ask.SS.to.imitate.the.character.you.have.assigned.to.them..Exchange.the.roles.and.play.the.CD.once.more..

Track.6.page.6Good morningMum:.Good.morning,.Kelly,.Get.up,.please!.Kelly:.Good.morning,.Mum!.Mum.and.Kelly:.Let’s.pray…

Ask.SS.to.go.to.the.sticker.section.and.to.stick.the.stickers.on.the.correct.square..Walk.around.the.class.and.monitor.the.activity..Once.they.have.stuck.the.pictures.in.the.correct.place,.ask.SS.to.listen.to.the.CD.again.to.check.

let’s prayWarm up:.Point.to.the.picture.in.which.Kelly.appears.praying.with.

her.mum..Tell.SS.(in.L1).that.we.should.always.thank.God.for.the.day..activity:.Play.the.CD...Read.the.prayer.aloud..Then.encourage.SS.to.

repeat.after.you..Then,.ask.SS.to.close.their.eyes.and.say.the.prayer,.if.it.is.necessary,.help.them.by.asking.your.SS.to.repeat.after.you.

Track.7.page.6Prayer:Dear.Father.in.heavenThank.you.for.this.dayPlease,.stay.with.me.In.Jesus.name,Amen.

Good nightWarm up:.Draw.or.stick.a.big.moon.on.the.board..Point.to.the.moon.

and.simulate.you.are.tired.by.stretching.your.arms.and.yawning..Then.say.“Good.night”.and.simulate.you.are.going.to.sleep.

activity:.Repeat.the.same.sequence.you.did.with.the.first.dialogue.

Track.8.page.7Good nightDavid:.Good.night.Daddy.Dad:.Good.night.David,.let’s.pray.

additional activity:Draw.a.big.moon.on.one.side.of.the.board.and.a.sun.on.the.other.

or. use. two. flash. cards.. Show. or. point. to. one. of. the. pictures. and.encourage.to.say.“Good.morning”.or.“Good.night”.according.to.the.picture..Then.point.to.the.picture.again.but.this.time.encourage.your.SS.to.greet.each.other.and.simulate.to.either.go.to.sleep.or.get.up..If.they.have.to.get.up.they.can.simulate.they.are.getting.dressed.and.brushing.their.teeth,.while.if.they.are.going.to.sleep.they.can.lie.on.the.floor.

22

INTODUCTORY UNIT

let’s prayWarm up: Point.to.the.picture.in.which.David.‘s.father.reminds.

David.to.pray..Tell.SS.(in.L1).that.we.should.always.thank.God.for.the.day.and.ask.Him.to.take.care.of.us.during.the.night..

activity: Play.the.CD..Read.the.prayer.aloud..Then.encourage.SS.to.repeat.after.you..Then,.ask.SS.to.close.their.eyes.and.say.the.prayer.while.encouraging.them.to.follow.you.

Track.9.page.7Prayer: Our.father.in.HeavenTake.care.of.meduring.the.nightIn.Jesus.name,Amen.

let’s SingPlay. the. CD. and. ask. SS. to. listen. to. the.

song. in. silence.. To.make. it.more.meaningful.encourage. them. to. point. up. whenever. they.hear.the.word.“Lord”..Play.the.CD.again.and.encourage.SS.to.sing.

SONG:.Thank.you,.my.Lord!

Track.10.page.7Thank.you,.thank.you,.my.Lord,.Amen,.Amen

review

listen and tickActivity 1:.Ask.SS.to.go.to.the.review.section..Play.the.CD.twice.

and.ask.SS.to.listen.and.tick.only.the.situations.they.hear..

Track.11.page.8(review)listen and tick

1.. Goodbye,.friends.2.. Good.morning,.my.sweetie!!!3.. My.name’s.Kelly.4.. Hi,.I’m.dad.

Activity 2:.Ask.SS.to.go.to.the.cut-outs.section.(p..119).Say:.“Now.cut.out.the.pictures.and.put.them.in.order”..Then.ask.them.to.paste.them.in.the.correct.square.

23

UNIT 1

uNIT 1: “SCHOOl TIME”

aims:.At.the.end.of.this.unit.students.will.be.able.to…•. Name.school.supplies.•. Identify.and.name.colours.•. Answer.to.simple.questions.such.as.“What.colour.is.it?”•. Reinforce.and.practise.the.structure.“This.is.…”•. Sing.new.songs.and.say.chants.•. Follow.simple.instructions.•. Be.aware.that.Jesus.is.the.best.teacher.

new target language: •. School. supplies:. pencil,. eraser,. crayons,. ruler,. pencil. case,.

book,.notebook,.Bible,.school.bag,.scissors,.glue.•. Colours:.red,.yellow,.blue,.green,.orange,.violet.•. What’s.this?•. What.colour.is.it?

receptive language•. They.are.…

recycled language•. This.is.…

lesson 1 (pages 10 & 11)

objectives: Students.will.be.able.to:•. .name.some.school.supplies.in.the.target.language.•. .talk.about.personal.possessions.•. .follow.simple.instructions.using.body.movement.target language: •. School.supplies.•. This.is.my.(ruler)receptive language•. Show.(me).•. Pick.up.recycled language:•. Hello.(David).

Setting the SceneGreet.students.(SS).and.ask.them.to.open.their.books.to.page.10.

and.11..Show.them.the.pictures.of.Kelly.and.David..Ask.them.if.they.remember.who.they.are.by.eliciting.their.names..Say,.“Look!.This.is.(Kelly).and.this.is.(David)”..Then.ask.them.to.greet.the.characters.by.saying:.“Hello.(David),.hello.(Kelly)”..Focus.the.students’.attention.on.the.school.supplies.and.say,.“Look!.These.are.school.supplies..It’s.school.time!”.To.make.it.more.meaningful.show.them.a.picture.of.a.school.or.a.classroom.full.of.students..Ask.them.in.(L1).if.they.like.being.at.school.and.what.they.usually.do.in.class,.etc.

listen and PointWarm up:. Continue.working.on.pages. 10. and. 11.. Point. to. the.

school. supplies. and. say:. “Look!.A. school.bag”.. Encourage.SS. to.point.to.the.school.supplies.as.you.name.them..An.alternative.idea.is.to.bring.some.of.your.school.objects..Show.them.to.your.SS.and.say:.“Look!.This.is.my.(ruler),.my.(pencil)”,.and.so.on..While.you.do.this.encourage.SS.to.follow.your.example.and.show.their.own.school.supplies.


vocaBUlarY

Unit 1

School time

•.Naming.school.supplies

•.Describing.school.supplies.

•.Identifying.and.naming.colours

•.Recycling:.This.is.…

•.What’s.this?•.It’s.…(.a.pencil)•.They’re.…(crayón)•.What.colour.is.…

(the.pencil)?

•.School.supplies:.pencil,.eraser,.crayons,.ruler,.pencil.case,.book,.notebook,.Bible,.school.bag,.scissors,.glue.

•.Colours:.red,.yellow,.blue,.green,.orange,.violet.

24

UNIT 1

activities:.Play. the.CD.and.ask.SS. to. listen. to. the.dialogue. in.silence..Encourage.SS.to.point.to.the.objects.while.they.listen.to.the.CD..Then.divide.the.class.in.two.halves..One.half.can.represent.David.while. the.other.can. represent.Kelly..Play. the.CD.again.and.make.SS.repeat.what.each.character.says..

Track.12.pages.10.and.11Unit 1listen and pointKelly:.Hello,.It’s.school.time..Look.at.my.school.bag!.This.

is.my.book,.my.pencil.case,.my.notebook,.and.my.Bible..David:. Look. at.my.pencil. case.. This. is.my.pencil,.my.

crayons,.and.my.eraser..And.this.is.my.ruler,.my.glue.and.my.scissors…..my.scissors???.Ha-ha!!

chantWarm up:.Ask.SS.to.go.to.page.11..Before.listening.to.the.chant.

put.some.school.objects.on.the.desk..Then.say:.“Pick.up.a.pencil”.(while.you.pick.it.up)..Then.encourage.SS.to.follow.your.example.by.picking.up.their.own.school.objects.and.showing.them.to.you..To.add.more.fun,.ask.them.to.stand.up.and.hold.the.object.up..

activities:.Play.the.CD.and.ask.SS.to.listen.to.the.chant..They.can.point.to.the.pictures.of.the.objects.as.they.listen.to.the.chant..Play.the.chant.again.and.ask.SS.to.show.the.objects.and.sing.along..You.can.stop.the.CD.to.give.them.time.to.repeat.the.phrases.and.show.the.objects.

Track.13.page.11chantShow.me.a.pencilShow.me.a.pencilEverybody,.everybody.shows.me.a.pencil

Show.me.a.ruler.Show.me.a.rulerEverybody,.everybody.shows.me.a.ruler

Show.me.a.bookShow.me.a.bookEverybody,.everybody.shows.me.a.book

additional activityClose up: Draw.on. the.board.a.pencil. case.and.a. school.bag..

Then.show.SS.a.flash.card.of.a.school.object..Ask.some.volunteers.to.come.to.the.front.and.stick.it.inside.the.correct.drawing..Ask.the.rest.of.the.students.if.it.is.right..If.it.is.correct,.continue.with.another.flash.card.otherwise.ask.another.volunteer.to.move.it.to.the.other.place..Continue.the.activity.with.one.or.two.more.objects.

Additional activities and games aims: To.reinforce.the.names.of.the.school.supplies.and.the.new.structure.• Whose object is this?.Pick.up.some.of.your.students’.school.

objects.and.put.them.in.a.bag..Show.SS.an.object.and.ask.the.owner.of.it.to.stand.up.and.say:.This is my (pencil). Or just “my (pencil)”

• Memory game:.Put.some.flash.cards.face.down.on.the.board.and.use.a.board.marker.to.number.them..Divide.the.class.in.two.halves.and.name.each.team..Then.focus.their.attention.on.the.flash.cards.and.ask:.“where.is.the.(pencil)?”..You.can.show. the.school.object. to.make. the.question.more.mean-ingful.. Each. team. should. send. a. volunteer. to. turn. over. a.flashcard.or.say.a.number.for.you.to.turn.over.the.card..They.should.guess.till.they.find.out.and.name.all.the.school.sup-plies..The.team.that.makes.more.guesses.wins.

25

UNIT 1

lesson 2 (pages 12, 13, 14 & 15)

objectives:.student.will.be.able.to…•. ask.and.answer.questions.about.school.objects.•. name.the.colours.in.the.target.language.•. identify.the.colours.while.they.listen.to.their.names.in.the.target.

language•. follow.simple.instructions.using.their.bodies.target language.•. What’s.this?.It’s.(a.ruler)•. The.colours.•. The.crayon.is.(blue)receptive language•. guess,.the.sun,.the.grass,.the.sky,.I.love.you.recycled language•. The.school.supplies.

PlayWarm up:. Show. SS. three. flashcards. of. three. different. school.

objects..Hold.them.up.and.say:.“Look!.It’s.a.(pencil)”.and.so.on..Then. encourage. them. to. repeat. its. name. by. using. the. structure.“it’s.a/an.….”.Then.mix.the.same.flash.cards.and.stick.them.on.the.blackboard..They.should.be.face.down..Point.to.one.of.them.and.ask.SS.“what’s. this?”.and.encourage.them.to.guess.the.name.by.using.the.structure.“it’s.a/an.……..”.

Guessing game:.Ask.SS.to.open.their.books.to.page.12..Show.them.the.story..Point.to.each.character.and.read.aloud.what.they.say.while.you.show.them.the.pictures..Then.play.the.game.with.SS..You.can.bring.a.big.bag.with.some.objects.to.the.class.and.ask.some.volunteers.to.come.to.the.front.and.guess.what.the.school.supplies.are..The.student.should.have.his/her.eyes.closed..Or.you.can.arrange. them. in.pairs.and.make. them.play.using. their.own.objects..

Track.14.page.12.PlayDavid:.What’s.this?Kelly:.Guess!David:.It’s.a.crayon.Kelly:.Nooo.David:.It’s.a.pencil.Kelly:.Yeeessss!!!!

listen and tickWarm up:. Draw. three. or. four. objects. on. the. board. in. a. row..

Then.ask.a.volunteer.to.come.to.the.front..Say:..“What’s.this?.It’s.a.(crayon)”.and.help.the.student.to.tick.or.circle.the.correct.drawing.

Activities:.Show.SS.the.chart.with.the.school.objects..Say:.“Listen.(point.to.one.of.your.ears).and.tick”..Play.the.CD.(and.pause.it.if.necessary)..To.check,.play.the.CD.again..Pause.it.after.each.question.and.elicit.SS’.answers.orally..

Track.15.page.12listen and tick 1. What’s.this?.It’s.a.pencil.2. What’s.this?.It’s.a.pencil.case.3. What’s.this?.It’s.a.ruler.4. What’s.this?.It’s.an.eraser.

Match and colour

Warm up: Draw.a. sun.on. the.board..Then.show. them.some.coloured. pencils.. Elicit. which. pencil. should. be. used. to. colour.it.. Then. colour. it. with. a. yellow. piece. of. chalk. or. simulate. it..Alternatively. you. can. draw. the. pencil. and. ask. a. volunteer. to.match.it.with.the.sun..

26

UNIT 1

activity: Show.SS.pencils.and.pictures.and.say:.Now.match.and.colour...Try.to.accompany.the.instruction.with.some.miming.

chantWarm up: Show. SS. some. flash. cards. of. the. pictures. that. are.

shown. in. the. chant..Say:. “Look!.The.sun. is. yellow.”.Say:.Repeat.with.me.“yellow”..And.encourage.them.to.say.the.colour..Continue.doing.the.same.with.the.other.pictures,.till.they.have.listened.and.practised.naming.all.the.colours.

activity: Ask.SS.to.go.to.page.13..Show.them.the.chant.and.say:.“Now.listen.to.the.chant”.and.play.the.CD..Play.the.CD.again.and.encourage.SS.to.sing..Besides.you.can.make.them.do.some.actions.while.they.listen.to.the.song..They.can.point.up.when.they.listen.to.the.word.sky/Jesus.or.touch.their.heart.when.they.hear.“I.love.you”.and.so.on.

Track.16.page.13listen and say chantThe.sun.is.yellow.The.grass.is.green.The.sky.is.blue.And.Jesus.I.love.you..

listen and colourWarm up:.Pick.some.of.your.students’.school.supplies.or.some.

flashcards..Hold.one.up.and.say:.“Look!.The.pencil.is.red..Show.me.one”..And.make.them.show.you.a.red.pencil..Continue.doing.the.same.till.you.have.reviewed.all.the.colours.

activity:.Ask.SS.to.open.their.books.to.page.14..Show.them.the.pictures.presented.in.the.book.and.review.the.names.with.SS..Then.say:.“Listen.and.colour”.(show.them.the.coloured.pencils)..Play.the.CD.and.pause.it.to.give.them.time.to.colour..

Track.17.page.14listen and colourThe.pencil.is.blue..The.crayon.is.brown..The.ruler.is.green..The.pencil.case.is.yellow..The.eraser.is.red..

PlayWarm up: Draw.a.chart.on.the.board.similar.to.the.one.in.the.

book.or.bring.a.poster.with.the.chart.already.done..Then.show.them.three.coloured.chalk/markers.and.ask.some.volunteers.to.come.to.the.front.and.choose.a.colour.to.paint.a.school.object..Then.say.“The.ruler.is.green.”.Ask.SS.if.there.is.a.green.ruler.in.the.chart..If.there.is.one.ask.a.volunteer.to.come.to.the.front.and.cross.it.out..Continue.doing.the.same.till.all.the.objects.are.crossed.out.

activity:.Ask.SS.to.go.to.page.15.and.show.them.the.chart...Tell.SS.that.they.are.going.to.play.a.game..Say.(while.showing.them.the.coloured.spots),.“Use.the.colours.to.paint.the.school.supplies.”.Then.name.a.school.object.plus.a.colour.like.“the.ruler.is.orange”.and.ask.in.L1.if.they.have.it..If.they.have.the.school.supply.coloured.in.the.colour.mentioned,.tell.them.to.cross.it.out..The.one.who.first.crosses.out.everything.wins.or.you.can.continue.till.most.of.the.SS.finish.

Additional activitiesAims:.To.reinforce.the.colour.names.through.movement.and.games.Listen and jump: Arrange. SS. in. groups. of. four.. Give. each.student.a.white.cardboard/poster..Ask.them.to.draw.big.circles.of.different.colours..They.can.use.crayons.or.markers..Then.go.to. the.playground.. Each. group. should. lay. the.poster. on. the.floor.and.choose.a.volunteer..Say.one.colour..The.chosen.one.should.jump.on.the.colour.you.said..Walk.around.and.check.if.all.the.SS.have.jumped.on.the.correct.colour..Repeat.the.activity.naming.other.colours.and.asking.other.students.to.participate.

27

UNIT 1


objectives:.Student.will.be.able.to.…•. ask.and.answer.questions.about.the.characters.of.a.Bible.story.•. name.the.characters.•. name.the.colours.in.the.target.language.•. follow.simple.instructions.using.their.bodies.•. render.thanks.to.Jesus.for.his.gifts.

target language•. This.is.…•. I’m.….

receptive language•. Nature,.classmate.

Materials•. Course.book.•. Course.book.CD.•. CD.player.•. Bible.•. Picture.of.Jesus.

Story time!Setting the scene: Bring.a.Bible.(or.a.Children’s.Bible)..Ask.children.

(in.L1).what.they.know.about.the.Bible.stories..Elicit.from.them.in.(L1).which.stories.they.like.or.which.their.favorite.is,.etc...

Warm up: Ask.students.(SS).to.open.their.books.to.page.16..Say:.“It’s.story.time!”..Show.them.the.first.character.and.say:.“Look! This is Adam.”.Then.elicit.(in.L1).where.he.is.and.what.they.know.about.him.. Then. show. SS. the. surroundings. and. say:. “Look. at. nature/paradise.”.Elicit.from.SS.what.we.can.find.in.nature..When.they.start.naming.things.you.can.name.them.in.English..Tell.them.that.nature.was.Adam’s.first.school..

activity: Tell.SS.that.they.are.going.to. listen.to.the.story..Say:.“Look.and.listen.to.the.story”..Play.the.CD.and.encourage.them.to.point.to.the.different.story.charts.as.they.follow.the.story..Then.go.over.the.story.again.and.say:.“Look.at.the.animals”.and.encourage.them.to.produce.their.sounds..Then.say:.“Look.at.the.insects/birds”.and.ask.them.to.produce.their.sounds..Divide.the.class.in.7.groups..Assign.to.each.group.a.character..Some.can.role.play.Adam,.some.Eve,. some. Jesus,. some. the. animals,. insects. and. some. the. birds..Play.the.CD.again.and.ask.them.to.repeat.the.words.or.produce.the.sound.the.characters.say.according.to.the.role.assigned..

Track.18.page.16Story time!listen and act it out. Adam:.Hi!.I’m.Adam,.the.first.student.in.the.world..

My. teacher. is. Jesus.. My. school. is. nature.. And. my.classmates.are.Eve.....

Eve:.Hi!.Hello!Adam:. ...,. the. birds...,. the. animals...,. and. the.

insects..I.love.my.school..Eve:.Me.too!.Narrator:.The.end.

Alternative: Give.SS.balloons.of.different.colours.to.blow..Then.go.to.the.playground.and.ask.them.to.drop.the.balloons.on.the.floor..Clap.your.hands.and.say:.walk/.run.(and.make.them.walk/.run.around.the.balloons).Clap.your.hands.twice.and.ask.SS.to.stop..Say.a.colour.and.pick.up.one.balloon.of.the.colour.mentioned.from.the.floor..Encourage.them.to.follow.your.example..Continue.with.the.same.activity.till.SS.have.picked.up.the.balloons.of.all.the.colours.that.you.want.to.review..This.game.can.be.done.with.another.material.like.ribbons.or.cards.of.different.colours.

28

UNIT 1

More ideas:act in your own play

You.can.ask.SS.to.choose.a.character.from.the.story.(or.you.can.assign.them.a.character).to.act.out..The.ones.who.play.the.animals,.insects.and.birds.can.draw.masks.to.put.on.their.faces..The.ones.who.play.different.nature.parts.can.draw.big.leaves,.a.sun,.some.clouds,. etc.. Choose. three. SS. to. represent.Adam,. Eve. and. Jesus..Jesus.can.have.a.white.cloak.while.Adam.and.Eve.can.attach.some.leaves.to.their.clothes..Then.play.the.CD.and.ask.them.to.come.to.the.front.and.act.the.story.out.

listen and tickTell.your.SS.that.they.are.going.to.listen.to.the.story.again..This.

time.they.have.to.look.at.the.pictures.in.the.exercise.and.tick.only.those.that.are.mentioned.in.the.story..


objectives:.Student.will.be.able.to.…•. name.school.objects.and.materials.•. name.the.colours.in.the.target.language.•. follow.simple.instructions.using.their.bodies.

target language:.•. What’s.this?.It’s.(a.ruler)•. The.colours.•. The.crayon.is.(blue)

Materials.•. glitter,.coloured.paper,.wool.

recycled language•. School.supplies.•. What’s.this•. It’s.…

Materials •. Cardboard.paper,.scissors,.crayons,.glue,.etc•. Course.book.•. Course.book.CD.•. CD.player.

Project: option one:.School.supplies

Stage 1:.Arrange. students. (SS). in. groups.of. four.or.three..Write.a. list.of. the.materials.required.for.the.project.and.give.the.list.to.the.SS..Each.student.should.bring.the.materials.for.the.next.class..Tell.them.that.they.are.going.to.design.some.school.objects.to.decorate.the.classroom..

Stage 2:.The.following.class,.ask.SS.to.open.their.books.to.page.18..Show.them.the.pictures.of.the.project.and.ask.them.what.the.children.are.doing..Then.tell.your.SS.that.they.are.going.to.do.the.same.with.all.the.materials.they.have.brought.to.class..

Stage 3:.Arrange.SS. in.groups.according.to.the.way.they.were.divided.the.previous.class..Ask.them.to.join.their.tables.in.such.a.way.they.can.lay.all.the.materials.out.comfortably..If.they.would.like.to,.they.could.also.work.on.the.floor..

Stage 4:.Allow. SS. enough. time. to. search. and. discuss. among.themselves.what.school.supply.they.are.going.to.illustrate..Provide.them.with.enough.time.to.work.on.the.project..During.the.task,.walk.around.the.class.in.order.to.assist.them.if.necessary.

Stage 5:.Ask.SS. to.draw.big. school.objects.on. cardboard.and.then.to.cut.them.out..When.they.finish.cutting.the.school.objects,.ask.them.to.decorate.with.different.materials.you.have.asked.them.to.bring.to.the.class.

Stage 6:.Ask.SS. to.display. their. posters. to.be. shown. to. their.classmates..They.can.come.to.the.front.and.describe.the.object.to.the.class.and.then.stick.them.on.the.wall..

29

UNIT 1

option two:.Picture.dictionary..Stage 1:.Arrange.SS.in.groups.of.three.or.four...Write.a.list.of.the.

materials.required.for.the.project.and.give.the.list.to.the.SS..Each.student.should.bring.the.materials.for.the.next.class..Tell.them.that.they.are.going.to.create.their.own.picture.dictionary..

Stage 2:.The.following.class,.ask.SS.to.open.their.books.to.page.19..Show.them.the.pictures.of.the.project.and.ask.them.what.the.children.are.doing..Then. tell. them. that. they.are.going. to.do. the.same.with.all.the.materials.they.have.brought.to.the.class..

Stage 3:.Arrange.SS. in.groups.according.to.the.way.they.were.divided. the.previous. class..Ask. them. to. join. their. tables. so. they.can.lay.all.out.the.materials.comfortably..If.they.would.like.to,.they.could.also.work.on.the.floor.

