Docstoc

Programación First Friends 1 English

Document Sample
Programación First Friends 1 English Powered By Docstoc
					                          FIRST FRIENDS 1
                AREA OF FOREIGN LANGUAGES


                                          ENGLISH


                                    PRE-PRIMARY




Publishers’ Note

This programme mentions and includes the use of all the students‟ materials from the First Friends series: Class
Book, Activity Book and Numbers Book.

Since the two last books are optional, everything referring to the Activity Book will be marked in blue and
everything referring to the Numbers Book will be marked in red. This will make it easy for the school to identify
and eliminate the contents of the programme that involve the use of material from the series that they decide not
to use.




                                                                                                          1
TABLE OF CONTENTS



THEORETICAL JUSTIFICATION FOR THE PROJECT ..................................... 3
OBJETIVES ........................................................................................................ 3
CONTENTS ........................................................................................................ 4
KEY COMPETENCES ...................................................................................... 13
ASSESMENT CRITERIA .................................................................................. 16
PROGRAMME OF UNITS ................................................................................ 17
TIMING OF THE UNITS ................................................................................... 94
Annex I. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH
DEPARTMENT ............................................................................................... 224




                                                                                                                       2
THEORETICAL JUSTIFICATION FOR THE PROJECT


        Learning a foreign language is considered an enriching component of Pre-Primary
education, both because of the cultural needs of our times and the high degree of compatibility of
the procedures involved in learning English with the aims proposed by the Organic Law 2/2006 of
3rd May.
        The ability of small children for learning languages is well-known and acknowledged by
most experts, as well as the possibility of incorporating the teaching of English into the general
Pre-Primary Education methodology. Learning a foreign language from such a young age requires
language acquisition to take place in a recreational and stimulating environment in order to train
children for a continued process which will span from Primary to Secondary Education. Children
who maintain this kind of contact with a foreign language during Pre-Primary will develop, almost
effortlessly, attitudes and abilities (especially listening comprehension and pronunciation) which will
help them throughout their student years.


OBJETIVES


   1. The aim of Pre-Primary education is to contribute to the physical, emotional, social and
        intellectual development of boys and girls.
   2. Both levels will be focused on emotional development, movement and body control habits,
        on communication and language, on guidelines for coexistence and social relations, as well
        as on discovering the environment‟s physical and social characteristics. Girls and boys will
        also be encouraged to form a positive and balanced self-image and to acquire personal
        autonomy.
   Pre-Primary education will contribute to the development of abilities in girls and boys which will
enable them to:
   a) Get to know their own bodies as well as the others‟, and their possibilities of action. Learn
        to respect differences.
   b) Observe and explore their family, natural and social environment.
   c) Acquire progressive autonomy in their daily activities.
   d) Develop their emotional abilities.
   e) Interact with others and progressively acquire basic coexistence and social relations
        guidelines, as well as practice solving conflicts peacefully.
   f)   Develop communicative skills and ways of expressing in different languages.



                                                                                                     3
   g) Start acquiring logical-mathematical skills, as well as reading and writing, movement,
       expression and rhythm skills.


CONTENTS


The three pre-primary fields of experience are:
      Self-knowledge and personal autonomy
      Knowledge of the environment
      Languages: Communication and representation
       It is worth noting that the aim of this project‟s materials is for the teaching method not to be
  limited to learning English. On the contrary, due to the fact that they cover knowledge which is
  close to the children‟s experiences, they will also be in touch with concepts, procedures and
  attitudes related to identity and personal autonomy, physical and social environment and
  communication and representation. Teaching English will provide the opportunity to include
  these areas as a whole, as well as to prove their interdependence. Therefore, the activities
  suggested by our method will not only enable children to learn English but will also be used as a
  communication tool which will allow them to discover and get to know their bodies and to
  acquire a positive image of themselves and their classmates, in order to adopt an autonomous
  behaviour with basic health and well-being habits and to start and develop their social relations
  with other children and with adults.


Methodological Principles of Pre-Primary English Teaching
Adequate Linguistic Input
       For Pre-Primary children, learning a foreign language is very similar to the process of
learning their mother tongue. The child should get in touch with a simple but natural language that
is not limited to a few words from a particular vocabulary group, but which constitutes the tool to
access the world around them. In other words, the sentences in the Class Materials unit are as
important as those which describe the daily routine in English class.


Coordination with Tutors
       In this stage, English is taught as a communication and representation tool, and therefore
becomes part of the general curriculum, which makes it possible to cover a series of concepts,
procedures and attitudes that fit Pre-Primary perfectly. This is why coordination with the children‟s
tutors is essential for English learning to be approached together and as a whole with other



                                                                                                     4
curriculum areas. It is also very important that, at the beginning of the school year, English
teachers and tutors reach an agreement so that the topics dealt with in Class Materials match up
with those in other areas. The order of the method‟s units is not unalterable; because they are
punched worksheets, these units can be arranged so that they match up with the topics dealt with
by the tutors.


Class Routines
       One of the foundations of the Class Materials are the routines integrated into the course in
order to develop both socio-cultural competence (children learn what they should expect from their
class and what is expected from them) and communicative competence (children acquire a new
communication tool and a series of strategies to understand and be understood). Every lesson
presents an identical structure which is completed with the different versions of the same type of
games and activities.
Short Activities
       The ability to pay attention and to concentrate is very limited in Pre-Primary children. This
fact has been taken into account when creating the sequence of activities suggested in Class
Materials. The teacher should not spend too long on a particular activity, on the other hand,
classes should be taught so that activities follow one another dynamically. This is the reason why it
is not advised to devote more than ten minutes to each of them.


The Silent Period
       New English language learners experience what linguists call the “silent period”. In this
stage, they refuse to speak English; nevertheless, they are able to hear everything and to use what
they hear to organize their notions about how this new language works. It is more important to offer
them plenty of opportunities to understand how the language works than to insist on them uttering
certain words or sentences. In order for them to do that, they will be provided with different answer
possibilities according to each type of learner. This way, if we ask a question, they will have the
opportunity of showing that they have understood it by means of a physical answer. For instance,
we can ask children to stand up, to raise the flashcard which has the requested picture or to go to
the corresponding wagon in the poster. By imitating the way the first language is acquired, we will
provide them with positive answers which will allow them to communicate.


Parent-Teacher Collaboration




                                                                                                   5
       Teachers should also maintain close contact with parents by explaining them what they can
expect from their children and the teaching method that is going to be developed, as well as
providing them with clues which can help them support their children during their learning process.
It is usually a good idea to do an end-of-the-year play where students can sing their favourite
songs and share their achievements with their parents.


Integrating Class Materials with the Aims of Second-Level Pre-Primary
       Class materials have been designed so that their Objectives match those of the Pre-
Primary stage set by the 1630/2006 Spanish Royal Decree of 29th December, which established
minimum teaching standards for Second-Level Pre-Primary (see a list of Objectives below). In
short, we use class materials to help children, by means of English, to get to know their body in
order to develop a positive image of themselves; to observe and explore their immediate
surroundings; to get to know other cultural expressions; to represent and evoke the different
aspects of reality that they have experienced, learnt or imagined; to achieve more and more
affective and emotional security; to use language in a way that suits different situations in order to
understand and be understood; to express ideas, feelings, experiences and desires; and to acquire
good eating and hygiene habits.
       Next, the Objectives of each of the three Pre-Primary fields will be described:


   1. Self-Awareness and Personal Autonomy
   This field of knowledge and experience is concerned, at the same time, with the gradual
building of personal identity, the establishment of affective relationships with others and personal
autonomy as inseparable processes which are necessarily complementary. This field‟s contents
are grouped and make sense because they are complementary to the rest of the fields and should
be interpreted within the educational proposals, from the perspective of global action and learning
processes.
   In order to contribute to self-knowledge and personal autonomy, teachers should encourage
playing as a privileged activity integrating action with emotions and thought and favouring social
development.
   School, especially at this age, is a particularly suitable sphere to enrich self-knowledge and
personal autonomy building processes, as long as it offers an educational intervention adapted to
the different individual needs within a context of well-being, security and affection.
   Contents are divided into four parts; body and self-image, playing and movement, activity and
daily life and personal care and health.



                                                                                                    6
    Focusing on these topics is inherent in any Pre-Primary class. Furthermore, the stories and
topics dealt with in the class materials are meant to develop each pupil‟s personal autonomy as
well as their self-knowledge. In English class, games and movement are a key factor.


Objectives
        In this field, the aim of educational intervention will be to develop the following abilities:
    1. To create an accurate and positive self-image through the interaction with others and the
        gradual identification of one‟s traits, possibilities and limitations, by developing self-esteem
        feelings as well as personal autonomy.
    2. To get to know and represent one‟s body, their elements and some of its functions, thus
        discovering possibilities of action and expression and coordinating and evincing
        expressions and movements.
    3. To identify one‟s feelings, emotions, needs or preferences, and to be able to name them,
        express them and communicate them to others, also identifying and respecting those of
        other people.
    4. To carry out, more and more autonomously, regular activities and simple tasks to solve
        everyday problems, thus enhancing self-confidence and the ability to take the initiative, as
        well as developing strategies to satisfy their basic needs.
    5. To adapt their behaviour to the needs and requirements of the others by developing
        respectful, helpful and collaborative habits and avoiding submissive or dominant
        behaviours.
    6. To make progress in acquiring habits and attitudes related to security, hygiene and
        improving one‟s health by appreciating and enjoying daily situations of balance and
        emotional well-being.


    2. Physical, Natural, Social and Cultural Realms
    This field of knowledge and experience is intended to help children in their process of
discovering and representing the different contexts which form the childhood realm, as well as to
make it easier for them to become a part of it in a reflective and participatory manner. The field‟s
contents make sense because they are complementary to the rest of the fields and should be
interpreted within the educational proposals, from the perspective of global action and learning
processes. Therefore, the realm cannot be understood without using the different languages, the
same that oriented movements must be carried out from the knowledge of one‟s body and its
spatial location.



                                                                                                         7
   Throughout this stage, boys and girls discover that they belong to the social realm. School life
implies establishing broader experiences which will bring them closer to knowing people and
interpersonal relationships, thus generating ties and developing attitudes such as trust, empathy
and attachment, which constitute the solid foundation of socialization. When developing these
emotional relationships, expressing and communicating one‟s own experiences, emotions and
feelings will be taken into account in order to build their own identity and favour coexistence.
   Gradually, pupils will approach some of their own cultural features. Cultural diversity makes it
advisable to teach children social customs and traditions from an open and integrating perspective
which allows them to learn the different cultural traditions and expressions that are present in the
society and thus create respectful and appreciatory attitudes towards them.
   The importance of new technologies and their current incorporation to our society makes it
advisable for children to identify the role these technologies have got in their lives, by becoming
interested in learning about them and beginning to make use of them.
   Contents are divided into three parts; Physical realm, objects, relationships and dimensions,
getting closer to nature, culture and life in our society. Foreign Language materials can bring these
topics closer to students by means of stories, videos and other materials and teaching activities.


Objectives
       In this field, the aim of educational intervention will be to develop the following abilities:
   1. To observe and explore the environment actively, thus interpreting significant situations and
       facts and showing interest in learning about them.
   2. To interact with the others, in a way that gets more balanced and satisfactory each time,
       gradually internalizing social behaviour rules and adapting their behaviour to them.
   3. To get to know different social groups who share similar experiences as well as some of
       their traits, cultural productions, values and lifestyles, thus generating trust, respect and
       appreciation.
   4. To get started with Maths skills by handling objects and collections in a functional way,
       identifying their attributes and qualities and establishing group, classification, order and
       quantification relationships.
   5. To learn and value the basic components of the natural realm and some of its relationships,
       changes and transformations, thus developing careful, respectful and responsible attitudes
       regarding its conservation.


   3. Languages: Communication and Representation



                                                                                                        8
   Even though it can be useful within other fields, the most important field for Foreign Languages
is that of communication and representation. This field of knowledge and experience is also aimed
at improving the relationship between the child and the environment. The different forms of
communication and representation are a link between the outer and the inner world, as they are
instruments which make it possible to represent reality, express thoughts, feelings and experiences
and interact with others.
   When using different languages, children will discover the most suitable way to adapt each of
them to the different realities or dimensions of the same reality. This way, it will be easier for them
to adapt each language‟s codes to their communicative intentions, thus getting closer to using
those languages in a more personal and creative way.
   The different forms of communication and representation integrated in this field are: verbal
language, plastic language, musical language, body language, audio-visual language and the
language of information and communication technologies, which, in a certain way, incorporates the
former ones.
   On the other hand, oral language is especially important at this stage, it is the main learning
tool, it controls behaviour and articulates experiences, feelings, ideas, emotions and so on.
Verbalization, that is, expressing with words what they are learning, thinking and feeling, is an
essential tool to build their personal identity, to learn, to learn to do and to learn to be. Oral
language will encourage, by means of different interactions, the access to ways that get more and
more conventional and complex.
   In the second level of Pre-Primary the aim is for children to discover and explore reading and
writing by stirring up their interest and consolidating it. The functional and meaningful use of
reading and writing in the classroom will lead them, with the appropriate educational intervention,
to start learning some of the properties of written texts and its conventional characteristics, whose
acquisition must be accomplished in the first level of Primary Education.
   Likewise, it is also necessary for them to develop positive attitudes towards their own language
as well as the others‟ by awakening their sensitivity and curiosity towards learning other languages.
When introducing a foreign language, such curiosity will be valued as well as the gradual approach
to the meanings of messages within known communication contexts, mainly in daily class routines.
   Audiovisual language and information and communication technologies which are present in
children‟s lives, require an educational approach that gets boys and girls started in the
comprehension of audio-visual messages and their correct use.


Objectives



                                                                                                     9
   In this field, the aim of educational intervention will be to develop the following abilities:
1. To use language as a communication, representation, learning and enjoyment tool, as well
   as to express ideas and feelings and value oral language as a way to relate to others and
   regulate coexistence.
2. To express emotions, feelings, desires or ideas by means of oral language and through
   other languages, by selecting the one that suits the intention and the situation better.
3. To understand intentions and messages of other children and adults by adopting a positive
   attitude towards their own language as well as the foreign one.
4. To understand, reproduce and recreate some literary texts by displaying attitudes of
   appreciation, enjoyment and interest towards them.
5. To get started in the social use of reading and writing by exploring how they work and
   appreciating them as communication, information and enjoyment tools.
6. To approach the knowledge of works of art expressed in different languages and to make
   artistic representation and expression activities by means of various techniques.
7. To get started using a foreign language orally in order to communicate during class
   activities as well as to show interest and enjoy participating in these communication
   exchanges.




                                                                                                    10
METHODOLOGY


Methodology for the series has been developed with the following aims:


o       To motivate pupils: Topics which are very close to their experiences and activities that have been
        designed to be an interesting challenge for them.
o       To encourage active participation: Both oral and physical participation. (TPR).
o       To get them started with reading and writing in English using phonics. The series introduces
        and works on tracing the shapes and sounds of letters in English from the very beginning, making
        the child familiar with the English alphabet and phonetics.
o       To develop communication skills: In this stage, we introduce children to spoken English, making
        them familiar with the sounds, rhythm and intonation of the language and above all, developing their
        receptive skills.
o       To develop human and social values: The activities in the method include different models of
        social behaviour and relationships, getting children to learn values involving respect within the family,
        friends, caring for the environment, etc.
o       To introduce comprehensive contents in the Pre-Primary classroom: All units include subjects
        of the general Pre-Primary curriculum.
o       To make teaching easy: The Teaching Guide and Teacher‟s resources provide teachers with all the
        support they need for preparing and developing their lessons.


Songs (both songs and chants) – ENTERTAINING ENVIRONMENT THAT IS FUN FOR THE PUPILS
The story is introduced at the end of each unit and it reviews the acquired vocabulary and structures.
Children can, in this way, put into practice the vocabulary and pronunciation they have learnt and reinforce
their self-esteem in face of their fellow-students, teachers and parents.


Read and Write - Phonics
Little Friends, the course for 3-year-olds who don‟t yet know how to read in their mother tongue, introduces
the English vocabulary and sounds using phonics and proposes the early tracing of small alphabet letters.


First Friends 1 introduces the sounds and letters of the whole alphabet. All letters appear both as a small and
capital letter. 2 to 3 letters/sounds are worked on in each unit


The first 2 units in First Friends 2 review the alphabet and sounds and the following units introduce digraphs
(Sh, Ch, etc).




                                                                                                              11
In First Friends digraphs are taught before the pupils learn to read simple words. The reason for this is that if
the child knows that „s‟ and „h‟ together make the „sh‟ sound, he/she won‟t feel frustrated when having to
pronounce words that include „sh‟.
The Activity Book for levels 1 and 2 lends support to the work with phonics and motor skills. Activity Book 1
proposes writing individual separate letters and the one for the higher level proposes reading and writing
words and simple phrases for 5-year-olds.


Getting started with mathematics - Numeracy
The Little/First Friends series contributes to an early initiation to mathematics in the Pre-Primary stage, since
numbers are worked on throughout the series, learning not only the name and shape of the number, but also
the concept. Each unit in all three levels includes a worksheet about a number in the Class Book


 Little Friends introduces 3-year-old pupils to numbers from 1 to 10, and First Friends 1 works on them more
 in-depth. Numbers 11 to 20 are introduced in First Friends 2, the level intended for 5-year-olds, together
 with the written name of the numbers to read and write.


The Numbers Book for levels 1 and 2 of the First Friends series offers additional practice for 4 and 5- year-
olds that can be used at the end of each unit or after session 4 of the Class Book, where the numbers are
worked on.


Phonics – The Whole-Child Approach
The series introduces and works in explicit and in-depth manner the comprehensive development of the child
in the scope of family and social values.


Characters in the series are a brother and sister: Baz, who is the same age as the pupils and Tess his older
sister; both are introduced to the pupils in real-life situations with their parents and grand-parents, always in a
family environment. The main characters Baz and Tess grow with the series at the pace marked by the
pupils. Tess cares for and helps Baz transmitting good behaviour habits and social values.


The dialogues, stories and pictures have been carefully selected to reinforce values such as cooperation,
respect for others, team work, health, a healthy diet, respect for the environment, etc.


Vocabulary
Each unit works on two vocabulary batches:
    -   The vocabulary related with the topic in the unit: between 7 and 9 words per unit;
    -   The words worked on using letters/phonics (e.g. with„d‟ – dog, duck) that add on 4 to 6 words per
        unit.
The total number of words is between 11 and 13 words per unit.


                                                                                                                12
KEY COMPETENCES


       The Spanish Organic Law of Education (LOE) defines the curriculum as consisting of both
traditional components (objectives, contents, teaching methodology and assessment criteria) and
key competences. Even though it is not until the 4th year of Primary Education that students take
part in the so-called diagnostic evaluation, in which they will have to show the acquisition of certain
competences, during the second level of Pre-Primary basic competences of education can be
taught reasonably. This evaluation in Primary Education does not affect students academically
speaking, but the fact that the results are used to help schools make decisions regarding the way
students should learn, gives us an idea of how educational processes are affected by this, and
thus become more functional.
       An educational process based on the key competences differs from a knowledge centred
model where the theoretical information often seems to be disconnected, in that it is based on the
acquisition of integrated competences and basic practical skills. These skills can be proved by the
students. In short, a competence is knowledge put into practice, integrating skills and attitudes in
problem-solving within a variety of contexts. “Competence” has been graphically and concisely
defined as knowledge in action, that is, using knowledge and abilities in specific situations (real
contexts, different from the ones in which the competence has been acquired), activation of
resources or knowledge the student has (although they may think they do not have it because they
have forgotten it).
       There is an aspect that must be emphasized, what is called the combined nature of
competence: students use what they know in order to show that they can put it into practice and
that they know how to proceed. This way, it is proved to us that a competence integrates the
different contents worked on in the classroom (concepts, procedures and attitudes), which is an
example of the pupil‟s comprehensive education. To sum up, we are acknowledging that school
not only provides the student with technical and scientific knowledge, but also with citizenship
skills, which is why they have to show certain civic and intellectual attitudes which entail respect for
others, responsibility and teamwork.
       There is also another important feature of competences: they allow students to cope with
the constant updating which takes place in any field of knowledge. Academic education takes
place in school during a limited period of time, but the need for personal and/or professional
training never ends. Competence based training in, for example, the use of information and
communication technologies will allow students to use this tool in order to gather the information


                                                                                                     13
needed in a particular time (obviously, after an analysis of the quality of the material has been
performed). If, in addition, we take into account the fact that it is often impossible to cover the
whole content of the curriculum in sufficient depth, the importance of training students in the
competence of learning to learn is clear.
   In our education system, the key competences that should be acquired by students during their
compulsory education, in order to deal with the demands of their personal and professional life, are
the following:
 Linguistic competence.
 Mathematical competence.
 Competence in knowledge of and interaction with the physical world.
 Data processing and digital competence.
 Social and civic competence.
 Cultural and artistic competence.
 Learning-to-learn competence.
 Autonomy and personal initiative.


Contribution of the Foreign Languages Field to the Acquisition of Key Competences
       Learning a foreign language contributes directly to the acquisition of linguistic competence
by completing, enriching and adding new aspects of comprehension and expression to the general
communicative competence of the student. A communicative approach to language learning
contributes to the development of this competence in the same way as the first language does.
       Foreign languages are essential to the development of this competence with regard to oral
discourse because listening and speaking are given special importance at this stage. Likewise,
because the ability of expression is developed, learning a foreign language improves the general
communicative competence.
       When language is acquired, it is used as a vehicle for the process of human thought and as
an instrument for the interpretation and representation of reality. This subject contributes to the
development of competence in learning to learn because general linguistic ability increases and
offers potential resources for comprehension and expression.
       This subject is also a vehicle for the development of social and civic competence.
Languages are used by speakers as a means of social communication and to become part of the
common culture of different communities and nations. They are also, to a great extent, a vehicle for
cultural communication and transmission, encouraging respect, interest in and communication with



                                                                                                 14
speakers of other languages, and recognition and acceptance of cultural and behavioural
differences.
       All the above-mentioned competences are currently directly related to data processing and
digital competence. Using digital resources as learning tools is inherent in the subject and its
everyday use directly contributes to the development of this competence.
       This subject area specifically includes an approximation to cultural statements which are
common in the countries where the target language is spoken, thereby contributing to the
acquisition of artistic and cultural competence by introducing students to artistic works or authors
who have contributed to their creation, as well as to children‟s literature.
       Knowledge of a foreign language also contributes in different ways to the acquisition of
competence in autonomy and personal initiative. The teaching programme encourages
cooperation and the management of personal skills and resources and social and negotiating skills
within the “self-knowledge and personal autonomy” field. This means setting up activities which
lead to the development of initiatives and decision making in the planning and organization of work,
thereby developing autonomy and personal initiative.
       Finally, although competence in knowledge of and interaction with the physical world and
mathematical competence are not specifically mentioned in Foreign Languages Objectives, given
the nature of the course materials, many opportunities to develop these competences as well can
be found during in class.




                                                                                                 15
ASSESMENT CRITERIA


Even though Playschool focuses on motivating children more than on pointing out their
achievements, a control of their progress is important in order to be able to carry out an
individualized progress monitoring. Because children are just starting to learn, the first year of
Second-Level Pre-Primary‟s assessment can be based on a direct observation of their
development. It is more important to encourage them to participate by congratulating them for their
progress and giving them small rewards. To spend time, in short, establishing the foundations of
their future language learning and making them self-confident.
        Progress monitoring is a constant work from the second year of Second-Level Pre-Primary
on. It can be carried out in any given moment by asking several questions at story-time, paying
attention to the children while they work on their tables and observing how they manage during
class activities.


Assessment criteria can be divided in two sections:


Class Activities
       Follows class instructions
       Tries to communicate with the teacher/Monkey Puppet
       Listens and understands songs/rhymes
       Tries to take part in songs/rhymes (lyrics, actions or both)
       Is able to follow the story
       Takes part in games
       Completes worksheets
       Completes crafts and is careful with them
       Answers instructions nonverbally
       Answers instructions verbally
       Recognizes key vocabulary of the unit and starts saying it in English


Attitude and General Remarks
       Shows interest in learning
       Makes an effort
       Participates
       Is self-confident in class


                                                                                                16
      Respects class routines and rules
      Develops gross motor skills
      Develops fine motor skills
      Cooperates with classmates
      Listens to classmates
      Respects speaking turns



PROGRAMME OF UNITS

This programming and scheduling constitutes a model of timed learning for 2nd cicle of Pre--
Primary Education taking into account the specific objectives of English as a subject.


This is an adaptable timetable which may be adjusted to the group-class profile as it may be used
simultaneously with students who struggle to learn languages as well as with those who have
slightly superior knowledge. It may also be adapted to the teacher‟s and students‟ own tastes and
initiatives and the evolution of the course.


This is a guiding and extendable programme, with numerous optional possibilities suggested in the
Teacher’s Guide and the Teacher’s Resource Pack. The teacher may introduce these activities at
the appropriate moment, according to students‟ needs and attitudes, bearing in mind learning
speed – individual and collective – and teaching hours available.




                                                                                              17
UNIT 1: ME
TOPIC
Introductions and greetings



OBJECTIVES

   To identify the characters in the course
   To recognize English sounds and spoken words
   To prepare for writing in English by practising left to right tracing with a pencil
   To introduce themselves in English
   To say hello and good bye in English
   To learn to say how are you? And to know how to answer politely
   To prepare for reading in English
   To develop fine psychomotricity
   To pronounce, recognize and write letters Aa and Bb
   To recognize and pronounce the /ᴂ/ and /b/ sounds
   To understand and respond to orders
   To recognize the written form of the names of the characters
   To match words with images
   To develop listening comprehension skills in English
   To understand and enjoy a story
   To recognize parts of a whole
   To review and consolidate the vocabulary introduced in the unit



ACTIVE LANGUAGE

New:    Adam, Baz, Jig, Pat, Tess, I’m, hello, bye, apple, bird.


PASSIVE LANGUAGE
We’re going to play a game, Close your eyes, who is missing? Raise your hands, we’re going to sing a song,
I’m going to whisper a sound, etc.


COMMUNICATION STRUCTURES
How are you? I’m fine, thank you; clap, stand up, sit down, point to.



PROCEDURES

Lesson 1



                                                                                                       18
    Introduce the characters in the course
    Listen to the CD holding up the flashcards of each character on hearing their name
    Point to each character in the book
    Listen to the audition a second time for children to repeat the name of each character
    Name the characters randomly for children to point to them in their book
    Listen to the CD, pausing after each name for the children to find the character in their book.
    Match, going from left to right, the shaded figure of each character with its picture, using a finger first
     and then drawing a straight line with a pencil (Match and say AB p. 4).
    Say the names of the characters as they join them to their picture (AB p. 4).


Lesson 2
   Guess what the characters in the book are doing. Play the CD to check out the answers.
   Listen to the CD and repeat each phrase in group and individually.
   Practise the lesson structures with the help of the flashcards.
   Practise farewells as if they were to leave the class.
   Introduce greetings with a song explaining good manners when greeting.
   Practise greetings with the flashcards of the characters.
   Listen to the song on the CD.
   Listen to the song again, stopping after each phrase for the children to repeat it.
   Listen to the song a third time for the children to sing it.
   Find each character in a series of three and circle it. (Find and circle AB p. 5).
   Trace the dotted lines of the picture of a fence practising first with a finger and then with a pencil (Draw
    and colour AB p. 5).
   Colour the fence (AB p. 5).


Lesson 3
   Introduce the letter a with the help of the apple and Adam flashcards (Letter fun! CB p. 6).
   Introduce the difference in use of small and capital letters.
   Listen to the sound of letter a in the CD.
   Write both the small and capital letter a with a finger in the air, imitating the teacher.
   Practise tracing over the letters in the CB, p. 6 with a finger.
   Listen to the song on the CD.
   Listen to the song again, stopping after each phrase for children to repeat it.
   Listen to the song a third time for children to sing it.
   Find the letter a in the alphabet at the top of page 6 of the CB.
   Point to Adam or to the apple as the teacher names them.
   Trace the dots with a finger forming the letter A (Trace and write AB p. 6).
   Trace letter A with a pencil.


                                                                                                             19
   Repeat the activity with the small a, first with a finger and then with a pencil.
   Pronounce the learnt vocabulary with the pictures: Adam, apple (Trace and say. Colour AB p. 6).
   Trace over the first letter of both words with a pencil.
   Trace the letters in the pictures with a finger and colour them (Trace and say. Colour AB p. 6).
   Colour the rest of the pictures.


Lesson 4
   Introduce the orders: point to, clap, stand up, sit down pronouncing the words and performing the
    actions (CB p. 7).
   Listen to the song with the introduced actions on the CD.
   Listen to the song again, stopping after each phrase for the children to repeat and perform the action.
   Listen to the song a third time for the children to sing and perform the actions.
   Listen to the song once more, substituting the names of the characters for the names of the children
    (Sing and do CB p. 7).
   Join the names of the characters with their corresponding flashcard on the board.
   Join the names of the characters with their picture in the AB p. 7 (Draw and match).
   Join the dotted lines completing the pictures and colour (AB p. 7).
    Identify the characters by their name (NB p. 4).
    Join the dotted lines of the characters working from the top downwards and from left to right, first with a
     finger and then with a pencil (Draw and colour NB p. 4).
    Colour the pictures (NB p. 4).
   Trace an imaginary line with a finger starting at the top and going downwards, imitating the teacher
    (Look and match NB p. 5).
   Join the dotted lines between the characters from top to bottom, first with a finger and then with a pencil
    (Look and match NB p. 5).
   Join the dotted lines between the characters from left to right, first with a finger and then with a pencil
    (Look and match NB p. 5).
   Imitating the teacher, trace an imaginary line in the air with a finger to join the two figures.
   Join the dotted lines between the character and the figure from left to right, first with a finger and then
    with a pencil (Look and match NB p. 6).
   Identify what is missing in a picture of the teacher and finish it.
   Recognize whether two pictures are identical or different. Identify what is missing in one of the pictures
    and complete it drawing the missing part. (Find and draw NB p. 7).
   Find the identical picture of each character in a series of three and circle it (Find and circle NB p. 8).
   Identify what they see in the first picture (Baz holding Jig) and colour it (Colour Baz and Jig NB p. 9).
   Identify what they see in the second picture (Tess holding Pat) and colour it (Colour Tess and Pat NB p.
    9).




                                                                                                                 20
Lesson 5
   Introduce letter b with the help of the bird and Baz flashcards (Letter fun! CB p. 8).
   Review the difference in use of small and capital letters.
   Write both the small and capital b with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 8 with a finger.
   Listen to the song on the CD.
   Listen to the song again, stopping after each phrase for the children to repeat and point to what they
    hear in their book.
   Listen to the song a third time for the children to sing it.
   Find the letter b in the alphabet at the top of p. 8 in the CB.
   Point at Baz or at the bird as the teacher names one or the other.
   Find two things beginning with the /ᴂ/ sound in the drawing on p.8 of the CB.
   Trace the dotted line with a finger forming the letter B (Trace and write AB p. 8).
   Trace letter B with a pencil.
   Repeat the activity with the small b, first with a finger and then with a pencil.
   Pronounce the acquired vocabulary with the pictures: Baz, bird (Trace and say. Colour AB p. 8).
   Trace over the first letter of both words with a pencil.
   Trace the letters of the pictures with a finger and colour them (Trace and say. Colour AB p. 8).
   Colour the rest of the pictures.


Lesson 6
   Point to each character of the story presented on page 9 of the CB as the teacher names them.
   Point to each of the 4 pictures when the teacher names them (Story CB p. 9).
   Answer the teacher‟s questions about the plot of the story in their mother tongue.
   Listen to the story on the CD stopping after each frame to check if they have understood it.
   Listen to the story again, stopping after each phrase for children to repeat it and perform the actions
    (Listen and act CB p. 9).
   Act out the story in groups of 4.
   Identify the halved-figures of the characters (Match and say AB p. 9).
   Trace an imaginary wavy line with a finger imitating the teacher.
   Trace the dotted wavy lines with a finger from left to right in order to join both halves of the characters
    (Match and say AB p. 9)
   Repeat with a pencil saying to themselves the names of the characters.


Review Lesson
   Identify the sounds whispered by the teacher /ᴂ/ or /b/.
   Point to and pronounce the blue letters in the boxes on the left (Find and circle AB p. 10).
   Slide a finger from the blue letter to the black letters and identify each letter and its sound.


                                                                                                            21
    Circle the letter that is identical to the blue letter in each row (Find and circle AB p. 10).
    Identify whether the use of capital/small letters is correct or not with the help of the flashcards.
    Pronounce the names of the letters and their sounds and the names of the characters and objects
     (Match and colour AB p. 10).
    Join with a line each capital or small letter with the right picture.
    Colour the pictures (Match and colour AB p. 10).


ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
1.    Offer Jig‟s help to hold the pencil correctly.
2.    Explain that Jig is a rabbit with long ears.
3.    Learn to create the hand shadow of a rabbit.
4.    Repeat the action holding a pencil.


Lesson 5
     Copy letter A or B on a sheet of paper copying from the board.
     Cover the letter with glue and paste macaroni or beans on it.



PROGRESS CHECK 1

    Circle the right name of each character (Look and circle TB p. 94).
    Join with a line each capital letter with its corresponding small letter (Match TB p. 94).
    Circle the first letter of the name of each picture (Circle TB p. 94).



DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS

Self-awareness and personal autonomy
     By interacting with others and gradually identifying their own features, possibilities and limitations, they
     will develop a sense of self-esteem and personal autonomy.
     As they grow more autonomous in the performance of everyday activities and simple tasks to cope with
     daily problems, they enhance their self-confidence and initiative capacity, developing strategies to
     address their most basic needs.


Physical, natural, social and cultural environment
    In school they learn to relate with others and internalize social behaviour patterns to which they will
     adapt their behaviour.
    Getting started with maths, they functionally manipulate elements and collections; they identify qualities
     and attributes and establish grouping, classifying, ordering and quantifying relations.



                                                                                                               22
Languages: communication and representation
   They understand, reproduce and recreate literary texts voicing their opinion, enjoying and showing
    interest in them.
   They are introduced to the oral use of a foreign language to communicate in classroom activities and
    show interest and enjoyment when participating in these communicative exchanges.



ASSESSMENT CRITERIA

In the second year of the 2nd cycle of Pre-Primary Education, assessment is continuous:
   Children get used to the English class routines.
   They know both small and capital letters a and b.
   They participate singing songs.
   They listen in order to obtain specific information.
   They respond to instructions both verbally and non-verbally
   They develop pencil control skills, fine psychomotricity and pre-writing skills
   They complete the activities




UNIT 2: MY CLASSROOM




TOPIC

The classroom


OBJECTIVES
    To identify ordinary classroom objects
    To recognize English sounds and spoken words
    To practise tracing from left to right with a pencil
    To recognize parts of a whole
    To practise greetings
    To ask and say what something is
    To thank someone
    To Identify ordinary classroom objects
    To develop fine psychomotricity
    To pronounce, recognize and write letters Cc and Dd
    To recognize and pronounce the sounds /ᴋ/ and /d/



                                                                                                           23
    To identify, write and know how to use numbers 1 and 2
    To develop listening comprehension skills in English
    To understand and enjoy a story
    To find objects in a picture
    To review and consolidate the vocabulary introduced in the Unit



ACTIVE LANGUAGE

New:    Bin, board, chair, door, picture, table, window, thank you, cat, coat, 1, 2, date, dog, dog


PASSIVE LANGUAGE
Look at…, say a word, count, yes, no, picture, it’s for you, capital letter, alphabet, pencil, etc.


COMMUNICATION STRUCTURES
What’s this? It’s a…,



PROCEDURES

Lesson 1
    Introduce some objects that can be found in Baz‟s class.
    Listen to the CD holding up the flashcard of each object as it is mentioned.
    Point to the objects in the book.
    Listen to the audition again for the children to repeat the names of the objects.
    Name the objects randomly for the children to point to them in their book.
    Listen to the CD, pausing after each object for the children to find it and point to it in their book.
    Join both halves of the object going from left to right with a finger and then tracing a straight line with a
     pencil (Match and say AB p. 11).
    Say the names of the objects as they join them (AB p. 11).


Lesson 2
   Guess what the characters in the book are doing (Baz is giving the teacher a drawing). Play the CD to
    check out the answers.
   Explain that the teacher‟s name is Mrs Woodward.
   Listen to the CD and repeat each phrase in group and individually (Listen and say CB p. 11).
   Introduce thank you that is what Mrs Woodward said when Baz handed her the drawing (Say and do CB
    p. 11).
   Practise hello, thank you, what’s this? It’s a… with the help of the flashcards.
   Explain that it is polite to say thank you when someone gives you something.



                                                                                                               24
   Practise the vocabulary and structures with the help of the classroom objects.
   Identify the objects in Activity 1 (Draw and say AB p. 12).
   Trace over the dotted lines of the pictures practising first with a finger and later with a pencil. Say the
    name of the pictures as they trace them (Draw and say AB p. 12).
   Join the dotted lines to finish the picture of the caterpillar, first with a finger and then with a pencil (Draw
    and colour AB p. 12).
   Colour the drawing trying not to go over the edges.


Lesson 3
   Introduce letter c with the help of the cat and coat flashcards (Letter fun! CB p. 12).
   Explain the difference between the /ᴋ/ sound and the name of the letter c.
   Remember the difference between capital and small letters.
   Write both the small and capital letter C with a finger in the air, imitating the teacher.
   Practise tracing with a finger the letters in the CB, p. 12.
   Listen to the song on the CD.
   Listen to the song again, stopping after each phrase for the children to repeat it.
   Listen to the song a third time for the children to sing it.
   Find the letter c in the alphabet at the top of page 12 of the CB.
   Point to the cat or to the coat as the teacher names them.
   Find the things beginning with /ᴂ/ (apple) and with /b/ (bird) in the picture.
   Trace the dotted line with a finger forming the letter C (Trace and write AB p. 13).
   Trace letter C with a pencil.
   Repeat the activity with the small c, first with a finger and then with a pencil.
   Pronounce the acquired vocabulary appearing in the pictures: cat, coat (Trace and say. Colour AB p.
    13).
   Trace over the first letter of both words with a pencil.
   Trace with a finger the letters of the pictures and colour them. (Trace and say. Colour AB p. 13).
   Colour the rest of the pictures.


Lesson 4
   Learn to count in English.
   Count the objects on page 13 of the CB (one door, two chairs).
   Listen to the song on the CD with the numbers learnt.
   Listen to the song again, stopping after each phrase for the children to repeat and show one or two
    fingers as they sing Count 1 and 2. Point to themselves in the for me line, and to the teacher in the for
    you line.
   Listen to the song a third time for the children to sing and perform the actions.
   Listen to the song once more changing some words for vocabulary they are familiar with (Sing and do


                                                                                                                 25
    CB p. 13).
   On page 14 of the AB, identify the vocabulary in the pictures in Activity 1 (apple, cat, bird, coat). Circle
    the right number of each of the objects in the boxes. (Count and circle).
   Trace the dotted points writing numbers 1 and 2. The first time with a finger, and then with a pencil
    (Trace and write AB p. 14).
   Identify number 1 at the top of the page. Join the dotted line following the arrow, first with a finger and
    then with a pencil (Trace and count. Write NB p. 10).
   Identify number 2 at the top of the activity. Join the dotted line of the number following the direction of
    the arrow, first with a finger and then with a pencil (Trace and count. Write NB p. 10).
   Identify the objects in Activity 1 of the NB p. 11 (Count and trace).
   Count out loud the objects there are in each picture and then join the dotted lines of the blue boxes
    (Count and trace NB p. 11).
   Trace the dotted lines of numbers 1 and 2 following the direction of the arrow with a pencil (Trace NB p.
    11).
   Count 1 and 2 with the help of flashcards and the drawings on the board. Join the drawings with the
    numbers on the board.
   On page 12 of the NB, count the number of objects in each picture and match them with the
    corresponding number. Colour them. (Count and match NB p. 12)
   On page 13 of the NB identify the animals that appear in Activity 1 and count them. Colour only the
    picture with 1 dog (Find and colour the picture with 1 dog).
   Repeat for Activity 2 colouring the picture with 2 cats (Find and colour the picture with 2 cats NB p. 13).
   On page 14 of the NB, identify and count the objects in the left column. Next, those in the right column.
    Join the objects in both columns from left to right, saying the names of the objects and counting them as
    they match them. (Look and match).
   Practise the expressions what’s this? It’s a… with the help of the flashcards.
   On page 15 of the NB, identify the classroom objects in the picture. Point to them in the book as the
    teacher mentions point to …
   Count the number of each one of the objects in the picture and then circle one or two of the boxes
    according to how many there are in the picture (Look, count and circle NB p. 15).


Lesson 5
   Introduce letter d with the help of the dog and date flashcards (Letter fun! CB p. 14).
   Explain the difference between the /d/ sound and the name of the letter d.
   Review the difference in use of capital and small letters.
   Write both the small and capital letter d with a finger in the air imitating the teacher.
   Practise tracing with a finger the letters on page 14 of the CB.
   Listen to the song on the CD.
   Listen to the song again, stopping after each phrase for the children to repeat and point to what they


                                                                                                              26
    hear in the book.
   Listen to the song a third time for the children to sing it.
   Find letter d in the alphabet at the top of p. 14 of the CB.
   Point to the dog or the date as the teacher names one or the other.
   Find the things beginning with the /ᴂ/, /b/ and /ᴋ/ sounds in the picture in the CB p. 14 (apple, bird, cat).
   Trace the dotted line with a finger forming the letter D (Trace and write AB p. 15).
   Trace letter D with a pencil.
   Repeat the activity with the small d, first with a finger and then with a pencil.
   Pronounce the vocabulary acquired that appear in the pictures: date, dog (Trace and say. Colour AB p.
    15).
   Trace over with a pencil the first letter of both words.
   Trace the letters in the pictures with a finger and colour them (Trace and say. Colour AB p. 15).
   Colour the rest of the pictures.


Lesson 6
   Point to each of the 4 pictures of the story in order, from left to right following the teacher‟s instructions
    (Story CB p. 15).
   Answer the teacher‟s questions about the plot of the story in their mother tongue.
   Listen to the story on the CD, stopping after each phrase to check if they have understood it. Listen
    again to the story stopping after each phrase for the children to repeat it (Listen and act CB p. 15).
   Act out the story in pairs.
   On page 16 of the AB, identify the letters in the pictures in Activity 1. Colour only the parts with the letter
    Cc trying not to go over the edges. (Colour the letters C and c).
   Recognize the resulting picture. What’s this? It’s a coat.
   Show a date and ask what’s this? For children to answer it’s a date. Identify the letters in dates in
    Activity 2 of the AB. Colour only the dates with letters Dd (Colour the D and d dates AB p. 16).


Review Lesson
   Identify the name and sound of letters c /ᴋ/ and d /d/.
   With the cat flashcard on the board, they will say the sound cat starts with.
   Repeat with the dog flashcard.
   On page 17 of the AB, identify the names of the pictures in Activity 1 (cat, door, date, and coat).
   Join with a line each picture with its first letter. Colour. (Match and colour AB p. 17).
   Write numbers 1 and 2 on the board for the pupils to name as they point to them. Draw two circles under
    the numbers and point to them so they count 1 or 2. Ask which number shows the right amount of circles.
   On page 17 of the AB count how many objects there are in each box in Activity 2 and circle the right
    number corresponding to each picture. (Count. Trace the right number).




                                                                                                                27
ADDITONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
5.   Identify different objects in the classroom using their mother tongue.
6.   Practise and carry out the expression point to… with the different objects in the classroom.
7.   Trace letter b and the sound /b/ with the bin flashcard.
8.   Ask in their mother tongue which is the sound of the first letter in the word bin.
9.   Stick the flashcard on the board and write the word bin under. Ask a child to walk up to the board and
     identify the letter b.
10. Repeat the activity with the word board.
11. Ask the children to draw a board in their notebooks and to write the letter b under it.


Lesson 2
    Play at guessing objects. Stick a flashcard of a classroom object on the board and cover it with a sheet
     of paper. Ask what’s this? While disclosing the flashcard little by little until they guess what the object is.
    Repeat with other flashcards.


Lesson 3
    Play a game to review sounds and names of letters a, b and c. Teach yes and no with the help of body
     gestures. Write the three letters on the board and say one as you point and ask yes? / no? For them to
     answer yes or no when it is or isn‟t the right one.

Lesson 4
    Explain that you will be giving them instructions (sit down, stand up, clap 1, clap 2) that they must
     follow and that the child who makes a mistake, will not continue playing. Give the instructions randomly.


Lesson 5
    Play at guessing letters. Write a letter in the air with your finger giving your back to the class until they
     guess it. Use capital and small letters.


Lesson 6
    Give every child a sheet of paper and ask them to colour an object that starts with a c or a d.
    Ask them to write the first letter of what they have drawn under the drawing.

PROGRESS CHECK 2

    Using a pencil, trace the first letter of each object in Activity 1 (Trace the letter TB p. 95).
    Join with a line each capital letter with its corresponding small letter (Match TB p. 95).
    Count the number of objects there are in each of the different pictures in Activity 3. Write the right
     number under each picture. (Count. Write the number TB p. 95).


                                                                                                                     28
DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS

Self-knowledge and personal autonomy
    They know and represent their body, its parts and some of its functions, discovering their action and
    expression possibilities and gaining more and more precision in the coordination and control of their
    gestures and movements.
    They adapt their behaviour to the needs and requirements of others, developing habits and attitudes of
    respect, care and collaboration.


The physical, natural and social environment
   They actively observe and explore their surroundings, their class, generating interpretations of some
    significant situations and experiences and showing interest in learning about them.


Languages: communication and representation
   They understand the intentions and messages from their friends and their teacher, adopting a positive
    attitude towards both their own and the target language.
   They express emotions, feelings, wishes and ideas using oral language and other languages, choosing
    the one that best suits the intention and the situation.



ASSESSMENT CRITERIA

In the second grade of the 2nd cycle of Pre-Primary Education, evaluation is continuous:
   They know both small and capital letters c and d
   They participate singing the songs
   They know and can use numbers 1 and 2 to count
   They listen to obtain specific information
   They respond to instructions verbally and non-verbally
   They develop pencil control skills, fine psychomotricity and pre-writing skills
   They complete the activities


UNIT 3: MY TOYS




TOPIC

Toys




                                                                                                            29
OBJECTIVES
    To identify toys
    To recognize English sounds and spoken words
    To recognize parts of a whole
    To count 1 and 2
    To develop fine psychomotricity
    To identify belongings
    To thank someone
    To pronounce, recognize and write letters Ee and Ff
    To recognize and pronounce sounds /e/ and /f/
    To identify, write and know how to use numbers 3 and 4
    To develop listening comprehension skills in English
    To understand and enjoy a story
    To review numbers 1 to 4
    To review and consolidate vocabulary introduced in the unit.



ACTIVE LANGUAGE

New:    Ball, balloon, boat, car, doll, robot, teddy bear, here you are, egg, elephant, 3, 4, knock, count, fan,
fig, hello, hi, bye, sit down


PASSIVE LANGUAGE
Point to, listen, repeat, find, thank you, toy, time for fun, stand up, sit down, robot, etc


COMMUNICATION STRUCTURES
This is my …, this is your…



PROCEDURES

Lesson 1
    Introduce the names of some toys (balloon, doll, boat, ball, robot, teddy bear, car).
    Listen to the CD holding up the flashcard of each object as it is mentioned and stopping after each one
     for the children to point to it in the book (CB pages 16-17).
    Listen to the audition a second time for the children to repeat the name of the toys in group and
     individually.
    Name the toys randomly for children to point to them in their book.
    Listen to the CD, pausing after each toy for the children to find it and point to it in their book.
    Draw a road with a car, a bicycle and two vans on the board. Above it, draw a car inside a box and write



                                                                                                             30
     1 next to it; a van inside another box and write 2 next to it. Call a child to the board and ask him/her to
     point to the car and number and to find and shade in the drawing of the car on the road. Repeat with
     another child and the van, asking him/her to shade in both vans in the picture.
    On page 18 of the AB, identify in their mother tongue the objects they see in the picture at the bottom of
     the page. Now identify the pictures in the blue box and ask them to find 1 or 2 of these toys in the
     picture at the bottom, guided by the number next to them (Find and colour).
    Say the names of the toys as they find them in the picture. Colour them (AB p. 18).


Lesson 2
   Guess what the characters in the book are doing (Baz and Tess are exchanging toys). Play the CD to
    check the answers (CB pages 16-17).
   Listen to the CD and repeat each phrase in group and individually (Listen and say CB p. 17).
   Introduce here you are, that is what Tess said when she gave Baz the toy. Ask if they remember what
    Baz answered. (Thank you).
   Practise the dialogue from the CD with the help of the flashcards (Say and do CB p. 17).
   Write letter a on the board and ask the children to say the name and sound of the letter. Next to it, write
    letters b, a, c, d in a row. Ask the children to name them as they are pointed to.
   Identify which of the letters in the row is the same as a and trace over this second a using a thicker
    pencil or a different colour.
   Repeat the activity on p. 19 of the AB (Trace the same letter).
   Hold up the balloon flashcard and ask what’s this? For them to answer it‟s a balloon. Ask them to say
    the name of the first letter of balloon.
   Put the flashcard on the board and write letters a, b, c, d in a row next to it. Call a child to the board to
    circle the letter with the /b/ sound.
   Repeat the activity on p. 19 of the AB (Look and say. Circle the letter).


Lesson 3
   Introduce letter Ee with the help of the egg and elephant flashcards (Letter fun! CB p. 18).
   Explain the difference between the /e/ sound and the name of letter e.
   Remember that the letter E sounds the same as the letter e and recall the difference in use of capital
    and small letters.
   Write both the small and capital E with a finger in the air imitating the teacher.
   Practise tracing the letters on p. 18 of the CB with a finger.
   Listen to the song on the CD.
   Listen to the song again, stopping after each phrase for children to repeat and point to the objects in
    their book.
   Listen to the song for a third time for children to sing it.
   Find the letter in the alphabet at the top of p. 18 of the CB.


                                                                                                              31
   Point to the egg or the elephant as the teacher names one or the other.
   Find in the picture the things that start with a /b/ (ball, bird), /ᴋ/ (cat) and with /d/ (dog).
   Trace the dotted line with a finger, forming the letter E (Trace and write AB p. 20).
   Trace letter E with a pencil.
   Repeat the activity with the small e, first with a finger and then with a pencil.
   Pronounce the acquired vocabulary in the pictures: egg, elephant (Trace and say. Colour AB p. 20).
   Trace with the pencil the first letter in both words.
   Trace with a finger the letters of the pictures and colour them (Trace and say. Colour AB p. 20).
   Colour the rest of the pictures.


Lesson 4
   Draw 3 circles on the board, count them and write the number 3 below. Repeat with 4 circles.
   Practise 3 and 4 calling a child to the board and asking him/her to point to number 3 or 4. Repeat with
    several children.
   Point to the picture of 3 toys or the one with 4 toys in the book, following the teacher‟s instructions.
    (Count 1-4 CB p. 19).
   Ask pupils to describe what is going on in the picture on p. 19 of the CB (The children are playing with
    their toys). Act out the actions they will be hearing in the CD song (knock on the door, come in).
   Listen to the song on the CD (Sing CB p. 19).
   Listen to the song again, stopping after each phrase so the children repeat and count with their fingers
    while they sing: one, two, three, four. Encourage them to knock on the door with the phrase knock,
    knock, knock on the door.
   Listen to the song for the third time for children to sing and perform the actions.
   Hand out the flashcards of numbers 1-4 to four children for them to sing the phrases of the numbers
    song holding the flashcards. Another two or three children will stand next to the door and sing the
    phrases knock, knock, and knock on the door. Come in! Time for fun! And the rest of the class will sing
    the rest of the song (Sing and do CB p. 19).
   Draw a balloon on the board and say one balloon and have the children repeat it. Write the number 1
    under the balloon. Repeat with 2 balloons.
   Count the number of objects in the picture on p. 19 of the CB, listening to the CD for instructions and
    answers (Find and count).
   Identify the numbers that appear at the top of p. 21 of the AB.
   Write number 2 on the board and ask the children to say the number. Draw a balloon under the number.
    Ask yes? Children will answer no. Draw another balloon. Ask yes? Children will answer yes.
   Say the number and object they see in Activity 1 of the AB (3 + apple; 4 + ball). Draw 3 apples and 4
    balloons in each frame (Draw).
   Trace the dotted line writing numbers 3 and 4 first with a finger and then with a pencil (Trace and write
    AB p. 21). Continue practising the activity on the board.