Stage 4:.Allow.SS.enough.time.to.discuss.what.school.supplies.they.are.going.to.illustrate.in.their.picture.dictionary...Provide.them.with. enough. time. to.work. on. the. project.. During. the. task,. walk.around.the.class.in.order.to.assist.them.if.necessary.

Stage 5:.Ask.SS.to.draw.the.school.supplies.on.cardboard.or.to.cut. them.out. from. the.magazines. they.have.brought..When. they.finish.drawing.or.cutting.the.school.objects,.ask.them.to.decorate.them.with.the.different.materials.they.have.

Stage 6:.Ask.SS.to.show.their.picture.dictionary.to.their.classmates..They.can.come.to.the.front.and.name.the.school.supplies.they.have.included.in.the.dictionary..

Song: time’s upWarm up:.Produce.a.sound.like.a.bell.(ring).and.say:.“Time’s.up.”.activity:.Ask.SS.to.go.to.page.19..Play.the.CD.and.ask.them.to.

listen.to.it..Then.play.it.again.and.encourage.them.to.sing.along..Ask.them.to.do.some.miming..They.can.simulate.they.are.putting.some.objects.in.their.bags.and.they.can.wave.their.hands.to.say.bye,.bye..

track:19 page 19 Sing.Song: time’s upTeacher:.Children,.Children!..Kids:.Yes!.Yes!Teacher:.Pick.up.your.bag.Kids:.Why?.Why?Teacher:.Time.is.up.Kids:.All.right.all.rightTeacher:.See.you.next.classKids:.Bye-bye


objectives:.Students.will.be.able.to.…•. understand.descriptions.of.school.objects.•. describe.school.supplies.•. name.the.colours.in.the.target.language.•. identify.the.colours.while.they.listen.to.their.names.in.the.target.

language.•. follow.simple.instructions.using.their.bodies.•. review.the.language.taught.in.the.unit.target language:.•. What’s.this?.It’s.(a.ruler)•. The.colours.•. The.crayon.is.(blue)Materials:.•. Course.book.•. Course.book.CD.•. CD.player.

30

UNIT 1

reviewaim:.To.review.the.contents.of.the.unit.and.assess.SS’.progress..

look and colourWarm up:.review.the.colours.if.necessary.activity 1: Ask.students.(SS).to.go.to.page.20..Show.the.symbols.

and.say,.“Look.at.the.colours.”.Then.point.to.the.picture.and.say,.“Colour.it.”.To.check,.elicit.from.them.the.name.of.what.they.have.discovered.

activity 2: Point.to.the.white.spot.and.say:.“Paint.it”.(and.show.them.the.two.colours)..Then.check.the.exercise.by.asking.some.SS.what.colour.they.have.obtained.by.mixing.the.colours.

activity 3: Ask.SS.to.listen.to.the.CD..SS.listen.and.colour.the.pictures.according.to.the.dictation.in.the.CD..

track: 20 page 21reviewlisten and stick

• A.red.pencil-case.• A.blue.pencil.• A.yellow.book.• A.green.ruler.• An.orange.eraser.• A.violet.school.bag.

Feedback: It. is. suggested. that. the. review. activities. should. be.checked.individually.in.order.to.see.each.student’s.progress.

Additional activitiesaims:. To. reinforce. the. colour. names. through.movement. and.games.Memory game (in pairs):.Ask.SS.to.cut.out.the.coloured.cards.from.the.cutouts.section..Arrange.them.in.pairs.and.ask.them.to.lay.the.flashcards.face.down..Then.tell.SS.to.turn.over.two.cards.in.turns.till.they.find.a.pair.of.the.same.colour.traffic light game:.Show.SS.a.picture.of.a.traffic.light..Say:.“Red.–stop.(stop.moving),.green.–walk/jump.(start.walking/jumping),.yellow.-sit.down”.(sit.on.a.chair)..Then.say.the.colours.again.and.encourage.them.to.follow.your.example..When.you.say.red.they.should.stop,.when.you.say.green.they.should.walk.and.so.on..Once.they.understand.how.to.play.it.you.can.give.the.instructions.in.a.different.order..

31

UNIT 2

uNIT 2: “FOOD”

objectives: at the end of the unit students will be able to…•. name.different.food.items.in.the.target.language.•. name.colours.•. sing.new.songs,.say.a.prayer.and.say.chants.•. distinguish.the.plural.nouns.from.the.singular.ones.•. express.their.preferences.(likes.and.dislikes)•. name.numbers.from.1.to.12.in.the.target.language.•. ask.and.answer.about.quantities.using.the.interrogative.word:.

“How.many?”•. follow.instructions.using.body.movement.•. appreciate.Jesus’.creation.•. thank.Jesus.for..the.fruit.and.vegetables.

target language:.•. Fruit:.bananas,.apples,.oranges,.pears,.lemons,.etc.•. Food:.pizza,.sandwich,.tomato,.chocolate..•. Drinks:.juice,.milk.•. I.like.(bananas)/I.don’t.like.(lemons).•. Numbers.from.1.to.12.•. How.many…?

receptive language:•. What’s.in.the.(basket)?

recycled language•. What’s.this?.A.(banana).•. Colours.

Materials•. The.course.book.•. The.course.book.CD.•. Flashcards.of.fruit/numbers.


a picnicSetting the scene: Ask.students.(SS).to.go.to.page.22.and.23.and.

focus.students’.attention.on.the.picnic.scene,.especially.on.the.food.items..Say:.“Look!.It’s.a.picnic.”.Ask.them.(in.L1).if.they.like.picnics,.what.they.like.eating.when.they.are.on.a.picnic,.etc..

Warm-up:. Point. to. the. fruit. and. food. items. and. say:. “Look!.Bananas,.apples,.a.pizza,.etc.”.Encourage.SS.to.repeat.the.words.and.point.to.the.food.items.in.their.own.books..

Find and StickAsk.them.to.go.to.the.sticker.section.and.find.the.stickers.of.

the.missing.food..Then.ask.SS.to.complete.the.picture.using.the.stickers.

listen and Pointactivity:.Focus.students’.attention.on.David.and.Kelly.again..Play.

the.CD.and.ask.them.to.listen.to.the.dialogue..Play.it.again.and.ask.SS.to.point.to.each.food.item.as.they.listen.to.it..Divide.the.class.in.four.groups..Assign.them.a.character..Play.it.again.and.ask.them.to.repeat.what.each.character.says.


vocaBUlarY

Unit 2

Food

•.Identifying.and.describing.food,.fruit.and.vegetables.

•.Recycling:.colours.•.Counting.1.to.12.

•.What’s.this?•.It’s.…(a.carrot)•.They.are.apples.•.What.colour.is.it?•.It’s.….(orange).•.How.many….?

•.Food:.pizza,.sandwich,.cheese,.ice-cream,cake.

•.Drinks:.milk,.juice.•.Fruit:.apple,.

orange,.banana,.pear,.lemon.

•.Vegetables:.tomato,.potato,.carrot.

•.Recycling:.colours.and.numbers.

32

UNIT 2

track:21 pages 22 and 23listen and pointDavid:.What.a.nice.picnic!!!Kelly:.Hmmmm,.pizza..I.like.pizza..Yummy!Alex:.Look.oranges,.apples,.bananas..They.are.delicious!David:.Orange.juice!.I.like.orange.juice.Alex:.I.don’t.like.orange.juice.Meg:.Look.sandwiches!!!.Delicious!!!Kelly:.Hmmmm,.and.cake,.yummy,.yummy!Meg:.Let’s.eat!....Kelly:.Let’s.pray.first!

let’s prayWarm up: Focus.students’.attention.on.the.part.in.which.David.

and.Kelly.are.praying..Ask.SS.if.they.know.why.they.are.praying,.to.check.their.previous.knowledge..Then.tell.them.that.before.eating,.we.should.always.pray.to.thank.God.for.the.food.we.have.

activity:.Tell.SS.that.they.are.going.to.listen.to.Kelly.and.David’s.prayer..Play.the.CD.and.ask.SS.to.listen.to.it.in.silence..Play.it.again.and.have.them.repeat.it..Pause.the.CD.in.different.parts.to.let.them.repeat.the.verse..

track: 22 page 23 PrayerOur.Father.in.heavenThank.you.for.the.foodBless.this,.your.giftIn.Jesus’.nameAmen

listen and SingWarm up:.Bring.some.fruit.to.the.class.and.say.in.L1:.“Who.made.

the.fruit?”.-To.check.their.previous.knowledge-..And.say,.“I.know,.I.know”.and.show.them.a.picture.of.Jesus..Say:.“Jesus.”.Ask.them.the.question.again.“who.made.the.fruit?”.and.encourage.them.to.answer.“Jesus”..Show.them.some.flashcards.of.some.fruit.and.say:.“Who.made.(the.apples)?”.And.encourage.them.to.answer.the.same.

activity:.Ask.SS. to.go. to.page.23..Tell.SS. that. they.are.going.to.listen.to.a.song..Play.the.CD.and.ask.them.to.listen.to.it..Play.it. again. and. encourage. SS. to. repeat. what. the. children’s. chorus.says..Ask.the.SS.to.do.some.actions.while.they.sing.the.song..For.example.ask.SS.to.point.up.when.they.hear.the.name.“Jesus”.or.to.their.heart.while.they.say.“love”..

Track.23.page.23Song: Who made the fruit? Who.made.the.apples?.I.know,.I.know.Jesus.made.the.apples.I.love.him.a.lot..Who.made.the.bananas?.I.know,.I.know.Jesus.made.the.bananas..I.love.him.a.lot..Who.made.the.oranges?I.know,.I.know.Jesus.made.the.oranges.I.love.him.a.lot.

33

UNIT 2


objectives:.At.the.end.of.the.lesson.students.will.be.able.to…•. name.different.food.items.in.the.target.language.•. say.a.new.chant.•. distinguish.the.plural.nouns.from.the.singular.ones.•. express.their.preferences.(likes.and.dislikes).•. follow.instructions.using.body.movements.target language:.•. I.like.(bananas)/.I.don’t.like.(lemons)•. Fruit,.bananas,.apples,.oranges,.pears,.lemons,.etc•. Food:.pizza,.sandwich,.tomato,.chocolate..•. Drinks:.juice,.milk.receptive language:•. What’s.in.the.(basket)?recycled language•. What’s.this? a(banana)Materials•. The.course.book.•. The.course.CD.•. CD.player.•. Flashcards.of.fruit.and.food.items.or.realia.

Match and colourWarm up:.Focus.students’.attention.on.one.of.the.squares..Ask.

students.(SS)to.guess.what. it. is..Then.ask.them.to.which.picture.each.square.should.be.matched.

activity:.Ask.SS.to.match.the.rest.of.the.squares.with.the.correct.pictures..Then.encourage.students.to.colour.the.food.items.

Guide.your.SS.by.providing.simple.instructions..Say:.“Show.me.your.pencil..Match.the.two.pictures.”.“What’s.this?”.SS.answer.

Extension:.Once.SS.finish.colouring. in. the.pictures.ask:.“What.colour.is.the.apple?”.Encourage.SS.to.answer.individually.

listen and tickWarm up:.Stick.some.fruit.flashcards.or.food.items.on.the.board..

Point.to.one.item.and.say:.“I.like.(bananas)”..Draw.a.smiling.face.next.to.it..Then.point.to.another.item.and.say:.“I.don’t.like.lemons.”.Draw.a.sad.face..Point.to.the.rest.of.the.food.items.and.elicit.from.your.SS.if.they.like.it.or.not..If.they.like.it,.point.to.the.happy.face;.if.not.point.to.the.sad.face.

activity:.Tell.SS.that.they.are.going.to.listen.to.a.dialogue.between.David.and.Kelly..Ask.them.to.open.their.books.to.page.25..Focus.their.attention.on.the.pictures.and.ask.them.to.listen.to.the.dialogue.in.silence..Play.the.CD.again.and.ask.them.to.tick.the.correct.face..Arrange.SS.in.pairs..Assign.to.the.ones.on.the.left.a.character.and.the.ones.on.the.right.another.one..Play.the.CD.again.and.ask.them.to.imitate.what.the.character.says.

Track.24.page.25listen and tick David:.What’s.in.the.basket?Kelly:.A.cake.…David:.Hmmm!.I.like.cake.Kelly:.…...and.lemons,.…David:.Pough!!!!.Nooooo,.I.don’t.like.lemons.Kelly:.Oh.no!!!.It’s.Froggy!!!David:.Ha,.ha,.ha.

chantWarm up:.Review.the.fruit.by.using.flashcards.if.necessary..Ask.

SS.which.fruit.they.like.or.which.their.favorite.is.activity:.Tell.SS.that.they.are.going.to.listen.to.a.chant..Play.the.

CD.and.ask.them.to.listen.to.it..Play.it.again.and.pause.the.CD.so.they.can.repeat.the.phrases..Play.it.again.and.encourage.them.to.sing.along.

34

UNIT 2

Track.25.page.25chant: I.like.apples,.I.like.apples,.I.like.apples..Yes,.I.do.I.like.oranges,.I.like.oranges,.I.like.oranges..Yes,.I.do.I.like.pears,.I.like.pears,.I.like.pears..Yes,.I.do.I.like,.apples,.I.like.oranges,.I.like.pears..I.like.fruit.

lesson 3 (pages 26, 27 & 28)

objectives the students will be able to…•. name.numbers.from.1.to.12.in.the.target.language.•. sing.a.new.song.•. ask.about.quantities.using.the.interrogative.word:.“How.many?”•. follow.instruction.using.body.movement..target language:•. Numbers.from.1-12•. How.many?receptive language•. A.dozen.Materials•. The.course.book.•. The.course.book.CD.•. Flashcards.of.fruit/numbers.

listen, say and traceWarm up:. Bring. some. 1-12. number. flashcards.. . Point. to. each.

number.and.ask.students.(SS).to.repeat.the.numbers.in.the.target.language.. Then. draw. an. incomplete. number. and. ask. SS. what.number.it.is..The.one.who.guesses.first.should.come.to.the.front.and.complete.it..

activity:.Ask.SS.to.open.their.books.to.page.26..Play.the.CD.and.tell.students.to.point.to.the.number.they.hear..Then.play.the.CD.

again.but.this.time,.ask.SS.to.repeat.it...Encourage.SS.to.say.the.numbers.in.order.

Once.you.have.practised.saying.the.numbers.aloud,.say:.“Pick.up.a.pencil.”.Then.say.a.number.and.tell.SS.to.trace.it.

Track.26.page.26listen, say and trace. OneOne,.twoOne,.two,.threeOne,.two,.three,.fourOne,.two,.three,.four,.fiveOne,.two,.three,.four,.five,.sixOne,.two,.three,.four,.five,.six,.sevenOne,.two,.three,.four,.five,.six,.seven,.eightOne,.two,.three,.four,.five,.six,.seven,.eight,.nineOne,.two,.three,.four,.five,.six,.seven,.eight,.nine,.tenOne,.two,.three,.four,.five,.six,.seven,.eight,.nine,.ten,.elevenOne,.two,.three,.four,.five,.six,.seven,.eight,.nine,.ten,.eleven.and.twelve.

SongWarm up:.Review.the.number.with.the.SS..You.can.try.the.memory.

game.-the.same.that.was.used.with.the.school.objects.in.unit.one-.or.a.guessing.game..

activity:.Tell.SS.that.they.are.going.to.listen.to.a.song..Ask.them.to.open.their.books.to.page.26..Play.the.CD.and.ask.them.to.listen.to.it.in.silence..Play.it.again.and.encourage.them.to.sing..Pause.the.CD.after.each.line.to.give.SS.enough.time.to.listen.and.repeat.the.words..Then.replace.the.word.“apples”.with.“bananas”,.for.example..You.can.show.them.a.flashcard.with.some.fruit.(oranges).and.make.them.sing.using.these.words.

35

UNIT 2

Track.27.page.26chant One,.two,.three.sweet.applesFour,.five,.six.more.I.haveSeven,.eight,.nine,.ten.sweet.applesEleven.and.twelveA.dozen.I.have

listen and complete. then draw. (p. 27)Warm up:. Draw. a. basket. on. the. board.. Say:. “Nine. bananas”.

and.draw.the.number.next.to.it..Then.focus.their.attention.on.the.basket. and. ask. them. to. help. you.draw.nine.bananas..Draw.and.say:.“Look!.One.banana.”.Draw.one.more.and.say.“Two.bananas”,.continue.drawing.more.and.encourage.them.to.help.you.count.the.items.. Once. you. finish,. ask. students. to. help. you. recount. them...Draw.another.basket.and.ask.a.volunteer.to.come.to.the.front..Show.them.another.fruit.and.say:.“Five.apples.”.Ask.the.student.to.draw.the.apples..Once.he/she.finishes,.recount.them.with.the.help.of.the.whole.class....

activity:.Ask.SS. to. open. their. books. to.page.27.. Play. the. CD.and.ask.students.to.listen.to.the.first.part.(five.apples)..Ask.SS.to.show.you.with.their.fingers.how.many.apples.should.be.drawn.in.the.tree..Tell.them.to.draw.the.number.in.the.small.square.and.then.give.them.time.to.draw.the.apples..Play.the.CD.again.but.this.time.let.them.do.it.alone..

Track.28.page.27listen and complete. then draw..● Five.apples.● Eight.pears.● Seven.oranges.● Eleven.lemons.

cut and glueWarm up:.Draw.a.big.tree.on.the.board.and.divide. its.treetop.

in. two.halves..Draw.some.apples.on.the.right.half.and. leave.the.other.empty...Then.draw.a.sum.of.two.numbers.to.be.added..Focus.students’.attention.on. the.numbers.and.elicit. the. result. from.SS..Count. the.apples.of. the.first. treetop.and.then.ask.SS.how.many.apples.are.missing.and.draw. them.on. the.other.half.of. the. tree..Then.ask.them.to.help.you.count.all.the.apples.of.the.tree.to.see.if.they.match.the.result.of.the.sum....

activity:.Ask.SS.to.open.their.books.to.page.28.to.get.familiar.with.the.activity..Then.tell.them.to.go.to.the.cutouts.section.(p..121).Ask.SS.to.cut.out.the.missing.parts.of.the.trees..Once.they.have.cut.them.out.ask.them.to.make.the.sums.and.match.them.to.the.correct.tree..

Check.the.activity.by.pointing.to.the.missing.parts.and.say:.“How.many….(oranges)?”.

MOrE IDEAS

objective: to.practise.the.names.of.numbers.Tic-tac-toe:Materials: some.board.markers.or.pieces.of.coloured.chalk.rules:.Divide.the.class.in.two.groups..Draw.a.3x3.or.4x4.tic-tac-toe.grid.on.the.board..The.goal.of.tic–tac-toe.is.to.be.the.first.player.to.get.three.in.a.row.on.a.3x3.grid,.or.four.in.a.row.on.a.4x4.grid..Ask.group.number.1.to.send.a.volunteer.to.come.to.the.front..Draw.a.sum.on.the.board.and.ask.the.SS.to.say.the.result. in.English..Check.the.answer.with.the.class.. If. it. is.correct,.the.student.should.be.able.to.complete.the.grid.with.a.cross.(X)..If.the.answer.is.wrong,.ask.group.number.2.to.send.a.volunteer..Continue.the.game.till.one.group.gets.three/four.in.a.row,.horizontally,.vertically.or.diagonally..If.all.nine.squares.are.filled.and.neither.player.has.three.in.a.row,.the.game.is.a.draw.

36

UNIT 2


objectives:.At.the.end.of.the.unit.students.will.be.able.to…

•. name.different.fruit.in.the.target.language.•. say.numbers.in.the.target.language.•. appreciate.Jesus’.creation.•. thank.Jesus.for.fruit.and.vegetables.target language:.•. Fruit:.bananas,.apples,.oranges,.pears,.lemons,.etc.•. Food:.pizza,.sandwich,.tomato,.chocolate.•. Drinks:.juice,.milk..•. Numbers.•. Thank.you.receptive language•. Thanks,.God,.for.the.Garden.of.Edenrecycled language:•. What’s.this? A (banana)Materials:•. The.course.book.•. The.course.book.CD.•. A.picture.of.Jesus.•. Flashcards.of.fruit/numbers.(optional).

Story time!Warm up: Ask.SS.to.go.to.the.story.section.of.the.unit.(p..29)..

Focus.the.children’s.attention.on.the.first.chart..Ask.students.(SS).(in.L1).who.the.characters.are,.where.they.are,.and.what.they.know.about.the.garden.of.Eden..

activity:.Tell.SS.that.they.are.going.to.listen.to.a.story..Play.the.CD.and.ask.SS.to.listen.to.it.in.silence..Once.they.have.listened.to.it,.ask.them.what.food.Adam.and.Eve.ate.in.Eden..Try.to.focus.their.attention.on.the.vegetables.and.fruit.that.appear.in.the.story..

Stop!Draw.a.big.chart.on.the.board..Divide.it.in.six.parts..Ask.SS.to.copy.it.on.their.notebooks..Ask.them.to.draw.one.number.in.each.chart..They.can.choose.a.number.from.1.to.12..Give.them.time.to.complete.the.chart..If.necessary,.show.them.an.example.on.the.board..Then.say.a.number..If.they.have.it,.ask.them.to.cross.it.out..The.SS.who.cross.all.the.numbers.should.say:.“Stop!”

Mine!Materials:.A.bunch.of.number.cards.from.1.to.12.from.the.course.book.rules: Arrange.SS.in.groups.of.four..Ask.SS.to.go.to.the.cutouts.section. (p.. 149-151)..Ask. one. of. the. members. to. cut. out. the.number.cards.from.his/her.course.book..Ask.SS.to.mix.the.cards.and.lay.them.face.up..Once.they.are.ready,.say.a.number..Each.student. should. try. to. grab. the. card. as. fast. as. they. can.. The.one.who.gets.it.should.hold.it.up.and.say:.“Mine!”.(aloud)..The.student.that.gets.more.cards.wins.

Memory game:Materials:.flashcards.of.numbersrules:.Stick.the.flashcards.on.the.board.face.down..Divide.the.class.in.two.or.more.teams..Say.a.number.and.in.turns.ask.each.team.to.send.a.volunteer.to.turn.over.on.of.the.cards..The.group.that.finds.the.number.you.have.said.first,.wins.a.point..The.team.that.gets.more.points.wins.

listen and make groups: rules:.Take.SS. to. a.playground.. Clap. your. hands. to. get. their.attention..Say.a.number.and.ask.SS.to.make.groups..The.member.of.the.group.should.match.the.number.you.said..For.example,.you.said.“Group.of.five”.and.all.the.SS.should.make.groups.of.five..Walk.around.and.check.if.all.the.groups.are.made.of.five.members..Once.you.checked.say.another.number.variation:.To.add.more.fun,.vary.the.instructions:.You.can.say:.“Groups.of.five.sit.down/jump/freeze.”

37

UNIT 2

Track.29.page.29Story timelisten and answerAdam:.Look,.Eve..This.is.the.Garden.of.Eden.Eve:.Oh,.Adam..It’s.beautiful..What’s.this?Adam:.It’s.a.tomato.Eve:.Let’s.eat.it..Mmm!.It’s.delicious..Look..Two.more.

tomatoes!!!Adam:.Look,.God.creates.apples,.pears,.and.bananas...

All.the.fruit..Look!!!.Five.more.apples,.three.bananas,.and.four.pears.

Eve:.They.are.delicious..Thanks,.God,.for.the.garden.of.Eden,.and.the.fruit.

Follow –upHow many?Warm up: Ask.SS.to.look.at.the.activity.that.is.below.the.story..