                                                                                                          32
    On page 16 of the NB trace number 3 starting at the dot and following the direction of the arrow, first
     with a finger and then with a pencil (Trace and count).
    Count the dolls following the instructions: count the dolls.
    Draw writing lines on the board to show the trace the shape of number 3. Imitate the teacher tracing the
     shape of number 3 in the NB with a finger.
    Trace and write the numbers with a pencil.
    Identify the toys in Activity 2 (doll, balloon, ball, robot). Count how many toys there are of each kind.
    Ask three dolls? For children to answer no. Ask three balloons? For children to answer yes. Next, have
     them draw a line from number 3 to the balloons. Finish the activity (Count and match NB p. 16)
   Identify the number that appears at the top of page 17 of the NB and trace the number with a finger,
    starting at the dot and following the direction of the arrows.
   Give instructions: count the balloons for them to count one, two, three, four.
   Draw writing lines on the board to trace the shape of number 4 as the children trace the lines with a
    finger in their book.
   Trace and write the number 4s with a pencil (Trace and count. Write NB p. 17).
   Draw a balloon on the board and ask what’s this? For children to answer it‟s a balloon. Write numbers 1,
    2, 3, 4 under the drawing of the balloon and ask a child out to the board to circle the right number of
    balloons there are.
   Repeat the activity in the NB with the different pictures in the boxes (Count and circle NB p. 17).
   Draw 4 figs on the board and ask the children to count to 4. Write a number 2 on the left of the figs and
    ask a child to come to the board and shade in 2 of the figs.
   On page 18 of the NB colour as many pictures as the number on their left indicates, trying not to go over
    the edges (Count and colour).
   Write numbers 3 and 4 on the board with a dotted line. Ask a child to come to the board and trace the
    numbers while the rest of the class traces them with a finger in their book. (Trace NB p. 18).
   Trace and write the numbers with a pencil (Trace NB p. 18).
   On page 19 of the NB, identify the numbers in bold type that appear on both sides of the page. Explain
    in their mother tongue that it is possible to go from one side of the page to the same number on the other
    side of the page connecting the numbers that are identical with a blue pencil. Complete the activity.
    (Follow the numbers).
   On page 20 of the NB, identify the objects in each row. Trace the dotted lines of each picture and count
    them all. Write the number matching the number of objects in the box on the right of each row (Draw,
    count and write).
   Say numbers 1 to 4 identifying the flashcards.
   On page 21 of the NB, colour the parts of the picture that have the numbers of the flashcards. Different
    colours can be assigned to each of the numbers. (Colour 1, 2, 3 and 4).
   Identify the resulting picture (a robot).




                                                                                                                 33
Lesson 5
   Introduce letter F with the help of the fan and fig flashcards (Letter fun! CB p. 20).
   Explain the difference between the /f/ sound and the name of the letter f.
   Remember that the F sounds the same as f and recall the difference in use of small and capital letters.
   Say names that start with an F.
   Write both the small and capital f with a finger in the air imitating the teacher.
   Practise tracing the letters on page 20 of the CB with a finger.
   Listen to the song on the CD (Sing).
   Listen again to the song stopping after each phrase for the children to repeat it and point to what they
    hear in their book
   Listen to the song a third time for the children to sing it.
   Find the letter f in the alphabet at the top of page 20 in the CB (Find).
   Point to the fan or the fig as the teacher names one or the other.
   Find the things that begin with the /b/ (boat) and /d/ (door) sounds in the picture of the CB, p. 20.
   Follow the dotted line forming the F letter with a finger (Trace and write AB p. 22).
   Trace the F letter with a pencil.
   Repeat the activity for the small f, first with a finger and then with a pencil.
   Pronounce the vocabulary acquired with the pictures: fan, fig (Trace and say. Colour AB p. 22).
   Trace with a pencil the first letter of both words.
   Trace with a finger the letters of the pictures and colour them (Trace and say. Colour AB p. 22).
   Colour the rest of the pictures trying not to go over the edges.


Lesson 6
   Point to one of the 4 pictures in the story in order, from left to right, as indicated by the teacher (Story CB
    p. 21).
   Answer the teacher‟s questions about the plot of the story in your mother tongue.
   Listen to the story on the CD stopping after each frame to check whether it is understood (Listen).
   Listen again to the story stopping after each phrase for children to repeat it (Listen and act CB p. 21).
   Act out the story in pairs with the help of the flashcards.
   Learn a song to cheer up Jig. Listen to the CD stopping after each phrase for the children to repeat in
    group and individually (Sing CB p. 21).
   On page 23 of the AB, colour the pictures trying not to go over the edges (Colour and say).
   Once the pictures are coloured, say the number of toys of each kind (robot -1, dolls – 2, teddy bears – 3,
    boats – 4).


Review Lesson
   Identify the name and sound of the letters e /e/ and f /f/.
   With the fan flashcard on the board, have them say what sound the word fan starts with.


                                                                                                                34
   Repeat with the egg flashcard.
   On page 24 of the AB identify the names of the pictures in Activity 1 (elephant, fig, egg, and fan).
   Draw a line to match each picture with its initial letter. Colour. (Match and colour AB p. 24).
   Place the flashcards with numbers 3 and 4 on the board. Count the number of cars in the first picture in
    Activity 2 of the AB. Identify the correct flashcard on the board. Draw a line between number 4 and the
    picture with the cars in the AB. Complete the activity with the bears and number 3 (Count and match AB
    p. 24).


ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
12. Show the class the flashcards with different toys quickly, getting them to remember the order in which
    they are shown
13. Show the teddy bear and car flashcards and put them facing down. Ask the children to say the names of
    the toys they have seen.
14. Continue the game with more flashcards or showing the cards a shorter time.


Lesson 2
    Hand out a sheet of paper to each child and ask them to draw their favourite toy among those they have
    learnt in the lesson.
    Call out a child with his/her drawing and use a flashcard with another toy on it. Hold both of them and
    point to the flashcard saying this is my… Give the drawing to the child saying this is your … Here you
    are. Encourage the child to say Thank you.
    Give the child the drawing and the flashcard to repeat the dialogue.
    Practise the same dialogue in pairs.


Lesson 3
    Play a game to review the sounds of letters a, b, c and d. Put the flashcards matching these sounds in
    different parts of the classroom.
    Pick a child, say one of the sounds and get the child to find the flashcard and give it back to the teacher
    saying the name of the object here you are. Answer thank you.
    Continue with the rest of the flashcards and different children.


Lesson 5
    Say a word and get the children to say the name and sound of the initial letter. Use the flashcards as
    help for this activity. Practise with: door, boat, car, doll, balloon, apple and egg.


Lesson 6




                                                                                                               35
    Write numbers 1 and 3 on the board. Draw writing lines instead of numbers 2 and 4. Ask which numbers
    are missing. Call out a child to the board and ask him/her to write number 2 in the right place. Call out
    another child to write number 4. Repeat the activity with other children changing the numbers.

PROGRESS CHECK 3

   Draw a line to match the pictures in the left and right columns with the initial letter in the middle column.
    Trace the letters (Match and trace TB p. 96).
   Count how many toys there are in each row and circle the number indicated in the column on the left.
    (Count and circle TB p. 96).



DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS

Self-awareness and personal autonomy
    They identify their feelings, emotions, needs or preferences and are able to name them, express them
    and communicate them to others, identifying and respecting, as well, those of others.
    They progress in the acquisition of habits and attitudes related with security, hygiene and health,
    appreciating and enjoying daily routines with emotional harmony and well-being..


The physical, natural and social environment
   They know and value the most important components of the natural environment and how it relates to
    their life, its changes and transformations, developing attitudes of care, respect and accountability for its
    preservation.
   They actively observe and explore their surroundings, generating interpretations from significant
    situations and facts and showing interest in learning about them


Languages: communication and representation
   They use language as a communication tool to act out, learn and enjoy, allowing them to express their
    feelings and ideas and they value oral language as a means of relating and coexisting with others.
   They start being aware of the social uses of reading and writing, exploring the way literacy works and
    valuing it as a tool that enables communication, information and enjoyment.



ASSESSMENT CRITERIA

In the second year of the 2nd cycle of Pre-Primary Education, evaluation is continuous:
   They know both the small and capital letters e and f
   They participate singing songs
   They know and are able to count using numbers 3 and 4
   They listen to obtain specific information



                                                                                                                36
   They respond to instructions verbally and non-verbally
   They develop pencil control skills, fine psychomotricity and pre-writing skills
   They complete the activities


UNIT 4: MY THINGS



TOPIC

School belongings


OBJECTIVES
    To identify school objects
    To recognize English sounds and spoken words
    To recognize the parts of a whole
    To develop fine psychomotricity
    To ask and answer questions regarding amounts
    To ask and answer questions regarding age
    To notice the final –s in regular plurals
    To count from 1 to 4
    To pronounce, recognize and write letters Gg and Hh
    To recognize and pronounce the /g/ and /h/ sounds
    To identify, write and know how to use number 5
    To identify and know how to use numbers 3 and 4
    To develop listening comprehension skills in English
    To understand and enjoy a story
    To review numbers 1 to 5
    To review and consolidate vocabulary introduced in the unit
    To recognize a group
    To find objects in a picture
    To recognize pictures as simple sums
    To do simple sums



ACTIVE LANGUAGE

New:    Bag, book, lunch box, pencil, pencil box, rubber, water bottle, girl, give, 5, hide, hand, horse, pencils,
rubbers, books, thank you
Review: toy vocabulary




                                                                                                               37
PASSIVE LANGUAGE
Look, picture, school, big, draw, number, count, follow, sing, etc


COMMUNICATION STRUCTURES
How many…? How old are you?



PROCEDURES

Lesson 1
    Introduce the names of some of the children‟s school belongings (lunch box, water bottle, book, pencil,
     rubber, bag, pencil box).
    Listen to the CD holding up the flashcards of each object as it is mentioned and stopping after each one
     for them to point to them in their book (CB pages 22-23).
    Listen again for the children to repeat the name of the objects in group and individually (Listen and say
     CB p. 22).
    Name the objects randomly for the children to point to them in their book.
    Listen to the CD, pausing after each object for the children to find it and point to it in their book (Listen
     and find CB p. 22).
    On p. 25 of the AB identify the pictures in the blue box at the top of the page (book, pencil box, rubber,
     water bottle). Put the flashcards of these objects on the board. Point to each of the flashcards for the
     children to find the figures in the big picture and circle them (Find and circle. Colour).
    Colour the pictures.


Lesson 2
   Guess what the characters in the book are doing (Baz is pointing to a table in his classroom). Explain
    that it is table 1 in Baz‟s class.
   Explain that Baz is counting the things that are on table 1. Play the CD to check out what Baz is
    counting (CB pages 22-23).
   Introduce the –s ending in regular plurals explaining that when we talk of more than one boy or more
    than one bottle of water, we pronounce the /z/ sound at the end of the word. Draw two boys on the board,
    point to the first one and say boy; point to the second one and say boys. Have the children repeat in
    group and individually, making sure they pronounce the s ending.
   Practise with review vocabulary (Apple-apples, bird-birds, dog-dogs, etc).
   Listen to the CD and repeat each phrase in group and individually (Listen and say CB pages 22-23).
   Explain in their mother tongue that Mrs Woodward also asks Baz how old he is. Ask them if they can
    identify this question in the dialogue (How old are you?).
   Learn a song to ask and say their age. Listen to the song on the CD (Sing. CB p. 23).
   Listen again to the song stopping after each phrase for the children to repeat. Ask them to show the 4


                                                                                                               38
    with their fingers as they sing I‟m four.
   Identify the objects they see in Activity 1 of the AB (rubbers, lunch boxes, pencils).
   Count the number of rubbers. Ask how many rubbers? For the children to answer four. Join with a line
    the rubbers with number 4 (Count and match AB p. 26).
   Complete the activity
   Guess what Baz is saying in the picture in Activity 2 of the AB (he is telling us he is 4 years old). Draw
    themselves in the empty box and write their age underneath. (Draw, write and say AB p. 26).
   Ask each child to stand up and say: Hi. I’m (name). This is my picture. I’m four (or five).


Lesson 3
   Introduce letter Gg with the help of the girl and give flashcards (Letter fun! CB p. 24).
   Explain the difference between the /g/ sound and the name of letter g.
   Remember that letter G sounds the same as letter g and recall the difference in use of small and capital
    letters.
   Ask them to say names beginning with a G.
   Write both the small and capital G in the air with your finger, imitating the teacher.
   Practise tracing with your finger the letters in the CB, p. 24 (Learn the letter).
   Listen to the song on the CD.
   Listen again to the song stopping after each phrase for the children to repeat it and point to the objects
    in their books.
   Listen to the song a third time for the children to sing it (Sing CB p. 24).
   Find the letter g in the alphabet at the top of p. 24 in the CB (Find).
   Point to the girl or someone giving something to someone else as the teacher names them.
   Find the things beginning with a /b/ (bird), /e/ (egg, elephant) in the picture.
   Trace the dotted line with your finger forming the letter G (Trace and write AB p. 27).
   Trace the letter G with a pencil.
   Repeat the activity with the small g, first with your finger and then with a pencil.
   Pronounce the vocabulary acquired with the pictures: girl, give (Trace and say. Colour AB p. 27).
   Trace over the first letter in both words with a pencil.
   Trace the letters of the pictures with your finger and colour them. (Trace and say. Colour AB p. 27).
   Colour the rest of the pictures.


Lesson 4
   Draw 5 circles on the board, count them and write the number 5 underneath. Ask How many? For the
    children to answer five.
   On page 25 of the CB, looking at the images on the bottom of the page, say a number for the children to
    point at the picture with the right amount. (Count 1-5).
   Ask the children to describe what is going on in the picture on page 25 of the CB (A doll and a teddy


                                                                                                            39
    bear are singing and dancing). Introduce the hide action staging it and practise asking a child to hide
    and getting the others to find him/her.
   Listen to the song on the CD (Sing CB p. 25).
   Listen again to the song stopping after each phrase for the children to repeat it and count with their
    fingers while they sing one, two, three, and four. Encourage them to clap with the phrase clap for you, to
    point to the door with the phrase point to the door and to crouch under the chairs with the phrase hide!
   Listen to the song a third time for the children to sing and perform the actions.
   Hand out the doll and teddy bear flashcards to two children for them to act out the song (Sing and do CB
    p. 25).
   In page 28 of the AB identify the numbers in the column on the left of the page (5, 4, 3, and 5).
   Illustrate the activity writing number 4 on the board, asking children to say the number, draw 5 balloons
    next to the number. Ask them how many balloons? For the children to answer five. Point to number 4 and
    say count four. Point to 4 of the balloons and count one, two, three, four and circle 4 balloons. Complete
    the activity counting and circling the number of objects indicated by the number in the column. (Count,
    circle and colour AB p. 28).
   Colour the circled objects.
   Draw writing lines on the board. Trace the shape of number 5 as it appears in the CB. Follow the dotted
    lines writing number 5. First with a finger and then with a pencil (Trace and write AB p. 28). Continue
    practising the activity on the board.
   In page 22 of the NB, trace number 5 starting from the dot and following the direction of the arrow, first
    with your finger and then with a pencil (Trace and count. Write.)
   Ask how many pencils? For children to answer five.
   Draw writing lines on the board to show the shape of number 5. Imitate the teacher tracing the shape of
    number 5 in the NB with a finger.
   Trace and write the numbers with a pencil (Trace and count. Write NB p. 22).
   Identify the toys among the objects in Activity 2 (bags, pencils, books, water bottles). Count how many
    there are of each.
   Ask how many bags? For the children to answer five. Draw number 5 under the bags. Complete the
    activity (Count and trace NB p. 22).
   On page 23 of the NB, identify the objects in the picture: books, pencils, pencil boxes, rubbers, figs,
    apples, balls, teddy bears). Put the flashcards of all of them on the board, draw the fig.
   Showing the page in the NB, ask how many books? For children to answer five. Write 5 under the
    flashcard of the book. Circle the flashcard with the book and get the children to circle the 5 books in their
    NB. Complete the activity circling the group with 5 objects (Count and circle groups of 5 NB p. 23).
   Check out the answers calling the children to the board to write a 5 under the flashcards with the groups
    they circled. Write the number of objects of the rest of the groups.
   Draw a row of 4 eggs on the board. Ask how many eggs? For children to answer four. Write numbers 1,
    2, 3, 4 on the right of the eggs. Ask which number 4 is. Highlight the 4.


                                                                                                               40
   On page 24 of the NB colour the number that shows the right number of objects in the left column. Ask
    how many balloons? How many cars? Etc. (Count and colour the number).
    On page 25 of the NB identify the objects in the big picture. Help them by placing the flashcards of the
    objects on the board.
   Ask how many bags? Help the children to find the bags in the big picture and count them (3). Write
    number 3 on the right of the flashcard and have the children do so in the right-hand column in their NBs.
    Complete the activity (Look, count and write NB p. 25).
   Correct the activity calling the children to the board for them to write the answers next to the flashcards.
   Look closely at Activity 1 on page 26 of the NB. Illustrate the activity drawing 2 cats on the board. Ask
    how many cats? for the children to answer two, write a 2 under the drawing.
   Draw a bigger cat next to the two cats. Ask How many? For the children to answer one. Write a 1 under
    the drawing.
   Circle the 3 drawings and ask how many cats? For the children to answer three. Count one, two, and
    three and write a 3 on the right of number 1. Write a “+” between the 2 and the 1. Explain in their mother
    tongue that this sign is used to add or count the drawings as a group.
   Write a “=” between the 1 and the 3; and explain in their mother tongue that this sign is used to show the
    total number of cats in the group.
   Say that the sum of two and one is three. Ask the children to repeat in group and individually.
   Draw a line to join the cat drawings with the right sum.
   Complete the activity (Count and match NB p. 26).
   Using the flashcards of numbers 1 to 5, say the numbers.
   Put the flashcards on the board forming a diagonal line. Call a child to the board to join the flashcards
    with a line, connecting the numbers in the right order.
   Show page 27 of the NB and ask what’s this? For the children to answer it’s a boat. Join the numbers in
    order to complete the picture of the boat. Colour it. (Join the dots. Colour).


Lesson 5
   Introduce letter Hh with the help of the hand and horse flashcards (Letter fun! CB p. 26).
   Explain the difference between the /h/ sound and the name of the letter h.
   Remember the H sounds the same as h and recall the difference in use of capital and small letters.
   Say names that start with an H.
   Write the letter h both in capital and small letter with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 26 with your finger.
   Listen to the song on the CD (Sing).
   Listen to the song again stopping after each phrase for the children to repeat it and point to what they
    hear in their book.
   Listen to the song a third time for the children to sing.
   Find the letter h in the alphabet at the top of page 26 of the CB (Find).


                                                                                                              41
   Point to the hand or the horse, as the teacher names one or the other.
   Find the things that start with the /ᴂ/ (apple), /ᴋ/ (cat), /d/ (dog) y /f/ (fan) sounds in the picture on page
    26 of the CB. Ask if there is anything beginning with /g/ (give – the girl is giving the horse to the boy).
   Follow the dotted line with a finger forming the letter H (Trace and write AB p. 29).
   Trace letter H with a pencil.
   Repeat the activity with the small h, first with a finger and then with a pencil.
   Pronounce the vocabulary acquired as seen in the pictures: hand, horse (Trace and say. Colour AB p.
    29).
   With a pencil, go over the first letter of both words.
   Trace with a finger the letters of the pictures and colour them. (Trace and say. Colour AB p. 26).
   Colour the rest of the drawings trying not to go over the edges.


Lesson 6
   Point to each one of the 4 pictures in the story in order, from left to right as indicated by the teacher
    (Story CB p. 27).
   Answer the teacher‟s questions about the plot of the story in your mother tongue (Look and say CB p.
    27).
   Ask the children their opinion about Baz‟s behaviour. Remind them one must respect the belongings of
    others.
   Count objects that appear in the story How many pencils? How many rubbers? Etc. (Count CB p. 27).
   Listen to the story on the CD stopping after each frame to check whether they have understood it
    (Listen).
   Listen to the story again, stopping after each phrase for children to repeat it (Listen and act CB p. 27).
   Act out the story in pairs.
   Put the bag flashcard on the board and ask what’s this? For the children to answer a bag. Write
    numbers 1 and 2 under the flashcard. Call a child out to the board to trace the right number in a different
    colour.
   On page 30 of the AB, count the number of objects in each picture and trace the right number (Count.
    Trace the right number).
   Correct the activity orally (How many rubbers? Four. How many pencils? Three. Etc).


Review Lesson
   Write on the board the letters g and h. Ask the children for the name and sound of the letters.
   With the girl flashcard on the board, they are to say what sound girl starts with.
   Ask a child out to the board to join the flashcard with its initial letter
   Repeat with the hand flashcard.
   On page 31 of the AB identify the names of the pictures in Activity 1 (horse, girl, hand, give).
   Match the pictures with the right initial letter. Colour. (Match and colour AB p. 31).


                                                                                                                  42
   Put the flashcards of numbers 1 to 5 on the board forming a semicircle. The children are to say the
    numbers as the teacher points to them.
   Join the flashcards with a line connecting the numbers in the right order.
   Put the flashcards in a zigzag line. Call a child to the board to join them in the right order.
   In Activity 2 on page 31 of the AB, ask what’s this? For the children to answer It’s a horse. Ask them to
    join the numbers in the right order to complete the picture of the horse. Colour (Join the dots. Colour).


ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
15. Call 2 children to the front of the class with their pencils, books and rubbers.
16. Illustrate the activity taking one of the children‟s books and handing it over to him/her saying this is your
    book. Here you are. Encourage the child to say thank you.
17. Repeat the dialogue between the children with the rubber and pencil.
18. Repeat with other children and other objects.


Lesson 2
    Take 4 bottles of water from the class. Put them up front. Ask how many water bottles? For children to
    count them one, two, three, four. Four water bottles.
    Repeat with other objects and amounts (rubbers, pencils, books, lunch boxes, bags, pencil cases).
    Ask the children to repeat the     –es ending of the plural lunch boxes, pencil cases, without going into
    details concerning plural formation, focusing only on the pronunciation.


Lesson 3
    Play a game to review the letters. Call a child to the board and ask him to close his/her eyes.
    Write the letter g on the board. Take the child‟s hand and trace the letter on the board with his/her
    finger.
    Ask the child what’s this? To see if he/she guesses which letter it is.
    Repeat with other children and other letters already worked on.


Lesson 4
    Sing the song how old are you? from the CD for children who are 5 years old.
    Ask a child who is 5 and another who is 4 to come to the front of the class and sing the song to one
    another.
Lesson 5
    With the hand flashcard, ask the children to say /h/ hand, and to write the h in the air with their finger.
    Repeat with other letters and flashcards.


Lesson 6


                                                                                                                   43
   Ask children to think of their favourite classroom object among those they know how to name in English.
   Assign a number from 1 to 5 to each child, pointing to them and counting from 1 to 5.
   The children are to draw the assigned number of their favourite object.
   Go up to the board with the drawing and ask how many (pencils)? Etc.



PROGRESS CHECK 4

   Trace the right initial letter of each picture in Activity 1 (Trace the letter TB p. 97).
   Trace the capital letters next to each small letter looking at the letters in the frame (Look and write TB p.
    97).
   Count the units in each Picture and write the number under it (Count. Write the number TB p. 97).



DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS

Self-knowledge and personal autonomy
   They shape a realistic and positive image of themselves through the interaction with others and
    gradually    identifying their own features, possibilities and limitations, they develop a sense of self-
    esteem and personal autonomy
   They know and represent their body, its elements and some of its functions, discovering their action and
    expression possibilities and coordinating and controlling with more precision their gestures and
    movements.




The physical, natural, social and cultural environment
   They get to know different social groups that are close to their own experience, some of their
    characteristics, cultural productions, values and way of life, generating attitudes of trust, respect and
    appreciation.
   When starting to develop mathematical skills, they functionally manipulate elements and collections; they
    identify attributes and qualities and establish grouping, classifying, ordering and quantifying relations.


Languages: communication and representation
   They understand, reproduce and recreate literary texts voicing their opinion, enjoying and
    showing interest in them.
   They approach the knowledge of works of art expressed in different languages and perform
    representation and artistic expression activities using several techniques.

ASSESSMENT CRITERIA

In the second year of the 2nd cycle of Pre-Primary Education, evaluation is continuous:



                                                                                                                 44
   They know both the small and capital letters g and h
   They participate singing songs
   They know and are capable of using numbers 1 to 5 to count
   They listen to obtain specific information
   They do simple sums
   They respond to instructions verbally and non-verbally
   They develop pencil control skills, fine psychomotricity and pre-writing skills
   They complete the activities


UNIT 5: MY COLOURS




TOPIC

Colours and shapes


OBJECTIVES
    To identify basic shapes
    To identify colours
    To recognize English sounds and spoken words
    To recognize parts of a whole
    To develop fine psychomotricity
    To pronounce, recognize and write letters Ii, Jj and Kk
    To recognize and pronounce the /ɪ/, /dʒ/ and /k/ sounds
    To identify, write and know how to use numbers 6 and 7
    To develop listening comprehension skills in English
    To understand and enjoy a story
    To review and consolidate the vocabulary introduced in the unit
    To find objects in a picture
    To recognize a group
    To count from 1 to 7



ACTIVE LANGUAGE

New:    circle, rectangle, square, triangle, blue, green, orange, red, yellow, iguana, insect, hungry, sky, flying,
looks at, Jig, jump, kick, kite, date, box, chair.
Review: vocabulary of school belongings, names of the characters




                                                                                                                45
PASSIVE LANGUAGE
Open your book, look, picture, listen, colour, draw, number, count, follow, sing, etc


COMMUNICATION STRUCTURES
It’s + colour



PROCEDURES

Lesson 1
    Ask them to describe in their mother tongue what they see in the picture on pages 28-29 of the CB.
    Draw the basic shapes on the board (circle, rectangle, square and triangle). Listen to the CD pointing to
    each shape or holding each flashcard with the colours as they are mentioned. Stop after every word for
    children to point to the colour or shape in their books. (Listen and say CB pages 28-29).
    Listen to the CD once again, stopping after every word for children to repeat it in group and individually.
    Pronounce a word for them to point to a colour or a shape in their books (Listen and find CB pages 28-
    29). Name shapes and colours randomly and show the flashcards to help if necessary.
    Listen to the CD stopping after every word for children to repeat it and point to the colours and shapes
    in their books (Listen and find CB pages 28-29).
    Ask the children to point to the robot. Put the flashcards of the colours on the board. Point to the red
    flashcard and ask what colour is this? For children to answer red. Write red next to the colour. Repeat
    with other colours (Colour AB p. 32).
    Explain in their mother tongue that each colour has a number and that they are to colour the robot
    according to the numbers (red-1; blue-2; green-3; yellow-4). Complete the activity (Colour AB p. 32).


Lesson 2
    With the help of the flashcards ask what colour is this? For the children to answer the corresponding
    colour.
    Explain that in the picture on pages 28-29 Baz is teaching Adam the shapes. Draw them on the board in
    the following order: rectangle, square, triangle, circle and ask them to name them (Listen and say CB
    pages. 28-29).
    Listen to the shapes on the CD and get the children to try to remember the order in which they are
    mentioned.
    Ask them to say the order of the shapes and write the numbers under each picture on the board
    (square-1; circle-2; rectangle-3; triangle-4).
    Listen again, stopping after each phrase for the children to repeat them in group and individually (Listen
    and say CB pages 28-29).
    Show the flashcard of the blue triangle and say It’s blue. It’s a… for the children to end the phrase
    …triangle. (Say and do CB p. 29).


                                                                                                              46
    Repeat with the flashcards of other shapes.
    Repeat the activity changing the order. Show the blue triangle flashcard and say It’s a triangle. It’s… for
    the children to end the phrase …blue. (Say and do CB p. 29).
    Draw a dotted rectangle on the board and call out a pupil to join the dotted line. Ask What’s this? For the
    child to answer It’s a rectangle.
    Complete the activity on page 33 drawing the shapes with the dotted lines and saying the name of each
    shape to themselves (Draw and say)
    Show the red flashcard and ask What colour is this? For them to answer red. Put the flashcard on the
    board and write red underneath. Repeat with the other colours.
    Complete the activity on page 33 colouring each shape in the indicated colour, looking at the board if
    they need any help (Colour AB p. 33).


Lesson 3
   Introduce the letter Ii with the help of the insect and iguana flashcards (Letter fun! CB p. 30).
   Explain the difference between the /ɪ/ sound and the name of the letter i.
   Remember that the letter I has the same sound as the i and recall the difference in use between small
    letters and capital letters.
   Ask them to say names beginning with I.
   Write both the small and capital I with a finger in the air imitating the teacher.
   Practise tracing over the letters in the CB, p. 30 with your finger (Learn the letter).
   Listen to the song on the CD (Sing CB p. 30).
   Listen to the song again, stopping after each phrase for children to repeat and point to the objects in
    their book.
   Listen to the song a third time for children to sing it (Sing CB p. 30).
   Find the letter i in the alphabet at the top of page 30 of the CB (Find).
   Point to the iguana or the insect as the teacher names one or the other.
   Find the things beginning with /b/ (bird), /g/ (girl) in the picture.
   Follow the dotted line with your finger, forming the letter I (Trace and write AB p. 34).
   Trace the letter I with a pencil.
   Repeat the activity for the small i, first with your finger and then with a pencil.
   Pronounce the acquired vocabulary as seen in the pictures: iguana, insect (Trace and say. Colour AB p.
    34).
   With a pencil, write over the trace of the first letter of both words.
   Trace with a finger the letters of the pictures and colour them. (Trace and say. Colour AB p. 34).
   Colour the rest of the pictures.


Lesson 4
   Draw 6 circles on the board, count them and write the number 6 under them. Ask How many? for


                                                                                                             47
    children to answer six. Repeat with 7
   On page 31 of the CB and looking closely at the pictures at the bottom of the page, say a number for
    children to point to the picture with the right number. Say 6 first and repeat with 7 (Count 1-7).
   Ask the children to describe in their mother tongue what is going on in the picture on page 31 of the CB
    (an iguana is eating an insect). Ask them to say in English what colours the iguana is (It’s green and
    blue).
   Introduce the words: hungry, fly and the phrase: look at the sky with the help of gestures.
   Listen to a song with the new words and phrase (hungry, fly, look at the sky) and all the numbers they
    know in English (Sing CB p. 31).
   Listen to the song a second time stopping after each phrase for the children to repeat and make
    gestures after the teacher.
   Explain what happens every time they clap in the song (the iguana eats one of the insects). Listen to the
    song again for them to sing and perform the actions (Sing CB p. 31).
   Call 7 children to the front of the class for them to pretend to be 7 insects, giving each a flashcard with
    the numbers. Another child will pretend to be the iguana with the blue and green flashcards. Sing the
    song and each child will go back to his place when the iguana eats them (Sing and do CB p. 31).
   On page 35 of the AB ask how many insects there are in the first box on the top of the page. How many
    insects? Seven. Ask them to circle number 7. Complete the rest of the activity and say the number and
    what there is in each box (seven insects, six bottles, six iguanas, seven rubbers) (Count and circle).
   Draw writing lines on the board. Write number 6 as it appears in the CB.
   Practise tracing the numbers in their books, first with a finger and then with a pencil (Trace and write AB
    p. 35).
   Repeat with the 7.
   On page 28 of the NB trace number 6 starting at the dot and following the arrow, first with a finger and
    then with a pencil (Trace and count. Write).
   Ask How many iguanas? For children to answer six.
   Draw writing lines on the board to trace the shape of number 6. Imitate the teacher tracing the shape of
    number 6 in the NB with a finger.
   Trace and write the numbers with a pencil (Trace and count. Write NB page 28).
   Draw a triangle on the board and ask What’s this? For the children to answer It’s a triangle. Draw 5
    triangles more and write 4, 5, 6 under. Call out a child to circle the right number.
   Complete Activity 2 counting the number of shapes and circling the right number (Count and circle NB p.
    28).
   On page 29 of the NB, identify the number at the top of the page. Ask them to trace the 7 with their
    finger starting at the dot and following the arrows (Trace and count. Write).
   Ask How many squares? For children to answer seven. Draw writing lines on the board and write the 7
    as it appears in the CB while the children practise tracing the shape in their NB with their finger.
   Write number 7 with a pencil (Trace and count. Write NB p. 29).


                                                                                                             48
   In Activity 2 say Count the kites for them to count from 1 to 7.
   Trace the dotted lines to finish the picture of the kites.
   Draw a row of 7 triangles on the board. Say Count the triangles for the children to count from 1 to 7.
    Write number 5 on the left of the triangle and call out a child to the board to quickly colour 5 of the
    triangles.
   On page 30 of the NB colour the number of shapes indicated by the number before them (Count and
    colour).
    Draw a row of dotted 6s and 7s on the board. Call out several children to the board for them to trace the
    numbers while the rest of them do so with a finger in their NB.
   Trace the numbers in their books with a pencil (Trace NB p. 30)
   Draw a dotted 3 on the left of the board and a circle next to it. Trace the 3 and get the children to say
    three.
   Point to the circle and ask What’s this? For them to answer it’s a circle. Draw a dotted line across the
    board and 3 dotted circles on the right. Trace the line and the circles. Explain you are drawing 3 circles.
   Complete the activity tracing the numbers, the line and drawing the number of shapes            indicated by
    each number (Trace, match and draw NB p. 31).
   Review the vocabulary bag, pencil, book, triangle, bird and kite with the help of the flashcards. Put them
    up on the board.
    Pointing to the bag flashcard, ask How many bags in the picture? on page 32 of the NB, for the
    children to answer one. Write number 1 next to the flashcard of the bag.
   Complete the activity counting the number of bags, pencils, books, triangles, birds and kites. Review the
    answers asking How many… in the picture? And write the amount of each one next to each flashcard
    (Look, count and write).
   Review the shapes drawing them on the board and asking What’s this? a rectangle, etc.
   Show the colour orange flashcard for the children to say orange. Put the flashcard on the board and
    write orange next to it. Repeat with blue, green and yellow.
   On page 33 of the NB ask the children to describe the picture in their mother tongue. Ask them if they
    can find the shapes in the picture.
   Ask How many rectangles? and write 2 next to the rectangle on the board. Ask them to colour the
    rectangles orange.
   Complete the activity counting the shapes in the picture, writing the number in the box next to each
    shape at the top of the page and colour the shapes in the picture in the colour indicated next to each
    one (Colour, count and write NB p. 33).
   Revise the answers calling the children out to the board to write the answers.


Lesson 5
   Review the name of the characters in the book showing the flashcards and asking the children to say
    their names. Put the flashcards on the board.


                                                                                                              49
   Introduce letter Jj with the help of the jump and Jig flashcards (Letter fun! CB p. 32).
   Explain the difference between the /dʒ/ sound and the name of letter j.
   Remember that J sounds the same as j and recall the difference in use of capital and small letters.
   Say names beginning with J.
   Write the letter j both in capitals and small letters with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 32 with a finger.
   Repeat the whole process with letter Kk
   Listen to the song on the CD (Sing).
   Listen again to the song stopping after each phrase for the children to repeat and point to what they hear
    in the book.
   Listen to the song for a third time for children to sing it.
   Find letters j and k in the alphabet at the top of page 32 of the CB (Find).
   Point to Jig, to Jig jumping, to the kite or to Pat kicking the ball as the teacher names each one.
   Find the things beginning with the /b/ (ball) and /d/ (dates) sounds in the picture of the CB, page 32
    (Find).
   Trace the dotted line with a finger, forming the letter J (Trace and write AB p. 36).
   Trace letter J with a pencil.
   Repeat the activity with the small j, first with a finger and then with a pencil.
   Repeat all the process with letter Kk (Trace and write AB p. 36).
   Pronounce the vocabulary learnt in the pictures: Jig, jump y kite (Trace and say. Colour AB p. 36).
   Trace over the initial letter of each word with a pencil.
   Colour the picture trying not to go over the edges (Trace and say. Colour AB p. 36).


Lesson 6
   Point to each of the 4 pictures of the story in order, from left to right, following the teacher‟s instructions
    (Story CB p. 33).
   Answer the teacher‟s questions about the plot of the story in their mother tongue. (Look and say CB p.
    33).
   Listen to the story on the CD stopping after each frame to check if they have understood (Listen).
   Listen again to the story stopping after each phrase for children to repeat it (Listen and act CB p. 33).
   Act out the story in pairs using the drawings on the board and the flashcards.
   With the colour red flashcard encourage the children to say It’s red. Put it up on the board and write red
    next to it. Repeat with blue, yellow, Green, orange in that order and place the flashcards in a column.
   On page 37 identify the names of the colours, draw lines from the colours to the shapes and colour the
    shapes in the colour indicated in the left column.
   Review the activity getting the children to say the shape and its colour: It’s a rectangle, it’s red … (Match
    and colour AB p. 37).
   Put Jig‟s flashcard on the board and write letters J and K below. Pronounce each sound and ask the


                                                                                                                50
    children to circle the first letter in Jig. Complete the activity on page 37 following the example (Look and
    say. Circle the letter).


Review Lesson
   Write letters I, J and K on the board. Ask the children the name and sound of the letters.
   With the flashcard of Jig on the board, get them to say the sound of Jig‟s initial letter (Look and say.
    Trace the letter AB p.38).
   Call a child out to the board to write the correct letter.
   Complete the activity on page 38 of the AB tracing the letter of the first sound in each picture (iguana,
    kite, jump) (Look and say. Trace the letter AB p. 38).
   Draw a square on the board and ask what’s this? For them to answer it’s a square. Draw 5 more
    squares in a row next to the first one and ask how many squares? For them to answer six. Count the
    squares pointing to each one up to 6. Write number 6 at the end of the row.
   Complete Activity 2 counting the shapes and writing the number at the end of each row of shapes
    (Count and write AB p. 38).


ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
19. Showing the flashcard with their favourite colour, say My favourite colour is… smiling and looking happy
    to make it clear that it is the favourite colour.
20. Ask a child What’s your favourite colour? And encourage the child to answer My favourite colour is…
    Help them in their mother tongue if necessary


Lesson 2
    Pick objects from the classroom and ask What’s this? Aside from the name of the object, the children
    are to say what colour each object is.


Lesson 3
    Write the letters they already know in capitals randomly on the board. Draw writing lines under each
    letter.
    Call out a child and ask him/her to write the small letter corresponding to the first letter on the lines
    under.
    Repeat with the other children and other letters.


Lesson 6
    Name a child whose name starts with a letter they know. He/she will stand up and the rest of the class
    will say the first sound of his/her name.




                                                                                                             51
PROGRESS CHECK 5

   Trace the right letter with which each picture begins in Activity 1 (Trace the letter TB p. 98).
   Colour each pen with the colour written on each one of them (Colour TB p. 98).
   Count the units of each shape and write the number in the column on the right of each one (Count. Write
    the number TB p. 98).


MID-YEAR PROGRESS CHECK (1-5)
   Identify in a line of 4 letters the capital letter corresponding to the small letter in the first column and
    circle (Find and circle TB p. 104).
   Write the initial of each picture from one of the letters in the box (Write the letter TB p. 104).
   Colour the shapes in the colour that is written on them (Colour TB p. 105).
   Count the units of the objects in each box and circle the right number (Count and circle TB p. 105).
   In the big box, draw the number of shapes indicated by the written number and shape next to it. (Draw
    TB p. 105)

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS

Self-knowledge and personal autonomy
   They know and represent their body, its parts and some of its functions, discovering possibilities of
    action and expression and increasingly coordinating and controlling with more precision their gestures
    and movements.


   As they grow more autonomous in the performance of everyday activities and simple tasks to cope with
    daily problems, they enhance their self-confidence and initiative capacity, developing strategies to
    address their most important needs.


The physical, natural, social and cultural environment
   They relate with others in an increasingly harmonic and satisfactory manner, progressively internalizing
    social behaviour guidelines and adapting their behaviour to them.
   They know and value the most important components of the natural environment and how it relates to
    their life, its changes and transformations, developing attitudes of care, respect and accountability for its
    preservation.


Languages: communication and representation
   They understand intentions and messages from other children and adults, adopting a
    positive attitude towards their language and the target language
   They start using the foreign language orally to communicate in classroom activities and show
    interest and enjoyment in their participation in these communication exchanges.




                                                                                                               52
ASSESSMENT CRITERIA

In the second year of the 2nd cycle of Pre-Primary Education, evaluation is continuous:
   They know both small and capital letters I, J and k
   They know the colours and shapes
   They participate singing songs
   They know and count using numbers 1 to 7
   They listen to obtain specific information
   They respond to instructions verbally and non-verbally
   To develop pencil control skills, fine psychomotricity and pre-writing skills
   To complete the activities


UNIT 6: MY FARM




TOPIC

Farm Animals


OBJECTIVES
    To identify farm animals
    To identify outdoor things
    To recognize English sounds and spoken words
    To recognize the parts in a whole
    To develop fine psychomotricity
    To ask and answer yes/no questions about basic features
    To review letters from a to k and their sounds
    To pronounce, recognize and write letters Ll, Mm and Nn
    To recognize and pronounce the /l/, /m/ and /n/ sounds
    To identify, write and know how to use numbers 8 and 9
    To develop listening comprehension skills in English
    To understand and enjoy a story
    To review and consolidate vocabulary introduced in the unit
    To review shapes and colours
    To recognize pictures like simple sums
    To do simple sums
    To count from 1 to 9




                                                                                          53
ACTIVE LANGUAGE

New:     butterfly, donkey, duck, field, flower, goat, sun, lemon, lion, mango, moon, animals, sounds, heehaw,
tweet, meow, quack, nose, nut, farm
Review: apple, bird, cat, dates, eggs, figs, horse, iguana, jump, kite


PASSIVE LANGUAGE
look, picture, say a word, listen to the CD, can you remember, repeat, etc


COMMUNICATION STRUCTURES
Is it …? Yes, it is. / No, it isn’t.

PROCEDURES

Lesson 1
    Introduce the vocabulary of some farm animals and things we find outdoors (Listen and say CB pages
    34-35).
    Listen to the CD showing the flashcards of each animal or thing as they are named. Stop after each
    word for the children to point to it in their books.
    Listen to the audition again, stopping after each word for the children to repeat in group and individually
    (Listen and say CB pages 34-35).
    Randomly name words from the vocabulary introduced for the children to point to them in their books
    showing the flashcards if necessary (Listen and find CB pages 34-35).
    Listen to the CD stopping after each word for them to point to the animals or things in their books (Listen
    and find CB pages 34-35).
    With the flashcards of duck, sun, flower, butterfly, goat and donkey on the board, review         vocabulary
    asking what’s this? For them to answer it’s a duck, etc.
    On page 39 of the AB complete the activity joining the parts of the animals in the left column with their
    corresponding animal in the right column. Colour the pictures (Match and colour).


Lesson 2
    Put the flashcards on the board and say point to the field, etc.
    Ask the children in their mother tongue what they think Tess and Baz are doing in pages 34-35 of the
    CB. Listen to the CD to check the answer (Listen and say).
    Listen to the audition again, stopping after each phrase for the children to repeat in group or individually.
    Ask if they remember what Baz said that a donkey was (a horse) (Listen and say CB pages 34-35).
    Show the flashcard of the donkey and say Look! Is it a horse? And encourage the children to say No, it
    isn’t. It’s a donkey (Say and do CB pages 34-35).
    Show the butterfly flashcard and ask Is it a butterfly? For the children to answer Yes, it is. Ask Is it blue?




                                                                                                                54
    For them to answer No it isn’t. It’s red and orange.
    Repeat with other flashcards asking in order to obtain some affirmative and some negative answers.
    If the children feel confident, give them the flashcards for them to ask the questions (Say and do CB
    pages 34-35).
    Write letters from a to k on the board. Point to each one for the children to say the name and sound.
    Point to them randomly for them to say things that begin with that letter.
    On page 40 of the AB point to the a. Tell them in their mother tongue to find in the picture something
    beginning with letter a (apples). Colour the letter a and the apples in the same colour. Finish the activity
    with the rest of the letters and objects in the picture. (Find and colour. Say).
    Review the activity orally.


Lesson 3
   Introduce letter Ll with the help of the lemon and lion flashcards (Letter fun! CB p. 36).
   Explain the difference between the /l/ sound and the name of the letter l.
   Remember that L sounds the same as l and recall the difference in use of small and capital letters.
   Ask them to say names beginning with L.
   Write the small and capital letter L with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 36 with a finger (Learn the letter).
   Repeat the whole process with letter Mm (Learn the letter CB p. 36).
   Listen to the song on the CD (Sing).
   Listen to the song again, stopping after each phrase for children to repeat it and point to it in the book.
   Listen to the song a third time for children to sing it.
   Find letters l and m in the alphabet at the top of page 36 of the CB (Find).
   Point to the lion or the moon as the teacher names one or the other and count the lemons and mangoes
    in the bottom picture.
   Find the things beginning with /e/ (elephant), /h/ (horse) e /ɪ/ (iguana) in the picture.
   Follow the dotted line with a finger forming letter L (Trace and write AB p. 27).
   Trace letter L with a pencil.
   Repeat the activity with the small l, first with a finger and then with a pencil.
   Repeat with letters M and m (Trace and write AB p. 27).
   Pronounce the vocabulary learnt from the pictures: lion, moon (Trace and say. Colour AB p. 41).
   Write over the first letter in both words with a pencil.
   Trace with your finger the letters of the pictures and colour them (Trace and say. Colour AB p. 41).
   Colour the rest of the pictures trying not to go over the edges.


Lesson 4
    Draw 7 mangoes on the board and ask How many mangoes? For children to answer seven. Rub out
    one mango and ask How many mangoes? six. Repeat until you erase them all.


                                                                                                                  55
   Draw 8 circles on the board, count them and write the number 8 underneath. Ask How many? For
    children to answer eight. Repeat with number 9.
   On page 37 of the CB and looking closely at the images at the bottom of the page, say a number for
    children to point to the picture with the right amount. Say 9 first and then 8 (Count 1-9).
    Ask the children to describe the picture on page 37 of the CB in their mother tongue (Listen and find CB
    page 37).
    Ask them to say in English the name of the animals they see in the picture and put their flashcards on
    the board.
    Ask them if they know the sound each animal makes and explain that they are different in English:
    Heehaw (donkey), tweet (bird), meow (cat) and quack (duck).
    Listen to the CD and find and count the animals after the listening (Listen and find CB p. 37).
    Listen to the CD for a second time stopping after counting each animal. Call a child to the board to put
    the flashcard with the right number on the board under the picture of the animal (Listen and find CB p.
    37).
    Listen to the song (Sing CB p. 37).
    Listen to the song again stopping after each phrase for the children to repeat after the teacher.
    Perform a different action for each animal. Listen to the song again for them to sing and point to the
    animal flashcards (Sing CB p. 37).
    Identify what they see in Activity 1 of the AB (insects, mangoes, butterflies, lemons).
    Count the number of insects and ask How many insects? For children to answer eight. Match the
    insects with the 8 (Count and match AB p. 42).
    Complete the activity.
    Draw writing lines on the board. Trace the shape of number 8 as it appears in the CB. Follow the dotted
    line writing number 8. First with a finger and then with a pencil (Trace and write AB p. 42). Continue
    practising the activity on the board.
    Repeat with number 9.
    Identify the number they see at the top of page 34 of the NB. Trace the number with your finger starting
    at the dot and following the direction of the arrows (Trace and count. Write).
    Ask How many butterflies? For them to answer eight.
    Draw writing lines on the board and trace number 8 as shown in the book while the children practise in
    their books with their finger.
    Trace and write the numbers with a pencil (Trace and count. Write NB).
    Count the flowers in Activity 2, p. 34 out loud as they point to them (Count and trace NB).
    Ask How many flowers? For them to answer eight. Trace the number underneath.
    Complete the activity counting out loud and tracing each number (Count and trace NB p. 34).
    Identify the number they see at the top of page 35 of the NB. Trace the number with a finger starting at
    the dot and following the direction of the arrows (Trace and count. Write).
    Ask How many flowers? For them to answer nine.


                                                                                                          56
   Draw writing lines on the board and trace number 9 as presented in the book while the children practise
    it in their books with their finger.
   Trace and write the numbers with a pencil (Trace and count. Write NB p. 35).
   Ask them to say the numbers they see in Activity 2 on page 35 and write them on the board (Trace,
    match and count NB p. 35).
   Ask them to count the goats Count the goats. Seven.
   Trace the dotted line going from number 7 to the goats.
   Complete the activity with numbers 8 and 9 (Trace, match and count NB p. 35).
   Draw a row of dotted 8s and 9s on the board (Trace NB p. 36).
   Call out some children to the board for them to trace these numbers while the rest of the class traces
    them in their books with a finger.
   Trace and write the numbers with a pencil (Trace NB p. 36).
   Write numbers 6, 7, 8 and 9 in a row, filling the whole upper part of the board. Point to each number for
    children to name them (Draw, count and write NB p. 36).
   Identify the pictures in each row and ask if they notice something different in the last figure of each row.
    Trace them.
   Ask How many suns? And get them to count out loud. Trace number 9 in the box on the right. Complete
    the activity following the example.
   Review the activity orally (Draw, count and write NB p. 36).
   Review basic shapes drawing them on the board and asking is it a …? For the children to answer yes,
    it is o no, it isn’t, it’s a …
   Follow the same procedure to review the colours with the flashcards.
   On page 37, colour the shapes in the colour written next to each one of them, showing an example on
    the board with the help of the flashcards.
   Count how many figures there are of each shape asking How many rectangles? etc and write the
    answer in the box next to each shape.
   Draw 3 circles on the board and ask How many circles for them to answer three. Write a 3 underneath
    (Count and match NB p. 38).
   Draw 3 other circles on the right of the first ones and ask how many circles? For them to answer three.
    Write a 3 underneath.
   Circle all the circles and ask how many circles? For them to answer six. Write a 6 underneath.
   Write a “+” between the 3s and a “=” between the 3 and the 6, recalling what these signs mean. Say the
    sum three and three is six.
   Trace the line between the two groups of circles and the sum 3+3=6.
   Complete the activity following the example (Count and match NB p. 38).
   Write numbers 7, 8 and 9 on the board and point to them for the children to name them.
   In the picture on page 39, colour only the parts where these numbers appear (7, 8 and 9) to discover a
    farm animal hiding between the shapes (Colour 7, 8 and 9 NB).


                                                                                                             57
Lesson 5
   Introduce letter Nn with the help of the nose and nut flashcards (Letter fun! CB p. 38).
   Explain the difference between the /n/ sound and the name of the letter n.
   Recall that the N sounds the same as the n and remind them of the difference in use between small
    letters and capital letters.
   Say names that start with N.
   Write the letter n, both small and in capitals, with a finger in the air, imitating the teacher.
   Practise tracing the letters in the CB, p. 38 with a finger (Learn the letter CB p. 38).
   Listen to the song on the CD (Sing CB p. 38).
   Listen again to the song stopping after each phrase for children to repeat it and point to what they hear
    in the book.
   Listen to the song a third time for the children to sing it (Sing CB p. 38).
   Find the n in the alphabet at the top of page 38 of the CB (Find).
   Point to the nuts when the teacher says Point to the nuts and count how many noses (two)...
   Find the things beginning with the /f/ (fan) and /k/ (coats) sounds in the picture of the CB p. 38 (Find).
   Follow the dotted line in the direction of the arrows with a finger, forming letter N (Trace and write AB p.
    43).
   Trace the letter N with a pencil.
   Repeat the activity with the small n first with a finger and then with a pencil.
   Continue practising on the board on the writing lines (Trace and write AB p. 43).
   Pronounce the learnt vocabulary as seen in the pictures: nose, nut (Trace and say. Colour AB p. 43).
   Write over the first letter of both words with a pencil.
   Trace with a finger the letters in the pictures and colour them (Trace and say. Colour AB p. 43).
   Colour the rest of the pictures trying not to go over the edges.


Lesson 6
   Point to each of the 4 pictures of the story in order, from left to right, as indicated by the teacher (Story
    CB p. 39).
   Answer the teacher‟s questions about the plot of the story in their mother tongue (Look and say CB p.
    39).
   Listen to the story on the CD stopping after each frame to check that they have understood it (Listen CB
    p. 39).
   Listen again to the story stopping after each phrase for children to repeat it. (Listen and act CB p. 39).
   Act out the story in pairs using the drawings on the board that they did in the warm up activity (Listen
    and act CB p. 39).
   On page 44 say what all the pictures have in common (they are all animals) (Say and write the letter).
   Showing the book, point to each animal for children to say the name of each one.


                                                                                                                 58
   Write the first letter of the name under the picture. Do the first one as an example.
   Review the activity orally saying the name of the animal, the first letter and the sound (Say and write the
    letter AB p. 44).


Review Lesson
   Ask the children to write the numbers they hear. Say six, nine, seven.
   Write numbers 1 to 9 on the board and ask a child to circle the first number on the board. Repeat with
    another two children and with numbers 9 and 7.
   Write letters l, m, n in a column on the board, point to them and get the children to say the name and
    sound of each one.
   Put the lemon flashcard on the right of the letters and ask What‟s this? For them to answer It’s a lemon.
    Ask them what letter and what sound lemon begins with and draw a line from the l to the lemon (Match
    and colour AB p. 45).
   Identify the numbers in Activity 2 on page 45 of the AB (Count and circle).
   Draw a flower on the board and ask What’s this? For them to answer a flower. Draw 8 flowers more in a
    row next to the first one, write an 8 and a 9 at the end of the row and ask How many flowers? For them to
    count 1, 2, 3 up to 9. Circle the 9.
   Complete the activity with the rest of the pictures (Count and circle AB p. 45).


ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
    Hide the flower flashcard in an envelope and pull it out little by little until they guess what it is.
    Repeat with other flashcards.


Lesson 2
    Holding a bag ask is it a book? For them to answer no, it isn’t. It’s a bag. Ask is it blue? … Repeat with
    other objects and colours.


Lesson 5
    Each child writes on a sheet of paper the letter from a to n that the teacher indicates.
    Put glue on the letter and stick small pieces of paper, macaroni, string or small buttons on it.
    Wait for it to dry to pass a finger over it to trace the letter.
    Say the alphabet (a-n) and get each child to show his/her letter when it is mentioned.


Lesson 6
    Imitate an animal using mime and gestures for them to guess.
    The child who guesses goes to the front of the class to imitate another animal. The child whispers the
    name of the animal to the teacher to get help if needed.


                                                                                                              59
PROGRESS CHECK 6

    Identify the pictures in Activity 1 and write the initial letter next to the picture between the letters in the
    box. (Look and write TB p. 99).
    Write the missing letters to complete the alphabet (from a to n) (Write the letters TB p. 99).
    Count how many pictures there are in each row and circle the amount indicated by the numbers in the
    left column (Count and circle TB p. 99).

DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULM AREAS

Self-knowledge and personal autonomy
    They know and represent their body, its parts and some of its functions, discovering their action and
    expression possibilities and coordinating and controlling with greater precision their gestures and
    movements
    They adapt their behaviour to the needs and requirements of others developing respectful, helpful and
    cooperating habits and attitudes, avoiding submissive or dominating behaviour.


The physical, natural, social and cultural environment
   They start working on their mathematical skills, manipulating elements and collections functionally,
    identifying their attributes and qualities and establishing grouping, classification, order and quantification
    relations.
   They know and value the most important components of the natural environment and how it relates to
    their life, its changes and transformations, developing attitudes of care, respect and accountability for its
    preservation.


Languages: communication and representation
    They use the language as a tool for communication, representation, knowledge and
    enjoyment, one with which to express ideas and feelings, valuing the oral language as a
    means of relating and coexisting with others.
    They express emotions, feelings, wishes and ideas by means of oral language and other
    languages, choosing the one that best suits their intention and the situation.

EVALUATION CRITERIA

In the second year of the 2nd cycle of Pre-Primary Education, evaluation is continuous:
   They know both the small and capital l, m and n
   They know farm animals
   They participate singing the songs
   They know and can count using numbers1 to 9
   They listen to obtain specific information
   They respond to instructions verbally and non-verbally


                                                                                                                 60
   They develop pencil control skills, fine psychomotricity and pre-writing skills
   They complete the activities




UNIT 7: MY CLOTHES




TOPIC

Clothes


OBJECTIVES
    To identify clothing items
    To recognize English sounds and spoken words
    To recognize the parts of a whole
    To develop fine psychomotricity
    To ask and answer questions about colours
    To ask for things politely
    To review the colours
    To pronounce, recognize and write letters Oo, Pp and Qq
    To recognize and pronounce the ɒ/, /p/ and /kw/ sounds
    To identify, write and know how to use number10
    To develop listening skills in English
    To understand and enjoy a story
    To review and consolidate the vocabulary introduced in the unit
    To review letters from a to q
    To count from 1 to 10
    To follow a sequence
    To find objects in a picture



ACTIVE LANGUAGE

New:      jumper, shirt, shoes, shorts, skirt, socks, trousers, please, give, octopus, ostrich, Pat, pink, fly away,
come back, here with me, queen, quiet, sorry
Review Thank you, Jig,


PASSIVE LANGUAGE
look, picture, say a word, listen to the CD, can you remember, repeat, etc



                                                                                                                 61
COMMUNICATION STRUCTURES
What colour is it? It’s… What colour are they? They’re...

PROCEDURES

Lesson 1
   Listen to the CD showing the flashcards with each clothes item as it is mentioned. Stop after each word
    so the children point to it in their CB (Listen and say pages 40-41)
   Listen again stopping after each word for them to repeat it in group and individually (Listen and say
    pages 40 – 41)
   Name the words randomly for them to find and point to the clothes items in the CB (Listen and find
    pages 40-41)
   Listen again stopping after each word for them to point to it in their books (Listen and find CB pages 40-
    41)
   On p. 46, identify the clothes at the top of the page. Put the flashcards on the board (Find and colour.
    Say AB p. 46).
   Describe in their mother tongue what is happening in the bottom picture (clothes are falling out of the
    laundry-basket).
   Pointing to the first garment in the blue box, find it in the bottom picture, colour it and say what it is
    (shirt). Complete the activity following the example.
   Review the activity orally, saying in their mother tongue where each item is (Find and colour. Say AB p.
    46).


Lesson 2
   Show the flashcard of a clothing item for them to say what it is.
   Show the flashcard of a colour and ask Is it blue? For them to answer No, it isn’t. It is orange. etc
   On pages 40-41 of the CB get them to describe in their mother tongue what they think Baz and Tess are
    doing. Listen to the CD to check the answers (Listen and say).
   Listen to the CD again, stopping after each phrase for the children to repeat in group or individually.
   Ask them if they remember what Baz and Tess say when they get their clothes (thank you). Explain in
    their mother tongue that when we ask someone to give us something we must be polite and say please
    (Listen and say CB pages 40-41).
   Show the socks flashcard and ask What colour are they? For them to answer They are red. Repeat with
    other flashcards of other clothes (Say and do CB p. 41).
   Act out in pairs the dialogue of the previous activity between Tess and Baz using the flashcards of
    clothes and colours. Repeat the dialogue after the teacher (Say and do CB p. 41).
   Put the flashcards of colours on the board. Point to the red colour and ask What colour is it? For them to
    answer red. Write red next to the flashcard. Repeat with the rest of the colours (Colour AB p. 47).


                                                                                                              62
    Colour the clothes in the activity according to the number of each one. The colours are indicated at the
    top of the page (1 red, 2 blue, etc) (Colour AB p. 47).


Lesson 3
   Introduce the Oo with the help of the octopus and ostrich flashcards (Letter fun! CB p. 42).
   Explain the difference between the /ɒ/ sound and the name of letter o.
   Recall that letter O has the same sound as the o and remember the difference in use between small
    letters and capital letters.
   Ask them to say names beginning with O.
   Write the letter O, both in small and capitals with a finger in the air like the teacher.
   Practise tracing the letters in the CB, p. 42 with a finger (Learn the letter).
   Repeat the whole process with letter Pp (Learn the letter CB p. 42).
   Listen to the song on the CD (Sing).
   Listen again to the song stopping after each phrase for the children to repeat it and point to what they
    hear in their book.
   Listen to the song for a third time in order to get the children to sing (Sing CB p. 42).
   Find the o and the p in the alphabet at the top of page 42 of the CB (Find).
   Point to the octopus or the ostrich as the teacher names one or the other and say what colour they are.
   Find in the picture something beginning with /dʒ/ (Jig) (Find CB p. 42).
   Follow the dotted line with a finger forming an O (Trace and write AB p. 48).
   Trace the letter O with a pencil.
   Repeat the activity with the small o, first with a finger and then with a pencil.
   Repeat with letters P and p (Trace and write AB p. 48).
   Pronounce the learnt vocabulary as seen in the pictures: octopus, Pat, pink (Trace and say. Colour AB
    p. 48).
   Write over the first letter of each word with a pencil.
   Colour the pictures trying not to go over the edges (Trace and say. Colour AB p. 48).


Lesson 4
    Write on the board numbers 1 to 9. Give the flashcards of the numbers to 9 children. Ask all the class to
    count from 1 to 9 and the children holding the flashcards are to stand up when they hear their number.
    Count from 9 to 1 getting the children with the flashcards to sit down as they hear their number.
   Draw 10 circles on the board, count them and write number 10 under them. Ask How many? For the
    children to answer ten.
   On page 43 of the CB count the birds on the wall (ten) (Count 1-10).
   Ask them to describe in their mother tongue what is going on in page 43 of the CB (Sing).
   Introduce the words fly away, come back and here with me with gestures and actions.
   Listen to a song that includes the new words and all the numbers they know in English. (Sing CB p. 43).


                                                                                                           63
   Listen to the song for a second time, stopping after each phrase for the children to repeat and mime
    after the teacher. (Sing CB p. 43).
   Call 10 children to the front of the class to pretend to be 10 birds, give them a flashcard each with their
    numbers. Another child will pretend to be a cat with his/her corresponding flashcard. Sing the song and
    each child will go back to their place pretending to fly when the cat approaches (Sing and do CB p. 43).
   Draw writing lines on the board. Write number 10 as it appears in the CB.
   Practise tracing the numbers in their books, first with a finger and then with a pencil (Trace and write AB
    p. 49).
   On page 49 of the AB identify the numbers in the left column (Count circle and colour).
   Write number 10 on the board. Draw 10 skirts in a row on the right of the number and ask How many
    skirts? For them to answer ten. Point to number 10 and say Count ten. Point to the skirts as they count
    them. Circle the 10 skirts. Complete the activity following the example of the skirts with the rest of the
    numbers and clothing items (Count, circle and colour AB p. 49).
   Colour the clothes.
   Identify the number at the top of page 40. Trace the number starting at the dot and following the
    direction of the arrows (Trace and count. Write NB p. 40).
   Ask How many socks? For them to answer ten.
   Draw writing lines on the board and write number 10 as it appears in the CB while the children practise
    tracing with their finger in their book.
   Trace and write the numbers with a pencil (Trace and count. Write NB p. 40).
   In Activity 2 on page 40 ask if they notice something different in the jumpers. Complete the dotted line
    drawing the jumpers (Count and draw).
   Count all the jumpers. Ask How many jumpers? For them to answer ten (Count and draw NB p. 40).
   Draw writing lines on the board. Draw dots to show written numbers 1 to 10 while the children practise
    tracing with their finger in their book (Trace NB p. 41).
   In Activity 2 on page 41 of the NB identify the numbers in the boxes (Write the next number).
   Point to number 3, ask what the next number is and write it in the box next to it.
   Complete the activity with the rest of the numbers (Write the next number NB p. 41).
   Put the flashcards of numbers 1 to 10 on the board in a zigzag line starting at the upper left corner down
    to the bottom right corner (Follow the numbers NB p. 42).
   Point to each number for the children to name them.
   Trace a line joining the numbers in order.
   On page 42, explain that the ostrich has to find the egg and can do so by joining the numbers in the right
    order. They are to ignore the numbers that do not follow the sequence (Follow the numbers NB p. 42).
   Put flashcards of numbers 6 to 10 in a column on the left of the board (Count and match NB p. 43).
   Point to each number for the children to name it.
   On page 43 explain that they are to count the objects and match them with the right number for each
    group. Do the first number as an example on the board.


                                                                                                            64
   Complete the activity in their books (Count and match NB p. 43).
   Review the activity orally asking How many shoes? six; etc (Count and match NB p. 43).
   Identify the clothing items in the image on page 44 of the NB; the clothes in the right column can help
    them (Look, count and write NB p. 44).
   They are to count each of the clothing items and write down the right number in the box next to each
    garment of the column on the right. Do the first one as an example on the board. Complete the activity
    with the rest of the clothes (Look, count and write NB p. 44).
   Put the flashcards of numbers 1 to 10 on the board in a zigzag line from the upper left corner of the
    board to the bottom right corner (Join the dots. Colour NB p. 45).
   Point to each number for the children to name them.
   On page 45 ask what they see (a queen) and what is missing (her crown).
   To complete the crown, join the dotted line following the numbers in the right order (Join the dots. Colour
    NB p. 45).
   Colour the drawing trying not to go over the edges.


Lesson 5
   Introduce letter Qq with the help of the queen and quiet flashcards (Letter fun! CB p. 44).
   Explain the difference between the /kw/ sound and the name of letter q.
   Recall that Q sounds the same as q and remember the difference in use between small and capital
    letters.
   Say names beginning with Q.
   Write q in small and capital letters with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 44 with a finger (Learn the letter CB p. 44).
   Listen to the song on the CD (Sing CB p. 44).
   Listen again to the song stopping after each phrase for the children to repeat it and point to what they
    hear in the book.
   Listen to the song a third time for children to sing it (Sing CB p. 44).
   Find letter q in the alphabet at the top of page 44 of the CB (Find).
   Find an example of quiet in the picture on page 44
   Find the things beginning with the /g/ (girls, give), /h/ (hand) e /ɪ/ (iguana) sounds in the picture of the
    CB, p. 44 (Find).
   Follow the dotted line and the direction of the arrows with a finger forming letter Q (Trace and write AB
    p. 50).
   Trace letter Q with a pencil.
   Repeat the activity for the small q first with a finger and then with a pencil.
   Continue practising on writing lines on the board. (Trace and write AB p. 50).
   Pronounce the learnt vocabulary as seen in the pictures: queen, quiet (Trace and say. Colour AB p. 50).
   Trace over the first letter of both words with a pencil.


                                                                                                             65
   Trace the letters of the pictures with a finger and colour them (Trace and say. Colour AB p. 50).
   Colour the rest of the pictures trying not to go over the edges.


Lesson 6
   Point to each of the 4 pictures in the story in order, from left to right, following the teacher‟s indications
    (Story CB p. 45).
   Answer the teacher‟s questions about what happens in the story in their mother tongue (Look and say
    CB p. 45).
   Listen to the story on the CD stopping after each frame to check if they have understood it (Listen CB p.
    45).
   Listen again to the story stopping after each phrase for children to repeat them (Listen and act CB p.
    45).
   Act out the story in pairs using the flashcards with clothes. Repeat with different pairs of children (Listen
    and act CB p. 45).
   Write letters a-i on the board like a snake and forming a circle (Join the dots. Colour AB p. 51).
   Point to them for the children to say the name of the letters.
   Join the letters with a line in the right order
   Repeat with letters j-q.
   Complete the activity identifying clothing items in each box and drawing a line to join the letters in order
    to complete the drawing (Join the dots. Colour AB p. 51).
   Colour the drawings trying not to go over the edges.


Review Lesson
   Put the Pat flashcard on the board. Say Pat and ask them to say the initial sound of Pat /p/. Ask what
    the letter is called and write P and p on the board. Ask which is the right letter for Pat. Write P under the
    Pat flashcard (Say and write AB p. 52).
   Complete Activity 1 following the example of Pat.
   Review the activity putting the queen and octopus flashcards on the board and calling out children to
    write the right letter under each one (Say and write AB p. 52).
   Draw a cat on the board and ask What’s this? For them to answer it’s a cat.
   Draw another 7 cats in a line next to the first one and ask How many cats? For them to answer eight.
    Count cats 1-8 and write the 8 at the end of the line (Count and write AB p. 52).
   Complete Activity 2 following the example (Count and write AB p. 52).




ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
    Each child will draw his/her favourite clothing item on a sheet of paper and colour it.


                                                                                                               66
   Call a child to the front to present his/her drawing: This is my jumper. It’s blue.
   Repeat with other children.


Lesson 2
   Showing 3 yellow pencils, ask What colour are they? For them to answer They are yellow.
   Repeat with other objects and colours.


Lesson 3
   Explain in their mother tongue a trick to practise pronunciation of the /p/ sound for those who find it
    difficult. With a sheet of paper in front of your mouth, pronounce the /p/ and ask them to notice how the
    paper moves with the air you blow when pronouncing the /b/. Give each child a sheet of paper for them
    to practise this trick.


Lesson 5
   Dictate the letters in a low voice so they listen carefully to be able to write them.
   Dictate the letters two at a time giving them enough time to be able to write them.
   Review the activity calling the children to the board.


Lesson 6
   Name a clothing item for each child to touch what he/she is wearing (shirt, socks, shoes).
   Repeat with other clothes a bit faster

PROGRESS CHECK 7

   Identify the pictures in Activity 1, match them with the corresponding initial and write the capital letter
    next to the small letter on the writing lines (Match and write TB p. 100).
   Write the missing numbers in the right order until completing 10 (Write the numbers TB p. 100).
   Count how many pictures there are in each line and match with the right number in the column on the
    left (Count and match TB p. 100).

DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS

Self-knowledge and personal autonomy
   They identify their feelings, emotions, needs or preferences and are able to name them, express them
    and communicate them to others, identifying and respecting, as well, those of others.
   They progress in the acquisition of habits and attitudes related with safety, hygiene and healthiness,
    appreciating and enjoying everyday situations with harmony and emotional well-being..


The physical, natural, social and cultural environment




                                                                                                            67
   They actively observe and explore their surroundings, generating interpretations on situations and
    significant developments and showing interest in learning about them.
   They get to know different social groups close to their own experience, some of their features, cultural
    productions, values and way of life, generating attitudes of trust, respect and appreciation.


Languages: communication and representation
    They start learning about the social uses of reading and writing, exploring the way literacy
    works and valuing it as a tool that enables communication, information and enjoyment.
    They approach artistic works expressed in different languages and perform activities of
    representation and artistic expression using different techniques.

ASSESSMENT CRITERIA

In the second year of the 2nd cycle of Pre-Primary Education, evaluation is continuous:
   They know both the small and capital letters o,p and q
   They know clothing items
   They participate singing songs
   They know and can count using numbers 1 to 10
   They listen to obtain specific information
   They respond to instructions verbally and non-verbally
   They develop pencil control skills, fine psychomotricity and pre-writing skills
   Complete the activities
UNIT 8: MY BODY




TOPIC

Parts of the body


OBJECTIVES
    To identify the parts of the body
    To recognize English sounds and spoken words
    To recognize parts of a whole
    To develop fine psychomotricity
    To talk about their body
    To count from 1 to 10
    To review numbers from 1 to 10
    To pronounce, recognize and write letters Rr, Ss and Tt
    To recognize and pronounce the /r/, /s/ and /t/ sounds



                                                                                                               68
   To describe their body
   To develop listening skills in English
   To understand and enjoy a story
   To review and consolidate the vocabulary introduced in the unit
   To reviews letters r, s, t and their sounds
   To recognize pictures as simple sums
   To do simple sums
   To identify colours



ACTIVE LANGUAGE

New:    arms, ears, eyes, feet, fingers, head, legs, rabbit, too, run, toes, little, seesaw, sing
Review: nose, Tess, butterfly, dog,


PASSIVE LANGUAGE
Of course, look, picture, say a word, listen to the CD, can you remember, repeat, etc


COMMUNICATION STRUCTURES
I’ve got …

PROCEDURES

Lesson 1
   Ask the children to describe in their mother tongue what they see in the picture on pages 46-47.
   Listen to the CD showing the flashcards of parts of the body for the children to point to in their books
    (Listen and say CB pages 46-47).
   Listen again to the audition stopping after each word for the children to repeat in group and individually
    (Listen and say CB pages 46-47).
   Name the vocabulary randomly for them to point to in their book (Listen and find CB pages 46-47).
   Listen to the vocabulary on the CD stopping after each word for the children to find it and point to it in
    their book (Listen and find CB pages 46-47).
   Put the flashcards with the parts of the body on the board in two columns leaving space between them
    to draw a body. Point to a flashcard and ask where to find that part of the body. Draw a line from the
    flashcard to its place in the body.
   Complete the activity on p. 53 of the AB following the example on the board (Match and colour. Say).
   Review the activity calling the children to the board for them to match the flashcards with the parts of the
    body in the picture (Match and colour. Say AB p. 53).


Lesson 2



                                                                                                             69
    Put the flashcards of the parts of the body on the board and point to them for the children to name them.
    Put the flashcards of Pat and Jig on the board and ask in their mother tongue what animals they are (Pat
    is a cat and Jig is a rabbit).
    Point to Pat and say cat. Point to Jig and say rabbit. Get the children to repeat in group and individually.
    Ask the children to describe in their mother tongue what Jig and Pat are doing in the picture on pages
    46-47 of the CB (Listen and say).
    Listen to the CD to check the answers.
    Listen to the CD again stopping after each phrase for the children to repeat in group and individually.
    Ask if they remember what part of the body Jig hasn‟t got (fingers) and what Pat said about this (of
    course not) (Listen and say CB p. 47).
    Show the flashcard with the eyes and say I’ve got eyes pointing to your eyes. Encourage the children to
    repeat the phrase and point to their eyes (Say and do CB p. 47).
    Repeat with other flashcards of different parts of the body pointing to themselves (Say and do CB p.
    47).
    Write numbers 2, 4, 6 and 8 on the board. Point to them for the children to name them (Count and write
    AB p. 54).
    On p. 54 of the AB, pointing to the first row of cats, ask How many eyes? For them to answer eight. Put
    the eyes flashcards on the board under the 8. Complete the activity following the example and writing the
    name at the end of each row.
    Review the activity calling the children to the board for them to put the flashcard of the parts of the body
    under the right nº (Count and write AB p. 54).


Lesson 3
   Write a to q in small letters on the board and call different children to write the corresponding capital
    letters.
   Children will say the name of the letter and its sound
   Introduce the Rr letter with the help of the rabbit and run flashcards (Letter fun! CB p. 48).
   Explain the difference between the /r/ sound and the name of the r letter.
   Remember that the R sounds the same as the r and recall the difference in use between small and
    capital letters.
   Ask them to say names beginning with R.
   Write both the small and capital R with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 48 with a finger (Learn the letter).
   Listen to the song on the CD (Sing).
   Listen to the song again stopping after each phrase for the children to repeat and point to what they hear
    in the book.
   Listen to the song a third time for the children to sing it (Sing CB p. 48).
   Find the r in the alphabet at the top of page 48 of the CB (Find).


                                                                                                               70
   Ask How many rabbits? For them to count them in the picture on page 48 of the CB (six).
   Find something beginning with /ᴂ/ (apples), /m/ (mangoes), /f/ (figs) and /d/ (dates) in the picture (Find
    CB p. 48).
   Follow the dotted line with a finger forming the R (Trace and write AB p. 55).
   Trace letter R with a pencil.
   Repeat the activity with the r, first with a finger and then with a pencil (Trace and write AB p. 55).
   Pronounce the vocabulary learnt in the pictures: rabbit, run (Trace and say. Colour AB p. 55).
   Write over the initial letter of each word with a pencil.
   Trace with a finger the letters of the pictures and colour them (Trace and say. Colour AB p. 55).
   Colour the pictures trying not to go over the edges (Trace and say. Colour AB p. 55).


Lesson 4
   Showing a hand and pointing to your fingers ask How many fingers? For them to answer five.
   Showing both hands say I‟ve got ten fingers and have the children repeat in group and individually.
   On p. 49 of the CB ask questions in their mother tongue about what they see in the picture (how many
    children? What are they doing? Etc. (Count).
   Pointing to the child standing on his head, ask How many feet? For them to answer two.
   Introduce the word toes with the flashcard and ask How many toes? For them to answer ten.
   Introduce the word Little drawing a big circle on the board and next to it, another one that is a lot smaller
    (Sing CB p. 49).
   Listen to a song about parts of the body (Sing CB p. 49).
   Listen to the song a second time stopping after each phrase for the children to repeat after the teacher
    and point to the parts of their body as they are mentioned in the song (Sing CB p. 49).
   Call 4 children to the front of the class and put them in pairs facing each other. They will listen to the
    song and point to the parts of their own body mentioned in the first stanza, and to those in the second
    stanza on the body of the other child. Repeat with children in other pairs (Sing and do CB p. 49).
   On p. 56 of the AB explain that they will draw their hand in the box in Activity 1 (Draw and colour).
   Draw the hand of the teacher as an example, putting it on the board and tracing the contour with a chalk.
   Following the example, trace the hand first with the pencil rubber and then with the pencil (Draw and
    colour AB p. 56).
   Colour the hand they have drawn in their book (Draw and colour AB p. 56).
   Write letters R, P, B, r, f and n on the board in the order you like (Colour the letters R and r AB p. 56).
   Point to each letter for the children to say the name and sound of the letter.
   Ask in their mother tongue which two letters are the same and circle them (R, r).
   In Activity 2 on p. 56, explain that they are to find the road from the water to the towel colouring the feet
    with letters R and r (Colour the letters R and r).
   On p. 46, trace the dotted line of the hands following the order of the numbers, first with the pencil
    rubber and then with the pencil (Draw NB p. 46).


                                                                                                                  71
   In Activity 2 on p. 46 count the fingers of the hands in the first frame. Ask How many fingers? For them
    to answer seven. Trace a line up to number 7 (Count and match).
   Complete the activity counting the fingers and drawing a line to the right answer.
   Revise the activity showing the class the same number of fingers of each picture for them to answer and
    a child to point to it on the board (Count and match NB p. 46).
   Ask them to describe in their mother tongue what is happening in the picture on page 47 (Follow the
    numbers).
   Explain that Tess can only get to the other shore of the river jumping from stone to stone following the
    right order of the numbers.
   Complete the activity tracing the road with a line, joining the stones with the numbers in the right order
    (Follow the numbers NB p. 47).
   Write numbers 6, 7, 8 and 9 in a row all along the top of the board. Point to them for the children to
    name them (Draw, count and write NB p. 48).
   On page 48 of the NB identify the pictures in the activity and ask the children in their mother tongue if
    they notice something different in one of the pictures. Trace the dotted line to complete the picture of the
    rabbit in the first box.
   Ask How many rabbits? For them to count out loud 1, 2, 3, 4, 5, 6; six rabbits. Finish tracing number 6 in
    the box (Draw, count and write NB p. 48).
   Complete the activity following the example of the rabbits.
   Revise the activity orally (Draw, count and write NB p. 48).
   Draw a hand on the board and ask How many fingers? For them to answer five. Write a 5 under the
    hand and the children will trace the 5 in the first box in their books (Count and write NB p. 49).
   Draw a finger to the right of the first hand and ask How many? For them to answer one. Write 1 under
    the finger and have the children trace the 1 in their books.
   Circle the 6 fingers and ask How many fingers? For them to answer six. Write a 6 on the right of the
    pictures and the children will trace the 6 in their books.
   Write a “+” between the 5 and the 1. Remind them in their mother tongue that this sign is used to sum or
    count the pictures as a group.
   Write a “=” between the 1and the 6; and remind them in their mother tongue that this sign is used to
    show the total number in the group.
   Say that the sum of five and one is six. Ask the children to repeat in group and individually.
   Complete the activity following the example (Count and write NB p. 49).
   On page 50 of the NB say Point to Pat and make sure the children point to him (Colour).
   Put the flashcards of the colours on the board. Point to the orange and ask What colour is it? For them
    to answer orange. Write orange next to the flashcard. Repeat with the rest of the colours (Colour NB p.
    50).
   Explain in their mother tongue that there is a number assigned to each colour and that they should
    colour the picture in the activity according to the numbers.


                                                                                                             72
   Complete the activity colouring the parts of the picture with a number 1 in orange, those with the number
    2 in green, etc (Colour NB p. 50).
   On page 51 of the NB explain in their mother tongue that they have to count the parts of the small funny
    creatures that appear in the boxes at the bottom of the pictures and write down the number in the boxes
    next to them. (Look, count and write NB p. 51).
   Showing the book, point to the first picture in the box and say ear. Ask how many ears? For them to
    answer two. Trace the 2 in the first box next to the small picture of the ear.
   Complete the activity following the first example (Look, count and write NB p. 51).
    Revise the answers orally (Look, count and write NB p. 51).


Lesson 5
   Introduce letter Ss with the help of the seesaw and sing flashcards (Letter fun! CB p. 50).
   Explain the difference between the /s/ sound and the s name.
   Remember that S sounds the same as s and remember the difference in use between small and capital
    letters.
   Say names beginning with S.
   Write the small and capital s with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 50 with a finger (Learn the letter CB p. 50).
   Repeat all the process with letter Tt (Learn the letter CB p. 50)
   Listen to the song on the CD (Sing CB p. 50).
   Listen again to the song stopping after each phrase for the children to repeat it and point to what they
    hear in the book.
   Listen to the song for the third time for children to sing it (Sing CB p. 50).
   Find the s and t in the alphabet at the top of page 50 in the CB (Find).
   Point to the swing, sing, Tess or toes when the teacher names one or the other Point to… (Find CB p.
    50).
   Find the things beginning with the /b/ (birds), /f/ (fingers) and /l/ (lemons) sounds in the picture of the CB
    p. 50 (Find).
   Trace the dotted line in the direction of the arrow forming the letter S with a finger (Trace and write AB p.
    57).
   Trace letter S with a pencil...
   Repeat the activity with the small s first with a finger and then with a pencil.
   Repeat the process with the Tt (Trace and write AB p. 57).
   Continue practising on the board on writing lines (Trace and write AB p. 57).
   Pronounce the acquired vocabulary as seen in the pictures: seesaw, Tess, toes (Trace and say. Colour
    AB p. 57).
   Write over the first letter of each word with a pencil.
   Trace the letters of the pictures with a finger and colour them (Trace and say. Colour AB p. 57).


                                                                                                               73
   Colour the rest of the pictures trying not to go over the edges.


Lesson 6
Point to each of the 4 pictures in the story in the right order, going from left to right as indicated by the
teacher (Story CB p. 51).
   Answer in their mother tongue to the teacher‟s questions about what goes on in the story (Look and say
    CB p. 51).
   Listen to the story on the CD stopping after each frame to check if they have understood it (Listen CB p.
    51).
   Listen again to the story stopping after each phrase for the children to repeat it (Listen and act CB p.
    51).
   Act out the story in groups of 4 with the rabbit, dog and butterfly flashcards. Repeat with other groups of
    children (Listen and act CB p. 51).
    On page 58 of the AB identify the parts of the body in the first column. Ask in their mother tongue what
    they see in the second column (shaded in parts of the body) (Say and match).
    Complete the activity matching one part of the body with its identical in-shaded part (Say and match AB
    p. 58).
    Identify the picture in Activity 2 (Pat) (Join the dots. Colour NB p. 58).
    Complete the picture joining the numbers in the right order. Colour (Join the dots. Colour NB p. 58).


Review Lesson
   Ask the children to write the letters they hear. Say t, r, s pausing after each letter. Write them in different
    order on the board and call out a child to circle the first letter mentioned. Repeat with other children and
    other letters.
   Write letters r, s, t at the top of the board. Point to them for the children to say the name and sound of
    each letter (Say and write AB p. 59).
   Identify the pictures in Activity 1 (rabbit, sun, sing, toes). Put the rabbit flashcard on the board and ask
    What’s this? For them to answer a rabbit. As what letter it starts with and its sound. Write r under the
    flashcard. (Say and write AB p. 59).
   Complete the activity writing the initial letter for every picture to complete the word (Say and write AB p.
    59).
   Identify the numbers in the first line of Activity 2 (Count and circle AB p. 59).
   Draw your hand on the board and ask How many fingers? count 1, 2, 3, 4, 5. Five fingers. Ask them to
    circle number 5 (Count and circle AB p. 59).
   Complete Activity 2 following the example, count the pictures in each line and circle the right number
    (Count and circle AB p. 59).




                                                                                                                74
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
   Name parts of the body randomly for the children to touch the part mentioned. Example: head putting
    your hands on your head.
   Repeat with different parts saying them faster and in a low voice forcing them to pay attention.


Lesson 2
   Showing a book say I’ve got a book. Repeat with other belongings. Following the example, the children
    will practise the expression: I’ve got with their belongings.


Lesson 3
   Put the Apple, egg, insect and octopus flashcards on the board, corresponding to the vocals learnt so
    far.
   Say /ᴂ/ and call a child to the board to touch the corresponding flashcard (Apple). Ask the rest of the
    class to say the name and sound of the letter.
   Repeat with the rest of the flashcards.


Lesson 5
   Say 3 words and they are to say which one differs from the other 2. They are to listen closely to the
    sound of the first letter. Say seesaw, sing, fan.
   Say the sound of the first letter in fan (f, /f/) and the first letter and sound of the other 2 (s, /s/).
   Repeat with other groups of words.


Lesson 6
   Learn to do the butterfly in the story. Put your hands palms up, facing you and cross your thumbs
    pointing forward. Move your fingers imitating flight. Help the children to do the hand shadow.
   Turn off the light and light a “dove” with a torch.

PROGRESS CHECK 8

   Identify the pictures in Activity 1 and write the initial of each one on the writing lines (Write the letter TB
    p. 101).
   Join with a line the letters that are the same, a small letter and capital letter inside each circle (Match TB
    p. 101).
   Count the fingers in each frame and circle the right number (Count and circle TB p. 101).

DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS

Self-knowledge and personal autonomy




                                                                                                                75
    They know and represent their body, its parts and some of its functions, discovering action and
    expression possibilities     coordinating and controlling their gestures and movements with greater
    precision
    They engage with growing autonomy in everyday activities and simple tasks to cope with daily life
    problems, increasing their feeling of self-esteem and initiative capacity and developing strategies to
    address their basic needs.


The physical, natural, social and cultural environment
   They relate with others in an increasingly harmonic and satisfactory manner, internalizing behaviour
    guidelines progressively and adapting their conduct to them.
   They know different social groups close to their experience, some of their features, cultural productions,
    values and way of life, generating attitudes of confidence, respect and appreciation.


Languages: communication and representation
    They understand messages and intentions of other children and adults, adopting a positive
    attitude towards both their own language and the foreign language.
    They understand, reproduce and recreate some literary texts voicing their opinion and
    showing attitudes of enjoyment and interest in them.

ASSESSMENT CRITERIA

In the second year of the 2nd course of Pre-Primary Education, evaluation is continuous:
   They know both small and capital letters r,s and t
   They know the parts of the body
   They participate singing the songs
   They know and are able to count using numbers 1 to 10
   They listen to obtain specific information
   They respond to instructions verbally and non-verbally
   They develop pencil control skills, fine psychomotricity and pre-writing skills
   They complete the activities


UNIT 9: MY FAMILY

TOPIC

Family


OBJECTIVES
    To identify members of the family
    To recognize English sounds and spoken words



                                                                                                            76
   To recognize blood relations
   To develop fine psychomotricity
   To talk about the family
   To write simple words in English
   To pronounce, recognize and write letters Uu, Vv and Ww
   To recognize and pronounce the /ʌ/, /v/ and /w/ sounds
   To describe the family
   To develop listening comprehension skills in English
   To understand and enjoy a story
   To review and consolidate the vocabulary introduced in the Unit
   To follow a guideline
   To review letters from a to w
   To recognize similarities and differences
   To apply number concepts to real life
   To identify numbers
   To count from 1 to 10
   To follow a sequence



ACTIVE LANGUAGE

New:    baby, brother, dad, grandma, grandpa, mum, family, umbrella, up, van, volcano, come and meet,
love each other, walk, water, sorry
Review: square, circle, rectangle


PASSIVE LANGUAGE
This is …, look, picture, say a word, listen to the CD, can you remember, repeat, etc.


COMMUNICATION STRUCTURES
He / she is…; they are…




PROCEDURES

Lesson 1
   Listen to the CD showing the flashcards of members of the family. Put the flashcards of Tess, Baz and
    Adam on the board and below them, the sister, brother and baby flashcards (Listen and say CB pages
    52-53).
   Listen again to the audition stopping after each word for the children to repeat in group or individually



                                                                                                          77
    (Listen and say CB pages 52-53).
   Name vocabulary randomly for them to point in their books to the person they think represents that
    member of the family (Listen and find CB pages 52-53).
   Listen to the vocabulary on the CD stopping after each word for children to find it and point to it in their
    books (Listen and find CB pages 52-53).
   On page 60, identify the faces of the characters at the top of the page: Tess, Baz, Adam, Mum, Dad,
    Grandpa and Grandma (Say and match AB p. 60).
   Ask who they think the people in the bottom picture are and point out that there is a line joining Tess‟s
    head with the body sitting on the sofa. We know it is Tess because we see part of her pony tail. Trace
    the dotted line and say sister as they trace (Say and match AB p. 60).
   Complete the activity following the Tess example and say the corresponding member of the family as
    they join them. For Tess, Baz and Adam say sister, brother and baby instead of their names (Say and
    match AB p. 60).


Lesson 2
   Ask the children to describe in their mother tongue what they think Tess is doing in the picture on pages
    52-53 of the CB (Listen and say).
   Listen to the CD to check the answers.
   Listen to the CD again stopping after each phrase for the children to repeat in group and individually.
   Ask if they remember the name of Tess‟s friend (Mira). Ask if they remember the two words Tess used
    to introduce Adam (Listen and say CB pages 52-53).
   Point to the flashcards on the board and say This is my family. Point to the flashcard of brother and say
    This is …He is my brother. Point to the sister flashcard and say This is … She is my sister. Pointing at
    the flashcards of grandpa and grandma say They are my grandpa and grandma (Say and do CB p. 53).
   Repeat with other flashcards of different members of the family to practise He is…, she is …, they are…
    (Say and do CB p. 53).
   Put the dad and mum flashcards on the board, pointing to them for the children to say their names
    (Draw and trace AB p. 61).
   Draw writing lines on the board. Ask the name and sound of the initial letter in dad and write d next to
    the flashcard while the children practise tracing with their finger in the air.
   Pronounce dad again very slowly and ask which the next letter and sound is. Write a next to the d while
    the children practise tracing in the air with a finger.
   Repeat with the final d (Draw and trace AB p. 61).
   Underline the word with a finger and pronounce the word dad. The children will repeat in group and
    individually (Draw and trace AB p. 61).
   Repeat the whole process with mum.
   On page 61, ask if they recognize the words written in a dotted line.
   Trace the words and pictures to complete the drawings (Draw and trace AB p. 61).


                                                                                                              78
Lesson 3
   Introduce letter Uu with the help of the umbrella and up flashcards (Letter fun! CB p. 54).
   Explain the difference between the /ʌ/ sound and the name of letter u.
   Remind them that the U sounds the same as u and remember the difference in use between small and
    capital letters.
   Ask them to say names beginning with U.
   Write the small and capital letter U with a finger in the air imitating the teacher.
   Practise tracing the letters with a finger in the CB, p. 54 (Learn the letter).
   Repeat all the process with letter Vv (Learn the letter CB p. 54).
   Listen to the song on the CD (Sing CB p. 54).
   Listen again to the song stopping after each phrase for the children to repeat it and point to what they
    hear in their book.
   Listen to the song for a third time for children to sing it (Sing CB p. 54).
   Find letters u and v in the alphabet at the top of p. 54 of the CB (Find).
   Point to the umbrella, “up”, van or volcano as the teacher indicates one or the other point to… (Find CB
    p. 54).
   Find in the picture something beginning with /b/ (bag), /g/ (give) and /s/ (seesaw) (Find CB p. 54).
   Follow the dotted line with a finger forming letter U (Trace and write AB p. 62).
   Trace letter U with a pencil.
   Repeat the activity with u, first with a finger and then with a pencil (Trace and write AB p. 62).
   Repeat all the process with the Vv (Trace and write AB p. 62).
   Pronounce the learnt vocabulary as seen in the pictures: umbrella, volcano (Trace and say. Colour AB
    p. 62).
   Write over the first letter of each word with a pencil.
   Trace the letters of the pictures with a finger and colour them (Trace and say. Colour AB p. 62).
   Colour the pictures trying not to go over the edges. (Trace and say. Colour AB p. 62).


Lesson 4
   Give a sheet of paper to each child for them to draw a member of their family (CB p. 55).
   Ask them to stand up and introduce the person they have drawn This is my mum, etc (CB p. 55).
   On page 55 of the CB say point to Tess, point to dad, etc. Make sure that the children point to who is
    being named. (Point and say CB p. 55).
    Ask them in their mother tongue what Tess is doing, how she feels, why they think she is happy (Sing
    CB p. 55).
    Introduce the word love drawing a heart on the board between the mum and dad flashcards and say
    They are a family, they love each other (Sing CB p. 55).
    Introduce the phrases come and meet with the help of photos and using gestures for the presentation.


                                                                                                           79
    Listen to the song about the family (Sing CB p. 55).
   Listen to the song a second time stopping after each phrase for the children to repeat after the teacher
    (Sing CB p. 55).
   Call 7 children to the front of the class and give them the flashcards of the characters. Give another 2
    children the mum and dad flashcards. Sing and act out the song encouraging them to embrace when
    they sing we love each other (Sing and do CB p. 54)
   On page 63 of the AB explain that they will be drawing their family in Activity 1 (Draw and say).
   Stand up and introduce the whole family showing their drawings (Draw and say AB p. 63).
   On page 52, identify the pictures of the activity (families) (Look and match NB p. 52).
   Explain that the families in the left column are different from one another and that there is a family that is
    identical to each one in the right column (Look and match NB p. 52).
   Look closely at the first family, pointing to the first member say dad and the children repeat in group;
    pointing to the second member say brother and so on with the rest of the family. Ask How many
    brothers? Two; How many sisters? No sisters.
   Ask them to look closely at the families in the right column to find a family with the same members and
    join them with a line (Look and match NB p. 52).
   Complete the activity following the example (Look and match NB p. 52).
   Copy the first line of Activity 1 on the board using the flashcard of the rectangle. Point to the dotted 6 for
    them to say six and trace number 6 (Trace, match and draw NB p. 53).
   Point to the rectangle and ask what’s this? For them to answer a rectangle. Point to the 6, the rectangle
    and the 6 rectangles in the box on the right and ask how many rectangles? For them to answer six.
    Trace the dotted line that connects the rectangle with the box and trace the rectangles (Trace, match
    and draw NB p. 53).
   Complete the activity following the example.
   Review the activity on the board with the flashcards of the shapes (Trace, match and draw NB p. 53).
   Write numbers 6, 7, 8, 9 and 10 in a row at the top of the board. Point to them for children to name them.
    (Match, count and colour NB p. 54).
   Identify the pictures on p. 54 and name them (vans, umbrellas, volcanoes, seesaws, socks).
   Ask the children to put their finger on the 6 at the top of the page and follow the dotted line until they
    reach the figure (vans). Ask them to count the vans and then the vans that are coloured and ask why
    there are 6 coloured vans (because they are joined to number 6). Put the van flashcard on the board
    under the 6.
   Complete the activity following the example of the vans (Match, count and colour NB p. 54).
   Review the activity asking how many umbrellas? And put the flashcard under the corresponding
    number, etc (Match, count and colour NB p. 54).
   Identify the characters in Activity 1 (Look, count and trace NB p. 55).
   Point to the characters and ask How many? For the children to answer seven. Ask the children to trace
    the 7 in the box next to the Picture of the family (Look, count and trace NB p. 55).


                                                                                                               80
   Each child will draw their family in the box in Activity 2 (Draw your family. Count and write NB p. 55).
   Call a child to the front of the class to show his/her drawing and introduce his/her family This is my mum,
    this is my dad, etc. Ask how many? Count how many members there are in his/her family and write the
    number in the small box next to the drawing (Draw your family. Count and write NB p. 55).
   On page 56 explain they will be seeing number sequences (Look and write NB p. 56).
   Copy the first row of numbers on the board and point to each number for them to name them. Ask them
    to say the next number in the sequence. Call a child to the board to write number 5.
   Complete the activity following the example (Look and write NB p. 56).
   Copy the numbers in Activity 1, p. 57 on the board putting a dash instead of the missing numbers (Look
    and write NB p. 57).
   Point to the 1 for the children to say one. Point to the dash and encourage the children to say two.
   Complete the activity in their books writing the missing numbers (Look and write NB p. 57).
   Put flashcards of numbers 1 to 10 on the board, in a zigzag line going from the top left to the bottom
    right (Join the dots. Colour NB p. 57).
   Point to each number for children to name them. Draw a line connecting the names in the right order
    (Join the dots. Colour NB p. 57).
   Identify what they see in Activity 2: wheels, a window and ask the children in their mother tongue what
    they think the picture could be.
   Complete the activity following the example on the board (Join the dots. Colour NB p. 57).
   Review the activity asking Is it a car? For them to answer yes, it is. Colour the drawing (Join the dots.
    Colour NB p. 57).


Lesson 5
   Introduce letter Ww with the help of the walk and water flashcards (Letter fun! CB p. 56).
   Explain the difference between the /w/ sound and the name of letter w.
   Remind them that W sounds the same as w and recall the difference in use of small and capital letters
   Say names beginning with W.
   Write both small and capital w with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 56 with a finger (Learn the letter CB p. 56).
   Listen to the song on the CD (Sing CB p. 56).
   Listen to the song again stopping after each phrase for children to repeat and point in the book to what
    they hear.
   Listen to the song for a third time for the children to sing (Sing CB p. 56).
   Find letter w in the alphabet at the top of page 56 of the CB (Find).
   Point to the jug of water or to the child swimming as the teacher names one or the other Point to… (Find
    CB p. 56).
   Find the things beginning with the /f/ (fan), /g/ (girl), /l/ (lemon) and /k/ (kite) sound in the picture of the
    CB p. 56 (Find).


                                                                                                                 81
   Follow the dotted line and the direction of the arrows with a finger forming letter W (Trace and write AB
    p. 64).
   Trace letter W with a pencil.
   Repeat the activity with the small w first with a finger and then with a pencil (Trace and write AB p. 64).
   Continue practising on the board on the writing lines (Trace and write AB p. 64).
   Pronounce the vocabulary learnt with the pictures: walk, water (Trace and say. Colour AB p. 64).
   Write over the first letter of each word with a pencil.
   Trace the letters in the pictures with a finger and colour them (Trace and say. Colour AB p. 64).
   Colour the rest of the pictures trying not to go over the edges.


Lesson 6
   Point to each of the 4 pictures of the story in order, from left to right, following the teacher‟s indications
    (Story CB p. 57).
   Answer in their mother tongue to the teacher‟s questions about what happens in the story (Look and say
    CB p. 57).
   Listen to the story on the CD stopping after each frame to check if they have understood (Listen CB p.
    57).
   Listen again to the story stopping after each phrase for the children to repeat it (Listen and act CB p.
    57).
   Act out the story with the help of the flashcards placed on the board in 3 groups. Put the mum and dad
    flashcards in one group, the grandma and grandpa flashcards in another and in the third, the baby
    flashcard. In groups of 3 represent Tess, Baz and Mira. Repeat with other groups of children (Listen and
    act CB p. 57).
   On page 65 of the AB identify the pictures (Say and match).
   Explain that each row follows a sequence and that they have to discover it in order to complete the
    activity (Say and match AB p. 65).
   Do the first sequence as a guide. Point to the first picture and say dad, point to the following one and
    say mum. Continue until the end of the row. Ask in their mother tongue what picture they think comes
    next and join it with a line (dad).
   Complete the activity following the example (Say and match AB p. 65).


Review Lesson
   Write letters P, O, S on the board and point to them for children to say the name and sound of the letter.
   Call different children out to the board to write the corresponding small letters.
   On page 66 ask the children to put their finger on the blue v and pronounce the letter /v/ (Find and circle
    AB p. 66).
   Tell them to slide their finger over the row of black letters and pronounce the sounds as they touch them.
    Ask which letter they should circle and why (Find and circle AB p. 66).


                                                                                                               82
   Complete Activity 1 following the example, pronouncing the letters and circling those that sound the
    same as the first letter in each row (Count and circle AB p. 66).
   Put the umbrella flashcard on the board and say umbrella. Ask what letter it starts with and its sound.
    Write a u under the flashcard. (Say and write AB p. 66).
   Complete the activity writing the initial letter of each picture to complete the word (Say and write AB p.
    66).




ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
    Put the flashcards of members of the family on the board in a row.
    Say This is the (grandpa). Call a child to the board to introduce the following member.
    Repeat with other children and the other relatives.


Lesson 2
    Give each child a sheet of paper and ask them to draw a member of their family.
    Call a child to the front and showing his/her drawing ask him/her to introduce the member of the family
    in the drawing This is…, He/she is my …
    Repeat with other children.


Lesson 3
    Hand out a sheet of paper to each child and ask them to draw a volcano. Stick orange wool or dry
    beans to look like lava.
    Call several children to the front to show their drawings.


Lesson 4
    Whisper a phrase in a child‟s ear. This child will whisper the phrase to another child, and so on. The last
    child will say out loud what he/she has understood.
    Practise with phrases like Pat is a cat. Jig is a rabbit. I’ve got a sister, etc.


Lesson 5
    Put the umbrella, van and water flashcards on the board.
    Say v /v/ for the children to answer van.
    Repeat with u and w.


Lesson 6
    Draw a simple sequence on the board, alternating squares and circles. Point to each shape for them to
    name it in English. At the end of the row ask which shape comes next. Repeat with other sequences.


                                                                                                             83
PROGRESS CHECK 9

   Identify the pictures in Activity 1, joining them with their initial letter and write the letter on the writing
    lines (Match and write TB p. 102).
   Identify the images in Activity 2 and trace the initial letter choosing between the 3 in each box (Trace the
    letter TB p. 102).
   Count the shapes in each box and write the right number in the smaller box (Count and write TB p.
    102).



DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS

Self-knowledge and personal autonomy
   They get a precise and positive idea of themselves by interacting with others and gradually identifying
    their own features, possibilities and limitations, developing feelings of self-esteem and personal
    autonomy.
   They identify their feelings, emotions, needs or preferences and are able to name them, express them
    and communicate them to others, identifying and respecting, as well, those of others.


The physical, natural, social and cultural environment
   They get to know different social groups close to their own experience, some of their features and
    cultural productions, values and way of life, generating attitudes of trust, respect and appreciation.
   They start working on their maths skills, functionally manipulating elements and collections, identifying
    their attributes and qualities and establishing relations of grouping, classification, ordering and
    quantification.