Focus. their. attention.on. the.different. fruit..Ask. them. to.find.and.point.to.the.fruit.in.the.story..

activity:.Ask.SS.to.listen.to.the.story.again.and.draw.the.numbers.next.to.each.picture..Then.check.it.by.eliciting.the.result.from.SS..Encourage.them.to.say.the.numbers.in.English.


objectives: at the end of the unit students will be able to…•. name. typical. fruit. from. the. region. they. live. in. the. target.

language.•. name.some.tableware.items.•. sing.a.new.song.•. express.their.preferences.(likes.and.dislikes)•. follow.simple.instructions.

•. thank.Jesus.for.the.fruit.•. bless.the.food.

target language:.•. I.like.(bananas)/.I.don’t.like.(lemons)•. Fruit:.bananas,.apples,.oranges,.pears,.lemons,.etc.•. Tableware:.knife,.spoon,.glass,.jar,.bowl.

receptive language•. Add.some.juice.

recycled language:•. Fruit.

Materials:•. The.course.book.•. The.course.book.CD.•. CD.player.•. Some. serving. spoons,. bowls,. some. knives,. napkins,. paper.

tablecloth,.a.jar.and.fruit..

ProjectMaterials:.Some.serving.spoons,.bowls,.some.knives,.a.jar.and.

fruit.(according.to.the.amount.of.students)..Warm up:.Remember!.This.is.a.project.and.consequently.students.

(SS).should.do.some.research..It. is.advisable.that.you.encourage.your.SS.to.find.out.which.is/are.the.typical.fruit.in.the.region.they.live.in..It.is.recommended.to.do.this.the.previous.class.so.you.can.ask.SS.to.bring.different.kinds.of.fruit.to.the.following.class..Ask.them.to.bring.a.teaspoon.and.a.plastic.cup/glass,.too..Ask.them.to.write.it.on.their.notebooks.in.L1..

activity:.Arrange.SS.in.groups.of.six..The.SS.in.each.group.should.have. different. fruit..Ask. them. to. peel. and. cut. the. fruit. in. small.pieces..Tell.them.to.put.the.fruit.in.the.bowl.and.mix.it..Add.the.juice.into.the.bowl.and.ask.them.to.mix.the.fruit.again..Then.serve.the.fruit.salad.to.each.one.after.blessing.the.food..Take.this.opportunity.to.reinforce.the.prayer.taught.at.the.beginning.of.the.unit.

38

UNIT 2

SongWarm up:.Bring.to.the.class.a.picture.of.Adam.and.Jesus..Attach.to.

Jesus.a.flashcard.of.some.fruit..Then.point.to.the.bananas.and.perform.the.first.verse.of.the.song.by.varying.your.voice.according.to.the.character..

activity:.Play.the.CD.and.ask.SS.to.listen.to.it.in.silence..Then.divide.the.class.into.two.groups..Ask.one.group.to.represent.Jesus.and.the.other.to.play.Adam..Play.the.CD.again.and.ask.SS.to.repeat.what.the.characters.say..Stop.the.CD.to.give.SS.time.to.listen.and.repeat.the.verse..Play.it.a.third.time.and.encourage.them.to.sing.the.song.

target language:.•. Fruit:.bananas,.apples,.oranges,.pears,.lemons,.etc.•. Food:.pizza,.sandwich,.tomato,.chocolate.•. Drinks:.juice,.milk..•. I.like.(bananas)/I.don’t.like.(lemons)•. Numbers.from.1.to.12.•. How.many…? Materials•. The.course.book.•. The.course.book.CD.•. CD.player.•. Flashcards.of.fruit/numbers.

reviewteacher’s aim:.To.have.students.review.and.reinforce.the.contents.

of.the.unit.and.evaluate.students’.progress..listen and tickactivity 1:.Play.the.CD.once.and.ask.students.(SS).to.listen.to.the.

dialogue.and.tick.what.they.hear..Play.the.CD.again.to.allow.SS.to.check.the.exercise.

lesson 6 (pages 32, 33, 34 & 35)

objectives: at the end of the lesson students will be able to…•. distinguish.and.name.different.food.items.in.the.target.language•. recognize.and.say.numbers.from.1.to.12.in.the.target.language.•. ask.and.answer.about.quantities.using.the.interrogative.word:.

“How.many?”.•. express.their.preferences.(likes.and.dislikes)

Track.30.page.31SingJesus:.Look.at.the.bananas,delicious.bananasAdam:.For.me?.Jesus:.For.you!Adam:.Thank.you.…Jesus:.Look.at.the.apples,delicious.applesAdam:.For.me?.Jesus:.For.you!Adam:.Thank.you

…Jesus:.Look.at.the.oranges,delicious.orangesAdam:.For.me?.Jesus:.For.you!Adam:.Thank.you…Adam:.Fruit,.fruit,.fruitdelicious.fruitMade.JesusFor.me.and.for.youThank.you! Track.31.page.32

listen and tick Kelly:.What’s.in.my.basket?David:.Hmmm..Juice?Kelly:.Yes!!!David:.Pizza?Kelly:.No,.no,.no.David:.Lemon?Kelly:.Nooo!David:.Oranges??Kelly:.Nooo!.Come.on!

David:..I.know,.I.know..A.sandwich???Kelly:.Yes,.you.are.right!!!.David:.Apples???.

Kelly:.Yes!!!David:.Bananas?Kelly:.No.again!David:.Pears???Kelly:.Yes..You.are.a.ge-nius!

39

UNIT 2

listen and circleactivity:.Play.the.CD.and.ask.SS.to.listen.and.circle.the.amount.

of.fruit.according.to.the.number.they.hear..If.necessary.pause.after.each.fruit.is.mentioned.to.allow.SS.enough.time.to.do.the.activity.

Track.32.page.33listen and circle● Four.apples.● Two.lemons.● Six.tomatoes.● Three.pears.

listen and tickactivity:.Tell.SS.that.they.are.going.to.listen.to.Kelly.and.David.

talking.about. their. likes.and.dislikes..Play. the.CD.and.ask.SS. to.listen.to.the.dialogue..Play.it.again.and.ask.SS.to.tick.the.items.in.the.correct.row..Play.it.a.third.time.for.them.to.check.

Track.33.page.34listen and tick

1.. David:.I’m.David..Hmmm.I.like.pizza,.but.I.don’t.like.chocolate..I.don’t.like.cake,.but.I.like.juice.

2.. Kelly:.Hi,. I’m.Kelly.. I.don’t. like.pizza,.but. I. like.chocolate.and.I.like.cake..I.don’t.like.juice.

3..David.and.Kelly:.Now,.it’s.your.turn!

Ask.SS.to.complete.the.third.table.about.their.food.preferences.by.ticking.the.items.in.the.correct.row..Encourage.SS.to.say.what.they.like.or.don’t.like.

Draw and SayWarm up:.Stick.some.flashcards.or.draw.some.pictures.of.different.

food.items..Draw.some.empty.faces.next.to.them..Point.to.a.picture.and.say.“I.like.oranges”.and.draw.a.smile.on.the.face..Ask.some.volunteers.to.come.to.the.front.and.complete.the.faces.

Ask.your.SS.what.they.like.eating.on.a.picnic..Tell.them.that.they.have.the.opportunity.to.make.their.own.picnic.menu.

activity:.Ask.SS.to.open.their.books.to.page.35.and.review.the.food.that.appears.on.the.menu..Then,.ask.SS.to.complete.the.faces.according.to.what.they.like.or.what.they.don’t.like..Check.the.activity.by.asking.your.SS.to.read.what.they.(don’t).like;.for.example:.“Peter,.read.your.menu,.please!”.Peter:.“I.like.chocolate..I.don’t.like.apples”

MOrE IDEAS ….Aim:.To.reinforce.the.names.of.the.food.and.new.structure.

while.SS.have.fun.Food memory game:

Materials:.Two.decks.of.cards.from.the.course.book..Rules:.Ask.SS.to.cut.out.the.cards.of.food.from.the.cutouts.

section. (p.. 147)..Arrange. them. in.pairs. and.ask. them. to.mix.the.cards.and. lay. them. face.down.on. the. table,.one.next. to.the.other..Then. in. turns. ask. them. to. turn. over. two. cards.. If.the.cards.match,.the.student.should.keep.them..When.a.player.turns.over.two.cards.that.are.different,.those.cards.should.be.turned.face.down.again.and.it.becomes.the.next.player’s.turn..The.player.who.gets.more.cards.wins.Guessing game

Materials:.different.fruit,.chocolate,.pizza,.cookies.and.fruit.juice.Rules:.Arrange.SS.in.a.semi-circle..Ask.some.volunteers.to.

come.to.the.front..Cover.their.eyes.and.give.them.a.piece.of.fruit.or. a.glass.of. juice. for. them. to. taste..Then.ask. them. to.guess.what.he/she.has.tasted.

Variation:.Ask.a.volunteer.to.go.to.the.front..Cover.the.student’s.eyes..Give.him/her.a.fruit.and.ask.them.to.touch.it..The.student.should.touch.it.and.smell.it.and.guess.the.name.of.the.fruit..Pictionary:

Rules:.Divide.SS.in.two.or.more.teams..Ask.for.volunteers.to.come.to.the.front..One.volunteer.per.group..Show.them.a.card.with.a. fruit.on. it. for. them.to.draw.on. the.blackboard..All. the.volunteers.should.draw.the.fruit.at.the.same.time..The.first.group.who.guesses.the.fruit.and.says.the.name.in.English.gets.a.score..

40

UNIT 3

lesson 1 (pages 36, 37, 38 & 39).

objectives: at the end of the lesson students will be able to…•. identifying.the.different.parts.of.the.body.in.the.target.language.•. say.a.new.chant.•. respond.to.different.instructions.using.body.movements..target language.•. Parts.of.the.body.•. Imperatives:.Stand up, turn around, sit downreceptive language•. I.can.clap,.I.can.walk.recycled language:•. Colours.•. Numbers.Materials:•. The.course.book.•. The.course.book.CD.•. Flashcards.of.the.parts.of.the.body.

introduction: listen, point and say.Warm up:.Stand.opposite.your.students.(SS).and.point.to.your.

body.and.say:.“Look!!!.This.is.my.body”..Point.to.different.parts.of.your.face.and.say.their.names..Then.ask.SS.to.stand.up.and.encourage. them. to. follow. your. example.. First. ask. them. to. just.touch.the.part.of.the.body.you.point.at..Then.encourage.them.to.repeat.the.names.while.they.touch.the.different.parts.of.the.body.mentioned.

activity:.Ask.SS.to.go.to.unit.3,.pages.36.and.37..Focus.their.attention.on.the.picture.of.Kelly.and.David..Ask.them.why.they.are.laughing.(point.to.the.mirror.reflection)..Then.play.the.CD.and.ask.SS.to.listen.in.silence..Then.divide.the.class.in.two.groups..Ask.the.girls.to.play.Kelly’s.role.and.the.boys.to.play.David’s..Encourage.SS.to.repeat.the.words.while.they.point.to.the.parts.of.the.body..

uNIT 3: “MY BODY”

objectives:.At.the.end.of.this.unit.students.will.be.able.to…•. …name.parts.of.the.body.and.facial.features.•. review.colours.and.numbers.•. answer.to.simple.questions.such.as.“What.colour.is.it?”•. reinforce.and.practise.the.structure.“This.is.…”•. sing.new.songs.and.say.chants.and.prayers.•. follow.simple.instructions.•. be.aware.that.Jesus.created.humans.and.loves.them.

target language: •. Parts.of. the.body:.head,. arm,. leg,. hand,. foot/. feet,. shoulder,.

knees,.toes.•. Parts.of.the.face:.eyes,.ears,.mouth,.nose.•. People:.Boy,.girl.•. What.colour.is.it?•. It’s.…

recycled language•. Colours.and.numbers.•. This.is.….(my.hand)•. What.colour.is.(the.hair)?


vocaBUlarY

Unit 3

My body

•.Naming.parts.of.the.body.

•.Naming.parts.of.the.face.

•.Describing.parts.of.the.face.

•.Recycling:.•.Saying.colours.•.Counting.

•.Recycling:•.This.is.…(my.hand)•.What.colour.is.…

(the.hair)?•.How.many…?•.I.have.brown.hair.

•.Parts.of.the.body:.head,.arm,.leg,.hand,.foot/.feet,.shoulder,.knees,.toes.

•.Parts.of.the.face:.eyes,.ears,.mouth,.nose.

•.People:.Boy,.girl.•.Recycling:.Colours.•.Numbers.

41

UNIT 3

Find and StickWarm up:.Focus.students’.attention.on.Kelly.and.David’s.bodies..

Try. to.elicit. from.SS.which.parts.of.Kelly. and.David’s.bodies.are.missing.

activity:.Then.ask.SS.to.go.to.the.sticker.section.and.complete.the.picture.with.the.stickers.

Track.34.pages.36.&.37listen and pointDavid:.Look.at.my.head.and.my.hands!!!Kelly:.Ha,.ha,.ha!..David:.And.my.feet!!Kelly:.Look.at.my.legs.and.arms!!!

Say the chant Warm up:.Ask.SS.to.stand.up.and.show.you.their.hands..Then.

elicit.from.the.SS.what.they.can.do.with.them..For.example.say:.“We.can.clap”-.while.you.clap.with.your.hands-.and.so.on..Then.do.the.same.with.the.feet..

activity:.Ask.SS.to.look.at.the.chant..First.read.the.chant.showing.the.SS.how.to.perform.each.line..Say:.“With.my.feet.(point.to.your.feet).I.can.walk”.and.start.walking..Encourage.SS.to.point.to.their.feet.and.walk.around..Ask.SS.to.perform.each.action.while.repeating.the.phrases.

Play.the.CD.and.repeat.what.they.have.practised.

listen and doWarm up:.Ask.SS.to.go.to.page.38..Focus.their.attention.on.the.

first.picture..Say:.“Look!.David.is.doing.exercises”..Then.ask.SS.if.they.like.doing.exercises.and.what.exercises.they.do.at.school.

activity:.Say:.“Listen.to.the. instructions!”.Play.the.CD.and.ask.them.to.follow.the.instructions.in.silence..Then.ask.SS.to.stand.up..Play.the.CD.again.and.start.performing.the.exercises..Encourage.SS.to.do.the.same..Play.the.CD.again.and.ask.SS.to.repeat.the.words.while.they.do.the.exercises..Then.you.can.play.some.music.and.give.the.instructions.in.a.different.order.or.ask.one.of.the.SS.to.give.the.instructions.

Track.36.page.38listen and do. David:.Hi!.Stand.up!.It’s.time.to.move.your.body!.Shake.your.head,.one.and.two.Move.one.hand.and.say.hello,.hello!Now.move.the.shoulders.up.and.down.Move.the.arms,.one.and.two.Move.the.legs,.one.and.two.Turn.around.one.and.two….and.rest!!!.

look and colourWarm up:.Review.the.colours.with.the.SS..Bring.some.flashcards.

or.use.the.reference.that.appears.in.the.picture..Then.do.the.first.part.together.with.the.SS..Say:.“Number.one.is.red”..Then.point.to.the.picture.of.the.body.and.say:.“Let’s.find.number.one”..Once.they.find.it.say:.“Number.one.is.the.(hat)..Colour.the.hat.red”...

activity:.Ask.SS.to.colour.in.the.rest.of.the.picture.by.matching.the.colours.with.the.numbers.

Track.34.page.37chantWith.my.feetI.can.walk,I.can.run,I.can.jump.With.my.hands

I.can.pray,I.can.eat,I.can.clap.Thank.you,.Jesus,for.the.bodyI.have.

42

UNIT 3

lesson 2 (pages 40, 41, 42 & 43)

objectives: at the end of the lesson students will be able to…•. name.the.different.parts.of.the.body.in.the.target.language.•. say.a.new.chant.•. talk.about.possession.•. describe.the.facial.features.•. respond.to.different.instructions.using.body.movements.

target language.•. Parts.of.the.body.•. Parts.of.the.face.•. Imperatives.

receptive language•. Touch.your.….

recycled language:•. Colours•. Numbers

Materials:•. The.course.book.•. The.course.book.CD.•. CD.player.•. Flashcards.of.the.parts.of.the.body/face.

listen and do (chant)Warm up:.Perform.the.instructions.of.the.chant.and.ask.students.

(SS).to.follow.them;.for.instance:.clap.your.hands.and.say:.“Clap.your.hands.…one,.two”.and.ask.them.to.clap.their.hands.twice.with.you..

activity:.Play.the.chant.and.ask.SS.to.listen.to.it.and.perform.the.actions..Play.it.again.but.this.time,.encourage.SS.to.say.the.chant.while.they.move.

Track.37.page.40chant:listen and doStand.up,.Clap.your.hands

One.and.twoTouch.your.foot.

One,.two,.threeTouch.your.knees.

Count.to.ten.Touch.your.leg.and.your.head.

Turn.around.And.sit.down.

cut and glueWarm up:.Ask.SS.to.go.to.page.40..Point.to.the.picture.of.Kelly.and.

say:.“I’m.a.girl”..Then.to.the.picture.of.David.and.say:.“I’m.a.boy”..Encourage.SS.to.repeat.the.words..Then.say:.“Girls,.stand.up.and.say:.I’m.a.girl.”.Encourage.the.girls.to.follow.you.and.say.the.words..Then.say:.“Boys,.stand.up”.and.encourage.them.to.say.“I’m.a.boy.”

activity:.Ask.SS.to.go.to.the.cutouts.section.(p..123)..Ask.them.to.cut.out.the.body.parts,.do.the.body.puzzles,.and.glue.the.parts.under.Kelly.or.David’s.heads.

listen and pointWarm up:.Focus.students’.attention.on.your.face.and.say:.“Look.

at.my.face.”..Then.say:.“Show.me.your.faces.”.Encourage.them.to.point.to.their.faces..Then.point.to.your.hair.and.say:.“Look.at.my.hair”..Encourage.them.to.touch.their.hair..Then.point.to.your.eyes.and.say:.“Eyes..Touch.your.eyes”..Then.point. to.your.mouth.and.nose.and.do.the.same.

43

UNIT 3

activity:.Ask.SS.to.look.at.the.pictures..Then.play.the.CD..Stop.it.after.each.boy.or.girl.speaks.and.encourage.SS.to.repeat.what.they.have.heard..Then.say:.“Who.has.brown.eyes?.Stand.up.”.To.make.it.more.meaningful.touch.your.eyes.and.show.them.a.marker/flashcard.of.this.colour..Ask.SS.who.have.brown.eyes.to.touch.their.eyes.and.say:. “I. have.brown.eyes.”.Continue.doing. the. same.by. changing.colours..Then.change.the.part.of.the.face.and.repeat.the.sequence.

Track.38.page.41listen and point.Meg:.I.have.a.red.mouth.Alex:.I.have.brown.eyes.David:.I.have.a.nose.Kelly:.I.have.red.hair.

chantWarm up:.Point.to.the.parts.of.your.face.and.name.them.aloud..

Encourage.SS.to.follow.your.example.and.repeat.the.names..Read.the.commands.mentioned.in.the.chant.and.mime.them.to.allow.SS.to.understand.them..Then.repeat.the.commands.again.and.ask.SS.to.follow.the.instructions.you.say.

activity:.Play.the.CD.and.ask.SS.to.listen.to.the.chant.while.they.perform.the.actions..You.can.pause.the.CD.after.each.action.to.allow.SS.enough.time.to.do.the.exercise..Play.the.CD.again.but.this.time,.encourage.SS.to.say.the.chant.while.they.perform.the.actions.

listen and colourWarm up:.Draw.a.face.of.a.clown.on.the.board.or.bring.a.poster.

to.the.class..Then.ask.a.volunteer.to.come.to.the.front..Point.to.the.face.and.say:.“I have blue eyes”..Show.him/her.some.markers/pieces.of.chalk.of.different.colours.and.ask.him/her.to.pick.the.blue.one.and.colour.in.the.eyes.of.the.clown..Then.elicit.from.the.class.the.colour.of.the.nose/hair/mouth/ears.and.ask.volunteers.to.come.to.the.front.to.colour.the.rest.of.the.parts.of.the.face..

activity:.Ask.SS.to.go.to.page.42..Play.the.CD.and.ask.them.to.colour.the.parts.of.the.face.of.the.clown.according.to.the.instructions.in.the.CD.

Track.40.page.42I.have.violet.hair.and.my.eyes.…?.My.eyes.are.green..

Yes!!!.I.have.green.eyes.I.have.a.blue.nose..Ha,.ha,.ha..Yes,.my.nose.is.blue..

And.my.mouth,.let’s.see…..My.mouth.is.red..I.have.a.red.mouth..Look.I’m.a.clown!!!!!.

Draw and say Ask. SS. to. go. to. page. 43. and. draw.

their. faces.. Then. encourage. them. to.describe.their.faces.using.the.structure.they.have.just.learnt.

Track.39.page.42chant:.Close.your.eyes.Open.your.eyes.Touch.your.mouth.

Turn.around.One,.two,.three,.four.Touch.your.nose,Touch.your.hair.and.sit.on.a.chair.

44

UNIT 3

More ideas and games….

Hokey pokey:.Take.SS.to.the.playground.and.ask.them.to.form.a.semi-circle..Show.SS.your.right.hand.and.ask.them.to.show.you.their.right.hands,.too..Sing.the.song.while.you.perform.the.actions..Ask.SS.to.follow.your.example.

You.put.your.right hand.in,You.put.your.right.hand.out,.You.put.your.right.hand.in,.And.you.shake.it.all.about,You.do.the.hokey.pokey.and.you.turn.yourself.around.That’s.what.it’s.all.about.2).left.hand..3).right.foot.4).left.foot.5).head,.nose,.face.…..6).whole.self

Body tagTell.SS.that.you.are.going. to.play. the.body.tag..Choose.a.

volunteer.to.be.the.chaser..Then.say.a.word.and.tell.the.chaser.to.touch.his/her.classmates.only.in.the.part.of.the.body.that.you.say..Choose.the.parts.of.the.body.that.are.easier.to.touch.like.the.arms,.hands,. legs,.shoulders,.back,.etc..Leave.out.all. the.facial.features.because.they.can.hurt.each.other..

Simon says Tell.SS.that.they.are.going.to.play.a.game..They.have.to.do.

all.what.you.say.and.do.when.you.start.the.sentence.by.saying.“Simon.says,”.but.when.you.don’t.say.it.they.shouldn’t.move..If.they.move.they.lose.

twisterMaterials:.Four.posters,.markers,.crayons.or.pencils.of.different.

colours..Rules: Stick.four.posters.together.and.take.them.to.the.class..

Draw.big. spots.of.different. colours.on. them.at. random..Take.SS. to. the. playground. and.make. a. circle.. Lay. the. posters. on.the.floor.in.the.middle.of.the.circle..Ask.one.volunteer.to.come.inside.the.circle..Say:.“Right.hand.red.”.Encourage.the.student.to.put.his/her.right.hand.on.the.red.spot.and.stay.there..Then.ask.another.volunteer. to.play..Say:.“(Tom). right. foot.yellow”..Name.two.or.three.more.and.give.them.new.instructions..Then.play. the.game.with. this.group. till. they. fall.down..Repeat. the.procedure.with.five.new.volunteers...