Languages: communication and representation
   They use the language as a tool for communication, representation, learning and enjoyment
    that enables them to express ideas and feelings and they value the oral language as a means
    of relating with others and regulating coexistence.
   They start developing the oral use of the target language to communicate in classroom
    activities and show interest and enjoyment in participating in these communication
    exchanges.

ASSESSMENT CRITERIA

In the second year of the 2nd cycle of Pre-Primary Education, evaluation is continuous:

   They know both small and capital letters u, v and w
   They know the members of the family
   They participate singing songs



                                                                                                                84
   They know and are able to count using numbers 1 to 10
   They recognize a sequence
   They listen to obtain specific information
   They respond to instructions verbally and non-verbally
   They develop pencil control skills, fine psychomotricity and pre-writing skills
   They complete activities




UNIT 10: MY FOOD




TOPIC

Food


OBJECTIVES
    To identify different foods
    To recognize English sounds and spoken words
    To identify colours
    To express what they like and don‟t like
    To develop fine psychomotricity
    To pronounce, recognize and write letters Xx, Yy and Zz
    To recognize and pronounce the /ks/, /j/ and /z/ sounds
    To know the names and sounds of letters a-x
    To develop listening comprehension skills in English
    To understand and enjoy a story
    To revise and consolidate the vocabulary introduced in the unit
    To count from 1 to 10
    To follow a sequence
    To find objects in a picture
    To join groups with the same number of objects
    To recognize pictures as simple sums
    To do simple sums



ACTIVE LANGUAGE

New:    banana, biscuit, carrot, orange, sandwich, sweet, tomato, yummy, box, fox, yo-yo, yogurt, zebra,
zero,



                                                                                                     85
Review: colours


PASSIVE LANGUAGE
look, picture, say a word, listen to the CD, can you remember, repeat, etc


COMMUNICATION STRUCTURES
I like / don’t like…



PROCEDURES

Lesson 1
    Ask the children to describe in their mother tongue what they see in the picture on pages 58-59.
    Listen to the CD showing the food flashcards stopping after each word for the children to point to it in
    their books (Listen and say CB pages 58-59).
    Listen again and stop after each word for the children to repeat it in group or individually (Listen and say
    CB pages 58-59).
    Name the vocabulary randomly for them to point to it in their books (Listen and find CB pages 58-59).
    Listen to the vocabulary on the CD stopping after each word for the children to find it and point to it in
    their books (Listen and find CB pages 58-59).
    Put the flashcards of the colours on the board. Point to the red and ask What colour is it? For them to
    answer red. Write red next to the flashcard. Repeat with the remaining colours (Colour AB p. 67).
    Colour the food items that appear in the activity according to the number they are assigned. The colour
    guide is at the top of the page (1 red, 2 blue, etc) (Colour AB p. 67).
    Review the activity orally asking What colour is the carrot? etc (Colour AB p. 67).


Lesson 2
    Put the food flashcards on the board and say Point to the tomato for the children to point to it. Repeat
    with the rest.
    Introduce the word yummy using mime. Pretend to be eating a banana and feeling satisfied and very
    happy. Say Yummy. My banana’s yummy.
    Ask the children to describe in their mother tongue what they see in the picture on pages 58-59 of the
    CB (Listen and say).
    Listen to the CD to check out the answers.
    Listen again to the CD stopping after each phrase for the children to repeat in group and individually.
    Ask them if they remember what happened to Baz and whether his daddy got cross or not because he
    said That’s OK (Listen and say CB pages 58-59).
    Draw 2 biscuits, 2 sweets, 2 carrots and 2 tomatoes on the board. Point to the biscuits, smile and say I
    like biscuits. Point to the sweets looking unhappy and say I don’t like sweets. Repeat with the rest of the


                                                                                                               86
    food showing and expressing your own likes (Say and do CB pages 58-59).
    Call 3 children to the front of the class to act out the dialogue in the role of Baz, Tess and Mira; the
    teacher will be mum and dad. To make it more fun use real biscuits and sweets (Say and do CB pages
    58-59).
    Draw a smiling face and a sad face on the board. Point to the smiling face and say I like. Point to the
    sad face and say I don’t like (Circle and say AB p. 68).
    On page 68, identify the different foods in the activity. Point to them for the children to name them. Draw
    3 bananas on the board and a smiling face and a sad face next to them. Say Bananas. I like bananas
    and circle the smiling face (Circle and say AB p. 68).
    Complete the activity with the remaining food according to the example and likes of each child.
    Review the activity calling the children to the front of the class for them to say I like… / I don’t like …
    regarding each food item (Circle and say AB p. 68).


Lesson 3
   Say Apple. Ask which the first letter and sound is (a, /ᴂ/).
   Repeat with banana, carrots, dates, egg, fig, sandwich and tomato.
   Introduce letter Xx with the help of the box and fox flashcards (Letter fun! CB p. 60).
   Explain the difference between the /ks/ sound and the name of letter x.
   Remind them that X sounds the same as x and recall the difference in use between small and capital
    letters.
   Explain that there are very few words in English beginning with X that this letter is generally found in the
    middle or at the end of a word.
   Write both the small and capital X with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 60 with a finger (Learn the letter).
   Listen to the song on the CD (Sing CB p. 60).
   Listen again to the song stopping after each phrase for children to repeat it and point to what they hear
    in a book.
   Listen to the song a third time for children to sing it. (Sing CB p. 60).
   Find letter x in the alphabet at the top of page 60 of the CB (Find).
   Point to the box or the fox as the teacher names one or the other point to… (Find CB p. 60).
   Find something beginning with /f/ (figs) and /w/ (water) in the picture (Find CB p. 60).
   Follow the dots with a finger forming letter X (Trace and write AB p. 69).
   Trace letter X with a pencil.
   Repeat the activity with x, first with a finger and then with a pencil (Trace and write AB p. 69).
   Pronounce the vocabulary learnt with the pictures: box, fox (Trace and say. Colour AB p. 69).
   Write over the first letter of each word with a pencil.
   Trace with a finger the letters in the pictures and colour them (Trace and say. Colour AB p. 69).
   Colour the pictures trying not to go over the edges (Trace and say. Colour AB p. 69).


                                                                                                             87
Lesson 4
   Write letters a to x on the board. Point to each one for the children to say the name and sound of each
    letter.
   Point to the letters again and ask the children to say words that start with each letter.
   On page 61 of the CB explain to them that they will be making a very special handcraft. Show the
    example using different shapes and all the letters in the alphabet. Point to the shapes and letters for
    them to name them. (Make).
   Divide the class in 6 groups and assign 4 letters to each group. Review the 4 pictures in the book
    explaining the steps to follow for the handcraft and hand them the necessary material. You can do some
    work in advance for them to simply have to draw. Hang the mobiles in the classroom (Make CB p. 61).
   Listen to a song with all the letters of the alphabet they have learnt so far (Sing CB p. 61).
   Listen again to the song and stop whenever necessary for the children to repeat after the teacher. (Sing
    CB p. 61).
   Call out 1 child from each of the 6 groups to come to the front with the mobile made in the previous
    activity. Ask them to present their letters saying the name and the sound. They will sing the song
    pointing to each of the letters in their mobile (Sing and point CB p. 61).
   Repeat with other children and other mobiles (Sing and point CB p. 61).
   Put the sweet and sandwich flashcards on the board. Point to each and ask what’s this? For children to
    answer a sweet, a sandwich. Ask them to say the letter and beginning sound and write it next to the
    flashcards (Say and write AB p. 70).
   Complete the activity saying the name of each picture in the activity and writing the first letter of each
    (Say and write AB p. 70).
   In Activity 2 point to the letter in the first row and say its name and sound (i, /ɪ/). Point to the first picture
    and say its name (bird) and repeat with the other 2 pictures (iguana, cat).
   Ask which picture starts with an i (the iguana). Colour only that picture (Colour the right picture AB p.
    70).
   Complete the activity following the example (Colour the right picture AB p. 70).
   Write numbers 1, 3, 5, 7, 9 on the board and point to them for the children to name them.
   Revise the colours with the help of the flashcards. Show the red flashcard and ask what colour is this?
    For them to answer red; write it down under the flashcard and put it under the 1. Repeat with the
    remaining colours joining them to the numbers as shown in Activity 1 (Colour the numbers NB p. 58).
   Complete the activity colouring the numbers in the colour indicated following the example (Colour the
    numbers NB p. 58).
   Put flashcards of numbers 1-10 on the board in a zigzag line going from the top left corner down to the
    bottom right corner. Point to them for the children to say the numbers (Follow the numbers NB p. 59).
   Draw a line connecting the numbers in order.
   In Activity 1 on page 59 explain that Jig wants to get to the carrots and can only do so if we draw a line


                                                                                                                   88
    to connect the numbers in the right order. Complete the activity. (Follow the numbers NB p. 59).
   In Activity 2, identify the pictures (Look and draw).
   Explain that each row follows a sequence. Ask what picture they think comes next and draw it in the box
    at the end of the row.
   Complete the activity following the example given. (Look and draw AB p. 59).
   On page 60 identify the foods in the picture groups (carrots, bananas, sandwiches, biscuits, sweets).
    Put the flashcard of each food in the right group on the board (Count and match NB p. 60).
   Ask the children to count the carrots in the first picture: 1, 2, 3, 4, 5, 6. Write 6 next to the flashcard on
    the board.
   Ask children to find the box with 6 circles in the right column and draw a line joining the carrots with the
    6 circles (Count and match NB p. 60).
   Complete the activity counting silently in English while joining the groups (Count and match NB p. 60).
   Draw 5 sweets on the board and ask How many sweets? For them to answer five. Write a 5 under the
    sweets and get children to write the 5 in the first box in their books (Count and write NB p. 61).
   Draw 3 sweets on the right of the first ones and ask How many? For them to answer three. Write a 3
    under the sweets and the children write a 3 in their books.
   Circle all 8 sweets and ask How many sweets? For them to answer eight. Write an 8 to the right of the
    pictures and the children will write the 8 in their books.
   Write a “+” between numbers 5 and 3. Remind them in their mother tongue that this sign is used to sum
    or count the pictures as a group.
   Write a “=” between numbers 3 and 8; and remind them in their mother tongue that this sing is used to
    show the total number in the group.
   Say that the sum of five and three is eight. Ask the children to repeat in group and individually.
   Finish the activity following the example given (Count and write NB p. 61).
   Draw 3 foxes on the board and ask How many foxes? For them to answer three. Write a 3 under the
    foxes (Count, match and write NB p. 62).
   Draw 2 foxes further to the right of the first ones and ask How many? For them to answer two. Write a 2
    under the foxes.
   Write a “+” between numbers 3 and 2. Remind them in their mother tongue that this sign is used to add
    or count the pictures as a group. Ask the children to draw a line joining the foxes with the sum of 3+2 in
    their books.
   Circle the 5 foxes and ask How many foxes? For them to answer five. Write 5 on the right of the
    drawings and the children write a 5 in their books.
   Write “=” between numbers 2 and 5; and remind them in their mother tongue that this sign is used to
    show the total number in the group.
   Say that the sum of three and two is five. Ask the children to repeat in group or individually.
   Complete the activity following the example (Count, match and write NB p. 62).
    Ask children to describe what they see in the picture on page 63 of the NB naming all the different


                                                                                                               89
    foods (carrots, bananas, sweets, oranges, yogurts, apples, tomatoes, dates, figs, sandwiches). Put the
    flashcard of each one of them as they are mentioned and draw the foods with no flashcard on the board
    (Look, count and write. Colour NB p. 63).
    Ask How many sandwiches? For them to answer one. Write 1 under sandwich and the children will write
    number 1 under the sandwich in their books.
    Complete the activity following the example and colour the picture (Look, count and write. Colour NB p.
    63).
    Review the activity orally asking How many…? For each type of food (Look, count and write. Colour NB
    p. 63).


Lesson 5
   Show the flashcard of the pencil box and ask What’s this? For children to say a pencil box. Repeat with
    the box and lunch box flashcards. Call the children to the board for them to write letter x.
   Introduce letter Yy with the help of the yogurt and yo-yo flashcards (Letter fun! CB p. 62).
   Explain the difference between the sound /j/ and name of letter y.
   Remind them that the Y sounds the same as y and recall the difference in use of small and capital
    letters.
   Say nouns beginning with Y.
   Write both the small and capital y with a finger in the air imitating the teacher.
   Practise tracing the letters in the CB, p. 62 with a finger (Learn the letter CB p. 62).
   Repeat the whole process with letter Zz (Learn the letter CB p. 62)
   Listen to the song on the CD (Sing CB p. 62).
   Listen again to the song stopping after each phrase for children to repeat it and point to what they hear
    in their book.
   Listen to the song a third time for children to sing it (Sing CB p. 62).
   Find letters y, z in the alphabet at the top of page 62 of the CB (Find).
   Point to the yogurt, the yo-yo, the zebra or number zero as the teacher names them Point to… (Find CB
    p. 62).
   Find the things beginning with the /l/ (lion) and /t/ (table) sounds in the picture of the CB, p. 62 (Find).
   Trace the dotted line following the direction of the arrows with a finger to form letter Y (Trace and write
    AB p. 71).
   Write letter Y with a pencil.
   Repeat the activity with the small y first with a finger and then with a pencil (Trace and write AB p. 71).
   Repeat the process with the Zz.
   Continue practising on the writing lines on the board. (Trace and write AB p. 71).
   Pronounce the vocabulary acquired as seen in the pictures: yo-yo, zebra (Trace and say. Colour AB p.
    71).
   Trace with a pencil the first letter in each word.


                                                                                                                   90
   Trace with a finger the letters in the pictures and colour them (Trace and say. Colour AB p. 71).
   Colour the rest of the pictures trying not to go over the edges.


Lesson 6
   Show the flashcard of colour orange and ask What colour is this? For the children to say orange. Repeat
    with red and yellow. Introduce the expression all colours showing all the colours at a time. Review carrot
    and flower with the help of the flashcards.
   Point to each of the 4 pictures in the story in order, from left to right as indicated by the teacher (Story
    CB p. 63).
   Answer in your mother tongue to the teacher‟s questions about what is going on in the story (Look and
    say CB p.63).
   Listen to the story on the CD stopping after each frame to make sure they have understood it (Listen CB
    p. 63).
   Listen again to the story stopping after each phrase for the children to repeat (Listen and act CB p. 63).
   Act out the story in pairs with the help of the dates, carrot and flower flashcards. Repeat with other
    children (Listen and act CB p. 63).
   Ask children to describe what they see in the picture in Activity 1. Ask how many carrots? For them to
    answer three. Write number 3 on the right of the flashcard and have the children do so in the right
    column in their NBs.
   Complete the activity following the example (Look, count and write NB p. 72).
   Correct the activity orally asking How many…? (Look, count and write AB p. 72).
   In Activity 2, point to the first number, ask them to name it and say what number comes next. Ask them
    to write number 2 (Write and say AB p. 72).
   Complete the activity writing the missing numbers (Write and say AB p. 72).


Review Lesson
   Ask children to say in order all the letters in the alphabet and their sounds. (Warm up AB p. 73).
   Write them on the board as they say them.
   Ask them to describe what they see in the picture on p. 73 (a queen has lost the pearls of her necklace).
    Complete the activity joining the pearls following the right order of the letters in the alphabet (Follow the
    letters AB p. 73).


ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
    Put the banana flashcard in a big envelope and pull it out little by little until one of them guesses what it
    is.
    Repeat with other flashcards.




                                                                                                               91
Lesson 2
   Give a sheet of paper to each child and ask them to draw all the foods they know in English, those
    learnt in this unit and in previous ones.
   Call a child to the front and showing his/her drawing ask him/her to name the foods he has drawn.
   Repeat with other children.


Lesson 3
   Say cat and ask the name and sound of the last letter (t, /t/).
   Repeat with dog, lion, octopus, duck.


Lesson 5
   Colour letters and pictures for Yy and Zz in the Picture dictionary included in the AB p. 76.
   Colour other letters and pictures.


Lesson 6
   Draw on a sheet of paper their favourite food. Come up to the front to talk about their drawings,
    presenting what they have drawn and practising I like…

PROGRESS CHECK 10

   Write the initial letter of each of the pictures in Activity 1 (Write the letter TB p. 103).
   Write the missing letters following the right alphabetical order in Activity 2 (Write the letter TB p. 103).
   Do the sums with the dots on the domino in Activity 3 and write the resulting number (Count and write
    TB p. 103).


FINAL PROGRESS CHECK (6-10)
   Write the small or capital letter missing next to each letter of the alphabet in Activity 1 (Write the letter
    TB p. 106).
   Write the initial letter of each of the pictures in Activity 2 (Write the letter TB p. 106).
   Write the numbers of the box in Activity 3 in the right order (Write the numbers in order TB p. 107).
   Count the units of objects in each box, match them with their corresponding sum and finish the sum
    writing the correct number in the box (Count, match and write TB p. 107).

DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS

Self-knowledge and personal autonomy
   They adapt their behaviour to the needs and requirements of others, developing attitudes and habits of
    respect, solidarity and collaboration, avoiding submissive or dominant behaviour.
   They progress in the acquisition of habits and attitudes related with safety, hygiene and healthiness,
    appreciating and enjoying everyday situations in harmony and emotional well-being.



                                                                                                                   92
The physical, natural, social and cultural environment
   They relate with others in a growingly harmonic and satisfactory manner, progressively internalizing
    social behaviour guidelines and adjusting their behaviour to them.
   They know and value the basic elements of the natural world and how it relates with them, its changes
    and transformations, developing caring attitudes of respect and accountability for its preservation.


Languages: communication and representation
    They express emotions, feelings, wishes and ideas by means of oral language and other
    languages, choosing that which best suits their intention and the situation.
    They understand, reproduce and recreate some literary texts voicing their opinion and
    showing attitudes of enjoyment and interest in them.

ASSESSMENT CRITERIA

In the second year of the 2nd cycle of Pre-Primary Education, evaluation is continuous:
   They know both small and capital letters x, y and z
   They know different foods
   They participate singing songs
   They know and are able to count using numbers 1 to 10
   They recognize sequences
   They do simple sums
   They listen to obtain specific information
   They respond to instructions verbally and non-verbally
   They develop pencil control skills, fine psychomotricity and pre-writing skills
   They complete the activities




                                                                                                            93
TIMING OF THE UNITS

The Classroom Programme presented here is included in the Curricular Project Area designed by Oxford publishers for the English language teaching and
learning method in Pre-Primary Education: First Friends 1.

Designing a programme is a very specific task, since each school, in keeping with its typology and curricular project; each class group, in keeping with its
diversity; and each teacher, in keeping with her/his experience and pedagogical practice; develops a classroom programme that differs in specific traits, but
follows the same general lines.

It is within this general context and backed by an open and flexible option that makes it a useful and efficient tool for English teaching professionals working in
Pre-Primary Education that the publishing project First Friends 1 designed this programme aimed at 4 year old students. It consists of: Class book, Teacher’s
book, Class Audio CD, Vocabulary flashcards, Letters flashcards, Numbers flashcards, website and games.
First Friends 1 is divided in ten units, each one of which focuses on a general topic. The topics chosen are closely related with children’s life at this age, and as
result, they manage to put them at ease, interest them and motivate them in class. This level includes topics such as: colours, toys, clothes, food, family, animals,
etc.

The ten units in the book are: Me, My classroom, My toys, My things, My colours, My farm, My clothes, My body, My family and My food.

Each session includes the objectives to work on or revise, the teaching-learning activities that can be carried out, the approximate time for each activity, the
communication skills, interaction and the necessary material.

It is worth remarking that the teaching-learning activities that are varied and focused on teaching objectives, are conceived as strategies to ensure learning and not
as an end in themselves. They would not, therefore, achieve the optimal results expected were it not for the “atmosphere” proposed by the publishing project to
the Pre-Primary English teaching staff. Some of the recommendations for creating a motivating classroom environment for pupils would be: to assign an area of
the classroom for First Friends 1activities, the use of materials such as cards, papers of different textures, glue, colours for the different units, background music
to favour song learning while the children engage in table activities, jigsaws for early finishers, recommendations to assess the knowledge level of pupils through
direct observation of their development, etc.

Abbreviations used in the Activity sections are as follows:

CB: Class book                      TB: Teacher’s book
p.: page
AB.: Activity book                  NB: Numbers book


In the Skills sections:

OC: Oral Comprehension OE: Oral expression DE: Drawing expression
WC: Written comprehension  WE: Written expression

In the Interaction section:

IA: Individual activity         Ag: Activity in small groups
AP: Activity in pairs           AG: Activity in class group

                                                                                                                                                                   94
                                                              TIMING FIRST FRIENDS 1

                                                                    Minimum approx. Timing :

                                  Approx.Nº                   Class Book: 30 minutes per session
             UNIT                                                                                            Notes and observations
                                   Sessions                  Activity Book: 15-20 min per session
                                                            Numbers Book: 30-40 min per session
                                                           CB             CB + AB          CB + AB + NB
1 Me                           11-12               4h   40m            7h 45m           9h                Progress Check 1 not timed
2 My classroom                 9-10                5h                  7h 35 m          8h 40m            Progress Check 2 not timed
3 My toys                      11-12               5h   20m            8h 45m           10h 30m           Progress Check 3 not timed
4 My things                    12-13               5h   25m            8h 40m           10h 45m           Progress Check 4 not timed
                                                   4h 30m                                                 Progress Check 5 and Mid-Year
5 My colours                   11-12                                    6h 55m            8h 50m
                                                                                                            progress check not timed
6 My farm                      11-12               4h   5m              6h   30m          8h 10m          Progress Check 6 not timed
7 My clothes                   11-12               4h   10m             6h   30m          8h              Progress Check 7 not timed
8 My body                      11-12               4h   20m             6h   50m          8h 25m          Progress Check 8 not timed
9 My family                    12-13               4h   30m             6h   45m          8h 15m          Progress Check 9 not timed
                               12-13               4h 20m                                                 Progress Check 10 and Final
10 My food                                                              6h 40m            8h 15m
                                                                                                          progress check not timed
Total
                               111-121             46h 20m              72h 55m           88h 50m


Extra activities programmed by the centre



    * Each centre will have to adapt this programme to its own situation and timetable.




                                                                                                                                      95
                                                                                          UNIT 1: ME
            OBJECTIVES                                   Activities                                                 Skills   Interact.   Time   Material
            1. Meet the characters in the course            Introduce the characters in the course, pages 4 and 5 OC/OE     GA/IA       10’    CB
                                                             of the CB, asking children to guess their ages and the                             Flashcards
                                                             type of relation between them (Listen and say).                                    Audio CD
                                                                                                                                                AB
            2.   Recognize English sounds and               Listen to the CD while holding the flashcard of each OC         GA/IA       5’
                 spoken words                                character as it is named for the children to grow
                                                             familiar with them while pointing at the same time to
                                                             each character in the book.
                                                            Listen again to the audition for the children to repeat OC/OE   GA/IA       5’
                                                             the name of each character.

            3.   Practise the pronunciation of the new      Name the characters randomly for the children to OC             GA          5’
                 nouns introduced                            point to them in their book. (Listen and find).
                                                            Listen to the CD, pausing after each name for the OC            GA/IA       5’
                                                             children to find each character in their book.
SESSION 1




                                                         ACTIVITY BOOK
            1.   Introduce writing in English tracing
                 from left to right with a pencil           Join from left to right the shaded figure of each WC/WE/DE      IA          10’
                                                             character with its picture, first with a finger and then
            2.   Review the names of the characters          drawing a straight line with a pencil (Match and say
                                                             AB p. 4).
                                                            Say the names of the characters as they match them. OE/DE       IA
                                                             (AB p. 4).

            21. Play a game with Jig to help them
                hold the pencil correctly                TIME EXTRA

                                                            Explain that Jig is a rabbit with long ears.          OC        GA          10’
                                                            Create the silhouette of a rabbit with your hand.     OC        GA
                                                            Repeat the action holding a pencil.                   OC        IA




                                                                                                                                                   96
                                                                                      UNIT 1: ME
            OBJECTIVES                                Activities                                                  Skills   Interact.   Time   Material
            1. Warm up! Preparing to learn how to        Play a game with the flashcards of the characters       OC/OE    GA          5’     CB
               introduce themselves.                     showing one and saying one of the names: if the name                                 Flashcards
                                                         and the flashcard match, children will say Yes and if                                Audio CD
                                                         they don’t, they will say No.                                                        AB
            2.   Introduction of Hello! and Bye!         Looking closely at pages 4 and 5 of the CB try to       OE       GA          5’
                                                         guess what the characters are doing (Baz is greeting
                                                         Pat and Jig, Tess is saying goodbye) (Listen and say).
                                                         Check out the answers with the CD.                      OC       GA          5’

            3.   Learn to introduce themselves,           Listen to the CD to hear how to introduce oneself and OC/OE     GA/IA       5’
                 greetings and farewells in English       say good bye, repeating each phrase in group and
                                                          individually (Listen and say CB p. 5).
SESSION 2




            4.   Say hello and bye in English.            Call a child out to the front of the class and give WC /OE      GA/PA       5’
                                                          him/her a flashcard of one of the characters to practise
                                                          the structures in the lesson (Hello! I’m…; Bye…!).
                                                          Repeat with other children in pairs (Say and do).
                                                          Go towards the door as if you were leaving and say OC/OE        GA/PA       5’
                                                          bye…! (with the names of different children). Practise
                                                          with children in pairs.


                                                      ACTIVITY BOOK

            1.   Play activity identifying the            Find and circle each character in a series of three WC /WE      IA          10’
                 characters.                              (Find and circle AB p. 5).




                                                                                                                                                   97
                                                                                  UNIT 1: ME
            OBJECTIVES                          Activities                                                     Skills   Interact.   Time   Material
            1. Learn to greet people politely      Listen to a song as an introduction to greetings.          OC/OE    AG          10’    CB
                                                   Explain that it is good manners in English to ask, when                                 Flashcards
                                                   you greet someone How are you? (Sing CB p. 5).                                          Audio CD
                                                   Practise greetings with the flashcards of the                                          AB
                                                   characters.                                                 OC/OE    AG          10’
                                                   Listen again to the song and stop after each phrase for    OC       AG          5’
                                                   children to repeat it.
                                                   Listen a third time to the song for the children to sing   OC/OE    AG          5’
                                                   it.


                                                ACTIVITY BOOK
SESSION 3




            1.   Develop fine psychomotricity       Copy part of a fence on the board and trace the line CE/WE         AI          5’
                                                    with your finger for the children to do the same in their
                                                    AB, first with their finger and then with a pencil (Draw
                                                    and colour AB p. 5).
                                                    Colour the fence (AB p. 5).                              DE        AI          5’




                                                                                                                                                98
                                                                                       UNIT 1: ME
            OBJECTIVES                               Activities                                                  Skills      Interact.   Time   Material
            1. Warm up! Play to discover what           Stick the 5 flashcards of the characters on the board, OC/OE        GA          5’     CB
               character is missing!                    ask the children to close their eyes and pull off one of                                Flashcards
                                                        the flashcards. Children have to guess which character                                  Audio CD
                                                        is missing.                                                                             AB

            2.   Get to know letter Aa                   Introduce letter a with the help of apple and Adam         WC      GA          5’
                                                         flashcards (Letter fun! CB p. 6).
                                                         Explain the difference in use between small and            OC/WC   GA          5’
                                                         capital letters.
                                                         Ask children to think of names of people that start        OE      GA          5’
                                                         with A in their mother tongue or in English.
                                                         Write the a with your finger in the air and ask the
                                                         children to imitate the action, both with the small and     WC/WE   GA          5’
                                                         capital letter.
                                                         Practise tracing the letters in the CB, p. 6 with a
SESSION 4




                                                         finger.                                                     WE      IA          5’


                                                     ACTIVITY BOOK

                                                         Draw writing lines on the board. Put dots to indicate
            1.   Introduction to writing letter Aa       the starting point to write letter A                        WC      GA          10’
                                                         Follow the dotted line with a finger forming the letter
                                                         A (Trace and write AB p. 6).                                WE      IA
                                                         Write letter A with a pencil.
                                                         Repeat the activity with the small a first with a finger   WE      IA          10’
                                                         and then with a pencil.                                     WE      IA




                                                                                                                                                   99
                                                                                       UNIT 1: ME
            OBJECTIVES                                Activities                                                    Skills   Interact.   Time   Material
            1. Warm up!                                  Explain that they will listen to a song to help them      OC       GA          5’     CB
                                                         learn letter Aa.                                                                       Audio CD
            2.   Recognize and pronounce the /ᴂ/         Listen to the song on the CD to help them learn the       OC       GA          10’    AB
                 sound                                   letter Aa (Sing CB p. 6).
                                                         Listen again to the song stopping after each phrase for   OC/OE    GA
                                                         children to repeat it.
                                                         Listen to the song a third time for them to sing it.      OC/OE    GA          5’
            3.   Listen to and sing a song
                                                          Find letter a in the alphabet at the top of page 6 of the
                                                          CB (Find).                                                 WC      IA          5’
            4.   Play at finding letter a in the CB
                                                          On page 6 of the CB, point to Adam or to the apple, as OC/WC      IA          5’
            5.   Identify the acquired vocabulary         the teacher names one or the other.
SESSION 5




                                                      ACTIVITY BOOK

            1.   Practise pronunciation of the            Pronounce the learnt vocabulary as seen in the OE                 IA          5’
                 vocabulary in the lesson                 pictures: Adam, apple (Trace and say. Colour AB p. 6).
                                                          Write over the initial letter of both words with a
            2.   Practise writing letter Aa               pencil.                                                WE          IA          10’
                                                          Trace the letters in the pictures with a finger and
                                                          colour them (Trace and say. Colour AB p. 6).           WE          IA
                                                          Colour the remaining pictures.
            3.   Engage in a relaxing activity                                                                   DE          IA          5’




                                                                                                                                                  100
                                                                                          UNIT 1: ME
            OBJECTIVES                                  Activities                                                       Skills   Interact.   Time   Material
            1. Warm up! Play at identifying the            Put the flashcard of one of the characters (Jig) in an OC/OE          GA          5’     CB
               characters                                  envelope and pull it out little by little for the children to                             Flashcards
                                                           identify and say the name of the character. Repeat with                                   Audio CD
                                                           other characters.                                                                         AB

            2.   Introduction of some orders                Using the pictures on page 7 of the CB ask them what      OC/OE      GA          10’
                                                            the characters are doing (children are playing a game,
                                                            Baz is pointing to Jig, etc) to introduce the vocabulary
                                                            for orders (point to, clap, stand up, sit down).
                                                            Pronounce these words and perform the actions.
                                                            Give orders and ask the children to perform the
            3.   Motivate active participation of the       actions.                                                   OC         GA
                 children                                   Listen to a song from the CD to help them learn the
            4.   Enjoy listening to the song                actions introduced.                                        OC         GA          10’
                                                            Listen again to the song stopping after each phrase for
                                                            children to repeat it and perform the action.              OC/OE      GA
                                                            Listen to the song a third time for children to sing it
            5.   Listen to a song and sing it               and perform the actions.                                   OC/OE      GA
SESSION 6




                                                            Listen to the song once again replacing the names of
            6.   Play participating in the song with        the characters with the names of the pupils (Sing and      OC/OE      GA          5’
                 their names                                do CB p. 7).


                                                        ACTIVITY BOOK

            1.   Recognize the characters’ names in         Put the flashcards of the characters on the board, ask
                 written form                               the children to say their names and write them over the WC/OE         GA/IA       5’
                                                            flashcards. Pronounce the names as you slide your
                                                            finger under the written word, from left to right. Ask
                                                            the children to pronounce it themselves and slide your
                                                            finger again under the name, from left to right.
                                                            Place the flashcards in a different order. Call a child
            2.   Match words with pictures                  out to the board and ask him/her to draw a line joining               IA          5’
                                                            the names of the characters with the corresponding WC/WE
                                                            flashcard. Repeat with other children.                                IA          5’
                                                            On p.7 of the AB, repeat this activity. (Draw and
                                                            match).
                                                            Join the dotted lines to complete the drawings and WC/WE             IA          5’
                                                            colour (AB p. 7).
                                                                                                                     WE/DE        IA          5’


                                                                                                                                                       101
                                                                                        UNIT 1: ME

            OBJECTIVES                              Activities                                                    Skills      Interact.   Time   Material
                                                                                                                                                 Flashcards
                                                    NUMBERS BOOK                                                                                 NB

            1.   Consolidate the introduction of        Identify the characters by their name (Draw and colour NB OC/WE      IA          5’
                 the characters                         p. 4).

            2.   Develop fine psychomotricity           Join the dotted lines of the characters from top to bottom WC/WE     IA          10’
                                                        and left to right, first with a finger and then with a pencil
            3.   Perform a relaxing activity            (Draw and colour NB p. 4).
            4.   Develop fine psychomotricity           Colour the pictures (NB p. 4).                               DE      IA          5’
            5.   Practise tracing a straight line
                                                        Join the dotted lines between the characters from top to WC/WE       IA          10’
                                                        bottom, first with a finger and then with a pencil (Look and
                                                        match NB p. 5).
                                                        Trace an imaginary line with a finger going from the top WE          GA/IA
                                                        downwards, imitating the teacher (Look and match NB p. 5).
SESSION 7




                                                        Join the dotted lines between the characters from left to WE         IA
                                                        right with a finger and then with a pencil (Look and match
                                                        NB p. 5).

                                                        Put the flashcard of Tess on the left side of the board and WC/WE    GA/IA       10’
                                                        the flashcard of the apple on the right of the board. Draw a
                                                        dotted line between both flashcards. Slide your finger over
            6.   Practise different traces              the dotted line from left to right. Ask children to imitate your
                                                        action tracing an imaginary line with their finger in the air,
                                                        from left to right. (Look and match NB p. 6)
                                                       Join the dotted lines between the character and the figure
                                                        going from left to right, first with a finger and then with a    WE   IA          5’
                                                        pencil (Look and match NB p. 6)




                                                                                                                                                    102
                                                                                    UNIT 1: ME

            OBJECTIVES                          Activities                                                    Skills        Interact.   Time   Material
                                                                                                                                               NB
                                                NUMBERS BOOK

            1.   Recognize parts of a whole         Draw a face on the board and then another identical one but WC/OE/WE   GA          5’
                                                    leaving out the eyes. Ask the children if the faces are the
                                                    same and what is missing in the second face. Ask a child out
                                                    to the board to draw what is missing.
                                                    On p. 7 of the NB recognize whether the two drawings are WC/WE         IA          10’
                                                    the same or different. Identify what is missing in one of them
                                                    and complete it by drawing it. (Find and draw).

            2.   Identify identical pictures        Find the identical image of each character in a series of DE/WE        IA          5’
                                                    three and circle it. (Find and circle NB p. 8).

                                                    Identify what they see in the first image (Baz holding Jig)
            3.   Review and consolidate the         and colour it (Colour Baz and Jig NB p. 9).                  OE/WE      GA/IA       5’
SESSION 8




                 vocabulary introduced in the       Identify what they see in the second picture (Tess holding
                 unit                               Pat) and colour it (Colour Tess and Pat NB p. 9).            OE/WE      GA/IA       5’




                                                                                                                                                  103
                                                                                       UNIT 1: ME

            OBJECTIVES                            Activities                                                Skills             Interact.   Time   Material
            1. Warm up! Play a game to               Children will raise their hands when they hear a word OC                 GA          5’     CB
               practise letter a                     beginning with /ᴂ/.                                                                          Flashcards
                                                                                                                                                  Audio CD
            2.   Get to know letter Bb                Introduce letter b with the help of the bird and Baz OC                 GA          5’     AB
                                                      flashcards (Letter fun! CB p. 8).
                                                      Review the difference in use of small and capital letters.  OC/WC       GA
                                                      Pronounce the name of letter b and the sound /b/. Ask the
            3.   Recognize and pronounce the          children to repeat them (Learn the letter CB p. 8).          OC/OE       GA          5’
                 sound /b/                            Ask them to think of names of people beginning with b.
                                                                                                                   OE          GA
                                                      Practise tracing the letters in the CB, p. 8 with a finger.

            4.   Introduce writing of letter Bb       Listen to the song on the CD to help them learn letter b WE             IA          5’
                                                      (Sing CB p. 8).
            5.   Sing a song to learn letter Bb       Listen to the song again stopping after each phrase for
                                                      children to repeat and point to what they hear in the book.   OC         GA          10’
SESSION 9




                                                      Listen to the song a third time for the children to sing it.
                                                                                                                    OC/OE/DE   GA/IA

                                                  ACTIVITY BOOK                                                   OC/OE        GA

                                                     Draw writing lines on the board. Put dots to indicate the
                                                      starting point to write letter B.
            1.   Introduce writing of letter Bb      Follow the dotted line with a finger forming letter B (Trace
                                                      and write AB p. 8).
                                                     Write letter B with a pencil.                                 WE         GA          5’
                                                     Repeat the activity with the small b, first with a finger and
                                                      then with a pencil.                                           WE         IA          5’

                                                                                                                  WE           IA          10’
                                                                                                                  WE           IA




                                                                                                                                                     104
                                                                                         UNIT 1: ME

             OBJECTIVES                            Activities                                                       Skills   Interact.   Time   Material
             1. Warm up! Play at finding the          Find letter b in the alphabet at the top of p. 8 of the CB. WC        IA          5’     CB
                letter b in the CB                     Explain that it is the second letter of the alphabet (Find).                             AB

                                                      Point in p.8 of the CB to Baz or to the bird as the teacher
             2.   Continue learning letter Bb          names one or the other.                                     OC/DE     GA          5’
                                                      Find two things beginning with the /ᴂ/ sound in the picture
             3.   Review the /ᴂ/ sound                 of the CB p. 8.                                             OC/DE     GA          5’

                                                   EXTRA ACTIVITY
                                                     Copy letter A or B on a sheet of paper looking at the board.
             4.   Relaxing review activity           Put glue on the letter and paste macaroni or beans on it.      WE      IA          15’
                                                                                                                     DE      IA

                                                   ACTIVITY BOOK

                                                      Pronounce the learnt vocabulary as seen in the pictures: Baz,
SESSION 10




             1.   Vocabulary revision                  bird (Trace and say. Colour AB p. 8).
                                                      Write over the first letter of both words with a pencil.      OE      GA          5’
             2.   Introduction of the writing of      Trace the letters in the pictures with a finger and colour
                  letter Bb                            them (Trace and say. Colour AB p. 8).                         WE      IA          15’
             3.   Colouring activity to relax         Colour the remaining pictures.
                                                                                                                     WE      IA

                                                                                                                     DE      IA




                                                                                                                                                   105
                                                                                           UNIT 1: ME
             OBJECTIVES                             Activities                                                        Skills     Interact.   Time   Material
             1. Warm up! Sing a revision song          Hand out the flashcards of the 4 characters to 4 children and OC/OE      GA          5’     CB
                and get them to participate as if      distribute them around the class. Play the CD song from                                      Flashcards
                they were the characters               Lesson 4. All the children will sing the song and point to the                               Audio CD
                                                       corresponding character as it is mentioned in the song.                                      AB

             2.   Follow the English sequence           On page 9 of the CB point to each character from the story      OC/DE   GA          5’
                  from left to right                    as the teacher names them (Look and say).
                                                        Point to each of the 4 pictures following the teacher’s         OC/DE   GA
                                                        indications (Story CB p. 9).
                                                        Answer the teacher’s questions about the plot of the story in   OC/OE   GA          5’
                                                        their mother tongue.
             3.   Develop listening                     Listen to the story on the CD stopping after each frame to      OC/OE   GA          10’
                  comprehension skills in English       make sure they have understood it. (Listen).
             4.   Understand a story and                Listen to the story again stopping after each phrase for the    OC/OE   GA
                  participate in it                     children to repeat and perform the actions (Listen and act
                                                        CB p. 9).
SESSION 11




             5.   Act out the story                     Act out the story with groups of 4 children.                    OC/OE   gA          5’


                                                    ACTIVITY BOOK

             1.   Recognize the characters              Identify the characters divided in half (Match and say AB p.    WC/WE   IA          5’
                                                        9).
             2.   Develop fine psychomotricity          Trace a wavy imaginary line with a finger imitating the         WE      GA
                                                        teacher.
                                                        Trace the wavy dotted lines with a finger from left to right    WE      IA          5’
                                                        to join the two halves of the characters (Match and say AB
                                                        p. 9)
                                                        Repeat with a pencil saying the names of the characters to      WE/OE   IA          5’
                                                        themselves.




                                                                                                                                                       106
                                                                                                                     UNIT 1: ME
                                     OBJECTIVES                             Activities                                                   Skills               Interact.   Time   Material
                                     1. Warm up! Play at recognizing           The teacher will whisper the sounds they have learnt and OC/OE                GA          5’     Flashcards
                                        sounds                                 children are to identify them (/ᴂ/ o /b/).                                                        AB
                                                                                                                                                                                 TB
                                     2.   Review letters and sounds of Aa       Point to and pronounce the blue letters in the boxes on the WC/OE/WE         GA          10’
                                          and Bb                                left (Find and circle AB p. 10).
                                                                                Slide the finger from the blue letter on to the black letters OE/WE          IA
                                                                                and identify each letter and sound.
REINFORCEMENT SESSION (UNIT REVIEW




                                                                                Circle the letter that is identical to the blue one in each row. WE          IA
                                                                                (Find and circle AB p. 10).

                                     3.   Review use of small and capital       Identify whether the use of small/capital letters is correct or   WC/OE/WE   GA          5’
                                          letters                               not with the help of the flashcards.
                                                                                Pronounce the names of the letters and their sounds and the       OE         GA          5’
                                                                                names of the characters and objects (Match and colour AB
                                                                                p. 10).
                                     4.   Develop fine psychomotricity          Join with a line each capital letter with the correct small       WE         IA          10’
                                     5.   Colouring activity to relax           letter and picture.
                                                                                Colour the pictures (Match and colour AB p. 10).                  DE         IA




                                     1.   Activities to check children’s    PROGRESS CHECK 1
                                          progress and teaching
                                          effectiveness                        Circle the right name of each character (Look and circle TB        WE         IA
                                                                                p. 94).
                                                                               Draw a line between each capital letter and the                    WE         IA
                                                                                corresponding small letter (Match TB p. 94).
                                                                               Circle the initial letter of the name of each picture (Circle      WE         IA
                                                                                TB p. 94).




                                                                                                                                                                                    107
                              UNIT 2: MY CLASSROOM
OBJECTIVES       Activities                          Skills   Interact.   Time   Material



O
N
S

S
S
E



I




             1




                                                                                   108
1.    Warm up! Grow familiar with Baz          Ask in their mother tongue who is the child in the OC/OE           GA   5’    CB
     and what he does                          picture, where he is, what he is giving the teacher.                           Flashcards
                                                                                                                              Audio CD
2.   Identify ordinary classroom objects       Introduce some objects that can be found in Baz’s          OC      GA   5’    AB
                                               class (Listen and say CB pages 10-11).
3.    Recognize English     sounds    and      Listen to the CD holding the flashcards of each object     OC      GA   5’
     spoken words                              as it is mentioned.
                                               Point to the objects in the book.                          OC/DE   IA
                                               Listen to the audition a second time for the children to   OC/OE   GA   5’
                                               repeat the name of the objects.

4.    Identify the objects as they hear       Name the objects randomly for the children to point to      OC/DE   GA   5’
     them pronounced                          them in their book (Listen and find CB p. 10).
                                              Listen to the CD, pausing after each object for the
5.    Play at finding objects they hear in    children to find it and point to it in their book (bin,      OC/DE   IA   5’
     the audition                             board, chair, door, picture, table, window).
                                           ACTIVITY BOOK
                                              Join from left to right the object halves, first with a
                                              finger and then drawing a straight line with a pencil
                                              (Match and say AB p. 11).
                                              Say the name of the objects as they join them (AB p.
1.    Practise tracing from left to right     11).                                                         WE      IA   5’
     with a pencil
                                           TIME EXTRA
2.    Review the lesson vocabulary            Identify different classroom objects in their mother        OE/WE   IA   5’
                                              tongue.
                                              Practise and carry out the expression point to… with
                                              different classroom objects.
1.    Review vocabulary                       Review the b letter and /b/ sound with the bin              OE      GA   10`
                                              flashcard.
2.    Practise the expression point to        Ask in their mother tongue for the sound of the first       OC/OE   GA
                                              letter of the word bin.
3.    Review letter Bb                        Put the flashcard up on the board and write the word        OC/OE   GA   5’
                                              bin underneath. Ask a child to the board to identify         OC/OE   GA
                                              letter b.
                                              Repeat the activity with board.                             WC/WE   GA   10’
                                              Ask children to draw a board in their notebooks and to
                                              write the letter b under the drawing.
                                                                                                           WC/WE   GA
                                                                                                           DE/WE   IA   5’




                                                                                                                                109
110
                                                                               UNIT 2: MY CLASSROOM
            OBJECTIVES                              Activities                                                      Skills   Interact.   Time   Material
            1. Warm up! Review classroom objects       Hold 1 flashcard of a classroom object saying the           OC/OE    GA          5’     CB
               with a game                             name of an object at the same time. If it coincides,                                     Flashcards
                                                       children will say yes and if it doesn’t, they will say no.                               Audio CD
            2. Recognize English sounds and            Guess what the characters of the book are doing (Baz        OC       GA          5’     AB
               spoken words                            is handing his teacher a drawing). Play the CD to
                                                       check out the answers (Listen and say CB pages 10-
                                                       11).
                                                       Explain that the teacher’s name is Mrs Woodward.            OC       GA
                                                       Listen to the CD and repeat each phrase in group and
            3. Practise the pronunciation of the CD    individually (Listen and say CB p. 11).                      OC/OE    GA/IA       5’
               audition
                                                       Introduce thank you, that is what Mrs Woodward said
            4. Introduce the expression thank you      when Baz gave her the drawing (Say and do CB p. 11).         OC       GA          5’
                                                       Practise hello, thank you, what’s this? It’s a… with the
                                                       help of the flashcards.
                                                       Explain that it is good manners to say thank you when       OC/OE    GA          5’
                                                       someone gives you something.
                                                       Practise vocabulary and structures with the help of         OC       GA
SESSION 2




            5. Extra practice to consolidate           classroom objects.
               vocabulary                           ACTIVITY BOOK                                                   OC/OE    GA          5’

                                                        Identify the objects in Activity 1 (Draw and say AB p.
                                                        12).
            1.    Review vocabulary                     Trace the dotted lines of the pictures practising first
                                                        with a finger and then with a pencil. Say the name of       OE       GA          5’
            2.    Development         of        fine    the pictures as they draw them. (Draw and say AB p.
                 psychomotricity                        12).                                                        WE/OE    IA          5’
                                                        Join the dotted lines to complete the picture of the
                                                        caterpillar, first with a finger and then with a pencil
                                                        (Draw and colour AB p. 12).
                                                        Colour the picture trying not to go over the edges.        WE       IA          5’
                                                     TIME EXTRA
                                                        Play at guessing objects. Stick a flashcard with a
            3.    Colour                                classroom object on the board and cover it with a sheet     DE       IA          5’
                                                        of paper. Ask What’s this? Uncover the flashcard little
                                                        by little until they guess what object it is.
            1.    Review activity to consolidate        Repeat with other flashcards.                              OC/OE    GA          10’
                 vocabulary and expressions acquired
                 in the Lesson



                                                                                                                                                  111
                                                                                 UNIT 2: MY CLASSROOM
            OBJECTIVES                           Activities                                                         Skills    Interact.   Time   Material
            1. Warm up! Review classroom objects    Put the flashcards of classroom objects on the board.          OC/OE     GA          5’     CB
                                                    Ask the children to close their eyes and take one of the                                     Flashcards
                                                    flashcards. Ask the children to open their eyes and say                                      Audio CD
                                                    which one is missing.                                                                        AB
            2. Learn letter Cc
                                                    Introduce letter c with the help of the cat and coat           OC        GA          5’
            3. Recognize and pronounce the /ᴋ/      flashcards (Letter fun! CB p. 12).
               sound                                Explain the difference between the /ᴋ/ sound and the           OC        GA          5’
                                                    name of letter c.
                                                    Recall the difference between small and capital letters.       OC        GA
                                                    Write a small and capital letter C with a finger in the        OC/WE     GA          5’
                                                    air imitating the teacher.
                                                    Practise tracing the letters in the CB, p. 12 with a           WE        IA
                                                    finger.

            4.    Develop     English         listening     Listen to the song on the CD (Sing CB p. 12).            OC      GA          10’
                 comprehension skills                       Listen to the song again stopping after each phrase for OC/OE    GA
SESSION 3




                                                            the children to repeat it.
                                                            Listen to the song a third time for the children to sing OC/OE   GA
                                                            it.


                                                       ACTIVITY BOOK

            1.   Practise tracing letter Cc                 Trace the dotted line forming letter C with a finger WE          IA          5’
                                                            (Trace and write AB p. 13).
                                                            Write letter C with a pencil.                           WE       IA          10’
                                                            Repeat the activity for the small c first with a finger WE       IA
                                                            and then with a pencil.


                                                       TIME EXTRA
            1.    Play a game to review sounds and        Teach yes and no with the help of body gestures.         OC        GA          10’
                 names of letters a, b and c.             Write the three letters on the board (a, b, c) and say   WC/OE     GA
                                                          one of them as you point to it and ask yes? / no? For
                                                          them to answer yes or no if it is the right one or not.




                                                                                                                                                   112
                                                                                  UNIT 2: MY CLASSROOM
            OBJECTIVES                                Activities                                                          Skills   Interact.   Time   Material
            1. Warm up! Identify letter c                Find letter c in the alphabet at the top of p. 12 of the        OC/OE    IA          10’    CB
                                                         CB.                                                                                          Flashcards
            2.    Identify objects according to their    Point to the cat or the coat as the teacher names one or        OC       GA                 Audio CD
                 pronunciation                           the other (Find CB p. 12).                                                                   AB
            3.    Review vocabulary                      Find the things beginning with /ᴂ/ (apple) and /b/              OC       IA
                                                         (bird) in the picture.

            4.   Learn to count in English (1 and 2).       Count the objects on page 13 of the CB (one door, two        OC/OE    IA          5’
                                                            chairs) (Count 1-2).
            5.   Identify numbers 1 and 2                   Listen to the song on the CD with the numbers learnt         OC       GA          5’
                                                            (Sing CB p. 12).
            6.    Develop listening comprehension           Listen again to the song stopping after each phrase for      OC       GA/IA       10’
                 skills in English                          the children to repeat and show one or two fingers as
                                                            they sing Count 1 and 2. Point to themselves when they
                                                            hear for me, and to the teacher when they hear for you.
                                                            Listen to the song a third time for the children to sing
                                                            it and perform the actions.                                   OC/OE    GA
SESSION 4




                                                           Listen to the song once again changing some words
                                                           for the vocabulary they already know (Sing and do CB OC/OE              GA
                                                           p. 13).
                                                        ACTIVITY BOOK

                                                            Pronounce the learnt vocabulary as seen in the
                                                            pictures: cat, coat (Trace and say. Colour AB p. 13).
                                                            Using a pencil, write over the first letter of both
            1.    Review      and     consolidate  the      words.                                                        OE       GA          5’
                 vocabulary introduced in the unit          Trace the letters of the pictures with a pencil and
            2.    Practise tracing letter Cc                colour them (Trace and say. Colour AB p. 13).                 WE       IA
                                                            Colour the remaining pictures.
                                                            On page 14 of the AB identify the vocabulary of the          WE       IA          10’
                                                            pictures in Activity 1 (apple, cat, bird, coat). Circle the
            3.   Colour                                     right number for each of the objects in the boxes             DE       IA
                                                            (Count and circle).
            4.   Review the learnt vocabulary               Trace the dotted line writing numbers 1 and 2. First         WC/OE    GA/IA       10`
            5.   Count 1-2                                  with your finger and then with a pencil (Trace and
                                                            write AB p. 14).