Variation:.Divide.the.class.in.groups.of.four.SS..Give.a.poster.to.each.group..Ask.them.to.draw.big.spots.of.different.colours..Then.take.them.to.the.playground.and.ask.them.to.lay.the.poster.on.the.floor..If.you.do.not.have.paper,.draw.the.circles.on.the.floor.by.using.pieces.of.different.coloured.chalk..Assign.a.number.to.each.student.in.the.groups..Say:.“Number.1,.right.hand.red.”.Walk.around.and.check.if.all.the.SS.with.number.1.have.put.their.right.hands.on.the.red.spot..Then.say:.“Number.two,.left.foot.green”.and.so.on..Continue.till.most.of.the.groups.have.fallen.down..


objectives:.At.the.end.of.the.lesson.students.will.be.able.to…•. identify.parts.of.the.body.and.facial.features.•. review.colours.and.numbers.•. answer.simple.questions.such.as.“What.colour.is.…?”•. reinforce.and.practise.the.structure.“I.have.…”•. follow.simple.instructions.•. be.aware.that.Jesus.created.humans.and.loves.them.•. thank.Jesus.for.the.body.we.have.

45

UNIT 3


knees,.toes.•. Parts.of.the.face:.eyes,.ears,.mouth,.nose.•. I.have.two.hands.receptive language•. God.created …recycled language•. Colours.and.numbers.•. This.is.….(my.hand)•. What.colour.is.(the.hair)?

Story time!Warm up:.Ask.students.(SS).to.go.to.the.story.time.section.(p..

44)..Focus.their.attention.on.the.first.picture..Elicit. from.SS.what.they.remember.about.Jesus.and.Adam.from.the.previous.stories..

activity:.Tell.SS.to.listen.to.the.story.in.silence..Once.they.finish.ask.them.to.take.Adam’s.role.while.you.play.Jesus’.one..Ask.them.to.lie.down.on.the.floor..Play.the.CD.and.encourage.them.to.act.Adam’s.part..Play.it.again.and.ask.them.to.listen.to.the.story,.act.it.out.and.repeat.the.words..

Track.41.pages.44.and.45Story time:Narrator:.God.created.Adam.Jesus:.Adam,.Adam!.Open.your.eyes!Adam:.Oh,.look!.This.is.my.body.Adam:.I.have.a.head.and.two.shoulders.Adam:.Hmm......I.have.two.arms.and.hands...Adam:.Oh.look!.In.my.hand.I.have.fingers..One....two.

....three....four.....five.Adam:.Oh.look!.In.my.other.hand.I.have.more.fingers:.

six....seven.....eight.....nine.....ten.Adam:.I.also.have.two.legs.and.two.feet,.one,.two..Adam:.Thank.you,.Jesus..I.have.everything.I.need.Narrator:.The.end.

listen again and tickactivity:.Ask.SS. to.open. their.books. to.page.45..Point. to. the.

different. pictures. that. appear. in. the. activity. and. either. point. to.them.or.encourage.your.SS.to.name.what.they.see..Tell.them.they.are.going.to.listen.to.the.story.again.and.this.time.they.should.tick.those.things.that.are.mentioned.in.the.story.

Check.by.pointing.to.a.picture.and.asking.the.kids:”Is.it.in.the.story?”


objectives:.At.the.end.of.the.lesson.students.will.be.able.to…•. identify.parts.of.the.body.and.facial.features.•. review.colours.and.numbers.•. answer.simple.questions.such.as.“What.colour.is.it?/.How.many.

boys-girls…?”•. practise.the.structure.“This.is.…”•. sing.a.new.song.•. follow.simple.instructions.•. be.aware.that.Jesus.created.humans.and.loves.them.

target language: •. Parts. of. the. body:. head,. arm,. leg,. hand,. foot/. feet,. shoulder,.

knees,.toes.•. Facial.features:.eyes,.ears,.mouth,.nose.•. Boy,.girl.•. What.colour.is.it?•. It’s.…•. How.many.…?

receptive language•. There.are.….girls•. There.are.….boys.

recycled language•. Colours.and.numbers.•. This.is.….•. What.colour.is.(the.hair)?

46

UNIT 3

Project Warm-up:. Remember!!!. This. is. a. project. and. consequently.

students. (SS). should. do. some. research.. It. is. advisable. that. you.encourage.your.SS.to.find.out.how.many.girls.and.how.many.boys.there.are.in.the.class.

activity:.Put.SS.to.work.in.pairs.or.groups.of.three..Give.them.a.poster..Ask.each.pair.or.group.to.lay.the.poster.on.the.floor.and.pick.a.volunteer.to.be.drawn..This.student.should.lie.on.the.poster..The.other.SS.should.trace.the.shape.of.his/her.classmate’s.body.on.the.poster..Then.each.pair.or.group.should.colour.the.shape.with.crayons,.wet.coloured.chalk,.and.decorate.it.with.other.materials..Then,.write.on.the.bottom.right.corner.of.each.poster:.“Girls”.if.they.have.drawn.a.girl.or.“Boys”.if.they.have.drawn.a.boy..Next.to.the.word,.students.should.write.the.number.of.girls.or.boys.that.there.are.in.the.class.

listen and doPlay.the.CD.and.show.SS.how.to.perform.the.song..Then.play.

it.again.and.encourage.them.to.sing.while.they.point.to/touch.the.parts.of.the.body.


objectives:.At.the.end.of.the.lesson.students.will.be.able.to…•. name.parts.of.the.body.and.facial.features.•. review.colours.and.numbers.•. answer.simple.questions.such.as.“What.colour.is.it?/.How.many.

boys-girls…?”•. practise.the.structure.“This.is.…”•. sing.a.new.song.•. follow.simple.instructions•. be.aware.that.Jesus.created.humans.and.loves.them.


knees,.toes.•. Facial.features:.eyes,.ears,.mouth,.nose.•. Boy,.girl.•. What.colour.is.it?•. It’s..•. How.many.…?

receptive language• There are … girls• There are … boys.

recycled language•. Colours.and.numbers.•. This.is.….•. What.colour.is.(the.hair)?

Track.42.page.47SongMy.head.and.my.shoulders,My.legs.and.my.feet,My.legs.and.my.feet.Thank.you,.Jesus..I.have.what.I.need………My.head.and.my.shoulders,My.arms.and.my.hands,

My.arms.and.my.hands,Thank.you,.Jesus,For.the.body.I.have.………My.hair.and.my.eyes,My.nose.and.my.mouth,My.nose.and.my.mouth,Thank.you,.Jesus,For.the.body.I.have.

47

UNIT 4

reviewTeacher’s. aims:. To. make. students. review. and. reinforce. the.

language.taught..To.assess.students’.progress..activity:.Students.(SS).should.listen.and.number.the.parts.of.the.

body..Tell.your.SS.that.Kelly.and.David.are.describing.their.bodies..Explain.to.SS.that.they.are.going.to.listen.to.Kelly.first.and.then.to.David..You.can.pause.after.listening.to.Kelly.and.check.the.activity.and.then,.listen.to.David’s.description.

Track.43.pages.48.&.49.reviewlisten and numberOne:..Kelly:.I.have.green.eyes.and....Two:.….red.hair.Three:..I.also.have.a.small.nose....Four:......a.red.mouthFive:.....and.two.ears.Six:.And.Look!.I.have.two.armsSeven:.....two.legs.and...Eight:.....two.feet.Now,.David.it’s.your.turn!!!One:..David:.I.have.blue.eyes,....Two:.....brown.hair.and.Three:...two.ears.Four:..And.look!.This.is.my.mouth..Five:......and.this.is.my.hand..Six:.I.also.have.two.arms.Seven:.....and.two.knees.

uNIT 4: “SWEET HOME”

aims:.At.the.end.of.this.unit.students.will.be.able.to…•. name.different.family.members.•. name.parts.of.the.house.•. practise.the.structure.“This.is.my.…”•. sing.new.songs.and.say.chants.•. be.aware.that.Jesus.created.humans.and.loves.them.

new target language: •. Family. members:. dad,. mum,. sister,. brother,. baby,. grandpa,.

grandma.•. Parts.of. the.house:.bedroom,. living-room,. kitchen,.bathroom,.

garage.

receptive language• Who is this?

recycled language•. This.is.…(dad)


vocaBUlarY

Unit 4

Sweet home

•.Naming.family.members.

•.Naming.parts.of.the.house.

•.Where’s.…(Tom)?•.He’s.in.…(the.

bedroom).•.Recycling:•.This.is.…(my.dad)

•.Family.members..Dad,.Mum,.sister,.brother,.baby,.grandpa,.grandma.

•.Parts.of.the.house:.bedroom,.living-room,.kitchen,.bathroom,.garage.

48

UNIT 4


objectives:.At.the.end.of.this.lesson.students.will.be.able.to:•. name.family.members.in.the.target.language.•. say.a.chant.•. respond.to.simple.instructions.by.using.their.bodies.

target language: •. Family. members:. Dad,. mum,. sister,. brother,. baby,. grandpa,.

grandma.

receptive language• Who is this?

recycled language•. This.is.…(dad)

Materials•. The.coursebook.•. The.coursebook.CD.•. Flashcard.of.each.family.member.•. Copies.of.family.member.flashcards.

Setting the SceneGreet.your.students.(SS).Display. on. the. board. the. flashcards. referring. to. each. family.

member.(p..155,.157)..(It.would.be.a.good.idea.to.arrange.them.as.a.family.tree)..Point.to.one.of.the.pictures.and.say:.“This.is.dad.”.Ask.SS.to.repeat..Continue.doing.this.until.you. introduce.each.family.member..Repeat. this.activity.until. you.consider. that. students.are.ready.to.recognize.the.new.vocabulary.

Ask.SS.to.open.their.books.to.page.50.to.meet.Kelly’s.family..Tell.them.that.they.are.going.to.listen.to.the.book’s.CD..Ask.them.to.point.to.the.family.member.while.they.listen..Play.the.CD.twice.at.least.so.that.each.student.has.the.opportunity.to.identify.the.new.vocabulary.

Identify. the. family.members.. Continue.working.with. the. family.member.flashcards..Ask.SS.to.identify.each.member.by.naming.who.it.is..First.model.the.activity.yourself..Pick.up.a.card.and.say:.“This is mum”,.ask.them.to.repeat..Repeat.this.until.you.have.mentioned.each.member..Then,.pick.up.one.family.member.flashcard,.for.example.“the.mother”,.and.say:.“This is …”.allow.your.SS.enough.time.to.say.“mum”..Do.this.with.each.family.member.card.and.repeat.it.many.times.until.your.SS.internalize.the.new.vocabulary..Each.time.you.repeat.the.activity.try.to.do.it. faster.so.that.they.can.have.much.more.fun,.sometimes.you.can.pick.up.the.same.card.twice.to.check.if.they.are.concentrated.on.and.engaged.in.the.activity..Finally,.hold.up.a.member.flashcard.and.elicit.who.it.is.

Additional game!

Game: oh, it’s me!Materials:.Copies.of.the.family.member.cards,.at.least.one.copy.of.a.family.member.per.student.introduction and preparation:Hand.out.a.copy.of.a.family.member.card.to.each.of.your.SS..Step 1:. Explain. and. model.. Tell. your. SS. that. when. you. say.“mum”,.for.example,.all.the.SS.who.have.that.picture.should.sit.down.Step 2:.Model.the.activity.once.and.then.repeat.this.until.you.mention.all.the.family.members.Step 3:.(optional):.This.activity.can.be.repeated.as.many.times.as.you.consider.necessary.or.as.long.as.they.are.having.fun.

listen, point. then stick. Warm-up:. Ask. SS. to. open. their. books. to. page. 50.. Continue.

working.on.the.same.page..Ask.them.to.look.at.Kelly’s.family..Ask.them:.“Who is this?”.–referring.to.the.family.members.that.they.have.to.put.the.sticker.on..Do.this.until.they.recognize.each.of.them..

49

UNIT 4

activity:.Tell.SS.they.are.going.to.listen.to.Kelly..Kelly.is.talking.about.her.family..Tell.SS.to.listen.and.point.to.the.different.members.of.Kelly’s.family.

Track.44.pages.50.and.51listen and pointNarrator:.Sweet.homeKelly:.Hello!.I’m.Kelly.and.we.are.at.home!This.is.my.family!..This.is.my.grandpa..Hello,.grandpa!Grandpa:.Hello,.Kelly!Kelly:.And.this.is.my.grandma.Grandma:.Hi!Kelly:..This.is.my.dad,.and.this.is.my.mum!.I.love.you,.dad..I.love.you,.mum!!Mum.and.dad:.Chuic!.Kelly:.I.have.one.brother.…Brother:.Hello!!!Kelly:.and.I.have.one.little.sister.Little.sister:.Hi!.Kelly:I.love.my.family..I.love.them.all!

Activity:.Ask.SS.to.go.to.the.sticker.section.and.tell.them.to.put.the.stickers.on.the.correct.picture..

Optional:.If.you.find.it.necessary.you.can.ask.your.SS.individually:.“Who is this?”.To.elicit.the.target.language:.“This is the grandpa.”

chantWarm up:.Draw.a.house.on.the.board.and.a.happy.face.on.one.

side.to.introduce.the.concept.of.“happy”..Stick.the.family.member.cards.on.the.board.in.the.order.they.are.recorded.on.the.CD:.for.example:.“This is my brother.”.Continue.doing. this.until.you.stick.on.the.board.all.the.family.member.cards.mentioned.in.the.chant..Finally.stick.the.picture.of.Jesus..Ask.SS.to.repeat:.“This is Jesus.”.

Explain. in. their.mother. tongue. that. true.happiness. is.achieved. if.Jesus.is.part.of.the.family.

activities:.Play.the.CD.and.ask.SS.to.listen.to.the.chant..They.can.point.to.the.pictures.as.they.listen.to.it..Play.the.chant.again.and.ask.SS.to.say.the.chant..You.can.stop.the.CD.to.allow.them.time.to.repeat.the.phrases.

Track.45.page.51ChantI.am.happy.in.this.house,This.is.my.brother,.this.is.my.mum.I.am.happy.in.this.house,This.is.my.sister,.this.is.my.dad.I.am.happy.in.this.house,Because.Jesus.is.around.us!!!


objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. name.family.members.in.the.target.language.•. sing.two.chants.•. respond.to.simple.instructions.by.using.their.bodies.target language: •. Family. members:. Dad,. mum,. sister,. brother,. baby,. grandpa,.

grandma. receptive language• Who is this?recycled language•. This.is.…(dad)Materials•. The.coursebook.•. The.coursebook.CD.•. Flashcard.of.each.family.member.

50

UNIT 4

Setting the sceneWarm up: Family memory gameobjective: The.aim.of.this.game.is.to.review.family.members.and.

to. encourage. SS. to. identify. opposites. -male. and. female-. family.members.

Materials:.Family.member.flashcardsWarm-up: Revision: Hold. up. the.mother. flashcard. so. that. they.

can. identify. and. name. the. family.member.. For. example:. “This is the mum.”.Elicit.the.target.language..Once.you.have.reviewed.the.vocabulary.play.the.game.

Step 1: Stick.the.family.member.cards.on.the.board..Stick.them.face.down.and.arrange.them.in.two.rows..The.female.family.member.cards.should.go.on.one.row.and.the.male.family.member.cards.on.the.other..

Step 2:.Divide.the.class.into.two.groups..Ask.one.student.to.turn.over. two. cards. –one. from.each. row-..As.he/she. turns. them.over,.ask.him/her.to.name.the.family.members..If.the.two.cards.match;.for.example.mother/father,.he/she.picks.them.up.and.wins.the.pair.for.his/her.group..If.the.two.cards.do.not.correspond.to.the.correct.opposite.pair,.he/she.turns.them.over.again.

Step 3:.Ask.a.student.from.the.other.group.to.turn.over.two.cards.and.try.to.find.the.opposite.matching.pair..The.winner.is.the.group.that.uncovers.and.wins.the.most.pairs.

listen and number.activity:.Ask.SS. to.open. their.books. to.page.52..SS. look.at. the.

family.tree. in.activity.1..Hold.up.the.book.and.point.to.each.family.member..Encourage.your.SS.to.identify.and.name.them..Explain.that.this.is.David’s.family..Play.the.CD..Tell.your.SS.to.listen.and.number.the.corresponding.picture.in.the.order.they.hear..Check.as.a.whole.class.

Track.46.page.52listen and number Narrator: This.is.David’s.family..Pay.attention!!!

•. Mum•. Sister•. Brother•. Grandpa•. Dad•. Grandma•. David

Draw and say.activity:.Ask.SS. to.draw. their. family.members. in. the. frame. to.

make.a.portrait..Once.they.finish,.ask.some.volunteers.to.go.to.the.front.to.show.their.family.portrait.and.to.name.the.members.of.their.own.family.

cut, glue and singintroduction:.Tell.SS.to.open.their.books.to.page.53..Ask.them.

to.draw.their.family.members.on.the.white.rectangles.they.have.on.the.house.

activity:.Then,.ask.SS.to.go.to. the.cut-outs.section.to.cut.out.the.windows.and.door..Tell.SS.to.glue.the.pictures.of.the.windows.and.door.on.the.corresponding.place.of.the.house..Show.SS.how.to.glue.just.one.side.of.the.picture.so.that.they.can.open.the.door.and.the.windows.

Additional game!

Ask.SS.to.cut.out.the.family.member.cutouts..Divide.the.class.into.pairs..SS.mix.their.cards.together.and.place.them.face.down.on.their.desk..Explain.to.them.how.to.play.the.memory.game,.but.in.this.case.they.should.try.to.find.and.match.the.cards.with.the.same.family.member..Once.they.finish,.ask.SS.to.save.their.cards.in.an.envelope.for.future.activities.

51

UNIT 4

Focus:.Point.to.the.picture.of.Jesus.and.emphasize.the.importance.and.necessity.of.Jesus.in.the.family.

activity:.Play.the.CD.and.allow.SS.to.listen.to.the.song..Play.the.CD.again.and.encourage.SS.to.point.to.the.picture.that.is.mentioned..Play.the.CD.again.and.encourage.SS.to.sing.the.song.


objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. name.some.parts.of.the.house:.kitchen,.bedroom,.living-room,.

bathroom,.and.garage.•. answer.questions.telling.where.people.are.

new target language: •. House:.kitchen,.bedroom,.living-room,.bathroom,.garage.•. Where.is.(mum)?

receptive language• In the (kitchen)

recycled language•. Family.members.

Track.47.page.53

listen and sing

Song: With Jesus in the family.

With.dad.in.the.family,.What.a.happy.home!.What.a.happy.home!.What.a.happy.home!With.dad.in.the.familyWhat.a.happy.home!What.a.happy.home!!!

With.mum.in.the.family,.What.a.happy.home!.What.a.happy.home!.What.a.happy.home!With.mum.in.the.familyWhat.a.happy.home!What.a.happy.home!!!

With.sisters.in.the.family,.What.a.happy.home!.

What.a.happy.home!What.a.happy.home!With.sisters.in.the.familyWhat.a.happy.home!What.a.happy.home!!!

With.brothers.in.the.family,.What.a.happy.home!What.a.happy.home!What.a.happy.home!With.brothers.in.the.familyWhat.a.happy.home!What.a.happy.home!!!

With.Jesus.in.the.family,.What.a.happy.home!.What.a.happy.home!.What.a.happy.home!With.Jesus.in.the.familyWhat.a.happy.home!What.a.happy.home!!!

More ideas!

aim:.To.reinforce.family.membersMaterials:.Students’.family.member.flashcards.activity:.You.can.continue.practising.the.song,.but.this.time,.ask.your.SS.to.use.their.family.cut-outs..Play.the.CD.and.ask.them.to.hold.up.the.family.member.that.they.hear.

More ideas!

Game: Family.roles.objective:.To.name.family.members.Materials:.None.activity:..Divide.the.class.into.groups.and.assign.a.family.role.to.each.member.of.the.group..Ask.a.volunteer.of.each.group.to.go.to.the.front.and.to.act.out.the.role.given..The.rest.of.the.class.has.to.guess.who.the.family.member.is.

52

UNIT 4

Materials•. The.course.book.•. The.course.book.CD.•. Flashcards.of.each.family.member.

Setting the scene

Warm up:Guessing game.teacher’s aim: •. review.of.family.members.•. introduction.to.the.concept.of.home.and.rooms.

Materials: Family.member.flashcards.

Warm up: Draw.a.house.on.the.board.to.introduce.the.concept.of.house..Divide.the.house.into.different.rooms.and.stick.a.family.member.flashcard.onto.the.different.squares..Ask.them.to.look.at.the.house.and.the.family.member.flashcards..

activity: Then,.ask.them.to.close.their.eyes..Take.out.one.flashcard..Ask.them.to.open.their.eyes.and.ask:.“Who.is.missing?”.Repeat.the.activity.until.you.consider.that.SS.have.practised.the.vocabulary.

listen and point.activity: Ask.SS.to.go.to.page.54..Point.to.the.picture.and.explain.

that.this.is.Kelly’s.house..Play.the.CD.and.tell.SS.to.pay.attention.to.the.different.sounds.they.hear..Play.the.CD.again,.but.this.time,.ask.SS.to.point.to.the.part.of.the.house.where.the.sound.comes.from.

Explain.to.SS.that.grandmothers.can.be.called.granny.

Track.48.pages.54.and.55Dialogue:Kelly:.I’m.home..Mum,.where.are.you?Mum:.I’m.in.the.kitchen..Kelly:.Dad,.where.are.you?Dad:.I’m.in.the.garage,.Darling.Kelly:.Brother,.little.brother,.where.are.you?Brother:.I’m.in.the.bathroom,.KellyKelly:.Granny,.are.you.here?.Are.you.at.home???.Granny:.Yes,.I.am.Kelly:.I.can’t.find.you.Granny:.I’m.in.the.living.room,.sweetie.Kelly:.And.grandpa?.Grandpa,.where.are.you?Grandpa!.Kelly:.Oh,.my.grandpa.is.in.the.bedroom.

activity: Ask. your. SS. questions. to. check. understanding,. for.example,.“Where.is.the.granny?” Point.to.one.of.the.characters.and. say:. “She is in the living-room.”. Continue.asking.questions.until.the.new.vocabulary.is.checked..

53

UNIT 4

look and spot the differencesWhere is ….?

activity:. SS.open. their. books. to.pages. 56. and.57..Divide. the.class.into.A/B.pairs..SS.“A”.cover.page.57.with.a.sheet.of.paper.and.SS.“B”.cover.page.56..SS.take.turns.asking.questions.to.determine.where.the.family.members.are.in.their.partner’s.picture..For.example: SA:.“Where.is.mum?” SB:.“In.the.kitchen.”.

Story time!


objectives:.To.introduce.the.concept.of.Jesus.as.the.creator.of.the.family.To.make.students.aware.that.Jesus.is.the.creator.of.families.and.the.joy.people.have.when.he.is.part.of.their.home.

target language: •. Family.members.

receptive language• Jesus creates the family.• We have two children.

recycled language•. Family.members•. I’m.…

Materials•. The.course.book.•. The.course.book.CD.•. A.picture.of.Jesus.•. Family.member.flashcards.

Warm up: Ask. students. (SS). to. go. to. page. 58.. Say:. “It’s. story.time!”. SS. focus. on. the. story. page.. Show. them. the. first. character.and.say:.“Look! This is Jesus! Jesus creates the family”.. If.necessary,.you.can.stick.a.picture.of.Jesus.on.the.board.and.the.family.member.flashcards.around.it.to.introduce.the.concept.of.Jesus.as.creator..Then.point.to.Adam.and.say:.“This is Adam!”.Point.to.Adam..Point.to.Jesus.

activity: Play.the.CD..SS.listen.to.it.in.silence.and.follow.the.story..

Additional activity

objective: reinforce.vocabulary target language: •. Family.members:.Dad,.mum,.sister,.brother,.baby,.grandpa,.

grandma.receptive language• Who is this?recycled language•. This.is.…(dad)Warm up: Draw.a.house.on.the.board..Divide.the.house.and.stick.pictures.on.each.square.to.encourage.SS.to.identify.and.name.the.parts.of.the.house..For.example,.stick.a.picture.of.a.bed,.or.a.toilet,.etc..Ask.SS.to.repeat.after.you..Say:.“This.is.the.bedroom,.repeat.”activity 1: Continue.working.with.the.same.drawing,.but.this.time.stick.on.the.board.the.family.member.cards..Ask:.“Where.is.the.mum?”.Encourage.SS.to.say.the.appropriate.part.of.the.house.