            6.   Practise writing 1 and 2                                                                                 WE       IA          5’



                                                                                                                                                        113
                                                                              UNIT 2: MY CLASSROOM
            OBJECTIVES                            Activities                                                 Skills        Interact.   Time   Material
            1. Warm up! Review the expressions in    Revise the word chair with the help of the flashcard OC/OE           GA          10’    CB
               the Lesson                            asking what’s this? For them to answer it’s a chair.                                     Flashcards
                                                     Call a child to the front of the class and give him/her                                  Audio CD
                                                     the flashcard saying it’s for you! Encourage him/her to                                  NB
                                                     answer thank you!
                                                     Repeat the action the other way around.
                                                     Practise with the door and cat flashcards and other
                                                     children.

            2.    Develop     English       listening     Listen to the song in Lesson 4 of the CB, but this time OC/OE   GA          10’
                 comprehension skills                     replacing some words with vocabulary they know
                                                          already with the help of the flashcards (Sing and do CB
                                                          p. 13).


                                                  EXTRA ACTIVITY
            3.    Play to learn and practise some    Explain that you will be giving some instructions (sit    OC         GA          10’
SESSION 5




                 orders                              down, stand up, clap 1, clap 2) that they are to follow
                                                     and that the child who makes a mistake will stop
                                                     playing. Give instructions randomly.


                                                     NUMBERS BOOK

            1.   Know numbers 1-2                         Identify number 1 at the top of the page. Join the WE/WC        IA          15’
                                                          dotted line in the direction of the arrow, first with a
                                                          finger and then with a pencil (Trace and count. Write
                                                          NB p. 10).
                                                          Identify number 2 at the top of the activity. Join the
                                                          dotted line of the number following the direction of the WE/WC   IA
                                                          arrow, first with a finger and then with a pencil (Trace
                                                          and count. Write NB p. 10).




                                                                                                                                                114
                                                                                   UNIT 2: MY CLASSROOM
            OBJECTIVES                                    Activities                                                    Skills     Interact.   Time   Material
                                                          NUMBERS BOOK                                                                                NB
            1.    Review     and    consolidate    the       Identify the objects in Activity 1 of the NB p. 11        OE         GA          10’
                 vocabulary in the Unit                      (Count and trace).
                                                             Count aloud the objects in each picture and afterwards    OE/WE      IA
                                                             join the dotted lines in the blue boxes (Count and trace
                                                             NB p. 11).
                                                             Trace the dotted lines of numbers 1 and 2 following
            2.    Practise tracing   the   shape    of       the direction of the arrow with a pencil (Trace NB p.      WE         IA          5’
                 numbers 1 and 2                             11).
                                                             Count 1 and 2 with the help of the flashcards and
                                                             pictures on the board. Join the pictures with the
            3.   Know how to use numbers 1 and 2             numbers on the board.                                      OC/OE      GA          10’
            4.   Count 1 and 2                               On p. 12 of the NB count the number of objects in
                                                             each picture and join them with the corresponding          WC/WE/DE   IA
                                                             number. Colour them. (Count and match NB p. 12).
                                                             On p.13 of the NB identify the animals appearing in
                                                             Activity 1 and count them. Colour only the picture in
SESSION 6




            5.    Review the vocabulary and count 1          which there is a dog (Find and colour the picture with     WC/DE      IA          5’
                 and 2                                       1 dog).
                                                             Repeat for Activity 2 colouring the picture with 2 cats
                                                             (Find and colour the picture with 2 cats NB p. 13).
                                                             On p. 14 of the NB identify and count the objects in      WC/DE      IA          5’
                                                             the left column. Next, those in the right column. Join
                                                             the objects between both columns saying the name of
                                                             the objects and counting them as they join them (Look
            6.    Review vocabulary        and     join      and match).                                                WC/WE/OE   GA/IA       5’
                 identical pictures                          On p. 15 of the NB identify the classroom objects in
                                                             the picture. Point to them in the book as the teacher
                                                             says point to …
                                                             Count the number of each of the objects in the picture
                                                             and then circle 1 or 2 in the boxes according to how
                                                             many there are in the picture (Look, count and circle
            7.    Find objects in a picture and count        NB p. 15).                                                 WC/OC/OE   GA          10’
                 them


                                                                                                                        WC/WE      IA




                                                                                                                                                        115
                                                                           UNIT 2: MY CLASSROOM
            OBJECTIVES                           Activities                                                       Skills   Interact.   Time   Material
            1. Warm up! Review letters a, b, c      Write a, b and c in a column on the left of the board        WC/WE    GA          5’     CB
                                                    and A, B and C in a column on the right. Call a child to                                  Flashcards
                                                    the board and ask him/her to join a with A. Call out                                      AB
                                                    other children and repeat with b-B and c-C.
                                                    Introduce letter d with the help of the dog and date
            2.   Learn letter Dd                    flashcards (Letter fun! CB p. 14).                            OC       GA          10’
                                                    Explain the difference between the /d/ sound and the
                                                    name of letter d.                                             OC       GA
                                                    Review the difference in use of small and capital
                                                    letters.                                                      OC       GA
                                                    Ask the children to think of names beginning with D.
                                                    Write small and capital letter d with a finger in the air    OE       GA
                                                    imitating the teacher.
                                                    Practise tracing the letters in the CB, p. 14 with a         WE       GA          5’
            3.   Practise tracing letter Dd         finger.
                                                 EXTRA ACTIVITY                                                   WE       IA          5’
                                                    Play at guessing letters. Write a letter in the air with a
SESSION 7




                                                    finger, giving your back to the class until they guess it.
                                                    Use small and capital letters.

            4.   Play at guessing letters                                                                         WC/OE    GA          5’
                                                 ACTIVITY BOOK

                                                     Trace the dotted line forming letter D with a finger
                                                     (Trace and write AB p. 15).
                                                     Write letter D with a pencil.
                                                     Repeat the activity with the small d first with a finger
            1.   Practise tracing letter Dd          and then with a pencil.                                   WE          IA          10’

                                                                                                                  WE       IA
                                                                                                                  WE       IA          5’




                                                                                                                                                116
                                                                                 UNIT 2: MY CLASSROOM
            OBJECTIVES                                  Activities                                                     Skills     Interact.   Time   Material
            1. Listen to a song to learn letter Dd         Listen to the song on the CD (Sing CB p. 14).              OC         GA          5’     CB
                                                           Listen again to the song stopping after each phrase for    OC/OE/DE   GA          10’    Audio CD
                                                           children to repeat and point to what they hear in the                                     AB
                                                           book.
                                                           Listen to the song a third time for children to sing it.   OC/OE      GA
                                                           Find letter d in the alphabet at the top of p. 14 of the
            2.   Identify letter d                         CB (Find).
                                                           Point to the dog or the date as the teacher names one      CE         IA          10’
                                                           or the other.
            3.   Review vocabulary                         Find the things beginning with /ᴂ/, /b/ and /ᴋ/ sounds     OC         GA
                                                           in the Picture of the CB p. 14 (apple, bird, cat).          OC/DE      GA          5’


                                                        ACTIVITY BOOK

            1.    Review          vocabulary     and        Pronounce the learnt vocabulary as seen in the
                 pronunciation                              pictures: date, dog (Trace and say. Colour AB p. 15).     OE          GA          10’
SESSION 8




            2.    Practise tracing letter Dd                Write over the first letter of both words with a pencil.
                                                            Trace the letters of the pictures with a finger and WE               IA
            3.    Development           of       fine       colour them (Trace and say. Colour AB p. 15).
                 psychomotricity                            Colour the remaining pictures.                           WE          IA          10’

            4.   Carry out a relaxing activity                                                                         DE         IA




                                                                                                                                                       117
                                                                      UNIT 2: MY CLASSROOM
            OBJECTIVES                         Activities                                                  Skills Interact.                  Time   Material
            1. Warm up! Review expressions and    Show the door flashcard and ask what’s this? For the OC/OE/WC GA                          10’    CB
               vocabulary from the Lesson         children to answer it’s a door. Put the flashcard on the                                          Flashcards
                                                  board and write door underneath. Repeat with chair,                                               AB
                                                  bin and dog.

            2.   Follow the sequence of a story            Point to each of the 4 pictures of the story in order, from   OC         GA
                                                           left to right as indicated by the teacher (Story CB p. 15).
                                                           Answer in their mother tongue to the teacher’s questions
                                                           about the plot of the story.                                   OC/OE      GA
                                                           Listen to the story on the CD stopping after each frame
            3.   Develop listening skills in English       to make sure they have understood it (Listen CB p. 15).        OC/OE      GA      10’
                                                           Listen again to the story stopping after each phrase for
            4.   Understand and enjoy a story              the children to repeat it (Listen and act CB p. 15).
                                                           Act out the story in pairs.                                   OC/OE      GA
                                                        ACTIVITY BOOK

                                                        On page 16, identify the letters in the picture of Activity      OE         PA      10’
SESSION 9




                                                        1. Colour only the parts with the letter Cc trying not to
                                                        go over the edges (Colour the letters C and c).
                                                        Recognize the resulting drawing. What’s this? It’s a
            1.    Develop fine psychomotricity          coat.
                                                        Showing a date, ask What’s this? For them to answer              WC/DE      GA/IA   5’
                                                        It’s a date. Identify the letters in the dates of Activity 2.
                                                        Colour only the dates with letters Dd (Colour the D and
                                                        d dates AB p. 16).
                                                        Practise expressions What’s this? It’s a… with the help          WC/OE      GA
            2.    Practise expressions learnt in the    of the flashcards.
                 lesson                              EXTRA TIME                                                           OC/OE/DE   GA/IA   10’
                                                        Give each child a sheet of paper and ask them to draw
                                                        and colour an object beginning with c or d.
                                                        Ask them to write the initial letter under the drawing.
                                                                                                                          OC/OE      GA      5’



            1.   Perform a relaxing activity
                                                                                                                          OC/DE      IA      10’

                                                                                                                          OC/WE      IA


                                                                                                                                                     118
                                                                                                            UNIT 2: MY CLASSROOM
                                      OBJECTIVES                           Activities                                                   Skills               Interact.   Time   Material
                                      1. Warm up! Play to review numbers 1    Clap for them to count 1 or 2. Clap once or twice. Call OC/OE                 GA          5’     Flashcards
                                         and 2                                a child to the front to do the clapping and have the rest                                         AB
                                                                              of the class count.                                                                               TB

                                                                                     Identify the name and sound of letters c /ᴋ/ and d /d/
                                                                                     (Match and colour AB p. 17).                                    OC      IA          5’
                                      2.   Review sounds and letters Cc, Dd          With the cat flashcard on the board, they are to say the
                                                                                     initial sound of cat.                                           OC/OE   GA          5’
                                                                                     Repeat with the dog flashcard.
                                                                                     On p. 17 of the AB identify the names of the pictures          OC/OE   GA
REINFORCEMENT SESSION (UNIT REVIEW)




                                                                                     in Activity 1 (cat, door, date, coat).                          WC      GA          5’
                                                                                     Join with a line each picture with the initial letter of its
                                                                                     name. Colour (Match and colour AB p. 17).                       WC/WE   IA          5’

                                                                                     Write numbers 1 and 2 on the board for the names as
                                                                                     you point to them. Draw two circles under the numbers
                                                                                     and point to them for the children to count 1 or 2. Ask WC/OE           GA          5’
                                      3.   Review numbers 1 and 2                    what number shows the right amount of circles (Count.
                                                                                     Trace the right number AB p. 17).
                                                                                     On p.17 count the number of objects in each box of
                                                                                     Activity 2 and circle the right number corresponding to
                                                                                     each picture (Count. Trace the right number).           WC/WE           IA          5’
                                      4.    Development         of        fine
                                           psychomotricity
                                                                                 PROGRESS CHECK 2

                                                                                    Trace with a pencil the right initial letter of the name of
                                                                                     each object in Activity 1(Trace the letter TB p. 95).
                                                                                    Join with a line each capital letter with its
                                                                                     corresponding small letter (Match TB p. 95).                WC/WE       IA
                                                                                    Count how many objects there are in each of the
                                      1.    Activities to check children’s           different pictures in Activity 3. Write the number of the
                                           progress and teaching effectiveness       right amount under each Picture (Count. Write the WC/WE                 IA
                                                                                     number TB p. 95).
                                                                                                                                                 WC/WE       IA




                                                                                                                                                                                  119
                              UNIT 3: MY TOYS
OBJECTIVES       Activities                     Skills   Interact.   Time   Material




O
N
S

S
S
E



I




             1




                                                                             120
1.   Warm up! Presentation of the toys.        Ask in their mother tongue what is happening on             OC/OE      GA      10’   CB
                                               pages 16-17 of the CB and who the characters are.                                     Flashcards
                                               Introduce the names of some toys (balloon, doll, boat,      OC         GA            Audio CD
2.   Identify English sounds and spoken        ball, robot, teddy bear, car) (Listen and say).                                       AB
     words                                     Listen to the CD holding the flashcards of each object      OC/DE      GA      10’
                                               as it is mentioned and stopping after each one for them
                                               to point to them in their books (CB pages 16-17).                       GA/IA
                                               Listen to the audition a second time for the children to    OC/OE
                                               repeat the name of the toys in group and individually.
3.   Recognize the vocabulary introduced       Name the toys randomly for the children to point to
                                               them in their book (Listen and find).                        OC/DE      GA      5’
                                               Listen to the CD, pausing after each toy for the
                                               children to find and point to in their book (Listen and      OC/DE      GA      5’
                                               find CB pages 16-17).
                                            ACTIVITY BOOK
                                               On the board, draw a road and a car, a bicycle and two
1.   Count 1 and 2                             vans. Further up, draw a car inside a box and write
                                               number 1 next to it, a bicycle in another box and            WC/WE/DE   GA      10’
                                               another 1 next to it and a van in another box, writing a
                                               2 next to it. Call a child to the board and ask him/her to
                                               point to the car and the number and to find and shade
                                               in the car in the drawing of the car on the road. Repeat
                                               with another child and the van and shade in the two
                                               vans in the drawing.
                                               On p. 18 of the AB identify in their mother tongue the
2.   Develop fine psychomotricity              objects they see in the picture at the bottom of the
                                               page. Now identify the pictures in the blue box and          WC/OE/DE   GA/IA   10’
                                               ask them to find 1 or 2 of these toys in the picture at
                                               the bottom (Find and colour).
                                               Say the names of the toys as they find them in the
                                               picture. Colour them (AB p. 18).
                                            EXTRA TIME                                                      OE/DE      IA
                                               Show them quickly the flashcards of different toys for
                                               them to remember the order in which they are shown.
1.   Carry out an activity to consolidate      Show the teddy bear and car flashcards and put them
     vocabulary stimulating their memory       facing down. Ask them to say the name of the toys they       WC/OE      GA      10’
     by playing.                               have seen. Continue the game with more flashcards or
                                               showing them even faster.




                                                                                                                                      121
122
                                                                                        UNIT 3: MY TOYS
            OBJECTIVES                                   Activities                                                      Skills     Interact.   Time   Material
            1. Identify belongings                           Guess what the characters in the book are doing. Play      WC/OE/OC   GA          10’    CB
                                                            the CD to check the answers (Listen and say CB pages                                       Flashcards
                                                            16-17).                                                                                    Audio CD
                                                             Listen to the CD and repeat each phrase in group and       OC/OE      GA/IA       5’     AB
                                                            individually (Listen and say CB p. 17).
            2.   Thank someone                               Introduce here you are, that is what Tess said when        OC/OE      GA          5’
                                                            she gave the toy to Baz. Ask if they remember what
                                                            Baz answered (Thank you).
                                                             Practise the dialogue of the CD with the help of the       OC/OE      GA/PA       10’
                                                            flashcards (Say and do CB p. 17).
                                                         ACTIVITY BOOK
                                                             Write letter a on the board and ask the children to say
            1.   Review the letters they have learnt        the name and sound of the letter. Write the letters b, a,    WC/OE      GA          5’
                                                            c, d in a row next to the a. Ask the children to name
                                                            them as they are pointed to.
                                                             Identify which of the letters in the row is the same as
                                                            the a and trace this second a with a different colour or     WC         GA          5’
SESSION 2




                                                            thicker trace.
                                                             Carry out the same activity on page 19 of the AB
            2.   Trace the letters                          (Trace the same letter).                                     WC/WE      IA          5’
                                                             Hold the flashcard of the balloon and ask what’s this?
                                                            For them to answer it’s a balloon. Ask them to say the       WC/OC/OE   GA          5’
                                                            name of the initial letter of balloon.
                                                             Put the flashcard on the board and write in a row next
            3.   Practise pronunciation of the letters      to it the letters a, b, c, d. Call a child to the board to   WC/WE      GA          5’
                                                            circle the letter with the /b/ sound.
                                                             Carry out the same activity on p. 19 of the AB (Look
            4.   Identify the letters learnt                and say. Circle the letter).
                                                         TIME EXTRA                                                      WC/WE      IA          5’
                                                             Give each child a sheet of paper and ask them to draw
                                                             their favourite toy among those learnt in the lesson.
            1.   Consolidate the vocabulary and              Call a child to the front of the class with their drawing
                 expressions of the lesson with a            and use the flashcard with another toy. Hold both in        DE/WE/OE   IA/PA       10’
                 relaxing activity                           your hands. Point to the flashcard saying This is my…
                                                             Give the child his/her drawing saying This is your…
                                                             Here you are. Encourage the child to say Thank you.
                                                             Give the child the drawing and the flashcard to repeat
                                                             the dialogue. Practise the same dialogue in pairs.


                                                                                        UNIT 3: MY TOYS

                                                                                                                                                        123
            OBJECTIVES                                 Activities                                                       Skills     Interact.   Time   Material
            1. Warm up! Review letters a, b, c, d          Pronounce letter /d/ and ask the children to say the        OC/OE      GA          5’     CB
                                                           name of something beginning with d. Repeat with                                            Flashcards
            2.   Learn letter Ee                           letters a, b, c.                                                                           AB
                                                           Present letter Ee with the help of the egg and elephant     OC/WC      GA          15’
                                                          flashcards (Letter fun! CB p. 18).
                                                           Explain the difference between the sound /e/ and the        OC         GA
                                                          name e.
                                                           Remind them that E sounds the same as e and recall          OC         GA
                                                          the difference in use of small and capital letters.
                                                           Ask the children to say names beginning with E.
                                                           Write the small and capital letter E with a finger in the   OE         GA
            3.   Pronounce, recognize and write letter    air imitating the teacher.
                 Ee                                        Practise tracing the letters of the CB, p. 18 with a        WE         GA          5’
            4.   Practise tracing letter Ee               finger.
                                                                                                                        WE         IA          5’
                                                        ACTIVITY BOOK
SESSION 3




                                                            Trace the dotted lines with a finger forming letter E
            1.   Develop fine psychomotricity                (Trace and write AB p. 20).
                                                            Trace letter E with a pencil.                            WE           IA          5’
                                                            Repeat the activity with the small e first with a finger
                                                             and then with a pencil.                                  WE           IA          10’
                                                                                                                      WE           IA

                                                        EXTRA TIME
                                                           Put the flashcards corresponding to these sounds in
            1.   Play a game to review the sounds of       different parts of the class.
                 a, b, c and d.                            Pick a child, say one of the sounds for the child to find                          10’
                                                           the flashcard and hand it to the teacher saying the name
                                                           of the object and here you are. Answer thank you.          OC/WC/OE     GA
                                                           Continue with the remaining flashcards and different
                                                           children.

                                                                                                                        OC/WC/OE   GA




                                                                                                                                                       124
                                                                                      UNIT 3: MY TOYS
            OBJECTIVES                                Activities                                                        Skills     Interact.   Time   Material
            1. Warm up! Listen to a song to help         Listen to the song on the CD (Sing CB p. 18).                 OC         GA          15’    CB
               them learn letter Ee                      Listen again to the song stopping after each phrase for       OC/OE/DE   GA                 Audio CD
                                                          the children to repeat it and point to the objects in their                                 AB
                                                          books.
                                                         Listen to the song a third time for the children to sing.     OC/OE      GA

                                                           Find letter e in the alphabet at the top of page 18 of the
            2.   Identify letter Ee                        CB (Find).                                                  WC          IA          15’
                                                           Point to the egg or the elephant as the teacher names
                                                           one or the other.                                           OC/DE       GA
                                                           Find in the picture the things beginning with /b/ (ball,
            3.   Review letters b, c, d                    bird), /ᴋ/ (cat) and /d/ (dog).                             WC/DE       IA


                                                      ACTIVITY BOOK

                                                           Pronounce the learnt vocabulary with the pictures: egg,
SESSION 4




            1.   Pronounce, recognize and write letter      elephant (Trace and say. Colour AB p. 20).               WC/OE         GA          10’
                 Ee                                        Write over with a pencil the first letter of both words.
            2.   Practise tracing the Ee                   Trace with a finger the letters in the pictures and WE                 IA
                                                           colour them (Trace and say. Colour AB p. 20).
                                                           Colour the remaining pictures.                           WE/DE         IA          10’

            3.   Do a colouring activity                                                                                DE         IA




                                                                                                                                                       125
                                                                                     UNIT 3: MY TOYS
            OBJECTIVES                                 Activities                                                     Skills   Interact.   Time   Material
            1. Warm up! Review vocabulary and             Practise expressions this is my… Here you are and          OC/OE    GA/PA       5’     CB
               expressions                                thank you with the help of the flashcards with different                                Flashcards
                                                          pairs of children.                                                                      Audio CD
                                                          Draw 3 circles on the board, count them and write                                      AB
            2.   Identify, write and know how to use      number 3 underneath. Repeat with 4 circles.                 WC       GA          10’
                 numbers 3 and 4                          Practise numbers 3 and 4 calling a child to the board
                                                          and asking him/her to point to number 3 or 4. Repeat        OC/WE    GA
                                                          with several children.
                                                          Point in the book to the picture with 3 or 4 toys,         OC/DE    IA
                                                          depending on which one the teacher points to (Count 1-
                                                          4 CB p. 19).
            3.   Listen to a song to help them learn      Ask the children to describe what is happening in the      WC/OE    GA          5’
                 the numbers                              picture on page 19 of the CB (The children are playing
                                                          with their toys).Represent the actions they will hear in
                                                          the song on the CD (knock on the door, come in).
                                                          Listen to the song on the CD (Sing CB p. 19).
                                                          Listen again to the song stopping after each phrase for    OC       GA          10’
SESSION 5




                                                           the children to repeat and count with their fingers        OC/OE    GA
                                                           while they sing one, two, three, four. Encourage them
                                                           to knock on the door with the phrase knock, knock,
                                                           knock on the door.
                                                          Listen to the song a third time for children to sing and
                                                           perform the actions.                                       OC/OE    GA

                                                       ACTIVITY BOOK

                                                           Identify the numbers that appear at the top of p. 21 of
                                                           the AB.
            1.   Identify numbers 3 and 4                  Write number 2 on the board and ask the children to WC/OE          GA          10’
                                                           say the number. Draw a balloon under the number. Ask
                                                           yes? The children are to answer no. Draw another WC/OE              GA
                                                           balloon. Ask yes? The children are to answer yes.
                                                           Say the number and object they see in Activity 1 of the
                                                           AB (3 + apple; 4 + ball). Draw 3 apples and 4 balloons
                                                           in each box (Draw).
            2.   Count 3 and 4                                                                                      WC/OE/DE   IA          5’




                                                                                                                                                   126
                                                                                         UNIT 3: MY TOYS
            OBJECTIVES                                   Activities                                                        Skills     Interact.   Time   Material
            1. Sing a song to continue learning             Hand out the flashcards of numbers 1-4 to four                OC/OE      GA          10’    CB
               numbers 3 and 4                              children and have them sing phrases from the song with                                       Flashcards
                                                            the numbers as they hold the flashcards. Another two or                                      Audio CD
                                                            three children will stay next to the door and sing the                                       AB
                                                            knock, knock, knock on the door. Come in! Time for                                           NB
                                                            fun! phrases and the rest of the class will sing the rest of
                                                            the song (Sing and do CB p. 19).
                                                            Draw a balloon on the board and say one balloon and
            2.   Review numbers 1 and 2                     the children repeat it. Write number 1 under the               OC/WC/OE   GA          5’
                                                            balloon. Repeat with 2 balloons (Find and count CB p.
                                                            19).
                                                            Count the number of objects in the picture of the CB
            3.   Find objects in a picture and count        p.19 listening to the instructions and answers on the CD       WC/OC/OE   IA          15’
                 them                                       (Find and count).


                                                         ACTIVITY BOOK
SESSION 6




                                                            Follow the dotted line writing numbers 3 and 4. First
            1.   Practise tracing the shape of numbers       with a finger and then with a pencil (Trace and write WE                 IA          15’
                 3 and 4                                     AB p. 21).Continue practising the activity on the board.


                                                         NUMBERS BOOK

                                                             On p. 16 of the NB trace number 3 starting from the
                                                              dot and continuing in the direction of the arrow, first
            1.   Count from 1 to 3 and know how to            with a finger and then with a pencil (Trace and count. WE               IA          5’
                 write number 3                               Write).
                                                             Count the dolls after the instruction count the dolls.
                                                             Draw writing lines on the board to show the shape of
                                                              number 3. Imitate the teacher tracing the shape of OC/OE                GA          5’
                                                              number 3 in the NB with a finger.                       WC/WE           GA
                                                             Trace and write the numbers with a pencil (Trace and
                                                              count. Write NB p. 16).
                                                                                                                      WE              IA          5’




                                                                                                                                                          127
                                                                                   UNIT 3: MY TOYS
            OBJECTIVES                                Activities                                                    Skills     Interact.   Time   Material
                                                      NUMBERS BOOK                                                                                NB

            Count from 1 to 3 and know how to write       Identify the toys in Activity 2 (doll, balloon, ball,    WC/OE      GA/IA       5’
            number 3                                       robot). Count how many toys of each there are (Count
                                                           and match NB p. 16).
                                                          Ask Three dolls? For the children to answer no. Ask      OC/OE/WE   GA/IA       10’
                                                           Three balloons? For the children to answer yes. Then
                                                           they should draw a line from number 3 to the balloons.
                                                           Complete the activity (Count and match NB p. 16)
                                                          Identify the number that appears at the top of page 17
                                                           of the NB and trace the number with a finger starting
            Identify number 4. Practise tracing it         at the dot and following the direction of the arrows     WC/WE      GA/IA       5’
                                                           (Trace and count. Write NB p. 17).
                                                         Give the instruction count the balloons for them to
                                                          count one, two, three, four.
            Count from 1 to 4                            Draw writing lines on the board to illustrate the shape
                                                          of number 4 at the same time as the children draw the     OC/OE      GA
SESSION 7




                                                          lines with a finger in their book.
                                                         Trace and write number 4s with a pencil (Trace and        WC/WE      GA/IA       10’
                                                          count. Write NB p. 17).

                                                         Draw a balloon on the board and ask what’s this? For WE              IA
                                                          the children to answer it’s a balloon. Write numbers 1,
            Review vocabulary and count from 1 to 4       2, 3, 4 under the drawing of the balloon and ask a child
                                                          to go out to the board and circle the right number of OC/OE/WE       GA          5’
                                                          balloons there are.
                                                         Repeat the activity in the NB with the different
                                                          pictures in the boxes (Count and circle NB p. 17).

                                                                                                                    WE         IA          5’




                                                                                                                                                   128
                                                                              UNIT 3: MY TOYS
            OBJECTIVES                          Activities                                                      Skills   Interact.   Time   Material
                                                NUMBERS BOOK                                                                                NB

            1.   Count from 1 to 4                 Draw 4 figs on the board and ask the children to count      WC/WE    GA          5’
                                                    to 4. Draw a 2 on the left of the figs and ask a child to
                                                    go out to the board and shade in 2 figs
                                                   On page 18 of the NB colour as many pictures as
                                                    indicated by the number next to them in the column on       DE       IA          5’
                                                    the left trying not to go over the edges. (Count and
                                                    colour).
                                                   Write numbers 3 and 4 on the board with a dotted line.
            2.   Write numbers 3 and 4              Ask a child to go up to the board to trace the numbers      WC/WE    GA          10’
                                                    while the rest of the class traces with a finger in their
                                                    book (Trace NB p. 18).
                                                   Trace and write the numbers with a pencil (Trace NB
                                                    p. 18).
            3.   Develop fine psychomotricity      On page 19 of the NB identify the numbers in bold           WE       IA
                                                    type that appear on both sides of the page. Explain in
SESSION 8




                                                    their mother tongue that it is possible to get from one
            4.   Recognize numbers 2, 3 and 4       number on one side of the page to the same number on        WC/WE    IA          10’
                                                    the other side connecting the identical numbers in
                                                    blue. Complete the activity (Follow the numbers).

                                                    On p. 20 of the NB identify the objects in each row.
                                                    Join the dotted points of each picture and count them.
                                                    Write the number corresponding to the number of
            5.   Count from 1 to 4                  objects in the box on the right of each row. (Draw, WC/WE            GA/IA       10’
            6.   Develop fine psychomotricity       count and write).
                                                    Say the numbers from 1 to 4 identifying the flashcards.

                                                    On p. 21 of the NB colour the parts of the picture with
                                                    the numbers of the flashcards. Different colours can be WC/OE        GA
                                                    assigned to each of the numbers (Colour 1, 2, 3 and 4).
                                                    Identify the resulting picture (a robot).
            7.   Recognize numbers 1 to 4                                                                    WC/DE       IA          10’
            8.   Develop fine psychomotricity


                                                                                                                OE       GA




                                                                                                                                             129
                                                                                UNIT 3: MY TOYS
            OBJECTIVES                        Activities                                                   Skills       Interact.   Time   Material
            1. Warm up! Review the sounds and    Write letters a, c, d on the board. Draw writing lines WC/OE/WE       GA          5’     CB
               letters a, b, c, d and e          instead of letters b and e. Ask the children what letters                                 Flashcards
                                                 are missing and call two children to the board for them                                   AB
                                                 to write the missing letters. Repeat with the capital
                                                 letters.

            2.   Learn letter Ff                      Introduce letter F with the help of the fan and fig      OC/WC   GA          10’
                                                      flashcards (Letter fun! CB p. 20).
            3.   Recognize and pronounce the /f /     Explain the difference between the /f/ sound and the     OC      GA
                 sound                                name of the letter f.
                                                      Remember that the letter F sounds the same as the f      OC      GA
                                                      and recall the difference in use of small and capital
                                                      letters.
                                                      Say names that start with F.                             OE      GA          5’

                                                      Write both the small and capital letter f with a finger in WE    GA          10’
            4.   Develop fine psychomotricity         the air imitating the teacher.
SESSION 9




                                                      Practise tracing with a finger the letters in the CB p.20 WE     IA


                                                  ACTIVITY BOOK

                                                     Follow the dotted line with a finger forming the F
                                                      (Trace and write AB p. 22).                              WE       IA          5’
            1.   Develop fine psychomotricity        Trace the letter F with a pencil.
                                                     Repeat the activity with the small f first with a finger WE       IA          10’
                                                      and then with a pencil.                                  WE       IA




                                                                                                                                            130
                                                                                         UNIT 3: MY TOYS
             OBJECTIVES                              Activities                                                            Skills     Interact.   Time   Material
             1. Listen to a song that will help them    Listen to the song on the CD (Sing).                              OC         GA          15’    CB
                learn letter Ff                         Listen again to the song stopping after each phrase for           OC/OE/DE   GA                 Flashcards
                                                         the children to repeat and point to what they hear in                                           Audio CD
                                                         their book.                                                                                     AB
                                                        Listen to the song a third time for the children to sing          OC/OE      GA
                                                         it.
                                                        Find the letter f in the alphabet at the top of p. 20 in
             2. Identify letter Ff                       the CB (Find).                                                    WC         IA          10’
                                                        Point to the fan or the fig as the teacher names one or
                                                         the other.                                                        OC/DE      GA
                                                        Find the things beginning with the /b/ (boat) and /d/
             3. Review letters b and d                   (door) sound in the picture in CB, p. 20.                         WC/DE      IA          5’


                                                          ACTIVITY BOOK

                                                             Pronounce the learnt vocabulary as seen in the
SESSION 10




             1.   Practise pronunciation of letter Ff         pictures: fan, fig (Trace and say. Colour AB p. 22).    OE/WE           GA          5’
             2.   Develop fine psychomotricity               Trace with a pencil the first letter in both words.
                                                             Trace with a finger the letters of the pictures and WE                  IA          5’
                                                              colour them (Trace and say. Colour AB p. 22).
                                                             Colour the remaining pictures trying not to go over the WE              IA          5’
             3.   Do a colouring activity                     edges.
                                                                                                                      DE              IA          5’

                                                          TIME EXTRA

                                                             Say a word for the children to say the name and sound
             1.   Review the letters learnt with a game       of the initial letter. Use the flashcards to help with the
                                                              activity. Practise with: door, boat, car, doll, balloon,     OC/OE      GA          10’
                                                              apple y egg.




                                                                                                                                                          131
                                                                                  UNIT 3: MY TOYS
             OBJECTIVES                          Activities                                                     Skills    Interact.   Time   Material
             1. Warm up! Review greetings and       Walk around the class greeting the children Hello! Hi.     OC/OE     GA          5’     CB
                orders                               Encourage the children to answer the greeting.                                          Flashcards
                                                    Order them to stand up (Stand up!) and wait to see if                                   Audio CD
                                                     they respond. Repeat with clap and sit down.                                            AB
                                                    Point to each of the 4 pictures of the story in order,
             2. Follow the sequence of a story       from left to right as the teacher indicates (Story CB p.   OC/DE     GA
                                                     21).                                                                             5’
                                                    Answer in their mother tongue to the teacher’s
                                                    questions regarding the plot of the story.                  OC/OE     GA
                                                    Listen to the story on the CD stopping after each frame
             3. Develop English listening skills    to make sure they have understood it. (Listen).             OC/OE     GA          10’
             4. Understand and enjoy a story        Listen again to the story stopping after each phrase for
                                                    the children to repeat it. (Listen and act CB p. 21).       OC/OE     GA
                                                    Act out the story in pairs with the help of the
                                                    flashcards.
                                                                                                                  OC/OE   PA          5’
                                                         Learn a song to cheer Jig up. Listen to the CD stopping
SESSION 11




             5.   Learn a song                           after each phrase for the children to repeat it in group
                                                         and individually. (Sing CB p. 21).                       OC/OE   GA          5’


                                                     ACTIVITY BOOK

                                                         On page 23 of the AB, colour the pictures trying not to
             1.   Develop fine psychomotricity           go over the edges (Colour and say).
                                                         With the coloured pictures say the number there is of DE        IA          10’
             2.   Count from 1 to 4                      each toy (robot -1, dolls – 2, teddy bears – 3, boats –
                                                         4).                                                      OE      GA


                                                     EXTRA TIME
                                                        Write numbers 1 and 3 on the board. Draw writing
             1.   Count from 1 to 4                     lines instead of numbers 2 and 4. Ask what numbers
                                                        are missing. Call a child to the board to write number 2 WC/WE    GA          10’
                                                        in the right place. Call out another child to write
                                                        number 4. Repeat the activity with other children and
                                                        changing the numbers.




                                                                                  UNIT 3: MY TOYS

                                                                                                                                              132
                                      OBJECTIVES                                 Activities                                              Skills                 Interact.   Time   Material
                                      1. Warm up! Numbers review                    Show the flashcards of the numbers randomly and ask WC/OE                  GA          5’     Flashcards
                                                                                    the children to say the numbers.                                                               AB
                                                                                                                                                                                   TB
                                      2.   Review letters and sounds Ed, Ff          Identify the name and sound of letters e /e/ and f /f/         OC/OE      IA          5’
                                                                                     (Match and colour AB p. 24).
                                                                                     With the fan flashcard up on the board, they are to say        WC/OE      GA          5’
                                                                                     the beginning sound of fan.
                                                                                     Repeat with the egg flashcard.                                 WC/OE      GA          5’
                                                                                     On page 24 of the AB identify the names of the                 WC/OE      IA          5’
                                                                                     pictures in Activity l. (elephant, fig, egg, fan).
REINFORCEMENT SESSION (UNIT REVIEW)




                                                                                     Join with a line each picture with the initial letter of its   WC/WE/DE   IA          5’
                                                                                     name. Colour. (Match and colour AB p. 24).

                                                                                     Put the flashcards of numbers 3 and 4 on the board.
                                      3.   Review numbers 3 and 4                    Count the number of cars in the first picture in Activity WC/OE            GA          5’
                                                                                     2 of the AB. Identify the flashcard matching the one
                                                                                     on the board.
                                                                                     Join with a line number 4 with the picture of the cars
                                      4.   Develop fine psychomotricity              in the AB. Complete the activity with the teddy bears WC/WE                IA          10’
                                                                                     and number 3 (Count and match AB p. 24).


                                                                                 PROGRESS CHECK 3

                                                                                    Draw a line to join the pictures in the left and right
                                      1.    Activities to check children’s           columns with the initial letters of the pictures in the WE                 IA
                                           progress and teaching effectiveness       middle column.
                                                                                    Trace the letters (Match and trace TB p. 96).
                                                                                    Count how many toys there are in each row and circle WE                    IA
                                                                                     the number in the left column next to them (Count and
                                                                                     circle TB p. 96).                                       WC/WE              IA




                                                                                                               UNIT 4: MY THINGS
                                                                                                                                                                                     133
            OBJECTIVES                             Activities                                                      Skills     Interact.   Time   Material
            1. Warm up! Introduction of the lesson     Ask the children in their mother tongue about what         OC/OE      GA          5’     CB
               topic                                   they see in the picture on pages 22-23 of the CB.                                         Flashcards
            2. Identify school objects                 Introduce the names of some of the children’s school       OC/OE      GA          5’     Audio CD
                                                       belongings (lunch box, water bottle, book, pencil,                                        AB
                                                       rubber, bag, pencil box) (Listen and say CB p. 22).
                                                       Listen to the CD holding the flashcards of each object
            3. Recognize English sounds and            as it is mentioned and stopping after each one for them     OC/WC/DE   IA          5’
               spoken words                            to point to them in the book (CB pages 22-23).
                                                       Listen to the audition a second time for children to
                                                       repeat the name of the objects in group and                 OC/OE      GA/IA       5’
                                                       individually (Listen and say CB p. 22).
                                                       Name the objects randomly for children to point to
                                                       them in their book.
            4. Recognize parts of a whole              Listen to the CD, pausing after each object for the        OC/DE      IA          5’
                                                       children to find it and point to it in their book (Listen
                                                       and find CB p. 22).                                         OC/DE      IA          5’
                                                   ACTIVITY BOOK
SESSION 1




                                                         On page 25 of the AB identify the images in the blue
                                                         box at the top of the page (book, pencil box, rubber,
                                                         water bottle). Put the flashcards of these objects on the
                                                         board. Point to each of the flashcards for the children
            1.   Develop fine psychomotricity            to find the figures in the big picture and circle them WC/WE         GA/IA       10’
                                                         (Find and circle. Colour).
                                                         Colour the pictures.
                                                      EXTRA TIME
                                                         Call 2 children to the front of the class with their
                                                         pencils, books and rubbers.
                                                         Illustrate the activity taking one of the children’s DE             IA          5’
                                                         books and giving it to him saying this is your book.
                                                         Here you are. Encourage the child to say thank you.
                                                         Repeat the dialogue with other children and the pencil
            1.   Review vocabulary and expressions       and rubber.                                               OC         GA          15’
                                                         Repeat with other children and other objects.
                                                                                                                   OC/OE      gA


                                                                                                                   OC/OE      GA




                                                                                                                                                  134
                                                                                    UNIT 4: MY THINGS
            OBJECTIVES                                Activities                                                      Skills     Interact.   Time   Material
            1. Warm up! Review vocabulary of             Show the bag flashcard and ask what’s this? For             OC/OE      GA          5’     CB
               classroom belongings                      children to answer it’s a bag. Repeat with other                                           Flashcards
                                                         flashcards of the classroom objects.                                                       Audio CD
            2. Ask and answer questions about            Guess what the characters of the book are doing (Baz        OC/WC/OE   GA          5’     AB
               amounts                                   is pointing at a classroom table. Explain that it is Baz’s
                                                         classroom table.
                                                         Explain that Baz is counting some things that are on        OC/OE      GA
                                                         table 1. Play the CD to check what Baz is counting
                                                         (Listen and say CB pages 22-23).
                                                         Introduce the –s ending in regular plurals explaining       OC/OE      GA          5’
            3. Notice the final –s in regular plurals    that when we talk of more than one pupil or more than
                                                         one bottle of water, we pronounce the /z/ sound at the
                                                         end of the word. Draw two children on the board; point
                                                         to the first one and say boy; point to the second one and
                                                         say boys. Get the children to repeat in group and
                                                         individually making sure they pronounce the final s.
                                                         Practise with review vocabulary (Apple-apples, bird-
SESSION 2




                                                         birds, dog-dogs, etc).                                       OC/OE      GA          5’
                                                         Listen to the CD and repeat each phrase in group and
                                                         individually (Listen and say CB pages 22-23).                OC/OE      GA/IA       5’
                                                         Explain in their mother tongue that Mrs Woodward
            4. Ask and answer about age                  also asks Baz how old he is. Ask if they can identify        OC/OE      GA          5’
                                                         this question in the dialogue (How old are you?).


                                                       ACTIVITY BOOK

                                                           Identify the objects they see in Activity 1 of the AB
                                                           (rubbers, lunch boxes, pencils).
                                                           Count the number of rubbers. Ask How many rubbers? WC/OE             GA          5’
                                                           For children to answer four. Join the rubbers with
            1.   Count from 1 to 4                         number 4 (Count and match AB p. 26).                   OC/OE/WE       GA/IA       10’
            2.   Develop fine psychomotricity              Complete the activity.


                                                                                                                      WE         IA




                                                                                                                                                     135
                                                                               UNIT 4: MY THINGS
            OBJECTIVES                              Activities                                                  Skills   Interact.   Time   Material
            1. Ask and answer questions about age      Learn a song to ask and say your age. Listen to the OC           GA          5’     CB
                                                       song on the CD (Sing. CB p. 23).                                                     Flashcards
                                                       Listen again to the song stopping after each phrase for OC/OE    GA          5’     Audio CD
                                                       them to repeat it. Ask them to show number 4 with their                              AB
                                                       fingers while they sing I’m four.

                                                 ACTIVIDAD EXTRA
            2.   Count from 1 to 4                  Take 4 bottles of water from the class. Put them up OC/OE           GA          5’
                                                    front. Ask how many water bottles? For the children to
                                                    count them one, two, three, four. Four water bottles.
                                                    Repeat with other objects and amounts (rubbers,
                                                    pencils, books, lunch boxes, bags, pencil cases).        OC/OE       GA          10’
                                                    Ask children to repeat the final –es in the plurals of
            3.   Notice the –s ending in regular    lunch boxes, pencil cases, without giving any details on OC/OE       GA          5’
                 plurals                            plural formation, just focusing on pronunciation.
SESSION 3




                                                    ACTIVITY BOOK

                                                        Guess what Baz is saying in the picture of Activity 2
                                                        of the AB (he is telling us he is 4 years old). Draw
            1.   Practise saying your age               themselves in the empty box and write their age under CE/OE/     GA/IA       15’
                                                        (Draw, write and say AB p. 26).                        DE/WE

                                                        Ask each child to stand up and say: Hi. I’m (name).
                                                        This is my picture. I’m four (or five).
                                                                                                               OC/OE     IA




                                                                                                                                             136
                                                                                    UNIT 4: MY THINGS
            OBJECTIVES                                 Activities                                                      Skills       Interact.   Time   Material
            1. Warm up! Review letter Ff                  Pronounce the /f/ and ask the pupils to name things         OC/OE        GA          5’     CB
                                                          beginning with this sound. Repeat with other known                                           Flashcards
                                                          sounds.                                                                                      Audio CD
            2.   Learn letter Gg                          Introduce letter Gg with the help of the girl and give      WC/OC        GA          10’    AB
                                                          flashcards (Letter fun! CB p. 24).
                                                          Explain the difference between the /g/ sound and the        OC           GA
                                                          name of letter g.
                                                          Remember letter G sounds the same as letter g and           OC           GA
                                                          recall the difference in use of small and capital letters.
                                                          Ask them to say names beginning with G.
            3.   Recognize and pronounce           the    Write both a small and capital G with a finger in the       OC/OE        GA
                 /g/sound                                 air imitating the teacher.                                   WC/WE        IA          5’
            4.   Learn to trace the Gg                    Practise tracing the letters in the CB, p. 24 with a
                                                          finger (Learn the letter).                                   WE           IA

                                                            Listen to the song on the CD (Sing CB p. 24).
                                                            Listen again to the song stopping after each phrase for OC             GA          10’
SESSION 4




            5.   Sing a song to help them learn the Gg       the children to repeat it and point to the objects in their OC/OE/DE   GA/IA
                                                             books.
                                                            Listen to the song a third time for children to sing it
                                                             (Sing CB p. 24).                                            OC/OE      GA


                                                         ACTIVITY BOOK

                                                            Trace the dotted line forming the letter G (Trace and
            1.   Develop fine psychomotricity                write AB p. 27).                                         WE            IA          15’
                                                            Trace letter G with a pencil.
                                                            Repeat the activity with the small g first with a finger WE            IA
                                                             and then with a pencil.                                  WE            IA

                                                         EXTRA TIME
                                                            Call a child to the board and ask him/her to close
            1.   Play a game to review letters              his/her eyes.                                              OC           GA          15’
                                                            Write letter g on the board. Take their hand and trace
                                                            the letter on the board with their finger.                 WC/WE        GA
                                                            Ask what’s this? To see if they guess the letter.
                                                            Repeat with other children and other letters they have    OC/OE        GA
                                                            already studied.                                           WC/OC/OE     GA



                                                                                                                                                        137
                                                                              UNIT 4: MY THINGS
            OBJECTIVES                           Activities                                                      Skills   Interact.   Time   Material
            1. Identify letter Gg                   Find letter g in the alphabet at the top of p. 24 of the    WC       GA          10’    CB
                                                    CB (Find).                                                                               Flashcards
                                                    Point to a girl or someone giving something as the          OC/DE    GA                 AB
                                                    teacher names one or the other.
            2.   Review letters b and e             Find in the picture the things beginning with /b/ (bird),   WC/DE    IA          5’
                                                    /e/ (egg, elephant).

            3.   Review vocabulary                    Call a child to the front of the class and give him/her OC/OE      GA          5’
                                                      the doll flashcard. Say Give me the doll for the child to
                                                      hand in the flashcard. Repeat with teddy bear.
            4.   Learn number 5                       Draw 5 circles on the board, count them and write WC/OC/OE         GA          5’
                                                     number 5 under them. Ask How many? For the children
                                                     to answer five.
            5.   Count from 1 to 5                    On p. 25 of the CB and looking at the pictures at the OC/DE        GA          5’
                                                     bottom of the page, say a number for children to point
                                                     to the picture with the right amount. (Count 1-5).
SESSION 5




                                                 ACTIVITY BOOK

                                                     Pronounce the acquired vocabulary as seen in the
            1.   Review vocabulary                    pictures: girl, give (Trace and say. Colour AB p. 27). OE           GA          10’
                                                     Trace with a pencil the first letter of both words.
            2.   Practise tracing the Gg             Trace with a finger the letters of the pictures and WE              IA
                                                     colour them (Trace and say. Colour AB p. 27).
                                                     Colour the remaining pictures.                         WE           IA          10’

            3.   Do a colouring activity                                                                         DE       IA
                                                 EXTRA TIME

                                                     Sing the how old are you? Song on the CD for the 5-
                                                     year-olds. Call a 5-year old and a 4-year-old to the
            1.   Sing a song to review age and       front of the class to sing the song to one another.  OE              PA          10’
                 numbers 4 and 5




                                                                                                                                              138
                                                                                    UNIT 4: MY THINGS
            OBJECTIVES                              Activities                                                         Skills     Interact.   Time   Material
            1. Listen to a song that will help them    Ask the children to describe what is happening in the          OC/OE      GA          10’    CB
               learn number 5 and review                picture on page 25 of the CB (A doll and a teddy bear                                        Flashcards
               vocabulary                               are singing and dancing). Present the hide action by                                         Audio CD
                                                        acting it out and practise asking a child to hide and                                        AB
                                                        having the others find him/her.
                                                       Listen to the song on the CD (Sing CB p. 25).                  OC         GA          15’
                                                       Listen again to the song stopping after each phrase for        OC/OE      GA
                                                        the children to repeat it and count with their fingers
                                                        while they sing one, two, three, four. Encourage them
                                                        to clap with the phrase clap for you, to point to the
                                                        door with the phrase point to the door and to crouch
                                                        under the chair with the phrase hide!
                                                       Listen to the song a third time for children to sing it        OC/OE      GA
                                                        and carry out the actions.

                                                            Give the doll and teddy bear to two children for them OC/OE          PA          5’
                                                            to act out the song (Sing and do CB p. 25).
SESSION 6




                                                        ACTIVITY BOOK

                                                            On page 28 of the AB identify the numbers in the
            1.   Learn number 5. Identify and use           column on the left of the page (5, 4, 3, 5).               WC/OE      GA          10’
                 numbers 3 and 4                            Illustrate the activity writing number 4 on the board,
                                                            asking the children to say the number, draw 5 balloons     OC/OE/WE   GA/IA
                                                            next to the number. Ask How many balloons? For the
                                                            children to answer five. Point to number 4 and say
                                                            count four. Point to 4 of the balloons and count one,
                                                            two, three, four and circle 4 balloons. Complete the
                                                            activity counting and circling the number of objects
                                                            indicated by the number in the column (Count, circle
                                                            and colour AB p. 28).
                                                            Colour the objects in the circle.
                                                            Draw writing lines on the board. Trace the shape of       DE         IA          5’
                                                            number 5 as it appears in the CB. Follow the dotted line
            2.   Practise tracing the shape of number       writing number 5. First with a finger and then with a      WE         IA          5’
                 5                                          pencil.     (Trace and write AB p. 28). Continue
                                                            practising the activity on the board.




                                                                                                                                                      139
                                                                        UNIT 4: MY THINGS
            OBJECTIVES                      Activities                                                      Skills   Interact.   Time   Material
                                            NUMBERS BOOK                                                                                NB
                                                                                                                                        Flashcards
            1.   Count and write number 5      On p. 22 of the NB, trace number 5 starting at the dot      WE       IA          5’
                                                and following the direction of the arrow, first with a
                                                finger and then with a pencil (Trace and count. Write).
                                               Ask How many pencils? For the children to answer
                                                five.                                                       OC/OE    GA
                                               Draw writing lines on the board to show the shape of
                                                number 5. Imitate the teacher tracing the shape of          WC/WE    IA/GA       5’
                                                number 5 in the NB with your finger.
                                               Trace and write the numbers with a pencil (Trace and
                                                count. Write NB p. 22).                                     WE       IA          5’
                                               Identify toy objects in Activity 2 (bags, pencils, books,
            2.   Count from 1 to 5              water bottles). Count how many objects there are of         WC/OE    GA          10’
                                                each.
                                               Ask How many bags? For children to answer five.
                                                Trace number 5 under the bags. Finish the activity          OC/WC/   GA/IA
SESSION 7




                                                (Count and trace NB p. 22).                                 OE/WE

                                               On p. 23 of the NB identify the objects in the picture
                                                (books, pencils, pencil boxes, rubbers, figs, apples,
            3.   Recognize a group              balls, teddy bears). Put the flashcards of all of them on   WC/OE    GA          5’
                                                the board. Draw the fig.
                                               Showing the page in the NB ask How many books?
                                                For children to answer five. Write 5 under the
            4.   Count 5                        flashcard of the book. Circle the book flashcard and        OC/WC/   GA/IA       10’
                                                the children will circle the 5 books in their NB.           OE/WE
                                                Complete the activity drawing a circle around the
                                                groups of 5 objects (Count and circle groups of 5 NB
                                                p. 23).
                                               Check out the answers calling the children to the board
                                                for them to write a 5 under the flashcards of the groups
                                                they circled. Write the number of objects in the rest of    WE       GA          5’
                                                the groups.




                                                                                                                                         140
                                                                         UNIT 4: MY THINGS
            OBJECTIVES                          Activities                                             Skills        Interact.   Time   Material
                                                NUMBERS BOOK                                                                            NB
                                                                                                                                        Flashcards
            1.   Count from 1 to 5                  Draw a row of 4 eggs on the board. Ask How many WC/OC           GA          5’
                                                    eggs? For the children to answer four. Write numbers
                                                    1, 2, 3, 4 on the right of the eggs. Ask which is number
                                                    4. Highlight number 4.
            2.   Identify numbers 1 to 5            On p. 24 of the NB colour the number that shows the OC/OE/WE    GA/IA       5’
                                                    right amount of objects in the left column. Ask How
                                                    many balloons? How many cars? Etc. (Count and
                                                    colour the number).


            3.   Develop fine psychomotricity       On p. 25 of the NB identify the objects in the big WC/OE        GA          5’
                                                    picture. Help them by putting the flashcards of the
                                                    objects on the board.
            4.   Find objects in a picture          Ask how many bags? Help the children to find all the OC/OE/WE   GA/IA       10’
                                                    bags in the big picture and count them (3). Write
SESSION 8




                                                    number 3 on the right of the flashcard and the children
                                                    will write it in the column on the right of their NBs.
                                                    Complete the activity (Look, count and write NB p. 25).
                                                    Correct the activity calling the children to the board
                                                    for them to write the answers next to the flashcards.   WE       GA          5’




                                                                                                                                         141
                                                                                  UNIT 4: MY THINGS
            OBJECTIVES                               Activities                                                      Skills     Interact.   Time   Material
                                                     NUMBERS BOOK                                                                                  NB
                                                                                                                                                   Flashcards
            1.   Recognize pictures as simple sums       Look closely at Activity 1 on p. 26 of the NB.             WC/OC/OE   GA          15’
                                                         Illustrate the activity drawing 2 cats on the board. Ask
                                                         how many cats? For children to answer two, write a 2
                                                         under the drawing.
                                                         Draw a bigger cat next to the other two cats. Ask how      WC/OC/OE   GA
                                                         many? For the children to answer one. Write a 1 under
                                                         the drawing.
                                                         Draw a circle around the 3 drawings and ask how            WC/OC/OE   GA
                                                         many cats? For children to answer three. Count one,
                                                         two, three and write a 3 to the right of the 1. Write a
                                                         “+” between the 2 and the 1. Explain in their mother
                                                         tongue that this sign is used to sum or count the
                                                         drawings as a group.
                                                         Write a “=” between the 1 and the 3; and explain in        OC/WC      GA
                                                         their mother tongue that this sign is used to show the
SESSION 9




                                                         total number of cats in the group.
                                                         Say that the sum of two and one is three. Ask the          OC/WC/OE   GA          15’
                                                         children to repeat in group and individually.
                                                         Draw a line to join the cat drawings with the right sum.   WC         GA
            2.   Do simple sums                          Complete the activity (Count and match NB p. 26).
                                                                                                                     WE         IA


            3.   Count from 1 to 5                       Say the numbers with flashcards of numbers 1 to 5.
                                                         Put the flashcards on the board forming a diagonal WC/OC/OE           GA          5’
                                                         line. Call a child to the board for him/her to join the
                                                         flashcards with a line, connecting the numbers in order. WC/WE         GA          5’
                                                         Show p. 27 of the NB and ask what’s this? For the
                                                         children to answer it’s a boat. Join the numbers in order
            4.   Develop fine psychomotricity            to complete the picture of the boat. Colour it (Join the
                                                         dots. Colour).                                            OC/OE/DE     GA/IA       10’




                                                                                                                                                    142
                                                                                     UNIT 4: MY THINGS
             OBJECTIVES                                 Activities                                                     Skills   Interact.   Time   Material
             1. Warm up! Review letters a, b, c, d, e,     Write small letters on the board with writing lines        WC/WE    GA          5’     CB
                f, g                                       under them. Call a child to the board to write the A on                                 Flashcards
                                                           the lines under the a. Call a different child for each                                  Audio CD
                                                           letter.                                                                                 AB
             2. Learn letter Hh                            Present letter Hh with the help of the hand and horse      OC/WC    GA          5’
                                                           flashcards (Letter fun! CB p. 26).
             3. Identify the /h/ sound                     Explain the difference between the /h/ sound and the       OC       GA
                                                           name of letter h.
                                                           Remember the H sounds the same as the h and recall         OC       GA
                                                           the difference in use of small and capital letters.
                                                           Say names beginning with H.
                                                           Write both small and capital letter h with a finger in     OC/OE    GA          10’
                                                           the air imitating the teacher.                              WE       GA/IA
                                                           Practise tracing letters in the CB, p. 26 with a finger.
             4. Practise tracing the Hh                                                                                WE       IA
                                                           Listen to the song on the CD (Sing).
             5. Listen to a song that will help them to    Listen again to the song stopping after each phrase for
SESSION 10




                learn the Hh                                the children to repeat and point to what they hear in      OC       GA          10’
                                                            their book.                                                OC/OE    GA
                                                           Listen to the song a third time for children to sing.

                                                                                                                       OC/OE    GA
                                                        ACTIVITY BOOK

                                                            Follow the dotted line forming letter H with a finger
                                                             (Trace and write AB p. 29).
             1.   Practise tracing letter Hh                Trace letter H with a pencil.
                                                            Repeat the activity with the small h first with a finger WE        IA          15’
                                                             and then with a pencil.
                                                                                                                      WE        IA
                                                                                                                      WE        IA




                                                                                                                                                    143
                                                                                   UNIT 4: MY THINGS
             OBJECTIVES                               Activities                                                       Skills     Interact.   Time   Material
             1. Identify letter h                          Find letter h in the alphabet at the top of p. 26 of the   WC         IA          10’    CB
                                                           CB (Find).                                                                                Flashcards
                                                           Point to the hand or the horse as the teacher names one    WC/DE      GA/IA              Audio CD
                                                           or the other.                                                                             AB
             2.   Review letters a, c, d, f, g        Find the things beginning with /ᴂ/ (apple), /ᴋ/ (cat), /d/       WC/OC/OE   GA/IA       10’
                                                      (dog) and /f/ (fan) sounds in the picture of the CB p. 26.
                                                      Ask if there is something beginning with the /g/ (give – the
                                                      girl is giving the horse to the boy) sound.

                                                         EXTRA ACTIVITY
                                                            With the hand flashcard ask the children to say /h/
             3.   Consolidation of letter h and revision    hand, and write h in the air with their fingers.     OC/WC/           GA          10’
                  of other letters                          Repeat with other letters and flashcards.           OE/WE
                                                                                                                                  GA

                                                      ACTIVITY BOOK
SESSION 11




                                                          Pronounce the learnt vocabulary as seen in the
             1.   Review the vocabulary learnt in the      pictures: hand, horse (Trace and say. Colour AB p.          OE         GA          5’
                  lesson                                   29).
             2.   Practise tracing letter Hh              Write over with a pencil the first letter of both words.    WE         IA
                                                          Trace with a finger the letters of the pictures and
                                                          colour them (Trace and say. Colour AB p. 26).                WE         IA          10’
                                                          Colour the remaining pictures trying not to go over the
             3.   Do a colouring activity                 edges.                                                       DE         IA




                                                                                                                                                      144
                                                                                     UNIT 4: MY THINGS
             OBJECTIVES                                Activities                                                      Skills   Interact.   Time   Material
             1. Warm up! Review vocabulary learnt         Take classroom objects and ask How many…(bags,              OC/OE    GA          5’     CB
                in the lesson                              pencils, books, etc)?                                                                   Flashcards
             2. Follow the sequence of a story            Point to each of the 4 pictures of the story in order,      OC/OE    GA          10’    Audio CD
                                                           from left to right, as indicated by the teacher (Story CB                               AB
                                                           p. 27).
                                                          Answer in their mother tongue to the teacher’s              OE       GA
                                                           questions regarding the plot of the story. (Look and
                                                           say CB p. 27).
                                                          Ask the children their opinion on Baz’s behaviour.          OC/OE    GA
                                                           Remind them that the belongings of others must be
                                                           respected.
                                                          Count objects that appear in the story. How many            OC/OE    GA          5’
                                                           pencils? How many rubbers? Etc. (Count CB p. 27).
             3. Develop       English        listening    Listen to the story on the CD stopping after each frame     OC/OE    GA          10’
                comprehension skills                       to make sure they have understood it (Listen).
             4. Understand and enjoy a story              Listen again to the story stopping after each phrase for    OC/OE    GA/AP
                                                           children to repeat (Listen and act CB p. 27). Act out
SESSION 12




                                                           the story in pairs.
                                                       ACTIVITY BOOK
                                                          Put the flashcard of the bag on the board and ask
             1. Review numbers from 1 to 5                 what’s this? For the children to answer a bag. Write        WC/OC/   GA          5’
                                                           numbers 1 and 2 under the flashcard. Call a child to        OE/WE
                                                           the board to trace the right number in a different
                                                           colour.
                                                          On p. 30 of the AB, count the number of objects of
             2. Consolidate the vocabulary acquired        each picture and trace the right number. (Count. Trace      WC/WE    GA/IA       10’
                in the Unit                                the right number).
                                                          Correct the activity orally (How many rubbers? Four.
                                                           How many pencils? Three. Etc).                              OC/OE    GA
                                                       EXTRA TIME
                                                          Ask children to think of their favourite classroom
                                                           object that they already know how to say in English.
             1. Review the vocabulary                     Assign a number from 1 to 5 to each child, pointing to      OC/OE    GA          5’
                                                           them and counting from 1 to 5.
             2. Review numbers 1 to 5                     The children will draw the number of their assigned         OC       GA
                                                           favourite object.
                                                          Call them to the board with their drawing and ask how       DE       IA          10’
                                                           many (pencils)? Etc.
                                                                                                                       OC/OE    IA

                                                                                     UNIT 4: MY THINGS

                                                                                                                                                    145
                                      OBJECTIVES                          Activities                                                        Skills     Interact.   Time   Material
                                      1. Warm up! Review the numbers         The children will count the number of times the               OC/OE      GA          5’     TB
                                                                             teacher claps (between 1 and 5 times)                                                        Flashcards
                                      2.    Review the Gg, Hh letters and    Write letters g and h on the board. Ask the children the      WC/OE      GA          10’    AB
                                           sounds                            name and sound of the letters.
                                                                             With the girl flashcard on the board they are to say the      WC/OC/OE   GA
                                                                             beginning sound of girl (Match and colour AB p. 31).
                                                                             Ask a child out to the board and join the flashcard with
                                                                             the initial letter.                                            WE         GA
                                                                             Repeat with the hand flashcard.
                                                                             On p.31 of the AB identify the names of the pictures in       WE         GA
REINFORCEMENT SESSION (UNIT REVIEW)




                                                                             Activity 1 (horse, girl, hand, give).                          WC/OE      GA          5’
                                                                             Join the pictures with the right initial letter. Colour.
                                                                             (Match and colour AB p. 31).                                   WE/DE      IA          5’
                                                                             Put the flashcards of numbers 1 to 5 on the board
                                      3.    Review numbers from 1 to 5       forming a semicircle. The children are to say the              WC/OE      GA          5’
                                                                             numbers as the teacher points to them.
                                                                             Join the flashcards with a line connecting the numbers
                                      4.    Develop fine psychomotricity     in the right order.                                            WE         IA          5’
                                                                             Put the flashcards in a zigzag line. Call a child to the
                                                                             board to join them in the right order.                         WE         GA          5’
                                                                             In Activity 2 on p. 31 of the AB ask what’s this? For
                                                                             the children to answer it’s a horse. Ask them to join the
                                                                             numbers in the right order to finish the picture of the        OC/OE/WE   GA/IA       10’
                                                                             horse. Colour. (Join the dots. Colour).                        DE

                                                                               PROGRESS CHECK 4
                                                                                Trace the right initial letter of each picture in Activity 1
                                                                                  (Trace the letter TB p. 97).
                                                                                Trace the capital letters next to each small letter
                                                                                  looking at the letters in the box (Look and write TB p.
                                      1.   Activities to check children’s         97).                                                        WE       IA
                                           progress and teaching effectiveness  Count the units of each picture and write the number
                                                                                  under them (Count. Write the number TB p. 97).
                                                                                                                                              WE       IA


                                                                                                                                            WE         IA




                                                                                                           UNIT 5: MY COLOURS

                                                                                                                                                                           146
            OBJECTIVES                            Activities                                                      Skills        Interact.   Time   Material
            1. Warm up! Introduction of the unit     Ask them to describe in their mother tongue what they       OC/OE         GA          5’     CB
               topic                                 see in the picture on pages 28-29 of the CB.                                                  Flashcards
            2. Learn the words to describe shapes    Draw the basic shapes on the board (circle, rectangle,      OC/WC/DE      GA          10’    Audio CD
               and colours                           square and triangle). Listen to the CD pointing to each                                       AB
                                                     shape or holding each flashcard of the colours as they
                                                     are mentioned. Stop after every word for the children
                                                     to point in their books to the shapes and colours
                                                     (Listen and say CB pages 28-29).
                                                     Listen to the CD again stopping after each word for         OC/WC/OE      GA/IA
                                                     the children to repeat in group or individually.

                                                           Pronounce the word for them to point to a colour or a
            3.   Identify the vocabulary                   shape in their books (Listen and find CB pages 28-29). OC/DE         GA/IA       15’
                                                           Name shapes and colours randomly and show the
                                                           flashcards to help them if necessary.
                                                           Listen to the CD stopping after each word for the
                                                           children to repeat and point in their books to the shapes
SESSION 1




            4.   Recognize English         sounds   and    and colours (Listen and find CB pages 28-29).             OC/OE/DE   GA/IA
                 spoken words                           ACTIVITY BOOK

                                                          Ask the children to point to the robot. Put the
                                                          flashcards of the colours on the board. Point to the
                                                          flashcard of red and ask What colour is this? For the
                                                          children to answer red. Write red next to the colour.
            1.   Do a colouring activity reviewing the    Repeat with other colours (Colour AB p. 32).           OC/OE          GA          10’
                 colours and numbers vocabulary           Explain in their mother tongue that each colour has a
                                                          number and that they are to colour the robot according
                                                          to the numbers (red-1; blue-2; green-3; yellow-4).
                                                          Complete the activity (Colour AB p. 32).
                                                       EXTRA TIME                                                OC/DE          IA
                                                          Showing the flashcard with the favourite colour say
                                                          My favourite colour is… looking happy and smiling to
                                                          show it is the favourite colour.
                                                          Ask a child What’s your favourite colour? And
                                                          encourage them to answer My favourite colour is…
            1.   Learn to ask and answer about your       Help in their mother tongue if necessary.
                 favourite colour                                                                                OC/WC          GA          5’


                                                                                                                  OC/OE
                                                                                   UNIT 5: MY COLOURS
            OBJECTIVES                                   Activities                                               Skills        Interact.   Time   Material
O
N
S

S
S
E




                                 2
I




                                                                                                                                                    147
1.   Warm up! Review the colours           With the help of the flashcards ask What colour is         OC/OE   GA      15’   CB
                                           this? For the children to answer the right colour.                                Flashcards
2. Recognize the shapes                    Explain that in the picture on pages 28-29 Baz is          OC/OE   GA            Audio CD
                                           showing Adam the shapes. Draw them on the board in                                AB
                                           the following order: rectangle, square, triangle, circle
                                           and ask them to name them (Listen and say CB pages
                                           28-29).
                                           Listen to the shapes on the CD and get the children to     OC      GA
                                           remember the order in which they are mentioned.
                                           Ask them to say the order of the shapes and write the      OE/WC   GA
                                           numbers on the board under each picture.
                                           Listen again to the audition stopping after each phrase    OC/OE   GA/IA
                                           for the children to repeat them in group and
                                           individually (Listen and say CB pages 28-29).
3. Recognize the colours                   Show the blue triangle flashcard and say It’s blue. It’s   OC/OE   GA      15’
                                           a… for the children to finish the phrase…triangle. (Say
                                           and do CB p. 29). Repeat with all the shapes.
                                           Repeat the activity changing the order. Show the blue      OC/OE   GA
                                           triangle flashcard and say It’s a triangle. It’s… for the
                                           children to finish the phrase…blue. (Say and do CB p.
                                           29).
                                        ACTIVITY BOOK
                                           Draw a dotted rectangle on the board and call out a
1. Develop fine psychomotricity            child to join the dotted line. Ask What’s this? For the     WC/DE   GA      10’
                                           child to answer It’s a rectangle.
                                           Complete the activity on page 33 drawing the shapes
                                           with the dotted lines and saying the name of each shape
                                           to themselves (Draw and say).                               DE/OE   IA
                                           Show the flashcard of colour red and ask What colour
                                           is this? For them to answer red. Put the flashcard on
2. Review the colours                      the board and write red under. Repeat with the other        OC/WC   GA      10’
                                           colours.
                                           Complete the activity on page 33 colouring each shape
                                           in the indicated colour, looking at the board if they
                                           need help (Colour AB p. 33).                                DE      IA
                                        EXTRA TIME
1.Identify the colours of other objects    Pick objects in the class and ask What’s this? Children
they know in English                       are to name it and say what colour it is.

                                                                                                       OC/OE   GA      5’




                                                                                                                              148
                                                                               UNIT 5: MY COLOURS
            OBJECTIVES                          Activities                                                      Skills      Interact.   Time   Material
            1. Warm up! Review the letters they    Ask the children to pronounce the letters of the            OC/OE       GA          5’     CB
               know                                alphabet in order as well as the sounds they know                                           Flashcards
            2. Learn letter Ii                     already.                                                     WC/OC       GA          10’    Audio CD
                                                   Introduce letter Ii with the help of the insect and                                        AB
                                                   iguana flashcards (Letter fun! CB p. 30).                    OC          GA
                                                   Explain the difference between the /ɪ/ sound and the
                                                   name of the letter i.                                        OC          GA
                                                   Remember that I sounds the same as i and recall the
                                                   difference in use of small letters and capital letters.
            3. Recognize and pronounce the /ɪ/     Ask them to say names beginning with I.                     OC/OE       GA
               sound                               Write the small and capital letter I with a finger in the   WC/WE       IA          5’
            4. Learn to trace the Ii               air imitating the teacher.
                                                   Practise tracing the letters in the CB, p. 30 with a        WE          IA
                                                   finger (Learn the letter).

                                                       Listen to the song on the CD (Sing CB p. 30).               OC      GA          10’
            5.   Sing a song to help them understand   Listen to the song again stopping after each phrase for OC/OE/DE    GA/IA
SESSION 3




                 letter Ii                              children to repeat and point to the objects in their
                                                        books.
                                                       Listen to the song for a third time for children to sing it OC/OE   GA
                                                        (Sing CB p. 30).
                                                     ACTIVITY BOOK

                                                        Follow with a finger the dotted line forming letter I
                                                         (Trace and write AB p. 34).
                                                        Trace letter I with a pencil.                            WE        IA          15’
            1.   Develop fine psychomotricity           Repeat the activity with the small i first with a finger
                                                         and then with a pencil.                                  WE        IA
                                                                                                                  WE        IA
                                                     EXTRA TIME
                                                        Write capital letters they know randomly on the board.
                                                        Draw writing lines under each letter.
            1.   Play a game to review the letters      Call a child out and ask him/her to write the small WC             GA          10’
                                                        letter on the lines under the capitals.
                                                        Repeat with other children and other letters.
                                                                                                                  WC/WE     GA

                                                                                                                WC/WE       GA




                                                                                                                                                149
                                                                           UNIT 5: MY COLOURS
            OBJECTIVES                         Activities                                                      Skills   Interact.   Time   Material
            1. Identify letter i                  Find letter i in the alphabet at the top of p. 30 of the    WC       GA          10’    CB
                                                  CB (Find).                                                                               AB
                                                  Point to the iguana or to the insect as the teacher         OC/DE    GA
                                                  names one or the other.
            2.   Review letters b and g           Find the things beginning with /b/ (bird), /g/ (girl) in    WC/DE    IA          5’
                                                  the picture.

            3.   Review expression How many?        Show 5 pencils and ask How many pencils? For OC/OE                 GA          5’
                                                    children to answer five. Leave a pencil on the table and
                                                    ask How many pencils? Four. Repeat until they are all
                                                    on the table.
            4.   Learn numbers 6 and 7             Draw 6 circles on the board, count them and write WC/OC/OE          GA          10’
                                                   number 6 under them. Ask How many? For them to
                                                   answer six. Repeat with number 7
            5.   Count from 1 to 7                 On p. 31 of the CB and looking at the pictures at the OC/DE         GA
                                                   bottom of the page, say a number for children to point
                                                   to the picture with the right amount. Say 6 first and then
SESSION 4




                                                   repeat with 7 (Count 1-7).


                                               ACTIVITY BOOK

            1.   Review vocabulary                 Pronounce the acquired vocabulary as seen in the           OE       GA          10’
                                                    pictures: iguana, insect (Trace and say. Colour AB p.
            2.   Practise tracing the Gg            34).                                                       WE       IA
                                                   Write over with a pencil the first letter of both words.
                                                   Trace with a finger the letters of the pictures and        WE       IA          10’
                                                   colour them (Trace and say. Colour AB p. 34).
            3.   Do a colouring activity           Colour the rest of the pictures.                           DE       IA




                                                                                                                                            150
                                                                                 UNIT 5: MY COLOURS
            OBJECTIVES                              Activities                                                    Skills   Interact.   Time   Material
            1. Count from 1 to 7 and sing a song to    Ask the children to describe in their mother tongue       OC/OE    GA          5’     CB
               help them learn vocabulary              what is happening in the picture on page 31 of the CB                                  Audio CD
                                                       (an iguana is eating some insects). Ask them to say in                                 Flashcards
                                                       English the colours of the iguana (It’s Green and                                      AB
                                                       blue).
                                                       Introduce the words hungry, fly and the phrase look at    OC       GA          15’
                                                       the sky with the help of mime.
                                                       Listen to a song with the new words and phrase            OC       GA
                                                       (hungry, fly, look at the sky) and all the numbers they
                                                       know in English (Sing CB p. 31).
                                                       Listen to the song a second time stopping after each      OC/OE    GA
                                                       phrase for the children to repeat after the teacher and
                                                       mime.
                                                       Explain what happens each time a clap is heard in the     OC/OE    GA
                                                       song (the iguana eats one of the insects). Listen to the
                                                       song again for them to sing and perform the actions
                                                       (Sing CB p. 31).
SESSION 5




                                                     
                                                     Call 7 children to the front of the class for them to act OC/OE       GA          10’
                                                    as 7 insects, give them a flashcard each with one of the
                                                    numbers. Another child will be the iguana with the
                                                    green and blue flashcards. Sing the song and each child
                                                    will go back to his place when the iguana eats him/her.
                                                    (Sing and do CB p. 31).
                                              ACTIVITY BOOK
                                              On page 35 of the AB ask how many insects there are in the
                                              first box at the top of the page. How many insects? Seven.
                                              Ask them to circle number 7. Complete the rest of the
            1.   Count 6 and 7 and review the activity and say the amount and what there is in each box
                 vocabulary                   (seven insects, six bottles, six iguanas, seven rubbers) OC/WC/              GA/IA       5’
                                              (Count and circle).                                              OE/WE

                                                          Draw writing lines on the board. Write number 6 as it
                                                          appears in the CB.
                                                          Practise tracing the numbers in their books first with a
                                                          finger and then with a pencil (Trace and write AB p.
                                                          35).                                                      WC     GA          10’
            2.   Write numbers 6 and 7                    Repeat with number 7.
                                                                                                                    WE     IA


                                                                                                                  WE       AI

                                                                                                                                               151
                                                                           UNIT 5: MY COLOURS
            OBJECTIVES                          Activities                                                      Skills     Interact.   Time   Material
                                                NUMBERS BOOK                                                                                  NB

            1.   Count and write number 6          On p. 28 of the NB. Trace number 6 starting at the dot      WE         IA          5’
                                                    and following the direction of the arrow, first with the
                                                    finger and then with a pencil (Trace and count. Write).
                                                   Ask How many iguanas? For the children to answer
                                                    six.                                                        OC/OE      GA
                                                   Draw writing lines on the board to show the shape of
                                                    number 6. Imitate the teacher tracing the shape of          WC/WE      IA/GA       5’
                                                    number 6 in the NB with a finger.
                                                   Trace and write the numbers with a pencil (Trace and
                                                    count. Write NB p. 28).                                     WE         IA          5’
                                                   Draw a triangle on the board and ask What’s this? For
            2.   Count from 4 to 6                  them to answer It’s a triangle. Draw 5 more triangles       WC/OC/OE   GA          10’
                                                    and write 4, 5, 6 under. Call a child to circle the right
                                                    amount.
                                                   Complete Activity 2 counting the number of shapes
SESSION 6




                                                    and circling the right number (Count and circle NB p.
                                                    28).                                                        WC/WE      IA

                                                   On p. 29 of the NB identify the number at the top of
                                                    the page. Ask them to trace number 7 with their finger
            3.   Count and write number 7           starting at the dot and following the direction of the      WC/WE      IA          5’
                                                    arrows (Trace and count. Write).
                                                   Ask How many squares? For the children to answer
                                                    seven. Draw writing lines on the board and write
                                                    number 7 as it appears in the CB while children
            4.   Develop fine psychomotricity       practise tracing the shape in their NB with a finger.       OC/WC/     GA/IA       10’
                                                   Write number 7 with a pencil (Trace and count. Write        OE/WE
                                                    NB p. 29).
                                                   In Activity 2 say Count the kites for them to count
                                                    from 1 to 7.
                                                   Join the dotted lines to complete the drawings of the       WE         IA
                                                    kites.
            5.   Count from 1 to 7                                                                              OC/OE      GA          5’

                                                                                                                DE         IA




                                                                                                                                               152
                                                                         UNIT 5: MY COLOURS
            OBJECTIVES                          Activities                                              Skills         Interact.   Time   Material
                                                NUMBERS BOOK                                                                              NB

            1.   Count from 1 to 7                  Draw a row of 7 triangles on the board. Say Count the WC/OC/OE    GA          5’
                                                    triangles for the children to count from 1 to 7. Write
                                                    number 5 on the left of the triangle and call a child to
                                                    the board to colour 5 of the triangles quickly.
                                                    On p. 30 of the NB colour the number of shapes
                                                    indicated by the number before them (Count and WC/DE               IA          5’
                                                    colour).

            2.   Write numbers 6 and 7              Draw a row of dotted 6s and 7s on the board. Call WC/WE           GA          5’
                                                    several children to the board to trace the numbers while
                                                    the rest trace with their fingers in the NB.
                                                    Trace the numbers in their book with a pencil (Trace
            3.   Develop fine psychomotricity       NB p. 30).                                               WE        IA          5’

                                                    Draw a dotted 3 on the left of the board and a circle
SESSION 7




                                                    next to it. Trace the 3 and get the children to say three. WC/OE   GA          5’
                                                    Point to the circle and ask What’s this? For them to
                                                    answer it’s a circle. Draw a dotted line all the way to
            4.   Write numbers 3 to 7               the other end of the board and 3 dotted circles on the OC/WC/OE    GA          10’
                                                    right. Trace the line and the circles. Explain that we are
                                                    drawing 3 circles.
                                                    Complete the activity tracing the numbers, the line and
                                                    drawing the number of shapes indicated by each
            5.   Develop fine psychomotricity       number (Trace, match and draw NB p. 31).                   WE/DE   IA




                                                                                                                                           153
                                                                                  UNIT 5: MY COLOURS
            OBJECTIVES                               Activities                                                       Skills     Interact.   Time   Material
                                                     NUMBERS BOOK                                                                                   NB
                                                                                                                                                    Flashcards
            1.   Count from 1 to 7. Find objects in a     Review vocabulary: bag, pencil, book, triangle, bird       WC/OC/OE   GA          5’
                 picture. Write numbers 1, 4, 5, 6, 7     and kite with the help of the flashcards. Put them on the
                                                          board.
                                                          Pointing to the bag flashcard ask How many bags in         WC/OC/OE   GA
                                                          the picture? in p. 32 of the NB, for the children to
                                                          answer one. Write number 1 next to the bag flashcard.
                                                          Complete the activity counting the number of bags,
                                                          pencils, books, triangles, birds and kites. Revise the      WC/OC/     GA/IA       10’
                                                          answers asking How many… in the picture? And                WE/OE
                                                          writing the amount of each next to each flashcard
                                                          (Look, count and write).

            2.   Write numbers 1 to 6. Count from 1       Review shapes drawing them on the board and asking
                 to 6. Recognize parts of a whole.        What’s this? a rectangle, etc.                              OC/WC      GA          5’
                 Develop fine psychomotricity             Show the flashcard of colour orange for the children to
SESSION 8




                                                          say orange. Put the flashcard on the board and write        WC/OE      GA
                                                          orange next to it. Repeat with blue, green and yellow.
                                                          On p. 33 of the NB ask the children to describe the
                                                          picture in their mother tongue. Ask them if they can
                                                          find the shapes in the picture.                             WC/OE      GA          5’
                                                          Ask How many rectangles? And write 2 next to the
                                                          rectangle on the board. Ask them to colour the
                                                          rectangles orange.                                          OC/WC/     GA/IA       10’
                                                          Complete the activity counting the shapes of the           WE/DE
                                                          picture, writing the amount in the box next to each
                                                          shape at the top of the page and colouring the shapes       WC/WE/DE   IA
                                                          in the picture in the colour indicated next to each.
                                                          (Colour, count and write NB p. 33).
                                                          Review the answers calling the children to write the
                                                          answers on the board.




                                                                                                                                                     154
                                                                                  UNIT 5: MY COLOURS
            OBJECTIVES                                Activities                                                      Skills     Interact.   Time   Material
            1. Warm up! Review the characters            Review the name of the characters of the book               WC/OE      GA          5’     CB
                                                         showing the flashcards and asking the children to say                                      Flashcards
                                                         their names. Colour the flashcards on the board.                                           Audio CD
            2.   Learn letter Jj                         Introduce letter Jj with the help of the jump and Jig       OC/WC      GA          10’    AB
                                                         flashcards (Letter fun! CB p. 32).
            3.   Identify the /dʒ/ sound                 Explain the difference between the /dʒ/ sound and the       OC         GA
                                                         name of the letter j.
                                                         Remember that J sounds the same as j and recall the         OC         GA
                                                         difference in use of small and capital letters.
                                                         Say names beginning with J.
                                                         Write small and capital letter j with a finger in the air   OC/OE      GA
                                                         imitating the teacher.                                       WE         GA/IA       5’
                                                         Practise tracing the letters in the CB, p. 32 with a
            4.   Practise tracing the Jj                 finger.                                                      WE         IA
                                                         Repeat the whole process with letter Kk
            5.   Learn letter Kk and the sound /k/                                                                    OC/WC/OE   GA/IA       10’
SESSION 9




                                                      ACTIVITY BOOK

                                                          Trace the dotted line with a finger forming the letter J
            1.   Practise tracing letters Jj and Kk        (Trace and write AB p. 36).                                WE         IA          10’
                                                          Trace letter J with a pencil..
                                                          Repeat the activity with the small j first with a finger   WE         IA
                                                           and then with a pencil.                                    WE         IA
                                                          Repeat the whole process with the Kk (Trace and
                                                           write AB p. 36).                                           WE         IA




                                                                                                                                                     155
                                                                                 UNIT 5: MY COLOURS
             OBJECTIVES                              Activities                                                    Skills         Interact.   Time   Material
             1. Listen to a song that will help them    Listen to the song on the CD (Sing).                      OC             GA          15’    CB
                learn letters Jj and Kk                 Listen again to the song stopping after each phrase for   OC/OE/DE       GA                 Flashcards
                                                         the children to repeat and point to what they hear in                                       Audio CD
                                                         the book.                                                                                   AB
                                                        Listen to the song a third time for children to sing.     OC/OE          GA

                                                          Find letters j and k in the alphabet at the top of p. 32 of
             2.   Identify letters j and k                the CB (Find).                                               WC         IA          15’
                                                          Point to Jig, a jumping Jig, a kite or Pat kicking a ball,
                                                          as the teacher names them.                                   WC/DE      GA/IA
                                                          Find the things beginning with /b/ (ball) and /d/ (dates)
             3.   Review the /b/ and /d/ sounds           sounds in the picture of the CB p. 32 (Find).                WC/OC/OE   GA/IA


                                                      ACTIVITY BOOK

                                                          Pronounce the learnt vocabulary as seen in the
SESSION 10




             1.   Review the vocabulary learnt in the      pictures: Jig, jump and kite (Trace and say. Colour AB OE              GA          10’
                  lesson                                   p. 36).
             2.   Practise tracing letters Jj and Kk      Trace with a pencil the first letter in each word.     WE              IA
             3.   Do a colouring activity                 Colour the picture trying not to go over the edges
                                                          (Trace and say. Colour AB p. 36).                       DE              IA




                                                                                                                                                      156
                                                                                     UNIT 5: MY COLOURS
             OBJECTIVES                                Activities                                                       Skills     Interact.   Time   Material
             1. Warm up! Review the vocabulary            Review the words ball and chair with the help of the         OC/WC      GA          5’     CB
                learnt in the Lesson                       flashcards. Review the word date drawing one on the                                        Flashcards
                                                           board and asking what’s this? And the word box with                                        Audio CD
                                                           a pencil box, saying It’s a box, it’s a pencil box.                                        AB
             2. Follow the sequence of a story            Point to each of the 4 pictures of the story in order,       OC/OE      IA          10’
                                                           from left to right as the teacher indicates them (Story
                                                           CB p. 33).
                                                          Answer the questions of the teacher regarding the plot       OC/OE      GA
                                                           of the story in their mother tongue (Look and say CB
                                                           p. 33).
             3. Develop         English      listening    Listen to the story on the CD stopping after each frame      OC/OE      GA
                comprehension skills                       to make sure they have understood it (Listen).
             4. Understand and enjoy a story              Listen again to the story stopping after each phrase for     OC/OE      GA          5’
                                                           the children to repeat it (Listen and act CB p. 33).
                                                          Act out the story in pairs using pictures on the board
                                                           and the flashcards.                                          OC/OE      GA/PA       10’
                                                       ACTIVITY BOOK
SESSION 11




                                                           With the red flashcard encourage the children to say
                                                          It’s red. Put it up on the board and write red next to it.
             1. Consolidate the vocabulary learnt in      Repeat with blue, yellow, green, orange in that order,        WC/OE      GA          5’
                the unit                                  putting the flashcards in a column.
                                                           On p. 37 identify the words naming the colours, trace
                                                          lines from the colours to the shapes and colour the
                                                          shapes in the colour indicated in the left column.
                                                           Revise the activity getting the children to say the         WC/WE/ED   IA          10’
                                                          shape and its colour: It’s a rectangle, it’s red … (Match
                                                          and colour AB p. 37).
                                                           Put the flashcard of Jig on the board and write letters J
                                                          and K under. Pronounce each sound and ask them to             OE         GA
                                                          circle the first letter in Jig. Complete the activity on p.
                                                          37 following the example (Look and say. Circle the
                                                          letter).                                                      WC/WE/OE   GA/IA       5’
                                                       EXTRA TIME
                                                           Name a child whose name starts with a letter they
                                                          know. He/she will stand up and the rest of the class
                                                          will say the sound.


             1.   Review the sound of the letters using                                                                 OC/OE      GA          10’
                  the names of the children
                                                                                     UNIT 5: MY COLOURS
                                                                                                                                                       157
                                      OBJECTIVES                                  Activities                                                    Skills   Interact.   Time   Material
                                      1. Warm up! Review the numbers                 Write the 6 on the board and ask the children to clap 6   WC/OE    GA          5’     TB
                                                                                     times. Repeat with 7, 5, 2, 4, 1.                                                      Flashcards
                                      2.    Review the letters and sounds Ii, Jj,    Write letters I, J and K on the board. Ask the children   WC/OE    GA          10’    AB
                                           Kk                                        for the name and sound of the letters.
                                                                                     With the flashcard of Jig on the board, they are to say   WC/OE    GA
                                                                                     what sound Jig starts with. (Look and say. Trace the
                                                                                     letter AB p. 38).
                                                                                     Call a child to the board to write the correct letter.    WE       GA
                                                                                     Complete the activity on p. 38 of the AB tracing the
                                                                                     letter of the first sound of each picture (iguana, kite,   WE       IA
REINFORCEMENT SESSION (UNIT REVIEW)




                                                                                     jump) (Look and say. Trace the letter AB p. 38).

                                                                                      Draw a square on the board and ask what’s this? For
                                                                                      them to answer it’s a square. Draw 5 more squares in a WC/OE       GA          5’
                                      3.   Review numbers 6 and 7                     row next to the first one and ask how many squares?
                                                                                      For them to answer six. Count the squares pointing to
                                                                                      each one up to 6. Write number 6 at the end of the row.
                                                                                      Complete Activity 2 counting the shapes and writing
                                                                                      the number at the end of each row of shapes (Count and
                                                                                      write AB p. 38).                                        WC/WE      IA          5’


                                                                                 PROGRESS CHECK 5

                                                                                     Trace the correct initial letter of each picture in
                                                                                      Activity 1 (Trace the letter TB p. 98).               WE           IA
                                                                                     Colour each pen in the colour written over it (Colour
                                      1.   Activities to check children’s             TB p. 98).
                                           progress and teaching effectiveness       Count the units of each shape and write the number in DE           IA
                                                                                      the column on the right, next to each one. (Count.
                                                                                      Write the number TB p. 98).
                                                                                                                                            WE           IA




                                                                                                                   UNITES 1-5

                                                                                                                                                                             158
                 OBJECTIVES                               Activities                                                    Skills      Interact.   Time   Material
                                                                                                                                                       TB
                                                          MID-YEAR PROGRESS CHECK (1-5)

                 1.   Activities to check children’s           Identify in a row of 4 letters the capital letter WC/WE             IA
                      progress and teaching effectiveness in   corresponding to the small letter in the first column and
                      mid-year                                 circle it (Find and circle TB p. 104).

                                                               Write the initial letter of each picture picking the letter WC/WE   IA
                                                               from those in the box (Write the letter TB p. 104).

                                                               Colour the shapes in the colour written on them DE                  IA
                                                               (Colour TB p. 105).

                                                               Count the object units in each box and circle the right WC/WE       IA
                                                               number (Count and circle TB p. 105).
PROGRESS CHECK




                                                               Draw in the big box the number of shapes indicated by
                                                               the written number and the shape next to it (Draw TB DE              IA
                                                               p. 105)




                                                                                         UNIT 6: MY FARM
                                                                                                                                                        159
            OBJECTIVES                           Activities                                                    Skills       Interact.   Time   Material
            1. Warm up! Introduction of the unit    Ask the children in their mother tongue about what        OC/OE        GA          5’     CB
               topic                                they see in pages 34-35 of the CB: who the children                                        Flashcards
                                                    are, where they are, how we know it’s a farm, etc.                                         Audio CD
                                                    Introduce vocabulary of some farm animals and things                                      AB
            2. Identify farm animals and things     found outdoors (Listen and say CB pages 34-35).            OC           GA          10’
               found outdoors                       Listen to the CD showing the flashcard of each
                                                    animal or thing as it is named. Stop after each word for
            3. Recognize English sounds and         children to point to it in their book.                     OC/DE        GA
               spoken words                         Listen to the audition again stopping after each word
                                                    for children to repeat in group and individually (Listen
                                                    and say CB pages 34-35).
                                                                                                                    OC/OE   GA/IA
                                                          Name words of the new vocabulary randomly for
                                                          them to point to them in their books, showing the
                                                          flashcards if necessary (Listen and find CB pages 34-
            4.   Identify farm animals and things         35).                                                      OC/DE   IA          15’
                 found outdoors                           Listen to the CD stopping after each word for them to
SESSION 1




                                                          point to the animals or things in their book. (Listen and
                                                          find CB pages 34-35).
            5.   Recognize English sounds and                                                                       OC/DE   IA
                 spoken words                         ACTIVITY BOOK
                                                          With the duck, sun, flower, butterfly, goat and donkey
                                                          flashcards on the board, review vocabulary asking
            1.   Review vocabulary                        what’s this? For them to answer it’s a duck, etc.
                                                          On page 39 of the AB complete the activity joining WC/OC/OE      GA          15’
                                                          the animal parts in the left column with the
                                                          corresponding animal on the right. Colour the pictures.
            2.   Recognize parts of a whole. Develop      (Match and colour).
                 fine psychomotricity                                                                               WE/DE   IA
                                                       TIME EXTRA
                                                          Hide the flower flashcard in an envelope and pull it
                                                          out a little at a time for them to guess what it is.
                                                          Repeat with other flashcards.
            1.   Identify things that can be found in
                 the open air playing a game                                                                        OE      GA          10’


                                                                                                               OE           GA




                                                                                                                                                160
                                                                                     UNIT 6: MY FARM
            OBJECTIVES                                Activities                                                      Skills     Interact.   Time   Material
            1. Warm up! Revise the vocabulary in         Put the flashcards on the board and say point to the        WC/OC/OE   GA          5’     CB
               the Unit                                  field, etc.                                                                                Flashcards
            2. Learn the Is it …? Yes, it is / No, it    Ask the children in their mother tongue what they           OC/OE      GA          10’    Audio CD
               isn’t structures                          think Tess and Baz are doing in the picture on pages                                       AB
                                                         34-35 of the CB. Listen to the CD to check out the
                                                         answer (Listen and say).
                                                         Listen again to the audition stopping after each phrase     OC/OE      GA/IA
                                                         for children to repeat in group and individually. Ask if
                                                         they remember what Baz thought the donkey was (a
                                                         horse) (Listen and say CB pages 34-35).
                                                         Show the donkey flashcard and say Look! Is it a             WC/OC/OE   GA          15’
                                                         horse? And encourage children to say No, it isn’t. It’s a
                                                         donkey (Say and do CB pages 34-35).
                                                         Show the butterfly flashcard and ask Is it a butterfly?     WC/OC/OE   GA
                                                         For the children to answer Yes, it is. Ask Is it blue? For
                                                         them to answer No it isn’t. It’s red and orange.
                                                         Repeat with other flashcards asking in order to obtain
SESSION 2




                                                         some affirmative and some negative answers.                  WC/OC/OE   GA
                                                         If children feel confident, give them the flashcards
                                                         for them to ask the questions (Say and do CB pages 34-       OE         GA
                                                         35).
                                                      ACTIVITY BOOK
                                                         Write letters from a to k on the board. Point to each
                                                         one for children to say the name and sound.
            1. Review letters a-k and their sounds       Point to them randomly for them to say things that          WC/OE      GA          5’
                                                         start with that letter.
                                                         On p. 40 of the AB point to the a. Tell them in their
                                                         mother tongue to find in the picture something               WC/OE      GA
                                                         beginning with a (apples). Colour letter a and the
                                                         apples in the same colour. Complete the activity with        WC/DE      GA/IA       15’
                                                         the remaining letters and objects in the picture (Find
                                                         and colour. Say).
                                                         Review the activity orally.
                                                      EXTRA TIME
                                                         Holding a bag ask is it a book? For them to answer no,
                                                         it isn’t. It’s a bag. Ask is it blue? … Repeat with other    OE         GA
                                                         objects and colours.

            1.   Review the structure learnt in the                                                                   OC/OE      GA          5’
                 unit


                                                                                                                                                     161
                                                                                   UNIT 6: MY FARM
            OBJECTIVES                              Activities                                                    Skills     Interact.   Time   Material
            1. Warm up! Review capital letters from    Write the small letters on the board and call different   OC/OE      GA          5’     CB
               A to K                                  children to write the corresponding capital letter. They                                 Flashcards
                                                       are to say the name and sound of each letter.                                            AB
                                                       Introduce letter Ll with the help of the lemon and lion
            2. Learn letter Ll                         flashcards (Letter fun! CB p. 36).                         WC/OC      GA          10’
                                                       Explain the difference between the /l/ sound and the
                                                       name of the letter l.                                      OC         GA
                                                       Remember that L sounds the same as l and recall the
                                                       difference in use of small and capital letters.            OC         GA
                                                       Ask them to say names beginning with L.
                                                       Write both the small and capital L with a finger in the
            3. Recognize and pronounce the /l/         air imitating the teacher.                                 OC/OE      GA
               sound                                   Practise tracing the letters in the CB, p. 36 with a      WC/WE      IA          5’
            4. Learn to trace the Ll                   finger (Learn the letter).
                                                       Repeat the whole process with letter Mm (Learn the        WE         IA
                                                       letter CB p. 36).
                                                                                                                  OC/WC/OE   GA/IA       10’
SESSION 3




            5. Learn letter Mm and the /m/
            sound                                    ACTIVITY BOOK

                                                         Follow the dotted line forming the letter L with a
                                                          finger (Trace and write AB p. 27).
                                                         Trace letter L with a pencil.                             WE       IA          15’
            1.   Develop fine psychomotricity            Repeat the activity with the small l, first with a finger
                                                          and then with a pencil.                                   WE       IA
                                                         Repeat with letters M and m (Trace and write AB p. WE              IA
                                                          27)
                                                                                                                    WE       IA




                                                                                                                                                 162
                                                                                  UNIT 6: MY FARM
            OBJECTIVES                              Activities                                                    Skills       Interact.   Time   Material
            1. Listen to a song that will help them    Listen to the song on the CD (Sing).                      OC           GA          10’    CB
               learn letters Ll and Mm                 Listen again to the song stopping after each phrase for   OC/OE/DE                        Flashcards
                                                        the children to repeat and point to what they hear in                                     Audio CD
                                                        their book.                                                                               AB
                                                       Listen to the song for a third time for the children to   OC/OE        GA
                                                       sing it.

            2.   Identify letters l and m                Find letters l and m in the alphabet at the top of p. 36 WC          GA          5’
                                                         of the CB (Find).
                                                         Point to the lion or the moon as the teacher names one OC/DE         GA
                                                         or the other and count the lemons and mangoes in the
            3.   Review letters e, h and i               bottom picture.                                            WC/DE      IA
                                                         Find in the picture things beginning with             /e/
                                                         (elephant), /h/ (horse) e /ɪ/ (iguana).
            4.   Review the expression How many?                                                                    OC/OE      GA/IA       5’
                                                         Draw 7 mangoes on the board and ask How many
                                                         mangoes? For the children to answer seven. Rub out
                                                         one mango and ask How many mangoes? six. Repeat
SESSION 4




            5.   Learn numbers 8 and 9                   until you rub them all out.                                WC/OC/OE   GA          10’
                                                         Draw 8 circles on the board, count them and write
                                                         number 8 under them. Ask How many? For them to
            6.   Count from 1 to 9                       answer eight. Repeat with number 9.                        OC/DE      GA
                                                         On p. 37 of the CB and looking at the pictures at the
                                                         bottom of the page, say a number for the children to
                                                         point to the picture with the right amount. Say 9 first
                                                         and then 8. (Count 1-9).


                                                     ACTIVITY BOOK
            1.   Review vocabulary                                                                                 OE          GA          15’
                                                         Pronounce the acquired vocabulary with the pictures:
            2.   Practise tracing the Gg                  lion, moon (Trace and say. Colour AB p. 41).             WE          IA
                                                         Write with a pencil over the first letter of both words.
                                                         Trace the letters of the pictures with a finger and WE               IA
                                                         colour them. (Trace and say. Colour AB p. 41).
            3.   Do a colouring activity                 Colour the remaining pictures trying not to go over the DE           IA
                                                         edges.




                                                                                                                                                   163
                                                                                  UNIT 6: MY FARM
            OBJECTIVES                               Activities                                                      Skills     Interact.   Time   Material
            1. Identify, write and use numbers 8 and    Ask the children to describe the picture on p. 37 of the    WC/OE      GA          5’     CB
               9                                        CB in their mother tongue (Listen and find CB p. 37).                                      Flashcards
                                                        Ask them to say in English the names of the animals                                       Audio CD
                                                        they see in the picture and put their flashcards on the      OE         GA                 AB
                                                        board.
                                                        Ask if they know the sound each animal makes and
                                                        explain that they are different in English: Heehaw           OC/OE      GA          5’
                                                        (donkey), tweet (bird), meow (cat) and quack (duck).
                                                        Listen to the CD and find and count the animals
                                                        following the audition (Listen and find CB p. 37).           OC         GA/IA       10’
                                                        Listen to the CD for a second time stopping after
                                                        counting each animal. Call a child to the board for          OC/WE      GA
                                                        him/her to put the flashcard with the right number
                                                        under the picture of the animal on the board. (Listen
                                                        and find CB p. 37).

                                                           Listen to the song (Sing CB p. 37).
SESSION 5




            2.   Listen to a song to learn the animal      Listen to the song a second time stopping after each OC             GA          10’
                 sounds in English                         phrase for children to repeat it after the teacher.     OC/OE        GA
                                                           Perform a different action for each animal. Listen to
                                                           the song again for them to sing and point to the animal
                                                           flashcards (Sing CB p. 37).                             OC/OE        GA

                                                      ACTIVITY BOOK
                                                         Identify what they see in Activity 1 of the AB (insects,
                                                         mangoes, butterflies, lemons).
            1.   Count 8 and 9                           Count the number of insects and ask How many               WC/OE      GA          10’
                                                         insects? For the children to answer eight. Join the
                                                         insects with the 8 (Count and match AB p. 42).              OC/OE/WE   GA
                                                         Complete the activity.
                                                         Draw writing lines on the board. Trace the shape of
                                                         number 8 as it appears in the CB. Join the dotted line      WC/WE      IA
            2.   Practise tracing numbers 8 and 9        writing number 8. First with a finger and then with a       WC/WE      GA/IA       10’
                                                         pencil (Trace and write AB p. 42). Continue practising
                                                         the activity on the board.
                                                         Repeat with number 9.