54

UNIT 4

activity: Ask.questions.to.check.comprehension..“Who is this?”.Elicit:.“This is Eve. This is the mum.”.

Track.49.page.58Story time!Dialogue.Narrator:.Jesus.creates.the.first.family.Adam:..I’m.Adam..I’m.dad..Eve:.Hi!.I’m.Eve...I’m.mum..Adam:.We.have.two.children..We.love.our.children!!!Cain:.Hi,.I’m.Cain.and.this.is.my.brother,.Abel.Eve:.I.love.my.family.Adam:.Thank.you,.Jesus,.for.our.family!!!

look and Match activity:. SS. look. and.match. the.pictures. to. the. corresponding.

names..This.is.a.very.easy.activity.to.introduce.SS.to.reading.

Divide.the.class.into.groups.of.four.or.five..They.can.dress.up.and.mime.family.roles.so.that.the.rest.of.the.class.can.guess.who.they.are..For.example,.a.girl.can.mime.preparing.a.meal.in.order.to.allow.the.rest.of.the.SS.to.say.“This is the mum.”

More ideas!

Distribute.cardboard.paper. to.each.student..Ask. them.to.glue.a.picture.of.their.family..Then.allow.them.time.to.decorate.the.cardboard.to.make.a.portrait.

ProjectMaterials:.In.advance,.ask.your.SS.to.bring.clothes.that.belong.to.

different.family.members,.or.you.can.bring.some.clothes.too.

Warm up:.Remember.that.this.is.project.time.so.it.requires.some.kind.of.research..Ask.your.SS.to.sit.down.next.to.you..Tell.them.in.L1.how.your.family.is.composed,.then.encourage.them.to.ask.each.other.who.they.live.with.

activity:.Ask.SS.to.go.to.the.cut-outs.section.(p..121).and.cut.out.the.invitation.card.to.give.to.their.parents..Prepare.a.special.class.

Special invitation

From:

To:.My.family

Come.to.the.Open.Class!!!

This.is.a.great.opportunity.to.show.your.students’.parents.what.the.kids.have.learnt.and.what.they.have.been.doing.in.English.class..Above.all,.it.is.a.nice.opportunity.for.the.SS.to.enjoy.the.class.with.their.parents.as.a.family.activity.

Remember.to.have.everything.well.organized.when.they.arrive.

chant activity:.Ask.SS. to.go. to.page.61..Tell. them.they.are.going. to.

listen.to.a.chant..Play.the.CD.and.mime.the.new.vocabulary..Before.listening. again. say. and.mime.“I eat”.. Encourage. them. to. imitate.what.you.are.doing..At.the.part.“The.Bible.I.read”,.bring.a.Bible.to.the.class.

More ideas!

Draw.a.house.as.a.greeting.card.and.have.SS.draw.the.family.members.or.make.a.frame.and.bring.a.picture.of.their.family.to.share.with.the.class.how.ther.families.are.composed.

55

UNIT 4

Play.the.CD.again,.encourage.your.SS.to.mime.the.actions.while.listening.

Have. them. listen. to. the. chant.again,.but. this. time,.encourage.them.to.say.it.with.you.

Track.50.page.61chantLet’s say the chant. Ready?In.the.kitchenI.eat.In.the.bedroomI.sleep.In.the.bathroomI.brush.my.teeth.In.the.living-room.The.Bible.I.read.


review

objectives: to review and reinforce unit 4.Target.language:.•. Family.members.•. This.is.…•. House:.kitchen,.bedroom,.living-room,.bathroom,.garage.•. Where.is/are.…?

This.section.can.be.used.to.evaluate.students’.progress..

listen and tick:activity 1:. Explain. to. your. SS. that.Alex. is. looking. at. a. photo.

album..Explain.to.SS.that.they.should.identify.which.photo.Alex.is.referring.to..SS.focus.on.the.three.photos..Play.the.CD,.SS.listen.and.tick.the.picture..Play.the.CD.again.if.necessary.

Track.51.page.62Reviewlisten and tickAlex:..What.a.nice.photo!.This.is.my.dad.and.my.mum..This.is.my.beautiful.sister,.and.this.is.me,.Alex.

listen, say and matchactivity 2: Tell.your.SS.that.David.does.not.know.where.some.

of. his. family.members. are.. Explain. that. they. are. going. to. listen.to.some.noises.and. that. they.should.say.where.each.member.of.David’s.family.is..Press.pause.after.the.noise.to.give.students.time.to.guess.the.part.of.the.house..

Listen. again,. but. this. time,. ask. your. SS. to. match. the. family.members.to.the.correct.part.of.the.house.

Track.52.page.63Listen, say and matchDavid:.Where.is.mum…?Narrator:.….in.the.kitchen.David:.Where.is.dad?Narrator:.....in.the.living-room..David:.And.my.grandpa?.Narrator:.….in.the.garage.David:.Where.is.grandma?Narrator:..….in.the.bathroom.David:.And.where.is.my.sister?Narrator:.….in.the.bedroom.

Feedback: It. is. a. good. idea. to. check. the. review. activities.individually.in.order.to.see.each.student’s.progress.

56

UNIT 5

uNIT 5: “THE FArM”

aims:.At.the.end.of.this.unit.students.will.be.able.to…•. name.farm.animals.and.pet.•. classify.farm.animals.and.pets.•. identify.and.name.new.colours.•. review.colours.•. count.from.1.to.20.•. sing.new.songs.and.chants.•. practise.the.structures:.“What’s.this?”,.“This.is.…”,.“It’s.…”•. be.aware.that.Jesus.created.the.animals.

target language: •. Farm.animals:.cow,.horse,.pig,.duck,.sheep,.hen.•. Pets:.dog,.cat,.fish,.parrot.•. Numbers:.1.to.20.

recycled language•. What’s.this?•. It’s

receptive language•. Do.you.have.a.pet?

lesson 1 (pages 64 & 65)lesson 1

objctives:.At.the.end.of.this.lesson.students.will.be.able.to…•. name.some.farm.animals.•. say.a.prayer.

target language: •. Farm.animals:.cow,.horse,.pig,.duck,.sheep,.hen.•. What.is.it?•. It’s.a.….(sheep)

receptive language• How many…?• -s plural morpheme: eg: pigs

recycled language•. What’s.this?•. It’s.….(a.cow)•. Numbers.

Materials•. The.coursebook.•. The.coursebook.CD.•. Flashcards:.Farm.animals.

Warm up:

Step 1: Stick.the.cow.and.pig.flashcards.on.the.board..Point.to.the.cow.and.say:.“It’s.a.cow”..Ask.students.(SS).to.repeat:.“It’s.a.cow.”.Do.the.same.with.the.other.farm.animals.

Step 2: Point. to. the. cow. again. and. ask:. “What’s. this?”. Elicit.answers.from.your.SS..

Stick.three.more.farm.animal.flashcards.on.the.board.and.repeat.step.1.and.2..


vocaBUlarY

Unit 5

Farm animals

•.Naming.animals.•.Classifying.farm.

animals.and.pets.•.Describing..

animals.•.Naming.new.

colours.•.Counting:.1.to.20.

•.What’s.this?•.It’s…..•.How.many.…?

•.Farm.animals:.cow,.horse,.pig,.duck,.sheep,.hen.

•.Pets:.dog,.cat,.fish,.parrot.

•.Colours:.pink,.black,.white.

•.Recycling:.colours.•.Numbers:.1.to.20.

57

UNIT 5

listen and point.activity:.Ask.SS.to.go.to.page.64..Explain.to.them.that.Kelly.and.

David.are.visiting.Kelly’s.grandpa,.who.has.a.farm..

Play.the.CD..SS.listen.and.point.to.the.correct.picture..Play.the.CD.again.if.necessary.

Unit.5Track.53.pages.64.and.65the FarmKelly:.David,.Look!!!David:.What.is.it?Kelly:.It’s.a.cow..It’s.black.and.white.David:.Listen!.A.sheep.and.a.horseKelly:.Look.at.the.ducks!!!.How.many.are.there?David:.One,.two,.three,.four,.and.five.ducks!!!Grandpa:..What’s.that.noise?David:.Oh.no,.It’s.my.dog.Kelly:.He’s.hungry..Give.him.a.bone!.Everybody:.Ha,.ha.

Once.SS.have.listened.and.pointed.to.the.pictures,.ask.questions.to.check.comprehension.and.to.practise.the.target.language..Hold.up.the.book.and.point.to.a.farm.animal.and.say:.“What’s.this?”.Elicit.complete.answers.such.as.“It’s.a.(cow).”

What’s missingactivity:.Ask.SS.to.go.to.the.sticker.section..Have.them.focus.on.

the.picture.they.need.to.complete..Once.they.put.the.stickers.on.the. corresponding.place,. check. and.practise. the. target. language,.pointing. to. the. animals. you. have. introduced. in. this. lesson.. Say.“What.is.it?”

Extension:If.the.class.has.internalized.the.vocabulary,.this.is.your.opportunity.

to. review. colours.. Hold. up. either. the. book. or. a. flash-card. and.say:”What’s.this?”..Encourage.SS.to.answer.“It’s.a.(cow)”..Then,.ask:.“What.colour.is.it?”.Elicit.answers:.“It’s.black.and.white.”

This.activity.can.be.done.with.the.rest.of.the.farm.animal.flashcards.

Say.Put.a.picture.of.Jesus.and.some.farm.animal.and.pet.flashcards.

on.the.board..Emphasize.that.Jesus.created.the.animals.and.we.are.very.happy.for.that..Say:.“Let’s.thank.Jesus.for.the.animals.”

Say:.“Thank.you.Jesus.for.the.animals.and.pets.”.Ask.SS.to.repeat.Introduce. the. prayer. on. page. 65. and. have. them. repeat. the.

phrases.after.you.

Track.54.page.65PrayerThank.you.Jesus.for.this.day.Thank.you.for.farm.animalsand.pets.Amen.

lesson 2 (pages 66, 67, 68 & 69)

objectives:.At.the.end.of.this.lesson.students.will.be.able.to…

•. Name.some.farm.animals.•. Name.colours.•. Describe.animals•. Sing.a.song.

58

UNIT 5

target language: •. Farm.animals:.cow,.horse,.pig,.duck,.sheep,.hen.•. What.is.it?

recycled language•. What’s.this?•. It’s.….(a.cow)•. Colours

Materials•. The.course.book.•. The.course.book.CD.•. Flashcards:.Farm.animals.

Play (page 66)What is it?

Warm up: Explain.to.your.students.(SS).that.David.and.Kelly.are.playing.a.guessing.game.and.invite.them.to.play. Ask.a.volunteer.to.come.to.the.front..Show.him/her.a.farm.animal.flashcard..Explain.that.he/she.has.to.imitate.the.sound.of.that.animal.so.that.the.rest.of. the. class. can.guess. the.animal..After. the. student. imitates. the.sound,.say:.“What.is.it?”

The.first.student.who.names.the.animal.has.the.opportunity.to.go.to.the.front.and.imitate.another.animal.sound.

listen and number.Warm up:.Ask.SS.to.open.their.books.to.page.66..Have.students.

look.at.the.activity..Point.to.one.of.the.squares.and.say:.“What.is.it?”.Encourage.students.to.guess.what.animal.it.is..Do.this.with.the.different.squares.

activity:.Continue.working.on. the.same.page..Play. the.CD..SS.listen.and.number.the.pictures.in.the.order.they.hear.

Track.55.page.66listen and numberNarrator:.number.1:.It’s.a.horse..Narrator:.number.2:.It’s.a.cow..Narrator:.number.3:.It’s.a.duck..Narrator:.number.4:.It’s.a.cat..Narrator:.number.5:.It’s.a.sheep..

Additional activity

Play a guessing gameobjective: To.reinforce.vocabularyDivide.the.class.into.two.groups.Hold.up.a.farm.animal.flashcard,.behind.a.sheet.of.paper.and.gradually.slide.it.off.to.reveal.the.picture..The.first.student.to.name.the.animal.wins.a.point.for.his/her.group..Continue.playing.the.game.if.your.SS.are.having.fun..If.you.want.to.be.a.little.more.challenging,.once.the.student.has.named.the.animal.you.can.ask:.“What.colour.is.it?”

colour and say activity: Ask.SS.to.open their.books.to.page.67..Explain.to.them.

that. there. are. four. puzzles. and. that. they. have. to. find. out.what.animal.is.hidden.in.each.square..To.reveal.the.hidden.animal.they.need.to.colour.in.the.dotted.parts.

Once.they.finish.colouring,.check.as.a.whole.class..Say:.“What.is.it?”.Elicit.from.students.what.the.animal.in.each.square.is.

Say:.“What.animal.is.number.one?”.And.so.on.Extension:.Ask.SS.individually.about.the.colour.of.their.animals..

Say:.“What.colour.is.your.duck?”

59

UNIT 5

Sing.activity:.Tell.SS.that.they.are.going.to.learn.a.new.song..Explain.

that.it.is.about.a.grandpa.who.has.a.farm..Students.listen.to.the.verses..As.they.listen,.they.look.at.and.point.to.the.pictures.of.the.grandpa.and.animals.mentioned..

Play.the.CD.again,.pausing.after.each.line.for.SS.to.repeat.

Play.Play an animal mime game

Warm up:.Ask.your.SS.to.open.their.books.to.page.69..Point.to.the.“Play.activity”..Tell.them.that.David.and.Kelly.are.playing.a.mime.game..Have.SS.focus.on.the.pictures.and.encourage.them.to.find.out.what.animal.David.is.miming.

activity:.Start.playing.as.a.whole.class..You.mime.an.animal.and.ask.“What. is. it?”.SS.answer..Encourage.SS. to.practise. the. target.language,.“It’s.a.(duck).”.

Then,.divide.the.class.into.small.groups.and.have.them.sit.in.a.circle.on.the.floor..One.student.mimes.an.animal.and.the.rest.of.the.group.tries.to.guess..The.first.student.who.names.the.animal.has.the.chance.to.go.to.the.middle.and.mime.another.one.

Draw and say: My petWhat’s your pet?

Warm up: Stick.the.pet.flashcards.(dog,.cat,.parrot.and.fish).on.the.board.to. introduce.the.concept.of.pets..Explain.that.pets.are.animals.that.you.can.have.and.take.care.of.at.home.

Point.to.the.picture.and.say,.“It’s.a.(dog).”.Have.students.repeat..After.you.have.named.all.the.pets,.point.to.one.flashcard.and.ask:.“What.is.it?”.Elicit.complete.answers,.“It’s.a.(cat).”

activity 1:.Ask.SS.to.open.their.books.to.page.69..Show.them.the.frame and.encourage.them.to.draw.and.colour.their.pets..

activity 2:.Ask. a. volunteer. to. go. to. the. front. to. show.his/her.pet..Ask:. “What. is. your. pet?”. Encourage. the. student. to. use. the.target.language:.“It’s.a.dog”. If.it.is.necessary.to.correct,.do.it.by.modelling..“It’s.a.dog.”.Repeat..If.SS.do.not.know.how.to.name.their.pets,.just.name.them.and.ask.them.to.repeat.

If.you.don’t.have.enough.time,.assign.the.activity.as.homework.and.check.it.the.following.class.

More ideas!

If.you.want.to.have.much.more.fun,.divide.the.class.into.two.groups,.on.the.left.and.the.right.sides.of.the.classroom..Play.the.CD.again..One.half.(the.one.on.the.right).starts.singing.the.first.stanza..The.other.half. joins. in.with. the.sound.of. the.animals..Then.do.the.same.with.the.second.stanza.but.the.left.half.starts.singing.

This.song.can.be.practised.many.times.by.choosing.different.animals.

CD

Track.56.page.68I’m.grandpa,.I.have.a.farmI.have.a.hen.and.a.duckThe.hen.says.chook,.chookThe.duck.says.quack,.quackI.have.a.hen.and.a.duck

I’m.grandpa,.I.have.a.farmI.have.a.horse.and.a.cowThe.horse.says.hee,.heeThe.cow.says.moo,.mooI.have.a.horse.and.a.cow

I’m.grandpa,.I.have.a.farmI.have.a.sheep.and.a.pigThe.sheep.says.baa,.baaThe.pig.says.oink,.oinkI.have.a.sheep.and.a.pig

I’m.grandpa,.I.have.a.farmI.have.a.dog.and.a.catThe.dog.says.woof,.woofThe.cat.says.meow,.meowI.have.a.dog.and.a.cat.

60

UNIT 5

lesson 3 (pages 70, 71, 72, 73 & 74)

objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. Name.numbers.from.1.to.20.•. Identify.and.name.animals.•. Say.a.new.chant.•. Identify.Jesus.as.the.creator.of.the.animals..target language: •. Numbers:.1.to.20•. How.many?•. Pets:.dog,.cat,.parrot,.fish,.rabbit.•. Farm.animal:.cow,.horse,.pig,.duck,.sheep,.hen.recycled language•. Numbers:.1.to.12•. Farm.animals.Materials•. The.course.book.•. The.course.book.CD.•. Flashcards:.numbers.

Warm up: Stick. the. number. flashcards. on. the. board.. Include.only.the.numbers.from.1.to.12.that.students.(SS).have.seen.in.the.previous.units..Point.to.the.numbers.and.say.each.one.for.your.SS.to.repeat.

Point.to.the.numbers.and.lead.SS.to.count.up.to.12.in.the.target.language..Then.encourage.them.to.count.backwards.from.12.to.1.

Point.to.the.different.numbers..Have.SS.say.the.numbers.as.a.whole.class.or.individually.

remember!Don’t. forget. that.your.SS.are.already. familiar.with. the.concept.

of.numbers..Your.main.objective.is.to.teach.them.how.to.name.the.numbers.in.English!.

listen, count and say Warm-up: Tell. your. SS. to. open. their. books. to. page. 70.. Say:.

“Open.your.book.to.page.70,.please.”.Point.to.the.hen.and.its.eggs..Tell.them.they.are.going.to.hear.

numbers..Play.the.CD..SS.listen,.count.and.say.the.numbers.aloud..Play.the.CD.again.and.pause.to.give.them.enough.time.to.repeat.

Track.57.page.70listen, count and sayNarrator:.One,.two,.three,.four,.five,.six,.seven,.eight,.

nine,. ten,. eleven,. twelve,. thirteen,. fourteen,. fifteen,.sixteen,.seventeen,.eighteen,.nineteen,.twenty

listen and connect the numbersactivity:.Say:.“Open.your.book.to.page.71,.please.”.Point.to.the.

picture.and.explain.to.your.SS.that.they.have.to.listen.and.connect.the.numbers.they.hear.in.order.to.find.out.what.animal.it.is..

iMPortant!.This. activity.must.be.done.with. the.CD.since. the.numbers.are.not.organized.in.sequence,.so.SS.need.to.pay.particular.attention.to.the.listening.

Once.they.finish,.say:.“What.is.it?.It’s.a.cock!”Stick.the.hen.and.the.cock.flashcards.on.the.board..Point.to.the.

hen.and.say:.“It’s.a.hen.”.Point.to.the.cock.and.say:.“It’s.a.cock.”.

More ideas!

Ask.SS.to.close.their.eyes..Stick.the.number.flashcards.on.the.board.at.random.without.following.a.sequence.of.numbers..Take.out.one.of. the.number.flashcards..SS.open. their. eyes..Say:.“What.number.is.missing?”.Students.answer..Repeat.the.activity.to.complete.the.review.

61

UNIT 5

Track.58.page.71listen and connect the numbersNarrator:. ten. –. fourteen–. sixteen. –. thirteen. –. twenty.–.fifteen. –. thirteen. -. nineteen. –. eighteen. –. twelve. –.eleven.–.seventeen.

count and write. then say How many …?Warm up:.Say:.“Open.your.book.to.page.72”.Elicit.what.SS.can.see.

in.the.picture.to.review.animal.words..Say:.“Point. to.a.cat,.please.”.Students.look.at.the.picture.and.point.to.one.of.the.cats..Then.say:.“How.many.cats?”.Hold.up.your.book.and.say:.“Let’s.count.the.cats..One,.two,.three,.…”.Repeat.this,.but.mention.other.animals.to.model.the.activity.

activity:.Tell.SS.that.they.should.help.Kelly’s.grandpa.count.his.animals..SS.count.and.write.the.number.in.the.appropriate.square.

Once.they.finish,.correct.as.a.class..Say:.“How.many.(cows)?”.SS.answer.

listen and pointWarm up:.Bring.some.colour.flashcards.or.use.crayons.to.review.

the.colours..You.can.use.some.of. the.activities.mentioned. in. the.previous.units..Then.ask.SS.to.open.their.books.to.page.74..Point.to.the.fishbowl..Say:.“This.is.a.fish..The.fish.is.pink”..Do.the.same.with.the.other..Introduce.and.reinforce.the.colour.pink,.white.and.black.

activity..Ask.SS.to.listen.to.the.CD.and.point.to.the.fish.that.they.hear.

Track.59.page.74listen and pointDavid:.Look.Kelly!.My.fish.is.black.and.white.Kelly:.Nice!.My.fish.is.pink.David:.Cool!

Say a chantobjective: To.emphasize.that.Jesus.is.the.creator.of.the.animals..

He.created.the.animals.to.make.us.happy.activity: Teach.the.chant.on.page.74.to.your.SS..Ask.SS.to.open.

their.books.to.page.74..Tell.them.they.are.going.to.learn.a.chant..Have.your.SS. focus. their.attention.on. the.numbers.and.pictures..Play.the.CD..SS.listen.and.point..Play.the.CD.again..SS.count.and.name.the.animal.that.is.mentioned.

Play.the.CD.and.encourage.your.SS.to.repeat.the.chant.softly,.loudly,.in.groups,.pairs,.going.faster.and.faster.each.time.

Track.60.page.71Say chant1,.2,.3..What.is.the.animal?.It’s.a.sheep.1,.2,.3,.and.4.What.is.it?.It’s.a.horse.1,.2,.3,.4,.5,.and.6..What.is.it?.It’s.a.pig.7,8,.9,.and.10..What.is.it?.It’s.a.hen.Jesus,.Jesus.creates.all,.all.the.animals.in.the.world

Additional activities!

GamePreparation: None

Step 1: Go. to. the. playground. or. clear. an. open. space. in.the.classroom..Ask.SS.to.stand.up..Explain.that.you.are.going.to.say.a.number.and.that.they.have.to.form.groups.with.the.number.of.members.mentioned..Call.out.numbers.from.1.to.15..Play.it.several.times..Then.call.out.numbers.from.10.to.20.

62

UNIT 5

Game: Match numbersPreparation:.Distribute.a.sheet.of.papers.to.each.of.your.SS..

Ask.them.to.draw.a.chart.with.6.squares..If.it.is.necessary.draw.the.chart.on.the.board..

Step 1:.Tell.them.that.you.are.going.to.play.Match numbers..Ask.your.SS. to.write.on.each.square.a.number. from.1. to.20.or. if. you.want. to. concentrate.on. the.numbers. that. you.have.already.taught,.ask.them.to.write.numbers.from.12.to.20..Call.out.a.number,.for.example.13..All.the.SS.who.have.written.that.number.on.their.bingo.card.should.cross.it.out..The.first.student.who.crosses.out.all.the.numbers.on.his/her.card.is.the.winner.

Materials•. The.course.book.•. The.course.book.CD.•. Flashcards:.numbers.(1.to.20),.farm.animals,.pets.•. Sheets.of.paper.•. Aquarium.poster•. Two.boxes.•. Two.fishing.rods.