                                                                                                                     WE         GA/IA

                                                                                                                                                    164
                                                                          UNIT 6: MY FARM
            OBJECTIVES                      Activities                                                     Skills     Interact.   Time   Material
            1. Count and write number 8     NUMBERS BOOK                                                                                 NB
                                               Identify the number they see at the top of p.34. Trace     WC/WE      GA/IA       10’
                                               the number with a finger starting from the dot and
                                               following the direction of the arrows (Trace and count.
                                               Write).
                                               Ask How many butterflies? For them to answer eight.        OC/OE      GA
                                               Draw writing lines on the board and trace the 8 as it
                                               appears in the book while the children practise in their    WC/WE      GA/IA
                                               books with a finger.
                                               Trace and write the numbers with a pencil (Trace and
                                               count. Write).                                              WE         IA
                                               Count the flowers in Activity 2 on p.34 out loud,
            2.   Count from 1 to 8             pointing to them at the same time (Count and trace).        WC/OE      GA          10’
                                               Ask How many flowers? For them to answer eight.
                                               Trace the number under them.                                OC/OE/WE   GA/IA
                                               Complete the activity counting out loud and tracing
                                               each number (Count and trace NB p. 34).                     OE/WE      IA
SESSION 6




                                                Identify the number they see at the top of p.35. Trace
            3.   Count and write number 9       the number with a finger starting at the dot and           WC/WE      GA/IA       10’
                                                following the direction of the arrows (Trace and
                                                count. Write).
                                                Ask How many flowers? For them to answer nine.
                                                Draw writing lines on the board and trace the 9 as it     OC/OE      GA
                                                appears in the book while the children practise in their
                                                books with a finger.                                       WC/WE      GA/IA
                                                Trace and write the numbers with a pencil (Trace and
                                                count. Write).
                                                Ask them to say the numbers they see in Activity 2 on     WE         IA
                                                p. 35 and write them on the board (Trace, match and
            4.   Count from 1 to 9              count NB p. 35).                                           WC/OE      GA          5’
                                                Ask them to count the goats Count the goats. Seven.
                                                Trace the dotted line from 7 to the goats.
                                                Complete the activity with the 8 and 9 (Trace, match      OC/OE      GA/IA
                                                and count NB p. 35).                                       WE         IA

                                                                                                           WE         AI



                                                                                                                                          165
                                                                                UNIT 6: MY FARM
            OBJECTIVES                           Activities                                                     Skills     Interact.   Time   Material
                                                 NUMBERS BOOK                                                                                 NB
            1.   Write numbers 8 and 9              Draw a row of dotted 8s and 9s on the board (Trace         WC         GA          5’
                                                    NB p. 36).
                                                    Call some children to the board to trace these numbers     WE         gA/IA
                                                    while the rest of the class traces in their book with a
                                                    finger.
                                                    Trace and write the numbers with a pencil (Trace NB        WE         IA
                                                    p. 36).
                                                    Write numbers 6, 7, 8 and 9 in a row at the top of the     WC/OE      GA          10’
                                                    board. Point to each number for the children to name it
                                                    (Draw, count and write NB p. 36).
                                                    Identify the pictures in each row and ask if they notice
            2.   Develop fine psychomotricity       something different in the last picture in every row.       OC/WE      GA/IA
                                                    Trace them.
                                                    Ask How many suns? And get them to count out loud.
            3.   Count from 1 to 9                  Trace number 9 in the box on the right. Complete the        OC/OE/WE   GA/IA
                                                    activity following the example.
SESSION 7




                                                    Revise the activity orally (Draw, count and write NB
                                                    p. 36).                                                     OE         GA

                                                     Review the basic shapes drawing them on the board
            4.   Review the shapes and colours       and asking is it a …? For the children to answer yes, it   WC/OC/OE   GA          5’
                                                     is o no, it isn’t, it’s a …
                                                     Follow the same procedure to review the colours with
                                                     the flashcards.                                            WC/OC/OE   GA
                                                     On p.37 colour the shapes in the colour written next to
                                                     each one, showing an example on the board with the         WC/ED      GA/IA       10’
                                                     help of the flashcards.
                                                     Count how many pictures there are of each shape
            5.   Count from 1 to 9                   asking the question How many rectangles?, etc and          OC/WE      GA/IA
                                                     write the answer in the box next to each shape.




                                                                                                                                               166
                                                                                  UNIT 6: MY FARM
            OBJECTIVES                               Activities                                                      Skills     Interact.   Time   Material
                                                     NUMBERS BOOK                                                                                  NB
            1.   Recognize pictures as simple sums      Draw 3 circles on the board and ask How many circles        WC/OC/OE   GA          5’
                                                        for them to answer three. Write a 3 under them (Count
                                                        and match NB p. 38).
                                                        Draw another 3 circles to the right of the first ones and   WC/OC/OE   GA
                                                        ask how many circles? For them to answer three. Write
                                                        a 3 under them.
                                                        Draw a circle around all the circles and ask how many       OC/WC/OE   GA
                                                        circles? For them to answer six. Write a 6 under them.
                                                        Write a “+” between the 3s and a “=” between the 3
                                                        and the 6, reminding them what these signs mean. Say         WC/OC      GA          5’
                                                        the sum three and three is six.
                                                        Trace the line between the two groups of circles and
                                                        the 3+3=6 sum.                                               WE         IA
            2.   Do simple sums                         Complete the activity following the example (Count
                                                        and match NB p. 38).                                         WE         IA          10’
SESSION 8




            3.   Recognize numbers 7, 8 and 9            Write numbers 7, 8 and 9 on the board and point to
                                                         them for the children to name them.                   WC/OE            GA          15’
            4.   Recognize parts of a whole and          Colour the Picture on p.39 but only the parts where
                 develop fine psychomotricity            these numbers appear (7, 8 and 9) to discover a farm OC/DE             IA
                                                         animal that is hidden between the shapes (Colour 7, 8
                                                         and 9 NB).




                                                                                                                                                    167
                                                                                        UNIT 6: MY FARM
            OBJECTIVES                                   Activities                                                       Skills     Interact.   Time   Material
            1. Warm up!          Review     the     food    With the help of the flashcards or drawing on the            WC/OE      GA          5’     CB
               vocabulary                                   board ask What’s this? For them to answer it’s an                                           Flashcards
                                                            Apple; or Is it a date? For them to answer no, it isn’t,                                    Audio CD
                                                            it’s a fig; etc. Ask what all these objects have in
                                                            common (they are food).
            2.   Learn letter Nn                            Introduce letter Nn with the help of the nose and nut        OC/WC      GA          10’
                                                            flashcards (Letter fun! CB p. 38).
            3.   Identify the /n/ sound                     Explain the difference between the /n/ sound and the         OC         GA
                                                            name of letter n.
                                                            Remember that letter N sounds the same as the n and          OC         GA
                                                            recall the difference in use between small and capital
                                                            letters.
                                                            Say names that start with the letter N.                      OC/OE      GA
                                                            Write both the small and capital letter n with a finger      WE         GA/IA
                                                            in the air imitating the teacher.
            4.   Practise tracing the Nn                    Practise tracing the letters in the CB, p.38 with a finger   WE         IA
                                                            (Learn the letter CB p. 38).
SESSION 9




            5.   Listen to a song that will help them to    Listen to the song on the CD (Sing CB p. 38).                OC         GA          10’
                 learn letter Nn                            Listen to the song again stopping after each phrase for      OC/OE/DE   GA
                                                             the children to repeat and point to what they hear in
                                                             the book.
                                                            Listen to the song a third time for the children to sing     OC/OE      GA
                                                             (Sing CB p. 38).
            4.   Identify letter n                          Find letter n in the alphabet at the top of p. 38 of the     WC         IA          5’
                                                            CB (Find).
                                                            Point to the nuts when the teacher says Point to the         WC/DE/WE   GA/IA
                                                            nuts and count how many noses (two).
            5.   Review the /f/ and /k/ sounds              Find the things beginning with the /f/ (fan) and /k/         WC/OC/OE   GA/IA
                                                            (coats) sound in the picture of the CB p. 38 (Find).

                                                           EXTRA TIME
            1.   Review letters a-n                          On a sheet of paper get each child to write a letter        WE         GA/IA       10’
                                                             assigned by the teacher from the a to the n.
                                                             Put glue on the letter and paste pieces of paper,           DE         IA
                                                             macaroni, string or small buttons.
                                                             Wait until it dries and slide a finger over to trace the    WE         IA
                                                             letter.
                                                             Say the alphabet (a-n) and have each child show their       OC/DE      GA
                                                             letter when it is mentioned.



                                                                                                                                                         168
                                                                                 UNIT 6: MY FARM
             OBJECTIVES                            Activities                                                      Skills   Interact.   Time   Material
                                                   ACTIVITY BOOK                                                                               AB

             1.   Practise tracing the letter Nn      Trace the dotted line in the direction of the arrows with   WC/OE    IA          10’
                                                       a finger forming the letter N (Trace and write AB p.
                                                       43).
                                                      Trace letter N with a pencil.                               WE       IA
                                                      Repeat the activity with the small n, first with a finger   WE       IA
                                                       and then with a pencil.
                                                      Continue practising on the board on the writing lines       WE       GA
                                                       (Trace and write AB p. 43).

             2.   Practise pronunciation of the       Pronounce the acquired vocabulary with the pictures:        WC/OE    IA          10’
                  vocabulary in the Lesson             nose, nut (Trace and say. Colour AB p. 43).
             3.   Practise writing letter n           Trace with a pencil the first letter of both pictures.      WE       IA
                                                      Trace with a finger the letters of the pictures and
                                                       colour them (Trace and say. Colour AB p. 43).               WE       IA
                                                      Colour the remaining pictures trying not to go over the
SESSION 10




             4.   Carry out a relaxing activity        edges.                                                      DE       IA




                                                                                                                                                169
                                                                                       UNIT 6: MY FARM
             OBJECTIVES                                Activities                                                       Skills   Interact.   Time   Material
             1. Warm up! Review the vocabulary            Each child will draw his/her favourite animal or object      DE       GA          10’    CB
                learnt in the lesson                       that can be found in a farm.                                                             Audio CD
                                                          Ask a child to stand up and ask Is it a donkey? For          OC/OE    GA                 AB
                                                           them to answer according to the picture yes, it is or no,
                                                           it isn’t; it is a …
                                                          Put several pictures on the board and explain that they      OC       GA
                                                           form a farm.
             2. Follow the sequence of a story            Point to each one of the 4 pictures in the story in order,   OC/OE    GA          5’
                                                           from left to right, as indicated by the teacher (Story CB
                                                           p. 39).
                                                          Answer in their mother tongue to the teacher’s               OC/OE    GA
                                                           questions about the plot of the story (Look and say CB
                                                           p.39).
             3. Develop          English     listening    Listen to the story on the CD stopping after each box        OC/OE    GA          10’
                comprehension skills                       to make sure they have understood it (Listen CB p.
                                                           39).
             4. Understand and enjoy a story              Listen again to the story stopping after each phrase for     OC/OE    GA
SESSION 11




                                                           children to repeat it (Listen and act CB p. 39).
                                                          Act out the story in pairs using the drawings they did
                                                           in the warm up that are up on the board (Listen and act      OE       AP          5’
                                                           CB p. 39).
                                                       ACTIVITY BOOK
                                                           On p.44 say what all the drawings have in common
                                                          (they are all animals) (Say and write the letter).
             1. Consolidate the vocabulary learnt in       Showing the book, point to each animal for the              WC/OE    GA          15’
                the unit                                  children to say the name of each one.
                                                           Write the first letter of the name under the picture. Do
                                                          the first one as an example.                                  WC/OE    GA
                                                           Review the activity orally, saying the name of the
                                                          animals, the letter with which they start and the sound       WE       GA/IA
                                                          (Say and write the letter AB p. 44).
                                                       EXTRA TIME                                                       OE       GA
                                                           Act out an animal using mime and gestures for them
                                                          to guess it.
                                                           The child that guesses will go to the front of the class
                                                          to act out another animal. He/she will whisper the
             1. Review animal vocabulary with the         name in the teacher’s ear for the teacher to help if          OC/OE    GA          10’
                help of a game                            necessary.
                                                                                                                        OE

                                                                                       UNIT 6: MY FARM

                                                                                                                                                     170
                                      OBJECTIVES                          Activities                                                          Skills   Interact.   Time   Material
                                      1. Warm up! Revise the numbers         Ask the children to write the numbers they hear. Say            OC/WE    GA          5’     TB
                                                                             six, nine, seven.                                                                            Flashcards
                                                                             Write numbers 1 to 9 on the board and ask a child to            WC/WE    GA                 AB
                                                                             go out to the board and circle the first number dictated.
                                                                             Repeat with another two children and numbers 9 and 7.
                                                                             Write letters l, m, n in a column on the board; point to
                                      2.    Review Ll, Mm, Nn letters and    them for the children to say the name and sound of each          WC/OE    GA          10’
                                           sounds                            one.
                                                                             Put the lemon flashcard on the right of the letters and
                                                                             ask What’s this? For them to answer It’s a lemon. Ask            WE       GA
REINFORCEMENT SESSION (UNIT REVIEW)




                                                                             what letter lemon starts with and the sound and trace a
                                                                             line from the l to the lemon (Match and colour AB p.
                                                                             45).
                                                                             Identify the numbers that appear in Activity 2 on p. 45
                                      3.    Review numbers 8 and 9           of the AB (Count and circle).                                    WC       GA          10’
                                                                             Draw a flower on the board and ask What’s this? For
                                                                             them to answer a flower. Draw 8 flowers more in a row            OC/OE    GA
                                                                             next to the first one, write an 8 and a 9 at the end of the
                                                                             row and ask How many flowers? For them to count 1,
                                                                             2, 3 up to 9. Circle the 9.
                                                                             Complete the activity with the remaining pictures
                                                                             (Count and circle AB p. 45).                                     WC/WE    IA


                                                                                 PROGRESS CHECK 6

                                                                                     Identify the pictures in Activity 1 and write their
                                      1.   Activities to check children’s            initial letter next to the picture picking the letter from WE     IA
                                           progress and teaching effectiveness       those in the box (Look and write TB p. 99).
                                                                                     Write the missing letters to complete the alphabet
                                                                                     (from the a to the n) (Write the letters TB p. 99).        WE     IA
                                                                                     Count how many pictures there are in each row and
                                                                                     circle the amount indicated by the numbers in the left
                                                                                     column (Count and circle TB p. 99)                         WE     IA




                                                                                                            UNIT 7: MY CLOTHES
                                                                                                                                                                           171
            OBJECTIVES                             Activities                                                          Skills   Interact.   Time   Material
            1. Warm up! Introduce the unit topic      Ask questions about the pictures on pages 40-41 of the          OC/OE    GA          10’    CB
                                                      CB in their mother tongue: Who are the children?                                             Flashcards
                                                      Where are they? What are they doing? Why is it                                               Audio CD
            2.   Learn the vocabulary related with    important to help at home?                                                                   AB
                 clothes                              Listen to the CD showing the flashcards of each                 OC/WC    GA/IA       10’
                                                      clothing item as it is mentioned. Stop after each word
                                                      for the children to point to it in their CB (Listen and
            3.   Recognize English sounds and         say pages 40-41).
                 spoken words                         Listen to the audition again stopping after each word           OC/OE    GA/IA
                                                      for them to repeat it as a group and individually (Listen
                                                      and say CB pages 40-41).
                                                      Name vocabulary randomly for them to find and point             OC/DE    IA          10’
                                                      to the clothes in the CB (Listen and find pages 40-41).
                                                      Listen to the audition stopping after each word for
                                                      them to point to it in their books (Listen and find CB           OC/DE    IA
                                                      pages 40-41).
SESSION 1




                                                      ACTIVITY BOOK

            1.   Identify clothing items                  On p. 46 identify the clothes at the top of the page. Put
                                                          the flashcards on the board (Find and colour. Say AB         WC /OE   GA          10’
                                                          p. 46).
                                                          Say in their mother tongue what is happening in the
                                                          picture at the bottom (clothes are falling out of the        OE       GA
                                                          clothes-basket).
                                                          Pointing to the first clothes item in the blue box, find
                                                          it in the picture at the bottom, colour it and say what it   OE/DE    GA/IA
                                                          is (shirt). Complete the activity following the example.
                                                          Revise the activity orally saying in their mother
                                                          tongue where each clothing item is (Find and colour.
                                                          Say AB p. 46).                                               OE       GA

                                                       EXTRA TIME
                                                         Each child will draw their favourite clothes on a sheet
            1.   Develop fine psychomotricity            of paper and colour it
                                                         Call a child to the front to present his/her drawing: DE              IA          10’
                                                         This is my jumper. It’s blue. Repeat with other
                                                         children.                                                OE            IA




                                                                                  UNIT 7: MY CLOTHES
                                                                                                                                                    172
            OBJECTIVES                              Activities                                                     Skills     Interact.   Time   Material
            1. Warm up! Review vocabulary              Show the flashcard of the clothing item for them to        OE         GA          5’     CB
                                                       say what it is.                                                                           Flashcards
            2.   Ask and answer questions about the    Show the flashcard of a colour and ask Is it blue? For     OE         GA                 Audio CD
                 colours                               them to answer No, it isn’t. It is orange. Etc                                            AB
                                                       On pages 40-41 of the CB they are to describe in their     WC/OC/OE   GA          10’
                                                       mother tongue what they think Baz and Tess are doing.
                                                       Listen to the CD to check out the answers (Listen and
                                                       say).
                                                       Listen to the CD again stopping after each phrase for      OC/OE      GA/IA
                                                       the children to repeat in group or individually.
            3.   Ask for things politely               Ask them if they remember what Baz and Tess say            OC/OE      GA          5’
                                                       when they get their clothes (thank you). Explain in
                                                       their mother tongue that when we ask someone to give
                                                       us something we say please to be polite (Listen and say
                                                       CB pages 40-41).
            4.   Revise the colours                    Show the flashcard of socks and ask What colour are        OC/OE      GA
                                                       they? For them to answer They are red. Repeat with
SESSION 2




                                                       other flashcards of other clothes (Say and do CB p. 41).
                                                       Act out the dialogue of the previous activity between
                                                       Tess and Baz in pairs using the flashcards of the           OC/OE      PA          10’
                                                       clothes and the colours. Repeat the dialogue after the
                                                       teacher (Say and do CB p. 41).


                                                        ACTIVITY BOOK
                                                           Put the flashcards of the colours on the board. Point to
            1.   Develop fine psychomotricity              the red one and ask What colour is it? For them to OC/WC/OE        GA          5’
                                                           answer red. Write red next to the flashcard. Repeat
                                                           with the remaining colours (Colour AB p. 47).
                                                           Colour the clothes in the activity according to each
                                                           one’s number. The colours are indicated at the top of
                                                           the page (1 red, 2 blue, etc) (Colour AB p. 47).          WC/DE    IA          10’

                                                        TIME EXTRA
                                                           Show 3 yellow pencils and ask What colour are they?
                                                           For them to answer They are yellow. Repeat with other
                                                           objects and colours.
            1.   Practise the structure learnt in the                                                              OC/OE      GA          5’
                 lesson



                                                                                  UNIT 7: MY CLOTHES

                                                                                                                                                  173
            OBJECTIVES                               Activities                                                        Skills   Interact.   Time   Material
            1. Warm up! Revise the use of capital       Put the flashcard of Adam on the board for children to        OC/OE    GA          5’     CB
               letters                                  give his name.                                                                             Flashcards
                                                        Say /ᴂ/ Adam. Ask what letter it starts with and write        WC/OC    GA                 Audio CD
                                                        a under the flashcard. Ask in their mother tongue if it is                                 AB
                                                        correct or whether they should write A instead. Repeat
                                                        with Baz and Jig.
            2. Learn letter Oo                          Introduce letter Oo with the help of the octopus and          OC       GA          10’
                                                        ostrich flashcards (Letter fun! CB p. 42).
                                                        Explain the difference between the /ɒ/ sound and the          OC       GA
                                                        name of the letter o.
                                                        Remember that the letter O sounds the same as o and           OC       GA
                                                        recall the difference in use of small and capital letters.
                                                        Ask them to say names beginning with O.
            3. Recognize and pronounce the /ɒ/          Write both the small and capital letter O with a finger       OE       GA
               sound                                    in the air imitating the teacher,                              WC/WE    IA          5’
            4. Learn to trace Oo                        Practise tracing the letters in the CB, p. 42 with a
                                                        finger (Learn the letter).                                     WE       IA
SESSION 3




                                                        Repeat the whole process with the Pp (Learn the letter
                                                        CB p. 42).                                                     OC/WC/   GA/IA       10’
            5. Learn the letter Pp and the sound /p/                                                                   OE/WE

                                                       ACTIVITY BOOK

                                                           Follow the dotted line with a finger forming letter O
                                                            (Trace and write AB p. 48).                                WE       IA          15’
            1.   Develop fine psychomotricity              Trace letter O with a pencil.
                                                           Repeat the activity with the small o first with a finger   WE       IA
                                                            and then with a pencil.                                    WE       IA
                                                           Repeat with letters P and p (Trace and write AB p.
                                                            48).                                                       WE       IA

                                                       EXTRA TIME
                                                          Explain in their mother tongue a trick to practise
                                                          pronunciation of the /p/ sound for those who find it OC/OE            GA          5’
            1.   Practise the /p/ sound                   difficult. With a sheet of paper in front of your mouth,
                                                          pronounce the /p/ and ask them to observe how the
                                                          paper moves with the puff of air. Get them to see that it
                                                          doesn’t move when pronouncing the /b/. Give each
                                                          child a sheet of paper to practise.



                                                                                   UNIT 7: MY CLOTHES

                                                                                                                                                    174
            OBJECTIVES                             Activities                                                     Skills     Interact.   Time   Material
            1. Listen to a song to help them learn    Listen to the CD song (Sing).                              OC         GA          10’    CB
               letters Oo and Pp                      Listen again to the song and stop after each phrase for    OC/OE/DE                      Flashcards
                                                       the children to repeat it and point to what they hear in                                 Audio CD
                                                       their book.                                                                              AB
                                                      Listen to the song a third time for children to sing it    OC/OE      GA
                                                      (Sing CB p. 42).

            2.   Identify letters o and p                Find letters o and p in the alphabet at the top of p. 42 WC        GA          5’
                                                         of the CB (Find).
                                                         Point to the octopus or the ostrich as the teacher names OC/DE     GA
                                                         one or the other and say what colour they are.
            3.   Review letter J                         Find in the picture something beginning with /dʒ/ WC/DE            IA
                                                         (Jig) (Find CB p. 42).

            4.   Review numbers 1-9                      Write on the board numbers 1 to 9. Give the flashcards OC/OE       GA/gA       5’
                                                         of the numbers to 9 children. Ask the whole class to
                                                         count from 1 to 9 and the children who have the
SESSION 4




                                                         flashcard are to stand up when they hear their number.
                                                         Count from 9 to 1 for the children to sit after showing
                                                         their flashcard.
            5.   Learn number 10                         Draw 10 circles on the board, count them and write WC/OC/OE        GA          10’
                                                         number 10 under them. Ask How many? For the
                                                         children to answer ten.
            6.   Count from 1 to 10                      On p. 43 of the CB count the birds on the wall (ten) OC/DE         GA
                                                         (Count 1-10).


                                                     ACTIVITY BOOK

            1.   Review vocabulary                       Pronounce acquired vocabulary with the pictures: OE                GA          15’
                                                          octopus, Pat, pink (Trace and say. Colour AB p. 48).
                                                         Write over the first letter of each word with a pencil.
            2.   Practise tracing the Gg                 Colour the pictures trying not to go over the edges WE             IA
                                                         (Trace and say. Colour AB p. 48).
            3.   Do a colouring activity                                                                          DE         IA




                                                                                                                                                 175
                                                                                UNIT 7: MY CLOTHES
            OBJECTIVES                               Activities                                                   Skills   Interact.   Time   Material
            1. Count from 1 to 10 and sing a song to    Ask them to describe in their mother tongue what is      OC/OE    GA          5’     CB
               help them learn vocabulary               happening on p. 43 of the CB (Sing).                                                  Flashcards
                                                        Introduce the words fly away, come back and here         OC       GA                 Audio CD
                                                        with me with gestures and actions.                                                    AB
                                                        Listen to a song with the new words and all the          OC       GA
                                                        numbers they know in English. (Sing CB p. 43).                                 15’
                                                        Listen to the song a second time stopping after each     OC/OE    GA
                                                        phrase for the children to gesture and repeat after the
                                                        teacher (Sing CB p. 43).

                                                          Call 10 children to the front of the class for them to OC/OE    gA          10’
                                                          pretend to be 10 birds, give each of them a flashcard
                                                          with the numbers. Another child will pretend to be a
                                                          cat with the corresponding flashcard. Sing the song
                                                          and each child will return to his/her place when the cat
                                                          makes them fly off (Sing and do CB p. 43).
SESSION 5




                                                     ACTIVITY BOOK
            1.   Practise tracing number 10
                                                          Draw writing lines on the board. Write number 10 as it WC       GA          5’
                                                          appears in the CB.
                                                          Practise tracing the numbers in their book first with a WE      IA
                                                          finger and then with a pencil (Trace and write AB p.
                                                          49).
            2.   Count from 1 to 10
                                                          On p.49 of the AB identify the numbers in the column WC         GA          15’
                                                          on the right (Count circle and colour).
                                                          Write number 10 on the board. Draw 10 skirts in a WC/OC/        GA/IA
                                                          row on the right of the number and ask How many OE/WE
                                                          skirts? For them to answer ten. Point to number 10 and
                                                          say Count ten. Point to the skirts as they are counted.
                                                          Circle the 10 skirts. Complete the activity following the
                                                          example of the skirts with the rest of the numbers and
                                                          clothes (Count, circle and colour AB p. 49).
                                                          Colour the clothes.
                                                                                                                    ED     IA




                                                                                                                                               176
                                                                              UNIT 7: MY CLOTHES
            OBJECTIVES                             Activities                                                   Skills   Interact.   Time   Material
                                                   NUMBERS BOOK                                                                             NB
            1.   Count and write number 10            Identify the number at the top of p. 40. Trace the       WC/WE    GA/IA       10’
                                                      number starting at the dot and following the direction
                                                      of the arrows (Trace and count. Write NB p. 40).
                                                      Ask How many socks? For them to answer ten.
                                                      Draw writing lines on the board and write number 10      OC/OE    GA
                                                      as it appears in the CB while the children trace with a   WC/WE    GA
                                                      finger in their books.
                                                      Trace and write the numbers with a pencil (Trace and
                                                      count. Write NB p. 40).                                   WE       IA          5’
                                                      In Activity 2 on p. 40 ask if they notice something
                                                      different in the jumpers. Complete the dotted line of     OC/WE    GA/IA       10’
                                                      the jumpers (Count and draw).
                                                      Count all the jumpers. Ask How many jumpers? For
            2.   Count from 1 to 10                   them to answer ten (Count and draw NB p. 40).             OC/OE    GA

                                                       Draw writing lines on the board. Draw dots to show
SESSION 6




                                                       writing of numbers 1 to 10 while the children practise
            3.   Write numbers 1 to 10                 tracing with their finger in their book (Trace NB p. 41). WC/WE   GA/IA       5’
                                                       In Activity 2 of page 41 of the NB identify the
                                                       numbers there are in the boxes (Write the next
                                                       number).
            4.   Practise the order of the numbers     Pointing to number 3 ask what the following number WC/WE         GA          10’
                 from 1 to 10                          is and write it in the box next to it. Complete the
                                                       activity with the remaining numbers (Write the next
                                                       number NB p. 41).                                         WE      IA




                                                                                                                                             177
                                                                                UNIT 7: MY CLOTHES
            OBJECTIVES                          Activities                                                          Skills   Interact.   Time   Material
                                                NUMBERS BOOK                                                                                    NB
            1.   Count from 1 to 10, follow a      Put the flashcards of numbers 1 to 10 on the board in a         WC       GA          5’
                 sequence    and develop   fine    zigzag line starting at the top left corner down to the
                 psychomotricity                   bottom right corner (Follow the numbers NB p. 42).
                                                   Point to each number for them to name them.                     WC/OE    GA
                                                   Trace a line connecting the numbers in order.                   WC       GA
                                                   On p. 42, explain that the ostrich has to find the egg          OC/WE    IA          5’
                                                   and can do so joining the numbers in the right order.
                                                   They are to ignore the numbers that do not follow the
                                                   sequence (Follow the numbers NB p. 42).

            2.   Count from 1 to 10                     Put the flashcards from 6 to 10 in a column on the left    WC       GA          5’
                                                        of the board (Count and match NB p. 43).
                                                        Point to each number for the children to name them.        WC/OE    GA
                                                        On p. 43 explain that they are to count objects and join   WC/WE    GA/IA       10’
                                                        them with the right number for each group. Do the first
                                                        number as an example on the board.
SESSION 7




                                                        Complete the activity in their book (Count and match       WE       IA
                                                        NB p. 43).
                                                        Revise the activity orally asking How many shoes?          OC/OE    GA
                                                        six; etc (Count and match NB p. 43).




                                                                                                                                                 178
                                                                                UNIT 7: MY CLOTHES
            OBJECTIVES                               Activities                                                  Skills     Interact.   Time   Material
                                                     NUMBERS BOOK                                                                              NB
            1.   Count from 1 to 10 and find objects    Identify the clothes in the Picture on p. 44 of the NB, WC/OE      GA          10’
                 in a picture                           the clothes items in the column on the right can help
                                                        them (Look, count and write NB p. 44).
                                                        They are to count each of the garments and write
                                                        down the right amount in the box next to each clothing WC/WE        IA
                                                        item. Do the first one as an example on the board.
                                                        Complete the activity with the rest of the items. (Look,
                                                        count and write NB p. 44).

                                                         Put the flashcards of numbers 1 to 10 on the board in a
                                                         zigzag line going from the top left corner to the bottom
            2.   Follow a sequence                       right corner (Join the dots. Colour NB p. 45).             WC      GA          5’
                                                         Point to each number for the children to name them.
                                                         On p. 45 ask what they see (a queen) and what the
                                                         queen is missing (her crown).                              WC/OE   GA
                                                         To finish the crown they are to join the dots following   OE      GA
SESSION 8




                                                         the right order of the numbers (Join the dots. Colour
            3.   Develop fine psychomotricity            NB p. 45).                                                 WE      IA          10’
                                                         Colour the drawing trying not to go over the edges.

            4.   Colour                                                                                             DE      IA




                                                                                                                                                179
                                                                                   UNIT 7: MY CLOTHES
            OBJECTIVES                               Activities                                                       Skills     Interact.   Time   Material
            1. Warm up! Review Oo and Pp                Write letters o and p on the board. Ask a child to go to     WC/OE      GA          5’     CB
                                                        the board, give him/her the pink flashcard for him/her                                      Flashcards
                                                        to put it under the right letter. Repeat with octopus.                                      Audio CD
            2.   Learn letter Qq                        Introduce letter Qq with the help of the queen and           OC/WC      GA          10’
                                                        quiet flashcards (Letter fun! CB p. 44).
            3.   Identify the /kw/ sound                Explain the difference between the /kw/ sound and the        OC         GA
                                                        name of letter q.
                                                        Remember that letter Q sounds the same as q and              OC         GA
                                                        remember the difference in use of small and capital
                                                        letters.
                                                        Say names beginning with Q.                                  OC/OE      GA
                                                        Write both the small and capital letter q with a finger      WE         GA/IA
                                                        in the air imitating the teacher.
            4.   Practise tracing the Qq                Practise tracing letters in the CB, p. 44 with a finger      WE         IA
                                                        (Learn the letter CB p. 44).
            5.   Listen to a song to help them learn    Listen to the song on the CD (Sing CB p. 44).                OC         GA          10’
                 letter Qq                              Listen to the song again stopping after each phrase for      OC/OE/DE   GA
SESSION 9




                                                         the children to repeat and point to in the book.
                                                        Listen to the song a third time for the children to sing
                                                         it (Sing CB p. 44).                                          OC/OE      GA
                                                        Find the letter q in the alphabet at the top of p. 44 of
            6.   Identify letter q                      the CB (Find).                                                WC         IA          5’
                                                        Find an example of quiet in the picture on p. 44
                                                        Find the things that start with the /g/ (girls, give), /h/   WC/DE/WE   GA/IA
                                                        (hand) e /ɪ/ (iguana) sound in the picture in the CB p.
            7.   Review the /g/, /h/ e /ɪ/ sounds       44 (Find).                                                    WC/OC/OE   GA/IA

                                                       EXTRA TIME
                                                          Dictate letters in a low voice so they listen closely to
                                                          be able to write them.
            1.   Review letters a-q                       Dictate letters two at a time giving them time enough OC/WE           GA/IA       10’
                                                          to write them.
                                                          Review the activity calling the children to the board.   OC/WE        IA

                                                                                                                      WE         GA




                                                                                                                                                     180
                                                                              UNIT 7: MY CLOTHES
             OBJECTIVES                           Activities                                                      Skills   Interact.   Time   Material
                                                  ACTIVITY BOOK                                                                               AB

             1.   Practise tracing letter Qq         Follow the dotted line in the direction of the arrows       WC/OE    IA          10’
                                                      with a finger to form letter Q (Trace and write AB p.
                                                      50).
                                                     Trace letter Q with a pencil.                               WE       IA
                                                     Repeat the activity with the small q, first with a finger   WE       IA
                                                      and then with a pencil.
                                                     Continue practising on the board on the writing lines       WE       GA
                                                      (Trace and write AB p. 50).

             2.   Practise pronunciation of the      Pronounce the learnt vocabulary as seen in the              WC/OE    IA          10’
                  vocabulary in the lesson            pictures: queen, quiet (Trace and say. Colour AB p.
             3.   Practise writing letter q           50).                                                        WE       IA
                                                     Trace over the first letter of both words with a pencil.
                                                     Trace with a finger the letters of the pictures and         WE       IA
                                                      colour them (Trace and say. Colour AB p. 50).
SESSION 10




             4.   Carry out a relaxing activity      Colour the rest of the pictures trying not to go over the   ED       IA
                                                      edges.




                                                                                                                                               181
                                                                                     UNIT 7: MY CLOTHES
             OBJECTIVES                                Activities                                                       Skills     Interact.   Time   Material
             1. Warm up! Review vocabulary learnt         Point to the clothes the children are wearing for them       OC/OE      GA          5’     CB
                in the Lesson                              to name them and if it is a colour they know ask them                                      Flashcards
                                                           What colour is it? For them to say the colour.                                             Audio CD
             2. Follow the sequence of a story            Point to each of the 4 pictures in the story in order,       OC/OE      GA          10’    AB
                                                           from left to right, as indicated by the teacher (Story CB
                                                           p. 45).
                                                          Answer the teacher’s questions about the plot of the         OC/OE      GA
                                                           story in their mother tongue (Look and say CB p. 45).
                                                          Listen to the story on the CD stopping after each frame
             3. Develop       English        listening     to make sure they have understood it (Listen CB p.           OC/OE      GA          5’
                comprehension skills                       45).
                                                          Listen again to the story stopping after each phrase for
             4. Understand and enjoy a story               the children to repeat it (Listen and act CB p. 45).         OC/OE      GA
                                                          Act out the story in pairs using the clothes flashcards.
                                                           Repeat with different pairs of children (Listen and act
                                                           CB p. 45).                                                   OE         PA          10’
SESSION 11




                                                       ACTIVITY BOOK
                                                          Write on the board the letters a-i in the shape of a
                                                          snake and forming a circle (Join the dots. Colour AB p.
             1.   Consolidate the vocabulary learnt in    51).                                                          WC         GA          5’
                  the unit                                Point to them for them to say the name of the letter.
                                                          Join them with a line following the correct order of the
                                                          letters.                                                      OE         GA
                                                          Repeat with letters j-q.
                                                          Complete the activity identifying the clothes in each        WE         GA
                                                          box and tracing the line that joins the letters in order to
                                                          complete the drawing (Join the dots. Colour AB p. 51).        WC/OE/WE   GA
             2.   Develop fine psychomotricity            Colour the pictures trying not to go over the edges.         OE/WE      IA          15’

                                                         EXTRA TIME
                                                            Name a clothing item for each one to touch what
                                                            he/she is wearing (shirt, socks, shoes).         DE                    IA
                                                            Repeat with other clothes, going faster.


             1.   Review the vocabulary with the help                                                                   OC         GA          10’
                  of a game
                                                                                                                        OC



                                                                                                                                                       182
                                                                UNIT 7: MY CLOTHES
                                      OBJECTIVES   Activities                        Skills   Interact.   Time   Material
REINFORCEMENT SESSION (UNIT REVIEW)




                                                                                                                  183
1.   Warm up! Review the numbers               Write numbers 1 to 3 on the board and ask a child out     WC/WE      GA          5’     TB
                                               to write the number that follows. Repeat with other                                      Flashcards
                                               children up to number 10.                                                                AB
2.   Review the use of capital letters         Put the flashcard of Pat on the board. Say Pat and ask    WC/WE      GA          10’
                                               them to say the first sound of Pat /p/. Ask for the name
                                               of the letter and write P and p on the board. Ask which
                                               is the right letter for Pat. Write P under the flashcard
                                               of Pat (Say and write AB p. 52).
                                               Complete Activity 1 following the example of Pat.
                                               Review the activity putting flashcards of queen and       WE         IA
                                               octopus on the board and calling children out to write
                                               the correct letter under each one (Say and write AB p.
                                               52).
                                               Draw a cat on the board and ask What’s this? For them
3.   Review numbers from 1-10                  to answer it’s a cat.                                      WC/OC/OE   GA          10’
                                               Draw 7 more cats in a row next to the first one and ask
                                               How many cats? For them to answer eight. Count the         WC/OC/OE   GA
                                               cats 1-8 and write the 8 at the end of the row (Count
                                               and write AB p. 52).
                                               Complete Activity 2 following the example (Count
                                               and write AB p. 52).                                       WC/WE      IA


                                           PROGRESS CHECK 7

                                               Identify the pictures in Activity 1, join them with their
1.   Activities to check the children’s        corresponding initial and write the capital letter next to WE         IA
     progress and teaching effectiveness       the small letter on the writing lines (Match and write
                                               TB p. 100).
                                               Write the missing numbers in the right order to
                                               complete the 10 (Write the numbers TB p. 100).             WE         IA
                                               Count the number of images in each row and join with
                                               the correct number in the column on the left (Count WE                IA
                                               and match TB p. 100).




                                                                         UNIT 8: MY BODY
OBJECTIVES                                 Activities                                                     Skills     Interact.   Time   Material
O
N
S

S
S
E



I




                     1




                                                                                                                                         184
1.   Warm up! Introduction to the topic of     Ask children to describe in their mother tongue what       OC/OE   GA      5’    CB
     the unit                                  they see in the picture on pages 46-47.                                           Flashcards
2.   Learn the parts of the body               Listen to the CD showing the flashcards of the parts of    OC/DE   GA      10’   Audio CD
                                               the body for the children to point to in their book                               AB
                                               (Listen and say CB pages 46-47).
                                               Listen to the audition again stopping after each word      OC/OE   GA/IA
                                               for the children to repeat it in group and individually
                                               (Listen and say CB pages 46-47).
3.   Recognize English      sounds   and       Name the vocabulary randomly for them to point to          OC/DE   GA      15’
     spoken words                              the words in their book (Listen and find CB pages 46-
                                               47).                                                        OC/DE   GA/IA
                                               Listen to the vocabulary on the CD stopping after each
                                               word for the children to find it and point to it in their
                                               book (Listen and find CB pages 46-47).


1.   Develop fine psychomotricity         ACTIVITY BOOK                                              OC/WC         GA      5’
                                             Put the flashcards with the parts of the body on the
                                             board in two columns, leaving space between them to
                                             draw a body. Point to the flashcard and ask where that
                                             part of the body is. Draw a line from the flashcard to
                                             the part of the body it belongs to.
                                             Complete the activity on p. 53 of the AB following the DE            IA      10’
                                             example on the board (Match and colour. Say).
                                             Revise the activity calling children to the board to DE              GA
                                             join the flashcards with the parts of the body in the
                                             picture (Match and colour. Say AB p. 53).


                                          EXTRA TIME
1.   Review the vocabulary with a game       Name parts of the body randomly for the children to OC               GA      10’
                                             touch the part mentioned. Example: head they put their
                                             hands on their head.
                                             Repeat with different parts saying them faster and OC                GA
                                             faster or in a very low voice for them to pay a lot of
                                             attention.




                                                                                                                                  185
                                                                                  UNIT 8: MY BODY
            OBJECTIVES                          Activities                                                         Skills     Interact.   Time   Material
            1. Warm up! Review the parts of the    Put the flashcards of the parts of the body on the board       WC/OC/OE   GA          10’    CB
               body                                and point to them for the children to name them. Put                                          Flashcards
                                                   the flashcards of Pat and Jig on the board and ask what                                       Audio CD
                                                   animals they are in their mother tongue (Pat is a cat and                                     AB
                                                   Jig is a rabbit).
                                                   Point to Pat and say cat. Point to Jig and say rabbit.         OC/OE      GA/IA
                                                   Get the children to repeat in group and individually.
                                                   Ask the children to describe in their mother tongue
            2. Talk about the parts of the body    what Jig and Pat are doing in the picture on pages 46-          OE         GA          10’
                                                   47 of the CB (Listen and say).
                                                   Listen to the CD to check out the answers.
                                                   Listen again to the CD stopping after each phrase for          OC         GA
                                                   the children to repeat in group and individually.               OC/OE      GA/IA
                                                   Ask if they remember what part of the body Jig hasn’t
                                                   got (fingers) and what Pat says about this (of course           OC/OE      GA
                                                   not) (Listen and say CB p. 47).
                                                   Showing the eyes flashcard say I’ve got eyes and point
SESSION 2




                                                   to your eyes. Encourage the children to repeat the              OC/OE      GA          10’
                                                   phrase and point to their eyes (Say and do CB p. 47).
                                                   Repeat with other flashcards of different parts of the
                                                   body and pointing to themselves (Say and do CB p.               OC/OE      GA
                                                   47).

                                                    ACTIVITY BOOK
                                                       Write numbers 2, 4, 6 and 8 on the board. Point to
            1.   Count from 1to10                      them for children to name them (Count and write AB          WC/OE      GA          15’
                                                       p. 54).
                                                       On p.54 of the AB, point to the first row of cats and
                                                       ask How many eyes? For them to answer eight. Put the        WC/OC/     GA/IA
                                                       flashcard of eyes on the board under the 8. Complete        OE/WE
                                                       the activity following the example and writing the
                                                       number at the end of each row.
                                                       Review the activity calling the children out to the
                                                       board to put the flashcard of the parts of the body under   WC         GA
                                                       the right number (Count and write AB p. 54).

                                                    EXTRA TIME
                                                       Showing a book say I’ve got a book. Repeat with other
            1.   Review the I’ve got structure         belongings. Following the example, children will OC/OE                 GA          10’
                                                       practise the expression I’ve got with their belongings.


                                                                                                                                                  186
                                                                                    UNIT 8: MY BODY
            OBJECTIVES                            Activities                                                      Skills     Interact.   Time   Material
            1. Warm up! Review the use of capital    Write the small letters from a to q on the board and        C/WE       gA          10’    CB
               letters                               call different children to the board to write the                                          Flashcards
                                                     corresponding capital letters.                                                             Audio CD
                                                     Children are to say the name of the letter and the          WE/OE      gA                 AB
                                                     sound.
                                                     Introduce letter Rr with the help of the flashcards of      OC
            2. Learn letter Rr                       rabbit and run (Letter fun! CB p. 48).                                              10’
                                                     Explain the difference between the /r/ sound and the        OC         GA
                                                     name of letter r.
                                                     Remember that R sounds the same as r and recall the         OC         GA
                                                     difference in use of small and capital letters.
                                                     Ask them to say names beginning with R.
            3. Recognize and pronounce the /r/       Write both small and capital letter R with a finger in      OE         GA
               sound                                 the air imitating the teacher.                               WC/WE      GA          10’
            4. Learn to trace the Rr                 Practise tracing the letters in the CB, p. 48 with a
                                                     finger (Learn the letter).                                   WE         IA
SESSION 3




                                                       ACTIVITY BOOK

                                                          Follow the dotted line with a finger forming letter R
                                                           (Trace and write AB p. 55).                             WE        IA          10’
            1.   Develop fine psychomotricity             Trace letter R with a pencil.
                                                          Repeat the activity with the r, first with a finger and WE        IA
                                                           then with a pencil (Trace and write AB p. 55).          WE        IA

                                                       EXTRA TIME

                                                           Put the flashcards of Apple, egg, insect and octopus
                                                           on the board corresponding to the vocals learnt so far.
                                                           Say /ᴂ/ and call out a child to the board for him/her to WC      GA          10’
            1.   Practise the sounds of vocals (a-o)       touch the corresponding flashcard (Apple). Ask the rest
                                                           of the class to say the name of the letter and its sound.
                                                           Repeat with the rest of the flashcards.                  WC/OE   GA


                                                                                                                  WC/OE      GA




                                                                                                                                                 187
                                                                                     UNIT 8: MY BODY
            OBJECTIVES                                 Activities                                                     Skills     Interact.   Time   Material
            1. Listen to a song that will help them to    Listen to the song on the CD (Sing).                       OC         GA          10’    CB
               learn letter Rr                            Listen again to the song stopping after each phrase for    OC/OE/DE                      Flashcards
                                                           the children to repeat and point in their book to what                                   Audio CD
                                                           they hear.                                                                               AB
                                                          Listen to the song a third time for the children to sing   OC/OE      GA
                                                           it (Sing CB p. 48).

            2.   Identify letter r                         Find the letter r in the alphabet at the top of p. 48 of WC          GA          5’
                                                            the CB (Find).
                                                           Ask How many rabbits? For them to count the rabbits OC/OE            GA
                                                            in the picture on p. 48 of the CB (six).
            3.   Review letters a, m, f, d                 Find in the picture something beginning with /ᴂ/ WC/DE               IA
                                                            (apples), /m/ (mangoes), /f/ (figs) and /d/ (dates) (Find
                                                            CB p. 48).

            4.   Review the parts of the body              Showing a hand and pointing to the fingers ask How        OC/OE      GA          5’
                                                            many fingers? For them to answer five.
SESSION 4




                                                           Showing both hands say I’ve got ten fingers and get       OC/OE      GA
                                                            the children to repeat in group and individually.
            5.   Count from 1 to 10                        On p. 49 of the CB ask questions in their mother          OC/OE      GA          10’
                                                            tongue about what can be seen in the picture (how
                                                            many children? What are they doing? etc) (Count).
                                                           Point to the child that is standing on his/her head and   OC/OE      GA
                                                            ask How many feet? For them to answer two.
                                                           Introduce the word toes with the flashcard and ask        OC/OE      GA
                                                            How many toes? For them to answer ten.

                                                       ACTIVITY BOOK

            1.   Review the vocabulary                     Pronounce the vocabulary learnt with the pictures:        OE         GA          15’
                                                            rabbit, run (Trace and say. Colour AB p. 55).
            2.   Practise tracing the r                    Trace the first letter of each word with a pencil.        WE         IA
                                                           Trace the letters of the pictures with a finger and
                                                            colour them (Trace and say. Colour AB p. 55).             WE         IA
                                                           Colour the pictures trying not to go over the edges
            3.   Do a colouring activity                    (Trace and say. Colour AB p. 55).                         DE         IA




                                                                                                                                                     188
                                                                                    UNIT 8: MY BODY
            OBJECTIVES                             Activities                                                        Skills   Interact.   Time   Material
            1. Sing a song to help them understand    Introduce the word Little drawing a big circle on the         OC/OE    GA          5’     CB
               the vocabulary                         board and another, much smaller one, next to it (Sing                                      Flashcards
                                                      CB p. 49).                                                                                 Audio CD
                                                      Listen to the song about the parts of the body. (Sing         OC       GA          15’    AB
                                                      CB p. 49).
                                                      Listen to the song a second time stopping after each          OC/OE    GA
                                                      phrase for the children to repeat after the teacher and
                                                      point to the parts of the body as they are mentioned in
                                                      the song (Sing CB p. 49).

                                                         Call 4 children to the front of the class and put them OC/OE        PA          10’
                                                         facing each others in pairs. They will listen to the song
                                                         and point to the parts of their body mentioned in the
                                                         first stanza and in the second stanza, point to the parts
                                                         of the body of their partner. Repeat with other pairs of
                                                         children (Sing and do CB p. 49).
SESSION 5




                                                     ACTIVITY BOOK
            1.   Develop fine psychomotricity           On p. 56 of the AB explain that they will draw their        OC       GA          10’
                                                        hand in the box in Activity 1 (Draw and colour).
                                                        Draw the teacher’s hand on the board as an example
                                                        and trace the contour with a chalk.                          WC       GA
                                                        Following the example first trace the hand with the
                                                        rubber in the pencil and then with a pencil (Draw and
                                                        colour AB p. 56).                                            DE       IA
                                                        Colour the hand in their books (Draw and colour AB
                                                        p. 56).
                                                        Write letters R, P, B, r, f and n on the board in the       DE       IA          5’
                                                        order they like (Colour the letters R and r AB p. 56).
                                                        Point to each letter for the children to say the name of    WC       GA          10’
                                                        the letter and its sound
                                                        Ask in their mother tongue which two letters are the        OE       GA
                                                        same and circle them (R, r).
                                                        In Activity 2 on p. 56, explain that they are to find the   OC/OE    GA
                                                        path from the water to the towel colouring the feet with
                                                        letters R and r (Colour the letters R and r).                DE       IA




                                                                                                                                                  189
                                                                              UNIT 8: MY BODY
            OBJECTIVES                          Activities                                                     Skills   Interact.   Time   Material
                                                NUMBERS BOOK                                                                               NB
            1.   Develop fine psychomotricity      On p. 46, trace the dotted line of the hands following     DE       IA          5’
                                                   the order of the numbers, first with the rubber in the
                                                   pencil and then with the pencil (Draw NB p. 46).
                                                   In Activity 2 on p. 46 count the fingers in the hands of
            2.   Count from 1 to 10                the first box. Ask How many fingers? For them to            WC/WE    GA/IA       10’
                                                   answer seven. Draw a line to number 7 (Count and
                                                   match).
                                                    Complete the activity counting the fingers and
                                                   drawing a line to the right answer.                         WE       IA
                                                   Review the activity showing the class the same fingers
                                                   of each picture for them to give the answers and a child    OE       GA
                                                   to point to them on the board. (Count and match NB p.
                                                   46).

                                                    Ask them to describe in their mother tongue what is
                                                    going on in the picture on p. 47 (Follow the numbers). OE           GA          10’
SESSION 6




                                                    Explain that Tess can only get to the other side of the
                                                    river jumping from one stone to the other following
                                                    the right number order.                                  OC         GA
                                                    Complete the activity drawing the path with a line
                                                    joining the stones following the right number order
                                                    (Follow the numbers NB p. 47).                           WE         IA




                                                                                                                                            190
                                                                                 UNIT 8: MY BODY
            OBJECTIVES                         Activities                                                         Skills      Interact.   Time   Material
                                               NUMBERS BOOK                                                                                      NB
            1.   Count from 1 to 9                Write numbers 6, 7, 8 and 9 in a row all along the top         WC /OE      GA          5’
                                                  of the board. Point to them for the children to name
                                                  them (Draw, count and write NB p. 48).
                                                  On p.48 of the NB identify the pictures of the activity
            2.   Write numbers from 6 to 9 and    and ask the children in their mother tongue if they             OC/DE       GA/IA       10’
                 develop fine psychomotricity     notice anything different in one of the pictures. Trace
                                                  the dotted line to complete the picture of the rabbit in
                                                  the first frame.
                                                  Ask How many rabbits? For them to count out loud 1,
                                                  2, 3, 4, 5, 6; six rabbits. Complete the tracing of             OC/OE/      GA/IA
                                                  number 6 in the box (Draw, count and write NB p. 48).           WE/DE
                                                  Complete the activity following the example of the
                                                  rabbits.                                                        WC /WE/DE   IA
                                                  Review the activity orally (Draw, count and write NB
                                                  p. 48).                                                         OE          GA          5’

                                                        Draw a hand on the board and ask How many fingers?
SESSION 7




            3.   Count from 1 to 10, recognize          For them to answer five. Write a 5 under the hand and     OC/OE/WE    GA/IA       10’
                 pictures as simple sums and do         the children will trace the 5 in the first box in their
                 simple sums                            book (Count and write NB p. 49).
                                                        Draw a finger to the right of the first hand and ask
                                                        How many? For them to answer one. Write number 1
                                                        under the finger and have the children trace the 1 in     OC/OE/WE    GA/IA
                                                        their book.
                                                        Circle the 6 fingers and ask How many fingers? For
                                                        them to answer six. Write a 6 to the right of the
                                                        drawings and the children trace the 6 in their book.      OC/OE/WE    GA/IA
                                                        Write a “+” between the 5 and the 1. Remind them in
                                                        their mother tongue that this sign is used to sum or
                                                        count the pictures as a group.
                                                        Write an “=” between the 1 and the 6; and remind         OC          GA
                                                        them in their mother tongue that this sign is used to
                                                        show the total number in the group.
                                                        Say that the sum of five and one is six. Ask the         OC          GA
                                                        children to repeat in group and individually.
                                                        Complete the activity following the example (Count
                                                        and write NB p. 49).                                      OC/OE       GA/IA

                                                                                                                  WE          IA          10'


                                                                                                                                                  191
                                                                               UNIT 8: MY BODY
            OBJECTIVES                          Activities                                                     Skills     Interact.   Time   Material
                                                NUMBERS BOOK                                                                                 NB
            1.   Identify the colours              On p. 50 of the NB say Point to Pat and make sure the      OC/DE      GA          15’
                                                   children point to him (Colour).
                                                   Put the flashcards of the colours on the board. Point to   OC/OE      GA
                                                   the colour orange and ask What colour is it? For them
                                                   to answer orange. Write orange next to the flashcard.
                                                   Repeat with the rest of the colours (Colour NB p. 50).
                                                   Explain in their mother tongue that there is a number
                                                   assigned to each colour and that they are to colour the     OC         GA
                                                   picture of the activity according to the numbers.
                                                   Complete the activity colouring all the parts of the
            2.   Develop fine psychomotricity      picture with number 1 in orange, those with number 2        DE         IA
                                                   in green, etc (Colour NB p. 50).