Warm up: Elicit.the.new.vocabulary.using.the.number.flashcards..Show.each.flashcard.in.turn.and.elicit.the.word..Students.(SS).say.the.number.in.chorus,.then.in.groups.. Stick.the.number.flashcards.on.the.board..Point.to.each.of.the.number.flascards.in.turn..SS.say.the.number.together.as.a.whole.class.

lesson 4 (pages 74, 75 & 76)

objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. Name.numbers.from.1.to.20.•. Identify.and.name.animals.•. Count.animals.and.pets.•. Identify.an.animal.by.its.description.•. Describe.animals.

target language: •. Numbers:.1.to.20•. How.many?•. Colours:.black,.white,.pink.......

recycled language•. Numbers:.1.to.20.•. Farm.animals.•. Pets.•. Colours.

Additional activity

Game: Fish groupingPreparation:.Distribute.a.sheet.of.paper.to.each.of.the.SS..Ask.them.to.fold.it.in.half.and.then.fold.it.in.half.again.-so.there.are.4.parts-..Draw.a.fish.on.the.board.and.tell.them.that.it.is.your.pet...Have.them.copy.the.fish.on.the.sheet.of.paper.they.have.folded.and.ask.them.to.cut.out.the.fish..They.will.obtain.4.fish.

Step 1:.Clear.an.open.space.in.the.classroom.where.SS.can.work..Divide. the. class. into.groups.of.five.members. each. at.least..Tell.them.you.are.going.to.call.out.a.number.and.they.have.to.form.a.group.of.that.number.of.fish..Repeat.the.activity.to.continue.practicing.numbers.from.1.to.20.

63

UNIT 5

listen and colour.Preparation: Prepare.in.advance.an.aquarium.poster..Include.fish.

with.the.colour.you.are.going.to.review.and.the.new.ones.you.are.going.to.introduce.(pink,.violet,.white.and.black)

First.point.to.one.fish.and.say:.“It’s.white.”.Ask.them.to.repeat..Continue.till.SS.repeat.all.the.colours.

It.is.a.good.idea.to.introduce.also.the.colour.“violet”.since.it.is.a.friendly.word.and.it.is.mentioned.in.the.listening.

Narrator:.Number.fifteen.is.violet.Narrator:.Number.sixteen.is.black.Narrator:.Number.seventeen.is.pink.Narrator:.Number.eighteen.is.yellow.Narrator:.Number.nineteen.is.black.Narrator:.Number.twenty.is.white

Check.the.activity.as.a.whole.class..Say:.“What.colour.is.number.ten?”.SS.answer.in.chorus.or.individually.

MatchAsk.your.SS.to.go.to.page.75..Give.SS.instructions..Say:.“Point.to.

the.parrot”..Repeat.this.with.the.rest.of.the.pictures..Ask.your.SS.to.take.a.crayon..Say:.“Show.me.your.crayon.”.Point.to.the.parrot..“Draw.a.line.from.the.parrot.to.its.house.”.Allow.SS.time.to.do.the.task..

additional activity.Once.they.finish,.ask.your.SS.yes/no.questions.to.practise.the.

target. language.. Point. to. the. parrot. and. say:. “Is. it. a. horse?. SS.answer:.“No”.Say: “Is.it.a.parrot?”.SS.say:.“Yes”

Production.Point.to.the.parrot.and.Say:.“What.is.it?”.Elicit.complete.answers:.

“It’s.a.parrot.”


objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. Identify.animals.•. Name.animals.•. Classify.animals.into.farm.animals.or.pets.•. Follow.commands.•. Recognize.Jesus.as.our.Creator.

More ideas!

Game: chinese WhispersSS.form.a.line..Whisper.to.the.first.student.in.line.a.colour,.

for.example,.“It’s.white”..He/she.whispers.the.message.to.the.next.person.and.so.on..The. last.student. in. the. line.says. the.message. aloud. and. goes. to. the. blackboard. to. point. to. the.white.fish,.for.instance.

listen and colourPoint.to.the.activity..Tell.SS.that.they.should.colour.the.fish.according.

to.the.instructions..Students.listen.to.the.CD.and.colour.the.fish.Pause.after.they.listen.to.each.number.to.allow.SS.time.to.colour.

the.fish.

Track.61.page.74listen and colourNarrator:.Number.ten.is.orangeNarrator:.Number.eleven.is.orange.Narrator:.Number.twelve.is.pink.Narrator:.Number.thirteen.is.yellow.Narrator:.Number.fourteen.is.violet.

64

UNIT 5

target language: •. What.is.it?•. Is.it.…?•. Farm.animals.and.pet.•. How.many?•. Colours

recycled language•. Farm.animals.•. Pets.•. Colours.

receptive language•. Is.it.a.pet.or.a.farm.animal?

Materials•. The.course.book.•. The.course.book.CD.

Warm upDrawing in the air

Use.your.finger.to.draw.a.pet.or.a.farm.animal.in.the.air..Students.(SS).follow.your.trace.attentively.and.try.to.guess.which.animal.it.is.by.asking:.“Is.it.a.(fish)?”.SS.continue.asking.questions.until.they.name.the.animal..If.they.find.it.difficult,.you.can.make.the.animal’s.sound.

Story time!activity: Ask.SS.to.open.their.books.to.page.76..Say:.“It’s.story.

time!”.SS.focus.on.the.story.page..Show.them.the.first.character.and.say:.“Look!.This.is.Jesus!.Jesus.creates.the.animals.”.If.necessary.you.can.put.a.picture.of.Jesus.on.the.board.and.the.animal.flashcards.around.it.to.reinforce.the.concept.of.Jesus.as.creator..Then.point.to.Adam.and.say:.“This.is.Adam!”.Say:.“Point.to.Jesus..Point.to.Adam.”

Ask.SS.to.put.the.animal.cutouts.on.their.desk.Play.the.CD..SS.listen.and.follow.the.story..Play.the.CD.again,.but.

ask.SS.to.hold.up.the.animal.cut-out.that.is.mentioned.Ask.questions.to.check.comprehension..Point.to.Jesus.and.say:.

“Who. is. it?”. SS. answer:. . “It. is. Jesus”.. Say:. “He. is. the. creator.”.Repeat..Point.to.Adam..Then.point.to.the.pig.and.say:.“What.is.it?”.SS.answer..Then.ask:.Is.it.a.farm.animal.or.a.pet?.Encourage.them.to.answer.

Track.62.page.76Story time!listenNarrator:.Jesus.creates.the.animals.Jesus:.Look.at.the.animals,.Adam!.Name.them!Adam:.This.is.a.pig.and.this.is.a.sheep.Adam:.This.is.a.horse.and.this.is.a.cow.Adam:.And.look!.My.cat.and.my.dog.Adam:.Thank.you,.Jesus,.for.the.animals..My.new.friends!

listen and tick.Finally,.focus.your.SS.attention.on.the.activity..

SS.listen.to.the.CD.again.and.tick.whatthey.hear.

Correct.as.a.whole.class.

65

UNIT 5

Extra activity

act it out:.Assign.SS.different.roles.to.act.out.the.story..

Extra.activity:.Draw.a.chart.on.the.board..Display.a.picture.of.a.farm.in.one.of.the.squares.and.a.picture.of.a.house.on.the.other..Show.SS.a.flashcard.and.ask.a.volunteer.to.come.to.the.front..Say:.“What.is.it?”.The.student.answers..Say:.“What.colour.is.it?”.The.student.answers..Say:.“Is.it.a.farm.animal.or.a.pet?”.The.student.answers..If.he/she.answers.correctly.tell.him/her.to.stick.the.flashcard.on.the.appropriate.square..Repeat.this.with.the.rest.of.the.animal.flashcards.

receptive language•. Is.it.a.pet.or.a.farm.animal?

Materials•. The.course.book.•. The.course.book.CD.•. White.paper.plates.–one.per.student-.or.the.mask.cut-outs.•. Strip.of.elastic.•. Coloured.paper,.crayons,.glitter,.glue,.etc.

Warm up: Hold.up.an.animal.flashcard,.it.can.be.a.farm.animal.or.a.pet..

Play the true/ false game.Say.true.or.false.sentences.about.the.picture,.for.example,.“It’s.

a.parrot.”. If. it. is. correct,. students. (SS). turn. their. thumb.up.. If. it.is.wrong,.SS. turn. their. thumb.down,.or. they.simply.say.yes/.no..Continue.trying.to.practise.what.you.have.taught..“It’s.white/.It’s.a.pet.”

additional activityContinue.working.with.the.flashcards,.but.now.ask.SS.to.answer.

your. questions.. This. activity. has. been. designed. to. promote. oral.production.. “What. is. it?.What. colour. is. it?. Is. it. a. pet. or. a. farm.animal?”.Encourage.your.SS.to.participate..You.can.do.it.as.a.whole.class.or.you.can.ask.them.individually.

Project Remember.that.this.is.project.time.so.it.requires.some.kind.of.

research.. In. advance. explain. to. SS. that. they. are. going. to. make.animal. masks/. finger. puppets. Therefore. ask. them. to. bring. the.necessary.materials.to.the.class..Ask.them.to.find.out.about.one.of.the.animals.they.have.learnt.to.name.in.English.and.to.bring.some.pictures. to. the. class. to.have.more. ideas. to.decorate. the.masks/.finger.puppets.

lesson 6 (pages 78, 79, 80 & 81)

aims:.At.the.end.of.this.lesson.students.will.be.able.to…•. Identify.animals.•. Name.animals.•. Classify.animals.into.farm.animals.or.pets.•. Follow.commands.•. Recognize.Jesus.as.our.Creator.

target language: •. What.is.it?•. Is.it.…?•. Farm.animals.and.pets.•. How.many…?•. Colours.

recycled language•. Farm.animals.•. Pets.•. Colours.

66

UNIT 5

option 1: animal masksStep 1:.Give.each.student.a.white.paper.plate.or.SS.can.cut.out.the.

mask.in.the.cut-outs.(p..127)...Ask.SS.to.draw.and.decorate.the.animal’s.face.on.the.card..They.can.use.coloured.paper,.crayons,.glitter,.etc.

Step 2:.Help.SS.punch. two.holes. through. the.sides..Thread.a.strip.of.elastic.through.each.hole.and.tie.so.that.the.mask.fits.the.student’s.head.

Step 3:.Once.they.finish,.ask.volunteers.to.go.to.the.front.to.talk.about.their.masks.with.the.class..For.example, “It’s.yellow.and.I’m.a.duck.”

PlayTell.SS.that.you.want.to.hear.the.sound.of.the.animal.you.mention,.

but.if.you.say.“duck”.only.the.SS.with.the.duck.masks.must.make.the.sound.

listen and SayTell.your.SS.to.open.the.book.to.page.79..Tell.them.that.they.are.

going.to.learn.a.chant..SS.listen.to.the.chant..Play.the.CD.again,.but.pause.before.the.animal.noise.to.make.SS.perform.the.sound.

Divide.the.class.into.two.groups:.A.and.B..Group.A.says.the.first.part.of.the.verse.and.group.B.makes.the.noise..For.example:.Group.A:.“The.cat.says…”.Group.B:.“Meow,.meow”..You.can.arrange.the.groups.in.such.a.way.that.the.weak.students.form.part.of.group.B.so.they.won’t.hesitate.to.say.some.part.of.the.chant..Then.do.it.the.other.way.around.

Finally.play.the.CD.and.encourage.your.SS.to.say.the.chant.all.together.

Track.63.page.79listen and Say:chant:.The.cat.says.meow,.meowThe.dog.says.woof,.woofThe.cow.says.moo,.mooThe.hen.says.chook,.chookFroggy.says.croak,.croakThey.all.say.meow,.woof,.moo,.chook,.croak.

review

listen and circleSS.open.their.books.to.page.80..Focus.your.SS’s.attention.on.the.

farm.scene..Tell.them.that.they.are.going.to.listen.to.the.description.of. different. animals.. They. have. to. circle. the. appropriate. picture..Correct.this.activity.individually.to.check.your.SS’s.progress.

More ideas!

Game: a variation of Simon says

Tell.your.SS.that.you.will.give.commands.and.they.have.to.follow.the.command. in. the. following.way..You.say:.“Cows,.sit.down.”.Only.those.SS.with.the.cow.masks.sit.down.

option 2: “Finger Puppets”Step 1:.SS.go.to.the.cut-outs.where.they.cut.out.and.paste.the.

finger.puppets.(p..129).Step 2:.Once.they.finish,.they.can.play.a.guessing.game.in.pairs..

Student.A.shows.his/her.partner.only.three.of.the.finger.puppets..Student.B.tries.to.guess.which.is.missing.

67

UNIT 5

Track.66.page.80reviewlisten and circleCD● A.white.sheep.● A.black.and.white.cow.● A.red.and.yellow.parrot.● A.pink.pig.● A.black.horse.● An.orange.fish.

listen and write the number.Tell.your.SS.that.Kelly’s.grandpa.wants.to.know.how.many.animals.

he.has.and.David. is.going. to.help.him..Explain. that. they.should.write.the.number.in.the.appropriate.square.

Track.65.page.80listen and write the numberHow.many.….?.CD● Kelly:.How.many.parrots?.David:.Thirteen,.thirteen.parrots.● Kelly:.How.many.cats?.David:.Sixteen,.sixteen.cats.● Kelly:.How.many.hens?.David:.Fifteen,.fifteen.hens.● Kelly:. How. many. ducks?. David:. Twenty,. twenty.ducks.● Kelly:.How.many.cows?.David:.Eighteen,.eighteen.cows.● Kelly:.How.many.cocks?.David:.Two,.two.cocks.● Kelly:.How.many.pigs?.David:.Eleven.

•. Kelly:.How.many.sheep?.David:.Only.three.•. Kelly:.And.horses?.David:.Five..Two.black.and.three.white.•. Kelly:.How.many.dogs?.David:.Four,.four.dogs.•. Kelly:. How. many. fish?. David:. Hmmm!. Let. me. think,.

fourteen.•. Kelly:.And.Froggy?.David:.Only.one!!!..Ha,.ha,.ha.

Game:Stick.a.picture.of.a.farm.and.a.picture.of.a.house.on.the.board.to.

make.SS.classify.the.animals.into.farm.animals.and.pets.Hold.up.an.animal.flashcard..Ask.as.many.questions.as.possible..

For.example:.“What.is.it?”.SS.answer.“A.cow”..Ask:.“What.colour.is. it?”.SS.answer:.“Black.and.white.”.Ask:.“Is. it.a.pet.or.a.farm.animal?”.SS.answer:. “A. farm.animal.” Once. they.have.described.the.picture.stick.the.picture.on.the.blackboard.bellow.the.picture.of.the.farm.

Additional activity!

Take. out. all. the. flashcards. except. for. the. farm. and. the.house..Divide. the.class. into. two.groups..One.student. from.each.group.goes.to.the. front..Put. the.animal.flashcards.on.the.desk..Tell.them.that.you.are.going.to.say.farm.animal.or.pet..If.you.say.pet,.the.SS.have.to.pick.up.a.picture.of.a.pet.and.stick.it.on.the.board..Then.ask.them.individually.“What.animal.is.it?”.Continue.with.the.rest.of.the.SS.

68

UNIT 6

uNIT 6: “MY TOWN”

aims:.At.the.end.of.this.unit.students.will.be.able.to…•. Name.city.places,.jobs.and.means.of.transport.•. Sing.new.songs.and.say.chants.•. Identify.and.practise.the.structures:.“This.is.…”.and.“That’s.…”.

and.“He’s.…”.and.“She’s…”•. Bear.in.mind.that.Jesus.protects.us.wherever.we.are.

target language: •. City.places:.church,.hospital,.police.station,.fire-station,.school.•. Jobs:.pastor,.doctor,.police.officer,.fireman,.teacher,.bus.driver.•. Means.of.transport:.bus,.ambulance,.police.car,.fire.truck.•. This.is.…(a.church)./.That.is.….(a.church)•. He’s/.She’s.….(a.police.officer)•. Where.is.(he)?

recycled language•. What’s.this?•. This.is.…

lesson 1 pages (82, 83, 84 & 85)

objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. Name.city.places.•. Say.a.chant.•. Recognize.the.pronouns.“He”.and.“She”.

target language: •. City.places:.church,.hospital,.police.station,.fire.station,.school.•. What’s.this?./What’s.that?•. It’s.….

receptive language• Where…?• This is …

recycled language•. What’s.this?•. It’s.….(a.school.)

Materials•. The.course.book.•. The.course.book.CD.•. Flashcards.of.jobs.and.city.places.

Warm up: Show.students.(SS).pictures.of.a.teacher.and.a.school..SS.are. familiar.with. this.vocabulary..Ask.them:.“Who.is.she?.She.is.a.teacher.”.Then.show.the.school.flashcard.and.say:. “What. is. it?” Encourage.SS. to.answer.“It’s.a.school.”..Then.show.them.the.hospital.flashcard.and.say:.“This.is.a.hospital.”.Hold.up.the.doctor.flashcard.and.say:.“This.is.a.doctor!”.Ask.SS.to.repeat.


vocaBUlarY

Unit 6

My town.

•.Naming.city.places.

•.Naming.Jobs.•.Describing.

uniforms..•.Naming.means.of.

transport.

•.This.is.…(a.church)•.He’s.…(a.

policeman)•.She.is.….(a.

doctor)•.This.is.….(an.

ambulance)•.That.is.…•.Where.is.(he)?

•.City:.church,.hospital,.police.station,.fire-station,.school.

•.Jobs:.pastor,.doctor,.police.officer,.fireman,.teacher,.bus.driver,.chef.

•.Means.of.transport:.bus,.ambulance,.police.car,.fire.truck.

69

UNIT 6

listen and Point Tell.SS.that.David’s.mother.is.driving.him.to.school..Explain.that.

David.will.see.different.places.in.the.city..Ask.them.to.open.the.book.to.page.82.and.focus.their.attention.on.the.scene.

Tell.SS.to.listen.to.the.CD.and.point.to.the.pictures.they.hear.CD

Track.66.pages.82.&.83listen and Point.CDMum:.Come.on.David,.it’s.school.time!David:.Ok,.mum..I’m.going.….Mum:.Get.into.the.car,.sweetie,.please!.David:.What’s.that?Mum:.Oh!.It’s.the.fire.stationDavid:.Oh,.look!.That’s.the.hospital.and.he.is.my.doctor..Mum:.Yes,.you’re.right!.David,.look.that’s.the.police.station.David:.….and.the.church.Mum:.OK,.here.we.are!David:.Where?Mum:.At.school,.David,.and.she’s.your.teacher.

activity:.Tell.SS.to.go.to.the.sticker.section..Point.to.the.hospital.and.ask.“What.is.this?”.Encourage.SS.to.answer:”This.is.the.hospital.”.Tell.your.SS.to.put.the.sticker.in.the.correct.place..Continue.doing.this.with.the.rest.of.the.places..

chant: Tell.SS.that.they.are.going.to.learn.a.chant..SS.listen.to.the.chant.

in.silence..Play.the.CD.again.and.pause.after.each.line.so.that.SS.can.repeat.the.phrase..Ask.your.SS.to.stand.up.and.try.to.act.out.what.they.are.saying..First.say.the.chant.and.model.it..For.example:.Everywhere I go. (you.should.walk.around. the. class).everywhere I stay.(You.should.stay.still).Jesus takes care of me.(Hug.yourself.).He sends an angel.(with.your.hands.imitate.wings.like.an.angel).To be with me.(point.to.yourself ).

Track.67.page.83chant:Everywhere.I.go,Everywhere.I.stay,Jesus.takes.care.of.me,He.sends.an.angel.To.be.with.me!

1. What’s this?cut, listen and glue.

Tell.your.SS.that.Kelly.and.her.mum.are.taking.a.walk.around.the.city..Ask.SS.to.go.to.the.cutouts.(p..131)..SS.cut.out.the.pictures.of.the.different.city.places.

Tell.them.to.open.their.books.to.page.84..Ask.SS.to. look.at.the.scene.and.listen.to.the.CD..Tell.them.they.will.listen.again.and.glue.the.cut-outs.in.the.order.they.hear..Pause.if.necessary.

to.allow.SS.time.to.glue.the.cut-outs..Once.they.finish.pasting,.listen.again.to.check.

70

UNIT 6

Track.68.page.84cut, listen and glue.CD.Narrator:.Number.1Kelly’s.Mum:.Let’s.have.a.walk,.Kelly..Look,.darling!.This.is.the.hospital.Narrator:.Number.two:Kelly:.Look,.Mum!.This.is.the.church.Narrator:.Number.three:Kelly’s.mum:.Look.Kelly!.This.is.the.fire.station.Narrator:.Number.four:Kelly:.And.mum!.This.is.the.police.station.Narrator:.Number.five:Kelly’s.mum:.Look.Kelly!.This.is.the.school.

2. What’s that?

listen, number, and say Warm up: Play a variation of I spyHold.up.a.flashcard.of.one.of.the.places.taught,.for.example,.the.

police.station..Cover.the.flashcard.with.a.piece.of.paper..Slowly.slide.off.the.piece.of.paper.so.that.SS.can.see.only.a.small.part.of.the.picture..Say:.“What’s.this?”.Encourage.SS.to.guess.

Stick. some.flashcards.on. the.board,. such. as. the.hospital,. the.school.,.etc..Hold.up.a.flashcard.and.say:.“This.is.the.police.station”..Then.point.to.the.hospital.flashcard.stuck.on.the.board.and.say:.“That.is.the.hospital”..Repeat.the.procedure.to.emphasize.the.use.of.“This”.and.“That”.

Ask.SS.to.open.their.books.to.page.85..Tell.them.that.David.and.Kelly. are. using. their. binoculars. to. see. some. city. places. that. are.away.from.them..

Track.69.page.85listen, number and sayWHat’S tHat?Narrator:.Number.one:David:.What’s.that,.Kelly?Kelly:.Let.me.see..That.is.the.hospital.Narrator:.Number.two:Kelly:.What’s.that,.David?.David:.That.is.the.church.Narrator:.Number.three:David:.Look.Kelly!.That.is.the.fire.station.Narrator:.Number.four:Kelly:.And.that.is.the.police.station.Narrator:.Number.five:David:.Look.Kelly!.That.is.the.school.


objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. Name.city.places.•. Name.jobs.•. Recognize.the.personal.pronouns.“He”.and.“She”.•. Ask.and.answer.about.where.people.are.•. Sing.a.song.

target language: •. City.places:.church,.hospital,.police.station,.fire.station,.school.•. Jobs:.Teacher,.doctor,.police.officer,.fireman,.pastor,.chef.•. What’s.that?•. It’s.…..

71

UNIT 6

receptive language• Where…?• That’s …• What’s his/her job?

recycled language• What’s this?• It’s … (a school.)

Materials•. The.course.book.•. The.course.book.CD.•. A.city.poster.

Warm up: Display.a.city.poster..It.can.be.one.from.a.magazine.or. you. can. photocopy. the. one. in. the. book..With. students. (SS),.brainstorm.places. that. you.can.find. in.a. city..As.SS.mention. the.places.stick.the.city.place.flashcards.on.the.board.

Extension: Ask. about. the. colour. of. the. buildings.. Say:. “What.colour.is.the.police.station?”.In.this.way.you.allow.SS.to.integrate.and. recycle. the.concepts. they.have.seen.during. the.year..Do.not.forget.that.repetition.and.association.are.very.important.for.language.acquisition.at.this.age.

listen and pointWarm up: Explain. to. SS. that. they. are. going. to. learn. about.

different.jobs..Stick.the.job.flashcards.on.the.board..Point.to.one.of.them.and.say:.“She.is.a.teacher.”.Ask.them.to.repeat..Do.this.with.the.different.jobs..Remember.that.at.the.same.time.you.should.introduce.the.use.of.“He”.and.“She”.

Ask.SS.to.open.their.books.to.page.86..Have.them.focus.their.attention.on.the.scene.

Tell.your.SS.that.David.and.Kelly.are.having.a.special.class.today..Tell.them.that.their.parents.are.going.to.visit.their.class..

Explain.to.your.SS.that.they.are.going.to.listen.to.the.CD.and.that.they.should.point.to.the.correct.picture.

SS.listen.and.point.Play.the.CD.again,.but.this.time.pause.before.the.job.is.said.to.

encourage.your.SS.to.name.it.first.Once.they.finish,.check.as.a.whole.class.by.pointing.and.asking:.

“Who.is.she?”.Elicit.answer:.“She.is.a.doctor”.

Track.70.page.86listen and point.CD:Teacher:.Hello,.children!.Today.we.have.a.special.class..Kelly!?. Kelly:. Hi,. friends!. This. is. my. grandpa.. He’s. a.pastor..And.this.is.my.mum..She.is.a.doctor.Teacher:.David!.Your.turn!David:.Hello,.friends!.OK..This.is.my.dad..He.is.a.police.officer..And.this.is.my.mum..She.is.a.chef.Teacher:.Meg?Meg:.And.this.is.my.dad..He.is.a.fireman.

Additional ActivityGame: Where are you?

objectives: to introduce the concept of he, she, where.Divide.the.class.into.two.groups:.A.and.B..Ask.one.volunteer.from.

group.A.to.go.to.the.front..Whisper.in.his/her.ear.that.he/she.is.at.the.hospital,.for.instance..The.student.should.mime.different.actions.to.allow.SS.from.his/her.group.to.guess.where.he/she.is..Once.he/she.finishes.miming.ask:.“Where.is.he/she?”.SS.should.answer.“At.the.hospital”..If.group.A.names.the.place.correctly,.they.win.a.point..If.they.do.not.guess,.group.B.has.the.opportunity.to.guess.and.they.win.the.point.if.it.is.correct..Do.the.same.with.the.other.group..

72

UNIT 6

listen and circle the letterAsk.SS.to.continue.working.on.page.87,.on.the.activity.“circle.

the.letter”Warm up: Stick.the.job.flashcards.on.the.board..Point.to.each.of.

them.and.ask.SS.to.identify.them..After.SS.identify.each.job..write.the.alphabet.on.the.board..Ask.a.volunteer.to.go.to.the.front..Point.to.the.first.flashcard.and.

say:.“What’s.his/her.job?”.The.student.identifies.and.names.the.job.correctly,. for. example. “teacher”..Ask. the. student:”What’s. the.first.letter?”.The.student.points.to.a.letter.in.the.alphabet.and.then.he/she.writes.it.next.to.the.corresponding.job.

activity: SS.look.at.the.different.jobs.in.the.activity.“Circle.the.letter”.Point.to.each.picture.and.say:.“He/She.is.a.…”.allow.SS.to.answer..SS. read. the. letters.under.each. job.and.circle. the.correct.initial.

Then.they.listen.to.the.CD.and.check.their.work.

Track.71.page.87listen and circleI’m.a.police.officer..I’m.a.fireman.I’m.a.teacher...

cut and glue Warm up: Say:.“Open.your.book.to.page.87.”.Point.to.the.Cut.

and.glue.activity..Point.to.one.of.the.characters.and.say:.“Who.is.it?”.SS.answer..Continue.doing.this.with.the.rest.of.the.characters..Then,.tell.your.students.that.Kelly,.David,.and.Alex.are.playing.and.talking.about.different.jobs.and.that.they.should.help.them.dress.up.

activity: Tell.SS.to.go.to.the.cutouts.(p..131)..SS.cut.the.cutouts.and.glue.them.on.the.character.they.choose.

Once.SS.finish,.ask. them. individually.about. the.different. jobs..Point.to.David.and.say:.“What’s.his.job?”.Encourage.your.SS.to.say.“He.is.a.police.officer.”.This.activity.is.suitable.to.practise.the.use.of.“He”.and.“She”..Continue.checking.with.the.rest.of.the.class.

More ideas!

Bowling

Divide.the.class.into.two.or.three.groups..Each.group.should.stand. in.a. line.. In. front.of. the. teams,.place.plastic.bottles. to.which.you.have.attached.a.job.flashcard.with.a.rubber.band.

One.student.should.try.to.knock.down.one.pin..If.he/she.does.it,.ask.him/her:.“What’s. the. job.on. the.bottle?”. If. the.student.answers.correctly,.he/she.wins.a.point.for.his/her.group..Continue.playing.till.SS.have.enough.practice.and.fun!

Sing.Warm-up:.Tell.SS.that.they.are.going.to.learn.a.new.song..Select.

the.job.flashcards according.to.the.jobs.that.are.mentioned.in.the.song..Hold.up.one.flashcard.and.say:.“Who.is.it?”.SS.answer..Do.the.same.with.the.rest.of.the.flashcards.selected..Ask.your.SS.to.cut.out.the.job.flashcards.in.their.cut-outs.

Tell.SS.that.they.are.going.to.listen.to.a.new.song.and.that.they.should.raise.the.job.flashcard.that.is.mentioned.in.the.song.

Listen.to.the.song.again,.but.this.time.encourage.SS.to.say.the.job.that.corresponds.to.that.part.of.the.verse.while.you.press.pause.

Teach.SS.the.song.and.invent.some.actions.they.can.do.while.they.sing..Play. the. track.again..SS. join. in.singing.and.doing. the.actions.you.invented.

You.can.also.divide.the.class.into.different.groups.and.each.group.can.sing.a.different.stanza.

73

UNIT 6

Track.72.page.88Sing.Fire!.Fire!.Here.I.am.I’m.the.firemanReady.to.help.…Help!.Help!Here.I.am.I’m.the.police.officerReady.to.help.…Miss,.miss.Here.I.am.I’m.the.teacherReady.to.help.….Waaaah!.Waaaaah!Here.I.am.I’m.the.doctorReady.to.help.…I’m.the.Pastor.Here.I.am.I.teach.the.BibleAnd.aboutJesus’.s.love.

lesson 3 (pages 89, 90 & 91)

objectives:.At.the.end.of.this.lesson.students.will.be.able.to:•. Name.means.of.transport.•. Identify.and.use.demonstrative.pronouns.in.the.singular.form.•. Say.a.chant.

target language: •. Means.of.transport•. What.is.this/that?•. This./.That.is.…..

receptive language• Where…?• Jesus creates …• Rest

recycled language•. What’s.this?•. It’s.….(a.school)•. Jobs.•. City.places.

Materials•. The.course.book.•. The.course.book.CD.•. Job,.city.places,.transportation.flashcards.

Warm up Miming job review:

Stand.in.a.circle.with.students.(SS)..Mime.an.action.related.to.one.of.the.jobs.taught..Encourage.SS.to.guess.the.job.by.asking:.“What’s.my.job?”.Change.the.action..Encourage.SS.to.guess.the.next.job..Ask.a.volunteer.to.stand.in.the.circle.and.to.mime.another.job..

74

UNIT 6

cut, listen and glue Warm.up..Stick.some.transportation.cards.on.the.board.and.keep.

some.of.them.on.the.desk..Hold.up.one.transportation.card.and.say:.“This.is.a.police.car.”.Point.to.the.blackboard.and.say:.“That.is.an.ambulance.”.Repeat.this.with.each.of.the.flashcards..Emphasize.the.use.of.“This”.and.“That”..

Then,.hold.up.a.transportation.flashcard.and.say:.“What’s.this?”.SS.answer..Point.to.a.transportation.flashcard.stuck.on.the.board.and.say:.“What’s.that?”.SS.answer.

Activity:.SS.go.to.the.cut-outs.and.cut.out.the.pictures..Tell.them.to.pick.up.the.glue.and.say:.“Show.me.the.glue.”.SS.perform.the.action.

Explain.that.they.are.going.to.listen.to.the.CD.and.glue.the.cutout.according.to.what.they.hear..Pause.after.each.sentence.to.allow.SS.to.glue.the.cut-out.

Play.the.CD.

Track.73.page.89cut, listen and glue CD:● This.is.an.ambulance.● That.is.a.police.car.● That.is.a.school.bus.● This.is.a.fire.truck.

Correct. as. a.whole. class. first.. Point. to. number. one. and. elicit.answers.from.your.SS..Model.if.necessary:.“This.is.an.ambulance.”

Then,.check.individually.to.monitor.each.student’s.progress.

chantTell.SS.they.are.going.to.learn.a.new.chant..Arrange.the.chairs.

so.that.students.can.imagine.they.are.on.a.bus..Ask.them.to.have.a.seat..Make.the.sound.of.the.bus.horn.and.play.the.role.of.the.driver..Play.the.chant.and.make.gestures.as.if.you.were.driving.them.home..Listen.again.and.encourage.SS.to.say.the.chant..

Track.74.page.89chantListen.and.sayBeep,.beep,.beep,.beepOn.the.school.bus.we.are.Bus.driver,.please,drive,.drive,.drivetill.at.home.we.arrive.

listen and matchWarm.up:.Stick.the.transportation.flashcards.on.the.board..Point.

to.each.one.and.teach.the.new.words..Remember.to.practise.and.reinforce.the.use.of.“that”.in.this.part.of.the.lesson.

SS.open.their.books.to.page.90.and.focus.their.attention.on.the.pictures.

Play.the.CD.and.ask.SS.to.point.to.the.pictures.they.hear.

Track.75.page.90listen and matchCD:I’m.a.police.officer.and.that.is.the.police.car.I’m.a.doctor.and.that.is.the.ambulance.I’m.a.fire.man.and.that.is.the.fire.truck.I’m.a.bus.driver.and.that.is.the.school.bus.

Hold.up.the.book.and.point.to.the.means.of.transport.and.ask:.“What’s.this?”.SS.answer.

Play.the.CD.again.and.pause.so.that.SS.can.name.each.form.of.transportation.

75

UNIT 6

look and say.Ask. your. SS. to. open. their. books. to. page. 91.. SS. focus. their.

attention.on.the.scene..Explain.that.they.have.to.find.the.professional.you.mention..Ask.your.SS.questions.to.practise.the.target.language..Say:.”Where.is.the.doctor?”.SS.answer.“She.is.(at.the.hospital).” Continue. asking. questions. and. encourage. them. to. point. to. the.picture.if.they.do.not.feel.confident.to.say.the.word.


objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. Name.jobs.•. Recognize.and.use.the.personal.pronouns.“He”.and.“She”.•. Ask.and.answer.about.jobs.•. Recognize.Jesus.as.our.savior.and.king.

Target language: •. Jobs:.Teacher,.doctor,.pastor,.chef.•. What’s.his.job?•. It’s.…

receptive language•. Saviour,.King.

recycled language•. Jobs


Story time! Warm up:.Say:.“It’s.story.time!”.Ask.SS.to.sit.around.you. Stick.

the.picture.of.Jesus.on.the.board..Point.to.the.picture.of.Jesus.and.say:.“Jesus.has.a.lot.of.jobs...Ask.SS.to.open.their.books.to.page.92..SS.focus.on.the.story.page..Show.them.the.first.square.and.say:.“Look!.Jesus.has.a.lot.of.professions/jobs.”..Point.to.the.next.square.and.either.mime.or.use.some.of.the.doctor’s.equipment.and.say.“He.is.a.doctor.”.Show.a.Bible.and.point.to.the.following.square.and.say: “He.is.a.pastor.”.Use.some.of.your.school.supplies.to.illustrate.the. idea.of.being.a. teacher.and.say:.“He. is.a. teacher.” Hug.your.students.and.say: “He.is.our.friend.” Point.to.the.last.square.and.say: “And.He.is.our.Saviour.and.king.”

Activity:.Tell. SS. that. they. are.going. to. listen. to. the. story. and.point.to.the.pictures.they.hear..Play.the.CD.again.and.pause.so.that.SS.can.name.the.different.jobs,.for.example:.“Jesus.is.a.…” -pause-.SS.say.“doctor”.

Then,. ask. questions. to. check. comprehension.. Point. and. ask.“What’s.his.job?”.Encourage.SS.to.answer..

Track.76.page.92Story time. listen and point. Narrator:.Jesus.has.a.lot.of.professions..He.is.a.doctor..He.is.a.pastor...He.is.a.teacher..He’s.our.friend..And.He.is.our.Saviour.and.King.

look, match, listen, and checkActivity:.Ask.SS.to.open.the.book.to.page.93..Explain.to.them.

that.they.should.match.the.picture.of.Jesus.to.the.jobs.that.were.mentioned.on.the.CD.

Check.as.a.whole.class.

76

UNIT 6


objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. Name.jobs,.city.places.and.means.of.transport.•. Identify.and.use.demonstrative.pronouns.in.the.singular.form.

target language•. What’s.this?•. It’s.….(a.school)•. Jobs.•. City.places.•. Means.of.transport.•. What.is.this/that?•. This./.That.is.….•. Colours.

Materials•. The.course.book.•. The.course.book.CD.•. Jobs,.City.places,.Transportation.flashcards.•. Paper.bags.•. Shoe.box.•. Glue.•. Scissors.

Project: Remember.that.this.is.project.time.so.it.requires.some.kind.of.

research.

option 1: JobsTell.SS.that.the.following.class.they.are.going.to.do.a.Project.about.

jobs..Ask.them.to.find.out.about.their.parents’.jobs.and.if.they.can,.they.should.bring.pictures.or.equipment.to.illustrate.the.profession.

Remember.to.ask.your.SS.in.advance.about.the.materials.that.they.should.bring.to.carry.out.the.project.

Step 1:.Tell.SS.that.they.are.going.to.make.job.puppets..Ask.them.to.draw.a.face.on.the.paper.bag..Then,.tell.them.that.they.should.draw.the.uniform.according.to.the.job.they.want.to.illustrate..SS.work.individually.or.in.groups.to.help.each.other..SS.can.decorate.the.puppets.using.crayons,.colored.paper,.glitter,.etc.

Game:.Once.SS.finish.making.the.job.puppets,.tell.them.that.they.are.going.to.play.a.game..

Step 1:.Leave.a.space.at.the.front.of.the.classroom.or.go.to.the.playground..Cut.out.5.big.circles.(you.can.use.newspaper.or.you.can.draw.the.circles.on.the.floor.using.a.piece.of.chalk)..

Step 2:.Stick.different.city.places.on.each.circle;.for.example.on.one.circle.stick.a.school,.on.another.a.police.station.and.so.on..

Step 3:.Tell.SS.you.are.going.to.name.a.job.and.all.the.SS.who.have.made.that.job.puppet.should.go.to.the.appropriate.place.and.say.the.name.of.the.place.aloud..For.example,.if.you.say.”Teacher”.all.the.SS.with.the.teacher.puppet.have.to.go.to.the.school.circle.and.shout.“school”..Once.you.finish.you.can.ask.a.volunteer.to.call.out.different.jobs.

option 2My city

Step 1: Explain.to.SS.that.they.are.going.to.make.a.city.box.using.the.shoe.box.they.brought.from.home..SS.stand.the.box.on.its.side.and.paint.the.street.and.the.sky.inside.

Step 2: They.select.some.of. the.city.cut-outs. from.the.cut-out.section..They.cut.and.glue.them.into.the.shoe.box.using.the.flaps.to.make.a.city.scene.

Step 3: Ask.SS.to.describe.their.city.in.front.of.the.class.or.to.the.partner;.for.example: “This.is.a.police.car..That’s.the.hospital..The.doctor.is.at.the.hospital.”

77

UNIT 6

chant.Pre-stage:.Tell.SS.that.they.are.going.to.learn.a.new.chant.Play.the.CD..SS.listen.in.silence..Ask.them.to.listen.again,.but.this.

time.they.mime.the.job.they.hear..Listen.once.more,.but.pause.to.allow.SS.to.repeat.each.phrase.

or. just. to. say. the. job. aloud.. Finally. encourage. them. to. say. the.complete.chant.with.you.while.they.make.gestures.to.illustrate.each.phrase.

Track.77.page.95chant listen and sayAt.the.hospitalI.see.my.doctor.In.the.street,the.police.officer.is.At.schoolI.meet.my.friends,And.at.churchWe.gather.and.pray.

lesson 6 (pages 96, 97 & 98)

objectives:.At.the.end.of.this.lesson.students.will.be.able.to…•. Review.and.integrate.jobs,.city.places,.and.means.of.transport.•. Name.jobs,.city.places,.and.means.of.transport.•. Identify.and.use.demonstrative.pronouns.in.the.singular.form.•. Identify.and.use.the.personal.pronouns.“He”.and.“She”.

target language•. He./.She.is.….•. It’s.….(a.school)•. Jobs.•. City.places.•. Means.of.transport.•. What.is.this/that?•. This./.That.is.….•. Colours.


review

listen and circle.Students.(SS).look.at.the.pictures..Tell.them.that.some.children.

are.talking.about.their.parents’.jobs.SS.listen.and.circle.the.picture.according.to.what.they.hear..Then.

correct.as.a.whole.class..After.checking,.point.to.the.correct.picture.and.practise.the.target.

language,.say:.“He.is.a.doctor,.she.is.a.doctor.”

Track.78.page.96reviewlisten and circle● She.is.a.teacher..● He.is.a.doctor.● She.is.a.police.officer.

78

SPECIAL DAYS

Match and say.SS.continue.working.on.the.same.page..Tell.SS.that.they.should.

find.out.where.the.characters.are..SS.should.trace.a.line.from.the.character.to.the.place..Allow.them.time.to.do.the.activity.

Check.the.activity.by.asking.questions.like.“Where.is.Kelly?”.And.encourage.them.to.answer:.“She.is.at.the.hospital.”

listen and tickStick.a. transportation.card.on. the.board.and.hold.up.another..

Say:. . . “This. is. a. police. car.. That. is. an. ambulance.”. Repeat. the.concept.of.“This”.and.“That”.several. times..Tell.SS.to.open.their.books..SS. look.at. the.pictures..Play. the.CD..SS. listen.and. circle.according.to.what.they.hear.

Track.79.page.97listen and tick.CD

1.. She.is.a.teacher.and.this.is.a.car.2.. He.is.a.driver.and.that.is.a.school.bus.3.. He.is.a.fireman.and.this.is.a.fire.truck.

additional activityGame tic-tac-toe

Play. a. tic-tac-toe.. Stick. the. job,. city. places,. and. transportation.flashcards.on.the.board..Divide.the.class.into.two.groups..Ask.a.student.from.group.A.to.choose.a.flashcard..He/.She.should.name.the.picture;.for.example:.“It’s.a.police.car.”.If.it.is.correct,.take.out.the.flashcard.and.draw.a.cross.in.its.place..Ask.a.student.from.group.B.to.choose.a.flashcard..Proceed.in.the.same.way..The.first.group.that.has.three.crosses.or.noughts.in.a.row.is.the.winner.. If.you.want.to.make.the.game.a.little.more.difficult.you.can.stick.the.flashcards.on.the.board.face.down.so.SS.have.to.guess..It’s.a.variation.of.a.memory.game.and.tic-tac-toe.

SPECIAl DAYS

Special Day 1: ChristmasWarm.up:.Stick.on.the.board.the.scene.of. Jesus’.birth.. In.their.

mother. tongue,.elicit. from.your.students. (SS).what. the.picture. is.about..Point.to.baby.Jesus.and.ask.“Who.is.he?”.Do.the.same.with.Mary.and.Joseph..Ask:.“Who.is.she?”.then.“Who.is.he?”.Ask.SS.what.they.know.about.Christmas..Take.this.opportunity. to. tell.your.SS.that.Jesus.gave.His.life.for.us..You.can.explain.this.in.the.children’s.mother.tongue.

Elicit.from.your.SS.what.they.like.about.Christmas.Activity:.Tell.SS.to.go.to.pages.98.and.99.and.listen.to.the.story.

silently..If.possible.assign.roles.to.different.kids.to.act.out.the.story..

More ideas!

This.simple.play.can.be.performed.at.the.end.of.the.school.year.as.a.special.contribution.from.the.English.class..SS.can.be.taught.to.repeat.the.lines.as.they.are.very.simple.

Story time: listen and act it out!SPECIAL.DAYSSpecial.Day.1Track.80.page.98.Listen.and.act.it.outIt’s.Christmas.time!The.three.wise.men:.Look,.a.new.star!.Let’s.follow.the.star!Shepherds:.Look!.Angels!Angel:.Follow.us!Angel:.Look!.This.is.Jesus.our.Saviour!Narrator:..Days.later…The.three.wise.men:.Our.gifts.for.the.King.David:.Merry.Christmas!!!

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SPECIAL DAYS

cut the cardsWarm up: bring.some.Christmas.cards.to.the.class..Ask.your.SS.if.

they.like.sending.and.receiving.cards..Explain.that.it.is.very.nice.to.receive.Christmas.cards.from.friends.

Tell.your.SS.that.they.are.going.to.make.a.card.and.they.can.give.it.to.anyone.they.want.

activity:.Ask.SS.to.go.to.the.cut-out.section.(p..135).and.tell.them.to.cut.out.the.card...Once.they.have.finished,.tell.them.to.colour.it.as.beautiful.as.possible..Then.encourage.them.to.write.the.name.of.the.person.they.want.to.give.the.Christmas.card.to..There.is.an.illustration.of.Jesus’s.birth.to.be.coloured.in..

Singactivity: Tell.SS.they.are.going.to.learn.a.new.song..This.song.can.

be.used.at.the.end.of.the.year.celebration.at.school..SS.listen.to.the.song..The.song.has.repeated.sound.patterns.so.it.is.very.easy.to.learn.

Track.81.page.99.Listen.and.singWe.wish.you.a.Merry.ChristmasWe.wish.you.a.Merry.ChristmasWe.wish.you.a.Merry.ChristmasAnd.a.Happy.New.Year!

Special Day 2:Happy Holidays!

Warm up:.Talk.about.holidays.with.your.students.(SS)..Show.a.holiday.postcard.and.elicit.what.the.picture.is.about..Ask.SS.what.they.like.to.do.during.the.holidays.and.where.they.like.to.go..Use.students’.L1..

look and colourAsk.SS.to.open.their.books.to.pages.100.and.101..Hold.up.your.

book.and.tell.SS.Kelly.is.on.holiday..Elicit.what.they.can.see.in.the.picture..Allow.SS.time.to.mention.the.different.animals..Once.they.have.identified.them,.tell.SS.colour.the.animals.

Call.a.volunteer.and.ask.him:.“What.colour.are.the.dogs?.How.many.apples?.What.colour.are.they?”.and.so.on.

count and writeHelp Kelly to find

SS.are.asked.to.find.and.tick.the.elements.selected.

Draw, colour, and sayShow.SS.a.holiday.postcard.or.a.photograph.of.a.place.where.you.

have.spent.your.holidays..Ask.your.SS.to.draw.their.favourite.place.to.go.on.holiday..Allow.them.time.to.carry.out.the.activity..Monitor.and.help.SS,.making.sure.that.it.is.not.too.difficult..or.demanding.

Encourage.SS.to.show.the.picture.to.the.class.and.if.they.feel.confident.they.can.name.the.family.members.that.they.have.included.in.the.picture,.the.name.of.the.holiday.resort,.etc.

Special Day 3: Mother’s Day

listen and drawShow. a. picture. of. Kelly’s. mother..Ask. students. (SS):. “Who. is.

she?”.Encourage.your.SS.to.answer:.“The.mum.”.Then.ask.children.the.name.of.their.mothers...Encourage.them.to.express.their.feelings.towards.them..You.can.do.this.in.the.students’.native.language.

activity:.Tell.your.SS.that.mother’s.day.is.a.special.day.to.pamper.their.mothers..Explain.that.Kelly.wants.to.prepare.a.special.breakfast.for.her.mother..Ask.SS.to.open.their.books.to.page.103.and.help.Kelly.prepare.the.breakfast..SS.listen.to.the.CD.and.draw.the.items.mentioned.on.the.breakfast.tray.

80

SPECIAL DAYS

Track.83.page.103.listen and drawKelly:.I’ll.prepare.a.special.breakfast.for.mum..She.likes.sandwiches,.orange.juice,.apples.and.chocolate.cakes.

chantTeach.SS.the.chant..

Track.83.page.103.chantListen.and.sayMum...You’re.niceYou’re.sweet.I.love.youYou.love.meYou’re.an.angelFor.me!

Ask.SS.to.open.their.books.to.the.cutout.section.(p..137).and.tell.them.to.cut.out.the.mother’s.day.card..Once.they.finish,.explain.to.them.that.they.should.trace.the.phrase.on.the.card..Then.encourage.children.to.decorate.it..Finally.they.can.write.their.names.

Special Day 4: Teacher’s Day

Warm up:.Tell.your.students.(SS).that.you.have.a.special.secret.to.share.with.them..Explain.that.it.is.teacher’s.day.and.they.are.going.to.design.and.decorate.a.special.card.for.their.favourite.teacher,.but.before.that.they.should.help.David,.Alex,.Kelly,.and.Meg.find.their.teacher..Explain.to.your.SS.that.they.should.draw.a.path.to.connect.the.characters.and.their.teacher.

Then,.teach.them.the.poem.and.if.possible.make.some.copies.of.it.to.be.pasted.on.the.card.

PoemMy.teacher.is.patient,My.teacher.is.nice.She’s.ready.to.help.meWherever.I.am.

activity:.Ask.SS. to.open.their.books. to. the.cut-out.section. (p..139). and. tell. them. to. cut. out. the. teacher’s. day. card.. Once. they.finish,.explain.to.them.that.they.should.colour.the.pictures.on.the.card..Then.encourage.the.children.to.decorate. it..Finally. they.can.write.their.names.

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GENERAL REVIEW

GENErAl rEVIEW

teacher’s aims: •. To.review.and.reinforce.the.structures.and.key.vocabulary.seen.

throughout.the.course.•. To.integrate.what.has.been.taught.during.the.course.•. To.practise.listening.skills.•. To.encourage.students.to.use.the.target.language.•. To.assess.students’.progress.

target language•. Introductory.unit.to.unit.6..

Materials•. The.course.book.•. The.course.book.CD.•. Flashcards.

remember!The.general.review.can.be.used.as.a.workbook..You.can.select.

the. corresponding. activities. after. each. unit. is. developed. or. you.can.use.the.General.Review.at.the.end.of. the.course.to.practise,.reinforce.and.assess.what.has.been.taught.

introductionWarm up: Tell.students.(SS).you.are.going.to.mime.some.situations.

and.they.have.to.tell.you.what.should.be.said.on.each.occasion..For.example,.enter.the.classroom.waving.your.hand.so.that.you.can.elicit.from.your.SS.“Hello!”.Do.this.with.each.of.the.functions.to.be.reviewed.in.the.first.activity.

listen and number.Ask. SS. to. look. at. the. pictures. on. page. 105.. Tell. SS. they. are.

going. to. listen. to. six. different. situations..Ask. SS. to. number. the.situations.in.the.order.they.are.mentioned..SS.write.the.numbers.in.the.appropriate.boxes.

Track.84.page.105..listen and number.CDNarrator:.Number.oneMum:.Good.morning,.Kelly!.It’s.time.for.school..Kelly:.Good.morning,.mum.Narrator:.Number.twoDavid:.Hello,.friend!Child:.Hello!Narrator:.Number.threeGirl:.An.apple?.Boy:.Thank.you.Narrator:.Number.fourTeacher:.Good.bye!.Children:.Bye,.bye.Narrator:.Number.fiveDad:.Good.night!.Have.sweet.dreams..Boy:.Good.night,.dad!Narrator:.Number.sixDavid:.Hello!.I’m.David!

82

GENERAL REVIEW

Track.85.page.106.listen and circle.CD:● What’s.this?.It’s.a.green.pencil.● What’s.this?.It’s.an.orange.ruler.● What’s.this?.It’s.a.pink.eraser.● What’s.this?.It’s.a.blue.and.black.pencil-case..

unit 1

listen and circle.Warm-up: This.is.an.opportunity.to.reinforce.the.use.of.“What’s.

this?”.and.“It’s. a.…. (pencil)”.. Children.of. this. age.are. too.young.for.grammar.explanation..However,.nearly.at.the.end.of.the.course.they.should.be.able.to.produce.the.answer.in.its.correct.grammar.form..To.practise.the.grammar.structure,.hold.up.a.school.supply.flashcard.. Ask. SS. “What’s. this?”. If. SS. get. the. answer. right,. for.example,.“a.pencil”,.congratulate.them..But.repeat.the.answer.in.its.correct.form:.“It’s.a.pencil”.encouraging.them.to.repeat.

look, write and sayHow many …?

Have.SS.look.at.the.picture.puzzle..Point.to.the.different.objects.that.you.have.on.the.right.of.the.puzzle.and.ask.“What’s.this?”.SS.identify.the.object.and.answer.

Give.instructions..Tell.them.“Count.the.rulers.”.SS.find.and.count.the.rulers.and.write.the.corresponding.number.on.the.key.they.have.on.the.right.side.of.the.puzzle.

Then.ask.“How.many.rulers?”.SS.answer..If.you.feel.that.SS.are.confident,.allow.them.to.work.in.pairs.asking.and.answering.so.that.they.have. the.opportunity. to.practise. the. target. language.and. to.check.the.answers.in.pairs..Then,.check.as.a.whole.class.

unit 2

look and circle Warm up: Write.the.alphabet.on.the.board..Remember.that.SS.

are.already.familiar.with.the.alphabet.in.their.native.language.Display. the. orange. flashcard. on. the. board..Ask:. “What. is. it?”.

SS.answer..Ask.a.volunteer.to.come.to.the.front..Repeat.the.same.question..If.the.student.answers.correctly,.ask.him.to.point.to.the.initial.of. the.word. in. the.alphabet. that.you.have.already.written..Continue.doing.this.at.least.with.one.or.two.more.items.

activity:.Ask.your.SS.to.open.the.book.to.page.107..Point.to.the.activity..SS.look.at.the.pictures..Point.to.each.one.and.say.“What’s.this?”.SS.answer.and.then.read.the.letters.under.each.picture.and.circle.the.correct.initial..

Check.each.student’s.activity..Remember.that.this.is.one.of.the.tools.provided.to.check.your.students’.progress.

Additional activity!

Memory game:. Divide. the. class. into. two. groups.. Continue.working.with.the.same.flashcards.asking.and.answering.about.school. supplies..Tell. SS. to.pay. attention. to. the. colour.of. the.object..Select.a.flashcard.but.do.not.show.it.to.them..Tell.them.what.it.is.and.ask:.“What.colour.is.(the.pencil)?”.The.group.has.two.opportunities.to.guess..If.they.do.not.answer.correctly,.the.other.group.has.the.chance.to.answer.the.question..The.group.that.answers.correctly.gets.a.point..Remember.that.games.also.give.the.opportunity.to.practise.good.habits.and.values..In.this.particular.activity.SS.should.respect.turn.taking.

Tell.SS.to.open.their.books.to.page.106..They.listen.and.circle.the.corresponding.picture.

83

GENERAL REVIEW

listen and circle.Warm up:.Clear.a.space.at.the.front.of.the.classroom..Tell.SS.you.

are.going.to.call.out.numbers.and.they.should.form.groups.with.the.same.number.of.members.as.the.number.called.out..

Once.you.have.reviewed.numbers,.bring.a.basket.with.different.food.to.the.class..Describe.some.fruit.for.them.to.guess,.for.example,.“It’s. yellow.”. If. they. guess. correctly,. continue. with. another. fruit..Then,.you.can.ask.a.volunteer.to.take.something.from.the.basket.and.name.it..For.example,.“What’s.this?.It’s.a.banana.”

Tell.SS. that. they.have. to.help. the.clerk.at. the.supermarket..SS.listen,.count.and.circle.the.amount.they.hear..If.it.is.necessary,.pause.so.that.they.have.time.to.count.and.circle.the.items.mentioned..Check.by.asking:.“How.many.pears?”.Then,.play.the.CD.again.to.check..

Track.86.page.107My shopping listCDMum:. Can. I. have. twelve. pears,. three. lemons,. and.eleven.apples,.please?Grosser:.Anything.else?Mum:.Yes..I.want.one.chocolate.cake.and.two.pizzas..Grosser:.OK.Mum:. I. want. four. sandwiches. and. twenty. oranges..That’s.all.Grosser:.Here.you.are.Mum:.Thank.you.

unit 3

My bodylook, trace and say.

Students.(SS).look.at.the.incomplete.bodies..They.trace.over.the.different.body.parts...Hold.up.the.book.and.point.to.the.missing.parts..Ask:.“What’s.missing?”.Encourage.SS.to.answer.

Game: Simon saysTo.have.fun.you.can.review.the.parts.of.the.body.playing.Simon.

says..For.example,.“Simon.says.touch.your.nose.”.Remind.them.that.if.you.say.touch.your.nose.and.they.do.it,.they.cannot.continue.playing..Review.all.the.commands.that.were.taught:.clap,.stamp,.shake,.etc.

listen and colour.SS.look.at.the.picture..They.listen.and.colour.in.the.parts.of.the.

face.according.to.what.they.hear..Listen.again.and.check.

Track.87.page.109listen and colour.CDMy.hair.is.black,.my.eyes.are.brown,.my.nose.is.pink.and.my.mouth.is.red.

unit 4

listen and number.Warm up:.Ask.students.(SS).to.bring.family.pictures..Ask.volunteers.

to.go.to.the.front.to.describe.their.families.activity:.Tell.SS.that.Meg.is.visiting.her.friend.David.and.that.they.

are.looking.at.his.photo.album..SS.look.at.the.picture..Ask.SS.to.number.the.photos.as.they.are.mentioned,.writing.the.numbers.next.to.each.picture.

84

GENERAL REVIEW

track 88 page 110listen and numberDavid:. Look.Meg,. this. is.my. family.. This. is.my.baby.

brother,.Tom,.and.this.is.my.sister..This.is.my.dad.and.this.is.my.grandpa..This.is.my.grandma.and.my.mum..I.love.my.family.

look and say.Warm up:.Ask.some.volunteers.to.go.to.the.front..Explain.that.

they.have.to.mime.different.actions.to.allow.their.classmates.to.find.out.in.which.room.of.the.house.they.are..Whisper.to.the.student.the.room.to.be.guessed..Once.the.student.mimes.different.actions.ask.to.the.class:”Where.is.he/she?”.The.student.who.answers.correctly.has.the.opportunity.to.go.to.the.front.and.act.

activity:.Tell.your.SS.that.Froggy.is.hidden.in.one.of.the.rooms.of.the.house..Ask.SS.to.open.their.books.to.page.111..Tell.SS.to.focus.their. attention.on. the.different. pictures..You. can.use. the. activity.in. different. ways. according. to. your. aims.. Once. your. SS. look. at.the.different. rooms,. you. can.ask:. “Where. is. Froggy?”.SS.answer..The.other.way.is.to.help.your.SS.focus.their. attention. on. the. different.pictures. asking:. “Is. Froggy. in. the.bathroom?”.SS.look.at.the.picture.and. answer.. Continue. doing. this.till. SS. discover. the. room. where.Froggy.is.

unit 5

listen and tick.Warm up:.Display. the.animal.flashcards.on. the.board..Arrange.

them.to.play.the.tic-tac-toe.game..Divide.the.class.into.two.groups,.A.and.B..Allow.group.A.to.choose.an.animal..If.they.name.it.correctly,.draw.a.cross..Then.do.the.same.with.group.B,.and.draw.a.nought.if.the.answer.is.right..The.first.group.with.three.crosses./.noughts.in.a.row.wins.

More ideas!

noisy farm gameAsk.a.volunteer.to.go.to.the.front.and.whisper.the.name.of.an.

animal.in.his/her.ear..The.student.makes.the.noise.so.that.the.rest.can.guess.what.animal.it.is..You.can.also.divide.the.class.into.two.groups.and.ask.a.volunteer.from.each.group.to.go.to.the.front.

Students.(SS).open.their.books.and.look.at.the.pictures..Point.to.each.picture.and.ask:.“What.is.it?”.Remember.to.congratulate.your.SS.if.they.say.“A.pig”,.but.reinforce.the.grammar.structure.by.modelling:.“It’s.a.pig”.

SS.listen.and.tick.the.animals.they.hear.

Track.89.page.112listen, say and tick.CDGrandpa:.In.my.farm.I.have.a.cow.and.a.sheep..I.

have.a.horse.and.a.pig..And.I.have.three.parrots.

85

GENERAL REVIEW

connect the numbers.Tell. SS. that. they. have. to. find. out. what. animal. it. is. by.

connecting.the.dots..It.would.be.good.to.do.this.activity.as.a.whole.class.for.linguistic.purposes..

Tell.SS.to.pick.up.a.pencil..Try.to.use.as.many.commands.as.possible.to.reinforce.them..Say:.“Pick.up.a.pencil..Show.me.your.pencil..Connect.the.numbers.and.say.them.aloud.”.SS.connect.the.numbers,.and.name.them.(1.–.2.–.3.…)..Once.they.finish,.say:.“What.is.it?”.Elicit.complete.answers:.“It’s.(a.parrot)”

SS.only.some.part.of.the.picture.for.them.to.guess.what.animal.it.is..Say:.“What.is.it?”

Ask.SS.to.open.their.books.to.page.113..The.activity.is.similar.to. the.one.practised.orally..Point. to.one.of. the.squares,. then.say:.“What.is.it?”.Elicit.complete.answers:.“It’s.(a.duck).”.Give.commands..Say:. “Pick.up.a. red. crayon..Show.me. the. crayon..Draw.a.line..Connect.the.two.ducks.”

Divide.the.class.into.pairs..SS.act.out.the.dialogue.by.asking.and.answering.following.the.examples.in.the.speech.bubbles.

T:.What.is.number.1?.SS:.It’s.a.duck.More ideas!

objectives:.To.reinforce.the.names.of.the.colours.Allow. SS. to. colour. in. the. parrot..When. they. finish,. invite.

volunteers.to.go.to.the.front.to.describe.it.

look, match and say.

Game: animal detectivesObjectives:. To. review. vocabulary:. farm. animals. and. pets;.

colours.and.body.parts.Before. the. class. starts,. stick. pictures. of. animals. on. the.

different.walls.of.the.classroom.Tell.SS.they.are.going.to.play.a.game..Explain.that.you.have.

a.farm,.but.your.animals.have.disappeared..Tell.SS.that.they.are.the.animal.detectives.and.should.help.you.find.them..Give.them.clues.for.them.to.guess..For.example,.say:.“It’s.white..What.is.it?”.Say:.“It.has.two.legs.”.SS.try.to.guess..Continue.giving.clues.until.they.guess.what.animals.are.missing.

Game: i spyMaterials:.Animal.flashcards.or.animal.cutouts.from.magazines.Hold.up.a.picture,.but.cover.it.with.a.piece.of.paper..Show.

unit 6

look and circle.Warm up:.Black.and.white.silhouette.pictures.Cut.out.pictures.with.the.silhouette.of.the.means.of.transport..

Stick.them.on.the.board..Point.to.them.and.say:.“What.is.that?”Divide.the.class.into.four.groups..Two.or.three.volunteers.from.

each. group. go. to. the. front..Whisper. to. the. volunteers. from. the.different.groups.a.means.of.transport..They.should.mime.different.actions.so.that.their.groups.can.guess.what.means.of.transport.it.is.

Once.they.guess,.stick.the.means.of.transport.flashcards.on.the.board.and.point.and.ask.them.to.repeat.

SS. open. their. book.. They. look. at. the. pictures. and. circle. the.correct.initial.

listen and match Warm up:.Bring.pictures. to. the. class. to. illustrate. the.different.

jobs.. Choose.male. and. female. pictures. to. practise. the. pronouns.“He”.and.“She”.

Hold.up.a.picture.and.say:”She.is.a.doctor.”.Repeat..Then,.hold.up.the.picture.for.them.to.name.the.job.

86

GENERAL REVIEW

SS.open.the.book.and.look.at.the.pictures..They.listen.to.the.CD.and.match.the.professional.and.place.according.to.what.they.hear.

Track.90.page.114listen and match CD:● He.is.my.teacher..He.is.at.church.● She.is.my.doctor..She.is.at.the.hospital..● She.is.my.teacher..She.is.at.school..

noticE:.You.should.take.note.that.Track.90.is.printed.Track.89.by.error.

Wrap-upsTeacher’s.aims:.To.integrate.vocabulary.and.structures.These.activities.have.been.designed.to.allow.students.to.work.at.

their.own.pace.

Follow and paint. then, sayAsk.students.(SS).to.go.to.page.115..Explain.to.

your.SS.that.they.should.follow.the.path.to.paint.the. school. supplies.. In. order. to. check,. ask.your.SS:.“What.colour.is.the.….(crayon)?”

listen, tick and paintTell.your.SS.that.they.are.going.to.play.a.

game.like.Where is Willy? .but.they.should.pay.attention.to.the.item,.then.to.the.amount,.and.finally.to.the.colour.

SS.listen.to.the.CD.and.do.the.exercise.on.page.116..To.provide.your.SS.enough.time.to.carry.out.the.test,.pause.after.each.line.

Track.91.page.116listen, tick and colour..Cd:

•. How.many.crayons?.Six.crayons.(pause)..What.colour?.Violet.(pause).

•. How.many.firemen?.One.fireman.(pause)..What.colour?.Yellow.(pause).

•. How.many. apples?.Ten. apples. (pause)..What.colour?.Green.(pause).

•. How. many. cakes?. Two. cakes. (pause).. What.colour?.(pause).Brown.

•. How.many.rulers?.Eleven.rulers.(pause)..What.colour?.Pink.(pause).

•. How. many. buses?. Five. buses. (pause).. What.colour?.Blue.(pause).

•. How.many. cows?. Three. . cows. (pause)..What.colour?.Black.and.white.(pause).

•. How.many.fish?.Eight.fish.(pause)..What.colour?.Orange.(pause).

listen and writeShopping.list:.Tell.SS.that.they.have.to.complete.the.shopping.

list. on. page. 117.. SS. listen. to. the. CD. and. write. the. appropriate.number.next.to.each.food.item.

Track.92.page.117listen and writeShopping.listApples:.fivePears:.sevenOranges:.ten

Lemons:.fourBananas:.eightJuice:.three.boxesSandwiches:.twelvePizzas:.twoCakes:.one

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GENERAL REVIEW

vocabulary board gameAsk.SS.to.look.at.the.game.board.in.the.book..Ask.SS.“What.is.

number.(one)?”.and.elicit.the.answer:.“It’s.(a.pencil)..Repeat.with.other.squares.on.the.board..

SS.work.in.pairs.and.ask.each.other.questions.about.the.squares.on.the.board..For.example.SA:“What’s.number.six?”.SB:.“It’s.a.…”

Play.the.game.Ask.SS.to.gather.around.a.desk.with.the.book.open.on.the.game.

board..Choose. three.SS. to.demonstrate. the.game.with.you..Give.each.of.them.a.token.and.a.dice..Take.turns.rolling.the.dice.and.moving.down.the.board.accordingly..When.they.land.on.a.square,.a.student.asks.a.question.about. the.square;. for.example:.“What.colour.is.the.parrot?”.If.a.student.makes.a.mistake,.he/she.moves.back.to.the.previous.square.

88

Bibliography

Larsen-Freeman,.D..2000..techniques and Principles in languages teaching..Oxford.University.Press.

LIGHTBOWN,. P.. .M.. .AND. . SPADA,. N.. 2008..How languages are learned..Oxford:..Oxford.University.Press.

MAGGIOLY,.Gabriel..(1996).the Good, the Bad and the ugly..English.Teaching.Forum.(N°2./.34)

PITLUK,. L.. (2007). Educar en el jardín maternal.. Buenos. Aires..Novedades.Educativas.

PITLUX,.L..(2005).la planificación didáctica en el jardín de infantes..Rosario..Homo.Sapiens.

SANCHEZ.INIESTA..(1995).la construcción de aprendizajes en el aula..Buenos.Aires..Magisterio.

WHITE,.H..Fundamentals of christian Education..Biblioteca.Electrónica..ACES.

Your Six Year old. child Development tracker. child Development http://www.pbs.org/parents/childdevelopmenttracker/six/index

AMSTRONG,. T.. (1994). Multiple intelligences in the classroom..Alexandría,.VA..ASCA.

BERNARD. MAINAR.. (1985)Desarrollo intelectual y aprendizaje..Zaragoza..Fascimil.

DENIS,.C..(1989).Didáctica del nivel inicial..Buenos.Aires..El.Ateneo.

Departamento.de.Educación.de.la.División.Sudamericanade.la.Iglesia.Adventista. del. Séptimo. Día.. (2007). Pedagogía adventista..Buenos.Aires.ACES.

BREWSTER,. J.,.ELLIS,.G..&.GIRARD,.D..2007..the Primary English teacher’s Guide..Penguin.English.Guides.

CAMERON,. L.. 2008.. teaching languages to Young learners..Cambridge:.Cambridge.University.Press.

Dold,. C.. M.. (2002).. General Guide Book for Kindergarten.. KEL.Ediciones.S..A.

Gadner,. H.. (1983). Frames of mind: the theory of Multiple intelligencies..New.York..Basic.Books.

HARF,.R.,.ORIGLIO,.F.,.PITLUK,.L.,.ULLUA,.J..(2005).¿Qué pasa con el juego en la educación inicial?.Buenos.Aires..

We would like to thank:

Silvina’s special thanks:

I.would.like.to.give.special.thanks.toMy. parents,. my. husband,. Pablo,. and. my. children;. Martín. and.

Camila.for.all. their.support.and.patience.they.had.while.we.were.writing.this.book.

Ana.de.Morales.for.believing.in.me.My.sister.in.law.and.colleague;.Ana.Castro.for.all.her.support.Paola.Stessens,.my.colleague.and.companion.in.this.journey.Adriana.Morales.for.her.friendship.The.Adventist.school.where.I.started.teaching.All.the.teachers,.colleagues.and.students.from.whom.I.learnt.a.

lot.Notice:.This.book.is.dedicated.to.my.dearest.children;.Martín.and.

Camila.

Paola’s special thanks:

I.would.like.to.give.special.thanks.to.…Adriana.Mendez.for.informing.me.about.this.book.project..Silvina.Enrico,.my.colleague.My.parents.and.my.husband.for.all.their.support.Adriana.Morales.for.all.her.guidance,.support.and.help.The.Adventist.school.students.and.teachers. from.whom.I.have.

learnt.so.much..

•. This.Publishing.Company,.ACES,.for.•. believing.in.education,•. giving.us.the.challange.to.write.Best Friends,•. choosing.our.project,•. publishing.the.book.

•. Our.Editor,.Adriana.Morales,.for.•. her.guidance,•. sharing.her.experience.and.knowledge,•. all.her.SUPPORT.

•. All.the.team.that.made.this.dream.possible.•. To.all.the.teachers.and.kids.that.will.use.this.book.in.the.future.•. To.our.families.that.support.us.with.great.love..•. To.Our.Lord.and.Saviour.Jesus.Christ.for.

•. the.guidance,•. love,•. inspiration,•. motivation,•. and.passion.

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Best Friends 1 - GD

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