                                                    On p. 51 of the NB explain in their mother tongue that
            3.   Recognize parts of a whole         they have to count the parts of these funny creatures      OC         GA          5’
                                                    that appear in the small boxes at the bottom of the
SESSION 8




                                                    pictures and they will write down the number in the
                                                    boxes next to the pictures (Look, count and write NB
                                                    p. 51).
                                                    Showing the book point to the first image in the box
            4.   Count from 1 to 10                 and say ear. Ask how many ears? For them to answer         OC/OE/WE   GA
                                                    two. Write the 2 in the box next to the small picture of
                                                    the ear.
                                                    Complete the activity following the first example
                                                    (Look, count and write NB p. 51).                          WE         IA          10’
                                                    Review answers orally (Look, count and write NB p.
                                                    51).                                                       OE         GA




                                                                                                                                              192
                                                                                        UNIT 8: MY BODY
            OBJECTIVES                                 Activities                                                        Skills     Interact.   Time   Material
            1. Warm up! Review A, B, J and P               Review capital letters with the help of the flashcards of    WC/OE      GA          5’     CB
                                                          the characters. Show the flashcard of Adam. Say Adam                                         Flashcards
                                                          and ask for the name of the first letter and its sound (a,                                   Audio CD
                                                          /ᴂ/). Repeat with Baz, Jig and Pat.
            2.   Learn letter Ss                           Introduce letter Ss with the help of the seesaw and sing     OC/WC      GA          10’
                                                          flashcards (Letter fun! CB p. 50).
            3.   Identify the /s/ sound                    Explain the difference between the /s/ sound and the         OC         GA
                                                          name of the letter s.
                                                           Remind them that the S sounds the same as the s and          OC         GA
                                                          recall the difference in use of small and capital letters.
                                                           Say names beginning with letter S.
                                                           Write the small and capital letter s with a finger in the    OC/OE      GA
                                                          air imitating the teacher.                                     WE         GA/IA
                                                           Practise tracing the letters in the CB, p. 50 with a
            4.   Practise tracing the Ss                  finger (Learn the letter CB p. 50).                            WE         IA
                                                           Repeat the whole process with letter Tt (Learn the
            5.   Learn letter Tt                          letter CB p. 50)                                               OC/OE/     GA/IA       5’
                                                           Listen to the song on the CD (Sing CB p. 50).                WC/WE
SESSION 9




                                                           Listen again to the song stopping after each phrase for
            6.   Listen to the song to help them learn      the children to repeat it and point to what they hear in     OC         GA          5’
                 letters Ss and Tt                          the book.                                                    OC/OE/DE   GA
                                                           Listen to the song a third time for the children to sing
                                                            it (Sing CB p. 50).
                                                           Find the letters s and t in the alphabet at the top of p.    OC/OE      GA
                                                          50 of the CB (Find).
            7.   Identify letters s, t                     Point to the swing, sing, Tess or the toes as the teacher    WC         IA          5’
                                                          names them Point to… (Find CB p. 50).
                                                           Find the things that start with the /b/ (birds), /f/         WC/DE      GA/IA
                                                          (fingers) and /l/ (lemons) sounds in the picture of the
            8.   Review the /b/, /f/ and /l/ sounds       CB p.50 (Find).                                                WC/OC/OE   GA/IA
                                                       EXTRA TIME
                                                            Say 3 words and they are to say which is different
                                                           from the other 2. They are to listen closely to the sound
                                                           of the first letter. Say seesaw, sing, fan.
            1.   Review the letters                         Say the sound of the first letter of fan (f, /f/) and the   OC         GA          10’
                                                           first letter and sound of the other2 (s, /s/).
                                                            Repeat with other groups of words.
                                                                                                                         OC/OE      GA

                                                                                                                         OC/OE      GA


                                                                                                                                                        193
                                                                                    UNIT 8: MY BODY
             OBJECTIVES                               Activities                                                      Skills   Interact.   Time   Material
                                                      ACTIVITY BOOK                                                                               AB

             1.   Practise tracing the Ss, Tt            Follow the dotted line in the direction of the arrows       WC/OE    IA          15’
                                                          with a finger forming the letter S (Trace and write AB
                                                          p. 57).
                                                         Trace the letter S with a pencil.                           WE       IA
                                                         Repeat the activity with the small s, first with a finger   WE       IA
                                                          and then with a pencil.
                                                         Repeat the process with letter Tt (Trace and write AB       WE       IA
                                                          p. 57).
                                                         Continue practising on the board on the writing lines       WE       GA
                                                          (Trace and write AB p. 57).

             2.   Practise the pronunciation of the      Pronounce the learnt vocabulary with the pictures: WC/OE             IA          10’
                  vocabulary in the Lesson                seesaw, Tess, toes (Trace and say. Colour AB p. 57).
                                                         Write over with a pencil the first letter in each word.
             3.   Practise writing letters s, Tt         Trace with a finger the letters in the pictures and WE               IA
SESSION 10




                                                          colour them (Trace and say. Colour AB p. 57).
                                                         Colour the rest of the pictures trying not to go over the WE         IA
                                                          edges.
                                                                                                                    DE         IA
             4.   Carry out a relaxing activity




                                                                                                                                                   194
                                                                                      UNIT 8: MY BODY
             OBJECTIVES                                Activities                                                      Skills   Interact.   Time   Material
             1. Warm up! Review the vocabulary            Draw a vertical line in the centre of the board. Call out   OC/DE    GA          5’     CB
                learnt in the lesson                       a child and say head. Point to the part above the line                                  Flashcards
                                                           to indicate where the head goes. Help the child to draw                                 Audio CD
                                                           the head. Repeat with different parts until the whole                                   AB
                                                           body is drawn.
             2. Follow the sequence of a story            Point to each of the 4 pictures in the story in order,      OC/OE    GA          10’
                                                           from left to right as the teacher indicates. (Story CB p.
                                                           51).
                                                          Answer in their mother tongue to the teacher’s              OC/OE    GA
                                                           questions about what happens in the story (Look and
                                                           say CB p. 51).
             3. Develop          English     listening    Listen to the story on the CD stopping after each frame     OC/OE    GA          5’
                comprehension skills                       to make sure they have understood it (Listen CB p.
                                                           51).
             4. Understand and enjoy a story              Listen again to the story stopping after each phrase for    OC/OE    GA
                                                           the children to repeat it (Listen and act CB p. 51).
                                                          Act out the story in groups of 4 with the flashcards of
SESSION 11




                                                           rabbit, dog and butterfly. Repeat with other groups of      OE       gA          10’
                                                           children (Listen and act CB p. 51).

                                                       ACTIVITY BOOK
                                                          On p. 58 of the AB identify the parts of the body in
             1.   Consolidate the vocabulary learnt in    the first column. Ask them in their mother tongue what OC/OE          GA          10’
                  the Unit                                they see in the second column (the shaded parts of the
                                                          body) (Say and match).
                                                          Complete the activity joining a part of the body with                GA
                                                          the identical shaded one (Say and match AB p. 58).        WC/DE
                                                          Identify the picture in Activity 2 (Pat) (Join the dots.             GA
                                                          Colour NB p. 58).
                                                          Complete the Picture joining the numbers in the right WC             GA          10’
                                                          order. Colour (Join the dots. Colour NB p. 58).
             2.   Develop fine psychomotricity                                                                      DE          IA
                                                       EXTRA TIME
                                                          Put your hands palms up and facing you with the
                                                          thumbs crossed and pointing forward. Move the
             1.   Learn to make the butterfly in the      fingers imitating flight. Help the children form the OC               GA          10’
                  story                                   hand shadow.
                                                          Turn off the light and shine a torch on the “dove”.




                                                                                                                                                    195
                                                                                                              UNIT 8: MY BODY
                                      OBJECTIVES                              Activities                                                        Skills   Interact.   Time   Material
                                      1. Warm up! Review the letters             Ask the children to write the letters they hear. Say t, r,    OC/WE    GA          5’     TB
                                                                                 s pausing after each letter. Write them in different order                                 Flashcards
                                                                                 on the board and call out a child to circle the first letter                               AB
                                                                                 mentioned. Repeat with other children and the other
                                                                                 letters.
                                      2.   Review letters Rr, Ss, Tt             Write letters r, s, t at the top of the board. Point to       WC/OE    GA          10’
                                                                                 them for them to say the name and sound of each letter.
                                                                                 (Say and write AB p. 59).
                                                                                 Identify the pictures in Activity 1 (rabbit, sun, sing,       WC/OE    GA
                                                                                 toes). Put the rabbit flashcard on the board and ask
REINFORCEMENT SESSION (UNIT REVIEW)




                                                                                 What’s this? For them to answer a rabbit. Ask what
                                                                                 letter it starts with and its sound. Write r under the
                                                                                 flashcard. (Say and write AB p. 59).
                                                                                 Complete the activity writing the initial of each picture     WE       IA
                                                                                 to complete the word (Say and write AB p. 59).
                                                                                 Identify the numbers in the first row of Activity 2
                                      3.   Review numbers 1-8                    (Count and circle AB p. 59).                                   WC/OE    GA          10’
                                                                                 Draw the hand on the board and ask How many
                                                                                 fingers? count 1, 2, 3, 4, 5. Five fingers. Ask them to        WC/OC/   GA/IA
                                                                                 circle number 5 (Count and circle AB p. 59).                   OE/WE
                                                                                 Complete Activity 2 following the example, count the
                                                                                 pictures in each row and circle the right number (Count
                                                                                 and circle AB p. 59).                                          WC/WE    IA


                                                                              PROGRESS CHECK 8

                                                                                   Identify the pictures in Activity 1 and write the initial
                                                                                   of each one on the writing lines (Write the letter TB
                                      1.   Activities to check children’s          p.101).                                                      WE       IA
                                           progress and teaching effectiveness     Join with a line the identical letters, a small and capital
                                                                                   letter in each circle (Match TB p. 101).
                                                                                   Count the fingers in each box and circle the right
                                                                                   number (Count and circle TB p. 101).                         WE       IA

                                                                                                                                                WE       IA




                                                                                                                                                                             196
                                                                                    UNIT 9: MY FAMILY
            OBJECTIVES                               Activities                                                       Skills     Interact.   Time   Material
            1. Warm up! Introduction to the topic in    Ask the children to describe in their mother         tongue   OC/OE      GA          5’     CB
               the Unit                              what they see in the picture on pages 52-53.                                                   Flashcards
            2. Learn the members of the family           Listen to the CD showing the flashcards of the              OC/WC      GA          10’    Audio CD
                                                         members of the family. Put the flashcards of Tess, Baz                                     AB
                                                         and Adam on the board and under them, place the
                                                         sister, brother and baby flashcards (Listen and say CB
                                                         pages 52-53).                                                OC/OE      GA/IA
                                                         Listen again to the audition stopping after each word
                                                         for the children to repeat it in group and individually.
            3. Recognize English sounds and              (Listen and say CB pages 52-53).                             OC/DE      IA          15’
               spoken words                              Name the vocabulary randomly for them to point to
                                                         the person they think is that member of the family in
                                                         their book (Listen and find CB pages 52-53).
                                                         Listen to the vocabulary on the CD stopping after           OC/DE      GA/IA
                                                         each word for the children to find it and point to it in
                                                         their book (Listen and find CB pages 52-53).
                                                     ACTIVITY BOOK
SESSION 1




                                                         On p.60, identify the faces of the characters at the top
                                                         of the page: Tess, Baz, Adam, Mum, Dad, Grandpa and
            1. Recognize family relationships            Grandma (Say and match AB p. 60).                            OC/OE      GA          10’
                                                         Ask them who they think those in the bottom picture
                                                         are and point out that there is a line joining Tess’s head
                                                         with the body sitting on the sofa. We know it is Tess
            2. Develop fine psychomotricity              because we see part of her pony tail. Join the dotted        OC/OE/WE   GA/IA
                                                         line and say sister while drawing it (Say and match AB
                                                         p. 60).
                                                         Complete the activity following the example of Tess
                                                         and say the corresponding member of the family as
                                                         they join them. For Tess, Baz and Adam say sister,
                                                         brother and baby instead of their names (Say and             OE/WE      IA
                                                         match AB p. 60).
                                                     EXTRA TIME
                                                         Put the flashcards of the members of the family on the
                                                         board in a row.
                                                         Say This is the (grandpa). Call a child to the board to
                                                         introduce the next member. Repeat with other children
            1. Review the vocabulary with a game         and the rest of the relatives.                               WC         GA          10’

                                                                                                                      OC/OE      gA

                                                                                    UNIT 9: MY FAMILY
                                                                                                                                                     197
            OBJECTIVES                        Activities                                                      Skills     Interact.   Time   Material
            1. Warm up! Review members of the    Put the flashcards of the members of the family on the      WC/OC/OE   GA          10’    CB
               family                            board and say Point to the grandma for them to point at                                    Flashcards
                                                 her. Repeat with the rest.                                                                 Audio CD
                                                 Show the flashcard of Tess and ask brother? Say no          OC/OE      GA                 AB
                                                 with your head, ask sister? Agree with a nod. Repeat
                                                 with Baz and Adam.
            2. Talk about the family             Ask the children to describe in their mother tongue         OE         GA/IA
                                                 what they think Tess is doing in the picture on pages
                                                 52-53 of the CB (Listen and say).
                                                 Listen to the CD to check the answers.                      OC         GA          10’
                                                 Listen again to the CD stopping after each phrase for       OC/OE
                                                 the children to repeat in group and individually.                       GA
                                                 Ask if they remember the name of Tess’s friend              OC/OE
                                                 (Mira). Ask them if they remember the two words that
                                                 Tess used to introduce Adam (Listen and say CB                          GA/IA
                                                 pages 52-53).
                                                 Point to the flashcards on the board and say This is my     WC/OE                  10’
SESSION 2




                                                 family. Point to the flashcard of brother and say This is               GA
                                                 …He is my brother. Point to the flashcard of sister and
                                                 say This is … She is my sister. Pointing to the
                                                 flashcards of grandpa and grandma and say They are
                                                 my grandpa and grandma (Say and do CB p. 53).
                                                 Repeat with other flashcards of different members of        WC/OE
                                                 the family to practise He is…, she is …, they are… (Say                 GA
                                                 and do CB p. 53).


                                                     EXTRA TIME
                                                     Give each child a sheet of paper and ask them to draw a
            1.   Review the He / she is …structure   member of their family.                                    OC/DE                10’
                                                         Call a child to the front and showing his/her drawing          IA
                                                         ask him/her to introduce the member of the family they OE
                                                         have just drawn. This is…, He/she is my …                       GA
                                                         Repeat with other children.




                                                                                                                                             198
                                                                             UNIT 9: MY FAMILY
            OBJECTIVES                           Activities                                                     Skills   Interact.   Time   Material
                                                                                                                                            Flashcards
                                                 ACTIVITY BOOK                                                                              AB

            1.   Write simple words in English       Put the flashcards of dad and mum on the board, point     WC/OE    GA          15’
                                                     to them for the children to say their names (Draw and
                                                     trace AB p. 61).
                                                     Draw writing lines on the board. Ask the name and         WC/OC/   GA
                                                     sound of the first letter of dad and write d next to the   OE/WC
                                                     flashcard while the children practise tracing with their
                                                     finger in the air.
                                                     Pronounce dad again very slowly and ask what the          WC/OC/   GA
                                                     next letter and sound are. Write a next to the d while     OE/WC
                                                     the children practise tracing in the air with a finger.
                                                     Repeat with the final d (Draw and trace AB p. 61).
                                                     Pass the finger under the word and pronounce the          WC/OC/   GA
                                                     word dad. The children will repeat in group and            OE/WC    GA/IA
                                                     individually (Draw and trace AB p. 61).
SESSION 3




                                                     Repeat the whole process with mum.
                                                     On p.61, ask if they recognize the words written                   GA/IA
                                                     dotted lines.                                              OC/OE    GA          10’
                                                     Trace the words and images to complete the pictures
            2.   Develop fine psychomotricity        (Draw and trace AB p. 61).                                 WC/DE    IA




                                                                                                                                             199
                                                                                UNIT 9: MY FAMILY
            OBJECTIVES                           Activities                                                     Skills   Interact.   Time   Material
            1. Warm up! Review the letters          Write the small letters of the alphabet on the board and   WC/WE    GA          10’    CB
                                                    rub some of them out randomly. Call different children                                  Flashcards
                                                    to write the missing letters. Name the letters all                                      Audio CD
                                                    together.                                                                               AB
                                                    Repeat with the capital letters                            WC/WE    GA
            2.   Learn letter Uu                    Introduce letter Uu with the help of the flashcards of     OC       GA
                                                    umbrella and up (Letter fun! CB p. 54).                                          10’
                                                    Explain the difference between the /ʌ/ sound and the       OC       GA
                                                    name of letter u.
                                                    Remember that U sounds the same as u and recall the        OC       GA
                                                    difference in use of small and capital letters.
                                                    Ask them to say names beginning with U.
            3.   Recognize and pronounce the /ʌ/    Write both the small and capital letter U with a finger    OE       GA
                 sound                              in the air imitating the teacher.                           WC/WE    IA          10’
            4.   Learn to trace the Uu              Practise tracing the letters in the CB, p. 54 with a
                                                    finger (Learn the letter).                                  WE       IA
                                                    Repeat the whole process with letter Vv (Learn the
SESSION 4




                                                    letter CB p. 54).                                           OC/WC/   GA/IA
            5.   Learn letter Vv                                                                                OE/WE

                                                     ACTIVITY BOOK

                                                         Follow the dotted line with a finger forming the U
                                                          (Trace and write AB p. 62).                            WE      IA          10’
            1.   Develop fine psychomotricity            Trace letter U with a pencil.
                                                         Repeat the activity for the u, first with a finger and WE      IA
                                                          then with a pencil (Trace and write AB p. 62).         WE      IA
                                                         Repeat the whole process with the Vv (Trace and write
                                                          AB p. 62).
                                                                                                                 WE      IA

                                                     EXTRA TIME

                                                         Give each child a sheet of paper and ask them to draw
                                                         a volcano. Stick orange wool or dry beans to simulate
                                                         lava.                                                  ED       IA          10’
            1.   Develop fine psychomotricity            Call several children to the front to show their
                                                         drawings.
                                                                                                                OE       gA



                                                                                                                                             200
                                                                                 UNIT 9: MY FAMILY
            OBJECTIVES                             Activities                                                    Skills     Interact.   Time   Material
            1. Listen to a song to help them learn    Listen to the song on the CD (Sing CB p. 54).             OC         GA          10’    CB
               letters Uu, Vv                         Listen again to the song stopping after each phrase for   OC/OE/DE                      Flashcards
                                                       the children to repeat and point to what they hear in                                   Audio CD
                                                       the book.                                                                               AB
                                                      Listen to the song for a third time for the children to   OC/OE      GA
                                                       sing it. (Sing CB p. 54).

            2.   Identify letters u, v                   Find the letters u and v in the alphabet at the top of p. WC      GA          5’
                                                          54 of the CB (Find).
                                                         Point to the umbrella, “up”, van or volcano as the OC/DE          GA
                                                          teacher indicates one or the other point to… (Find CB
            3.   Review letters a, m, f, d                p. 54).                                                   WC/DE   IA
                                                         Find in the picture something beginning with /b/ (bag),
                                                          /g/ (give) and /s/ (seesaw) (Find CB p. 54).
            4.   Review members of the family                                                                       DE      IA          10’
                                                         Give a sheet of paper to each child for them to draw a
                                                          member of their family (CB p. 55).                        OE      IA
SESSION 5




                                                         Ask them to stand up and introduce the person they
                                                          have drawn This is my mum, etc (CB p. 55).                OC/DE   GA/IA       5’
                                                         On p. 55 of the CB say point to Tess, point to dad, etc.
                                                          Check that the children are pointing correctly to the
                                                          person that has been named (Point and say CB p. 55).


                                                     ACTIVITY BOOK

            1.   Review the vocabulary                   Pronounce the acquired vocabulary in the pictures: OE             GA          15’
                                                          umbrella, volcano (Trace and say. Colour AB p. 62).
                                                         Trace with a pencil the first letter in each word.
            2.   Practise tracing u, v                   Trace with a finger the letters of the pictures and WE            IA
                                                          colour them (Trace and say. Colour AB p. 62).
                                                         Colour the pictures trying not to go over the edges WE            IA
                                                          (Trace and say. Colour AB p. 62).
            3.   Do a colouring activity                                                                      DE            IA




                                                                                                                                                201
                                                                               UNIT 9: MY FAMILY
            OBJECTIVES                        Activities                                                     Skills   Interact.   Time   Material
            1. Sing a song to help them learn    Ask in their mother tongue what Tess is doing, how         OC/OE    GA          5’     CB
               vocabulary                        she feels, why they think she is happy (Sing CB p. 55).                                 Flashcards
                                                  Introduce the word love drawing a heart on the board                                  Audio CD
                                                 between the flashcards of mum and dad and say They          OC       GA          15’    AB
                                                 are a family, they love each other (Sing CB p. 55).
                                                 Introduce the phrases come and meet with the help of
                                                 photos and gestures for the introduction.                   OC       GA
                                                  Listen to the song about the family (Sing CB p. 55).
                                                 Listen to the song a second time stopping after each       OC       GA
                                                 phrase for the children to repeat after the teacher (Sing
                                                 CB p. 55).                                                  OC/OE    GA/IA
                                                 Call 7 children to the front of the class and give them
                                                 the flashcards of the characters. Give the flashcards of
                                                 mum and dad to another 2 children. Sing and act out         OC/OE    gA          10’
                                                 the song encouraging them to embrace when they sing
                                                 we love each other (Sing and do CB p. 54).
                                              ACTIVITY BOOK
SESSION 6




                                                       On p. 63 of the AB explain that they are going to draw
                                                       their family in Activity 1 (Draw and say).
                                                       Stand up and introduce the whole family showing
                                                       their drawing (Draw and say AB p. 63).
            1.   Develop fine photomotricity        EXTRA TIME                                                 OC     GA          15’

                                                        Whisper a phrase in a child’s ear. This child will DE/OE     IA
                                                        whisper to another child and so on. The last child will
                                                        say out loud what he/she has understood.
                                                        Practise with phrases like Pat is a cat. Jig is a rabbit.
                                                        I’ve got a sister. etc.

            1.   Play a game to review vocabulary                                                            OC/OE    GA          10’
                 and expressions




                                                                                                                                          202
                                                                                  UNIT 9: MY FAMILY
            OBJECTIVES                               Activities                                                      Skills     Interact.   Time   Material
                                                     NUMBERS BOOK                                                                                  NB
            1.   Recognize       similarities    and    On p. 52, identify the pictures in the activity.            WC/OE      GA          5’     Flashcards
                 differences                            (families) (Look and match NB p. 52).
                                                        Explain that the families in the left column are            OC         GA
                                                        different from one another and that there is an identical
                                                        family to match each one in the right hand column
                                                        (Look and match NB p. 52).
                                                         Look at the first family and pointing to the first         WC/OC/OE   GA
                                                        member, say dad and have children repeat in group,
                                                        pointing to the second member say brother, repeating
                                                        with the rest of the family. Ask How many brothers?
                                                        Two; How many sisters? No sisters.
                                                        Ask them to look closely at the families in the right       WC/WE      GA/IA       10’
                                                        column until they find a family with the same
                                                        members, then join them with a line (Look and match
                                                        NB p. 52).
                                                        Complete the activity following the example (Look           WE         IA
SESSION 7




                                                        and match NB p. 52).

                                                          Copy the first line of Activity 1 on the board, use the   WC/OE/WE   GA          10’
            2.   Count from 1 to 10                       rectangle flashcard. Point to dots fir number 6 for them
                                                          to say six and trace number 6 (Trace, match and draw
                                                          NB p. 53).
                                                          Point to the rectangle and ask what’s this? For them to   OC/WC/OE   GA
                                                          answer a rectangle. Pointing to the 6, the rectangle and
                                                          the 6 rectangles in the box on the right, ask how many
                                                          rectangles? For them to answer six. Trace the dotted
                                                          line that joins the rectangle with the box and trace the
                                                          rectangles (Trace, match and draw NB p. 53).
                                                          Complete the activity following the example.
                                                          Review the activity on the board with the flashcards of   WE         IA
            3.   Develop fine psychomotricity.            shapes. (Trace, match and draw NB p. 53).                  WC/WE      GA




                                                                                                                                                    203
                                                                                   UNIT 9: MY FAMILY
            OBJECTIVES                               Activities                                                     Skills      Interact.   Time   Material
                                                     NUMBERS BOOK                                                                                  NB
            1.   Count from 1 to 10 and develop fine    Write numbers 6, 7, 8, 9 and 10 in a row at the top of     WC/OE       GA          5’     Flashcards
                 psychomotricity                        the board. Point to them for the children to name them
                                                        (Match, count and colour NB p. 54).
                                                        Identify the pictures on p. 54 and name them (vans,
                                                        umbrellas, volcanoes, seesaws, socks).                      WC/OE       GA
                                                        Ask the children to put their finger on the 6 at the top
                                                        of the page and follow the dotted line until they see       OC/OE/WE    GA
                                                        what picture it leads to (vans). Ask them to count the
                                                        vans that are coloured and ask why there are 6 coloured
                                                        vans (because they are matched with the 6). Put the van
                                                        flashcard on the board under the 6.
                                                        Complete the activity following the example of the
                                                        vans (Match, count and colour NB p. 54).
                                                        Review the activity asking how many umbrellas? And         WE          IA          10’
                                                        put the flashcard under the corresponding number, etc
                                                        (Match, count and colour NB p. 54).                         OC/OE       GA
SESSION 8




                                                           Identify the characters in Activity 1 (Look, count and
                                                           trace NB p. 55).
                                                           Point to the characters and ask How many? For the
            2.   Count from 1 to 10                        children to trace number 7 in the box next to the picture WC/OE      GA          10’
                                                           of the family (Look, count and trace NB p. 55).
                                                                                                                     OC/OE/WE   GA/IA
                                                           Each child will draw his/her family in the box in
                                                           Activity 2 (Draw your family. Count and write NB p.
                                                           55).
                                                           Call a child to the front of the class for him/her to
                                                           show the drawing and introduce his/her family This is
                                                           my mum, this is my dad, etc. Ask how many? Count DE                  IA          10’
                                                           how many members there are in the family and write
                                                           the number in the small box next to the drawing (Draw
            3.   Apply number concepts to real life        your family. Count and write NB p. 55).                   OE/WE      GA/IA




                                                                                                                                                    204
                                                                              UNIT 9: MY FAMILY
            OBJECTIVES                        Activities                                                        Skills     Interact.   Time   Material
                                              NUMBERS BOOK                                                                                    NB
            1.   Follow a number sequence and    On p.56 explain that they will be seeing number               OC         GA          5’     Flashcards
                 identify numbers                sequences (Look and write NB p. 56).
                                                 Copy the first row of numbers on the board and point          WC/OE/WE   GA
                                                 to each number for them to name it. Ask them to say
                                                 the next number in this sequence. Call a child to the
                                                 board to write the 5.
                                                 Complete the activity following the example (Look             WE         IA          5’
                                                 and write NB p. 56).

            2.   Count from 1 to 10                   Copy the numbers in Activity 1, p.57 on the board OC/OE/WE          GA          5’
                                                      putting a line in place of the missing numbers (Look
                                                      and write NB p. 57).
                                                      Point to the 1 for the children to say one. Point to the WC/OE      GA
                                                      line and encourage the children to say two.
            3.   Follow a sequence                    Complete the activity in their books writing the WE                 IA          5’
                                                      missing numbers (Look and write NB p. 57).
SESSION 9




                                                      Put the flashcards of 1 to 10 on the board in a zigzag   WC         GA          5’
                                                      line going from the top left corner to the bottom right
                                                      corner. (Join the dots. Colour NB p. 57).
                                                      Point to each number for the children to name it. Draw   WC/OE      GA
                                                      a line connecting numbers in the right order (Join the
                                                      dots. Colour NB p. 57).
                                                      Identify what they see in Activity 2: wheels, a window   OE         GA
                                                      and ask the children in their mother tongue what they
                                                      think the picture is.
            4.   Develop fine psychomotricity         Complete the activity following the example on the       DE         IA          10’
                                                      board (Join the dots. Colour NB p. 57).
                                                      Review the activity asking Is it a car? For them to      OC/OE      GA
                                                      answer yes, it is. Colour the Picture (Join the dots.
                                                      Colour NB p. 57).




                                                                                                                                               205
                                                                                        UNIT 9: MY FAMILY
             OBJECTIVES                                   Activities                                                        Skills     Interact.   Time   Material
             1. Warm up! Review Uu Vv                        Show the flashcard of the umbrella and say umbrella.          WC/OE/WE   GA          5’     CB
                                                             Ask the children to say the initial letter and its sound.                                    Flashcards
                                                             Repeat with the flashcard of volcano. Call the children                                      Audio CD
                                                             to the board to write letters u and v.
             2.   Learn letter Ww                            Introduce letter Ww with the help of the walk and             OC/WC      GA          10’
                                                             water flashcards (Letter fun! CB p. 56).
             3.   Identify the /w/ sound                     Explain the difference between the /w/ sound and the          OC         GA
                                                             name of letter w.
                                                             Remember the W sounds the same as w and recall the            OC         GA
                                                             difference in use of small and capital letters.
                                                             Say names beginning with W.
                                                             Write both small and capital letter w with a finger in        OC/OE      GA
             4.   Practise tracing the Ww                    the air imitating the teacher.                                 WE         GA/IA
                                                             Practise tracing the letters in the CB, p. 56 with a
                                                             finger (Learn the letter CB p. 56).                            WE         IA

                                                              Listen to the song on the CD (Sing CB p. 56).
SESSION 10




             5.   Listen to a song that will help them        Listen again to the song stopping after each phrase for      OC         GA          10’
                  learn the Ww                                 the children to repeat it and point to what they hear in     OC/OE/DE   GA
                                                               the book.
                                                              Listen to the song a third time for the children to sing
                                                               it (Sing CB p. 56).                                          OC/OE      GA
                                                              Find letter w in the alphabet at the top of p. 56 of the
             6.   Identify the w                              CB (Find).                                                    WC         IA          5’
                                                              Point to the jug of water or to the boy walking as the
                                                              teacher names them Point to… (Find CB p. 56).                 WC/DE      GA/IA
                                                              Find the things beginning with the /f/ (fan), /g/ (girl),
             7.   Review the /f/, /g/, /l/ y /k/ sounds       /l/ (lemon) and /k/ (kite) sounds in the picture of the CB,   WC/OC/OE   GA/IA
                                                              p. 56 (Find).

                                                          EXTRA TIME
                                                             Put the umbrella, van and water flashcards on the
             1.   Review the letters                         board.                                             WC                     GA          10’
                                                             Say v /v/ for the children to answer van.
                                                             Repeat with u and w.                              OC/OE                  GA
                                                                                                                OC/OE                  GA




                                                                                                                                                           206
                                                                                  UNIT 9: MY FAMILY
             OBJECTIVES                                Activities                                                 Skills     Interact.   Time   Material
                                                       ACTIVITY BOOK                                                                            AB

             1.   Practise tracing letter Ww              Trace the dotted line in the direction of the arrows with WC/OE   IA          15’
                                                           a finger, forming letter W (Trace and write AB p. 64).
                                                          Trace letter W with a pencil.
                                                          Repeat the activity with the small w first with a finger WE       IA
                                                           and then with a pencil (Trace and write AB p. 64).        WE      IA
                                                          Continue practising on the board on the writing lines
                                                           (Trace and write AB p. 64).
                                                                                                                     WE      GA
                                                          Pronounce the acquired vocabulary in the pictures:
                                                           walk, water (Trace and say. Colour AB p. 64).
             2.   Practise pronunciation of the           Write over the first letter in each word with a pencil    WC/OE   IA          10’
                  vocabulary in the lesson                Trace the letters of the pictures and colour them.
             3.   Practise writing letter w                (Trace and say. Colour AB p. 64).                         WE      IA
                                                          Colour the rest of the pictures trying not to go over the
                                                           edges.                                                    WE      IA
SESSION 11




             4.   Carry out an activity that relaxes                                                              DE         IA
                  them




                                                                                                                                                 207
                                                                                     UNIT 9: MY FAMILY
             OBJECTIVES                                Activities                                                      Skills   Interact.   Time   Material
             1. Warm up! Review the vocabulary            Distribute the flashcards of members of the family in       OC/DE    GA          5’     CB
                learnt in the lesson                       different parts of the class. Say Point to mum for the                                  Flashcards
                                                           children to find her and point to her. Repeat with the                                  Audio CD
                                                           remaining members of the family.                                                        AB
             2. Follow the sequence in a story            Point to each of the 4 pictures in the story in order,      OC/OE    GA          10’
                                                           from left to right as indicated by the teacher. (Story CB
                                                           p. 57).
                                                          Answer in their mother tongue to the teacher’s              OC/OE    GA
                                                           questions regarding the plot of the story (Look and
                                                           say CB p. 57).
             3. Develop          English     listening    Listen to the story on the CD stopping after each frame     OC/OE    GA          5’
                comprehension skills                       to make sure they have understood it (Listen CB p.
                                                           57).
             4. Understand and enjoy a story              Listen again to the story stopping after each phrase for    OC/OE    GA
                                                           the children to repeat it (Listen and act CB p. 57).
                                                          Act out the story with the help of the flashcards
                                                           separated in 3 sections on the board. In one section,       OE       gA          10’
SESSION 12




                                                           put the flashcards of mum and dad, in another one
                                                           those of grandma and grandpa, and in the other that of
                                                           baby. In groups of 3 play the characters of Tess, Baz
                                                           and Mira. Repeat with other groups of children (Listen
                                                           and act CB p. 57).
                                                       ACTIVITY BOOK
                                                           On p. 65 of the AB identify the pictures (Say and          OC/OE
             1. Follow a sequence                         match).                                                               GA          10’
                                                           Explain that each row follows a sequence and they are      OC
                                                          to discover it to be able to complete the activity (Say               GA
                                                          and match AB p. 65).
                                                           Do the first sequence as an example. Point to the first    WC/OE
                                                          picture and say dad, point to the next one and say mum.               GA
                                                          Continue to the end of the row. Ask in their mother
                                                          tongue what picture they think comes next and join it
                                                          with a line (dad).
                                                           Complete the activity following the example (Say and       WC/DE
                                                          match AB p. 65)                                                       IA
                                                           EXTRA TIME
                                                           Draw a simple sequence on the board alternating
                                                          squares and circles. Point to each shape       for them to   CO/OE
             1. Practise sequences                        name them in English. At the end of the row ask what                  GA          10’
                                                          figure comes next. Repeat with other sequences.



                                                                                                                                                    208
                                                                                                              UNIT 9: MY FAMILY
                                      OBJECTIVES                                 Activities                                                      Skills   Interact.   Time   Material
                                      1. Warm up! Review the letters                Write letters P, O, S on the board and point to them for    OC/OE    GA          5’     TB
                                                                                    the children to say the name of the letter and its sound                                 Flashcards
                                                                                    Call different children to the board to write the                                       AB
                                                                                    corresponding small letters.                                 WE       GA
                                                                                    On p. 66 ask the children to put their finger on the blue
                                      2.   Review the letters and their sounds      v and pronounce letter v/ (Find and circle AB p. 66).        OC/OE    GA          10’
                                                                                    Tell them to slide their finger over the row of black
                                                                                    letters and pronounce the sounds as they touch them.
                                                                                    Ask what letter they should circle and why (Find and         OC/OE    GA
                                                                                    Circle, AB, p.66)
REINFORCEMENT SESSION (UNIT REVIEW)




                                                                                    Complete Activity 1 following the example,
                                                                                    pronouncing the letters and drawing a circle around
                                                                                    those with the same sound as the first letter in each row    OE/WE    IA
                                                                                    (Find and circle, AB, p.66)

                                                                                     Put the umbrella on the board and say umbrella. Ask
                                                                                     what letter it starts with and its sound. Write u under
                                      3.   Review letters u, v, w                    the flashcard. (Say and write AB p. 66).                  WC/OE      GA          10’
                                                                                     Complete the activity writing the initial letter of each
                                                                                     picture to complete the word (Say and write AB p. 66).

                                                                                                                                                 WC/WE
                                                                                 PROGRESS CHECK 9                                                         IA

                                                                                     Identify the pictures in Activity 1, join them with their
                                                                                     initial letter in the writing lines (Match and write TB p.
                                                                                     102).
                                                                                     Identify the pictures in Activity 2 and trace the initial
                                      1.   Activities to check children’s            letter choosing between the 3 in each box (Trace the WE
                                           progress and teaching effectiveness       letter TB p. 102).
                                                                                     Count the figures in each box and write the correct
                                                                                     number in the smaller box. (Count and write TB p.
                                                                                     102).                                                      WE        IA

                                                                                                                                                 WE

                                                                                                                                                          IA

                                                                                                                                                          IA



                                                                                                                                                                              209
                                                                                   UNIT 10: MY FOOD
            OBJECTIVES                               Activities                                                      Skills   Interact.   Time   Material
            1. Warm up! Introduction to the topic in    Ask the children to describe in their mother tongue         OC/OE    GA          5’     CB
               the unit                                 what they see in the picture on pages 58-59.                                             Flashcards
            2. Learn some food items in English         Listen to the CD showing the flashcards of the              OC/CD    GA          10’    Audio CD
                                                        different foods stopping after each word for the                                         AB
                                                        children to point to them in their book (Listen and say
                                                        CB pages 58-59).
                                                        Listen to the audition again stopping after each word       OC/OE    GA/IA
                                                        for the children to repeat in group and individually
                                                        (Listen and say CB pages 58-59).
            3. Recognize English sounds and             Name the vocabulary randomly for them to point to in        OC/DE    IA          15’
               spoken words                             their books (Listen and find CB pages 58-59).
                                                        Listen to the vocabulary on the CD stopping after each      OC/DE    GA/IA
                                                        word for the children to find it and point to it in their
                                                        books. (Listen and find CB pages 58-59).


                                                      ACTIVITY BOOK
SESSION 1




            1.   Recognize the colours                     Put the flashcards of the colours on the board. Point to OC/OE    GA          10’
                                                           the red one and ask What colour is it? For them to
                                                           answer red. Write red next to the flashcard. Repeat
                                                           with the remaining colours (Colour AB p. 67).
                                                           Colour the foods that appear in the activity according
            2.   Develop fine psychomotricity              to the number of each one. Colours are indicated at the DE         IA
                                                           top of the page (1 red, 2 blue, etc) (Colour AB p. 67).
                                                           Review the activity orally asking What colour is the
                                                           carrot?, etc (Colour AB p. 67)
                                                                                                                     OC/OE    GA

                                                      EXTRA TIME
                                                            Put the flashcard of banana in an envelope and pull it
                                                      out little by little until someone guesses what it is.
                                                           Repeat with other flashcards.
            1.   Review vocabulary with a game                                                                       WC/OE    GA          10’

                                                                                                                              GA




                                                                                                                                                  210
                                                                                    UNIT 10: MY FOOD
            OBJECTIVES                                Activities                                                     Skills     Interact.   Time   Material
            1. Warm up!         Review     the   new     Put the flashcards of the food items on the board and      WE/OC/OE   GA          10’    CB
               vocabulary                                say Point to the tomato for them to point. Repeat with                                    Flashcards
                                                         the rest.                                                                                 Audio CD
                                                         Introduce the yummy word using mime. Pretend to            OC/OE      GA
                                                         eat a banana and look satisfied and happy. Say Yummy.
                                                         My banana’s yummy.
            2.   Express what they like and what they    Ask the children to describe in their mother tongue        OE         GA/IA
                 don’t like                              what they see in the picture on pages 58-59 of the CB
                                                         (Listen and say).
                                                         Listen to the CD to check the answers.                     OC         GA          10’
                                                         Listen again to the CD stopping after each phrase for      OC/OE      GA
                                                         the children to repeat in group and individually.
                                                         Ask if they remember what happened to Baz and if his       OC/OE      GA
                                                         daddy was angry or not, no, because he said That’s OK
                                                         (Listen and say CB pages 58-59).
                                                         Draw 2 biscuits, 2 sweets, 2 carrots and 2 tomatoes on     WE/OE      GA          10’
                                                         the board. Point to the biscuits and smile and say I like
SESSION 2




                                                         biscuits. Point to the sweets looking unhappy and say I
                                                         don’t like sweets. Repeat with the rest showing your
                                                         own likes and dislikes (Say and do CB pages 58-59).
                                                         Call 3 children to the front of the class to act out a
                                                         dialogue pretending to be Baz, Tess and Mira; the           WE/OE      gA
                                                         teacher will play the role of mum and dad. To make it
                                                         more fun, use real biscuits and sweets. (Say and do CB
                                                         pages 58-59).


                                                       EXTRA TIME

                                                           Hand out a sheet of paper to each child and ask them
            1.   Review vocabulary                         to draw all the foods they know in English, those learnt OC/DE       IA          10’
                                                           in this unit or in previous units.
                                                           Call a child up front and showing his/her drawing, ask
                                                           him/her to name the foods he has drawn.                  OE          GA
                                                           Repeat with other children.




                                                                                                                                                    211
                                                                                 UNIT 10: MY FOOD
            OBJECTIVES                             Activities                                                       Skills     Interact.   Time   Material
                                                                                                                                                  AB
                                                   ACTIVITY BOOK

            1.   Express what you like and what you     Draw a smiling face and a sad face on the board. Point     WC/OC      GA          15’
                 dislike                                to the smiling face and say I like. Point to the sad face
                                                        and say I don’t like (Circle and say AB p. 68).
                                                        On p. 68, identify the food items in the activity. Point   WC/OC/OE   GA
                                                        to them for the children to name them. Draw 3 bananas
                                                        on the board and a smiling face next to a sad face. Say
                                                        Bananas. I like bananas circle the smiling face
                                                        (Circle and say AB p. 68).
                                                        Complete the activity with the rest of the food
                                                        following the example and the tastes of each one.           WC/DE      IA
                                                        Review the activity calling children to the front of the
                                                        class for them to say I like… / I don’t like… about each    OE         GA
                                                        food item (Circle and say AB p. 68).
SESSION 3




                                                                                                                                                   212
                                                                                 UNIT 10: MY FOOD
            OBJECTIVES                          Activities                                                      Skills   Interact.   Time   Material
            1. Warm up! Review the food            Say Apple. Ask which is the initial letter and sound (a,    OC/OE    GA          10’    CB
               vocabulary and the known letters    /ᴂ/).                                                                                    Flashcards
                                                   Repeat with banana, carrots, dates, egg, fig, sandwich      OC/OE    GA                 Audio CD
                                                   and tomato.                                                                              AB
            2. Learn letter Xx                     Introduce letter Xx with the help of the box and fox        CE/OC    GA          10’
                                                   flashcards (Letter fun! CB p. 60).
            3. Recognize and pronounce the /kx/    Explain the difference between the /ks/ sound and the       OC       GA
               sound                               name of letter x.
                                                   Remember the X sounds the same as x and recall the          OC       GA
                                                   difference in use of small and capital letters.
                                                   Explain that there are very few words in English
                                                   beginning with an X, that is a letter that is usually        OC       GA
                                                   found in the middle or end of a word.
                                                   Write both the small and capital letter X with a finger
            4. Learn to trace the Xx               in the air imitating the teacher.                            WE       IA          10’
                                                   Practise tracing the letters in the CB, p. 60 with a
                                                   finger (Learn the letter).                                   WE       IA
SESSION 4




                                                    ACTIVITY BOOK

                                                        Follow the dotted line with a finger forming letter X
            1.   Develop fine psychomotricity            (Trace and write AB p. 69).                              WE     IA          10’
                                                        Trace letter X with a pencil.
                                                        Repeat the activity with x, first with a finger and then WE     IA
                                                         with a pencil (Trace and write AB p. 69).                WE     IA


                                                    EXTRA TIME

                                                        Say cat and ask the name and sound of the last letter
                                                        (t, /t/).
            1.   Recognize sounds                       Repeat with dog, lion, octopus, duck.                 OC/OE     GA          10’

                                                                                                                OC/OE    GA




                                                                                                                                             213
                                                                                    UNIT 10: MY FOOD
            OBJECTIVES                                 Activities                                                     Skills     Interact.   Time   Material
            1. Listen to a song that will help them to    Listen to the song on the CD (Sing CB p. 60).              OC         GA          10’    CB
               learn letter Xx                            Listen again to the song stopping after each phrase for    OC/OE/DE                      Flashcards
                                                           the children to repeat and point to what they hear in                                    Audio CD
                                                           their book.                                                                              AB
                                                          Listen to the song a third time for the children to sing   OC/OE      GA
                                                           it (Sing CB p. 60).
            2. Identify letter x                          Find the letter x in the alphabet at the top of p. 60 of   WC         GA          5’
                                                           the CB (Find).
                                                          Point to the box or the fox as the teacher names one or    OC/DE      GA
                                                           the other point to… (Find CB p. 60).
            3. Review letters f, w                        Find in the picture something beginning with /f/ (figs)    WC/DE      IA
                                                           and /w/ (water) (Find CB p. 60).

            4.   Review letters a-x                        Write letters from a to x on the board. Point to each     WC/OE      GA          5’
                                                            one for the children to give the name and sound of
                                                            each letter.
                                                           Point to the letters again and ask the children to say    WC/OE      GA
SESSION 5




                                                            words beginning with each letter.                                                10’
                                                           On p. 61 of the CB explain that they will do a very       OC/WC/OE   GA
                                                            special handcraft. Show them the example made with
                                                            different shapes and all the letters of the alphabet.
                                                            Point to the shapes and letters for them to name them
                                                            (Make).
            5.   Develop fine psychomotricity              Divide the class in 6 groups and assign 4 letters to      OC/OE/DE   GA/GA
                                                            each group. Review the 4 pictures in the book
                                                            explaining the steps for the handcraft and giving them
                                                            the necessary materials. The work can be simplified
                                                            preparing things beforehand so they only have to draw.
                                                            Hang the mobiles around the class. (Make CB p. 61).

                                                       ACTIVITY BOOK

            1.   Review vocabulary                         Pronounce the acquired vocabulary in the pictures:        OE         GA          15’
                                                            box, fox (Trace and say. Colour AB p. 69).
            2.   Practise tracing x                        Write over the first letter of each word.                 WE         IA
                                                           Trace with a finger the letters of the pictures and
                                                            colour them (Trace and say. Colour AB p. 69).             EE         IA
                                                           Colour the pictures trying not to go over the edges
            3.   Do a colouring activity                    (Trace and say. Colour AB p. 69).                         ED         IA



                                                                                                                                                     214
                                                                                     UNIT 10: MY FOOD
            OBJECTIVES                              Activities                                                          Skills   Interact.   Time   Material
            1. Sing a song reviewing the letters of    Listen to a song with all the letters of the alphabet that      OC       GA          10’    CB
               the alphabet                            they have learnt so far (Sing CB p. 61).                                                     Flashcards
                                                       Listen again to the song stopping whenever necessary            OC/OE    GA                 Audio CD
                                                       for the children to repeat after the teacher (Sing CB p.                                     AB
                                                       61).
                                                       Call 1 child out of each of the 6 groups to come to the         OC/OE    GA          15’
                                                       front of the class with the mobile made in the previous
                                                       activity. Ask them to present their letters saying the
                                                       name and the sound. They will sing the song pointing
                                                       to the letters on their mobiles (Sing and point CB p.
                                                       61).                                                             OC/OE    GA          5’
                                                       Repeat with other children and different mobiles
                                                       (Sing and point CB p. 61).


            1.   Develop fine psychomotricity          ACTIVITY BOOK                                                    WC/OE    GA          15’
                                                          Put the sweet and sandwich flashcards on the board.
SESSION 6




                                                          Point to each one asking what’s this? For the children
                                                          to answer a sweet, a sandwich. Ask them to say the
                                                          initial letter and the sound and write it next to the
                                                          flashcards (Say and write AB p. 70).                          WC/WE    IA
                                                          Complete the activity saying the name of every picture
                                                          in the activity and writing the initial letter of each (Say
                                                          and write AB p. 70).                                          WC/OE    GA          10’
                                                          In Activity 2 point to the letter in the first row and say
                                                          its name and sound (i, /ɪ/). Point to the first picture and
                                                          say its name (bird) and repeat with the other 2 pictures
                                                          (iguana, cat).                                                OC/DE    GA/IA
                                                          Ask what picture starts with an i (the iguana). Colour
                                                          only this picture (Colour the right picture AB p. 70).
                                                          Complete the activity following the example (Colour          DE       IA
                                                          the right picture AB p. 70).




                                                                                                                                                     215
                                                                                   UNIT 10: MY FOOD
            OBJECTIVES                               Activities                                                      Skills     Interact.   Time   Material
                                                     NUMBERS BOOK                                                                                  NB
            1.   Recognize numbers 1, 3, 5, 7, 9 and    Write numbers 1, 3, 5, 7, 9 on the board and point to       WE/OE      GA          10’    Flashcards
                 develop fine psychomotricity           them for the children to name them.
                                                        Review the colours with the help of the flashcards.         WE/OC/OE   GA
                                                        Show the red flashcard and ask what colour is this?
                                                        For them to answer red; write it on the bottom of the
                                                        flashcard and put it under the 1. Repeat with the
                                                        remaining colours joining them to the numbers as
                                                        shown in Activity 1 (Colour the numbers NB p. 58).
                                                        Complete the activity colouring the picture numbers in      WE/DE      IA
                                                        the colour indicated for each one following the
                                                        example (Colour the numbers NB p. 58).

                                                          Put flashcards of numbers 1-10 on the board in a
            2.   Count from 1 to 10                       zigzag line going from the top left corner to the bottom   WE/OE      GA          10’
                                                          right. Point to them for the children to name the
                                                          numbers (Follow the numbers NB p. 59).
SESSION 7




                                                          Draw a line connecting the numbers in the right order.
                                                          In Activity 1 on p. 59 explain that Jig wants to get to   WE         GA
                                                          the carrots and can only do so tracing a line to connect   OC/DE      GA/IA
                                                          the numbers in the right order. Complete the activity
                                                          (Follow the numbers NB p. 59).
                                                          In Activity 2, identify the pictures (Look and draw).
                                                          Explain that each row follows a sequence. Ask which                  GA          10’
            3.   Follow a sequence                        picture they think comes next and draw it in the box at    WE/OE
                                                          the end of the row.
                                                          Complete the activity following the example (Look         OC/OE/DE   GA/IA
                                                          and draw AB p. 59).

                                                                                                                     DE         IA




                                                                                                                                                    216
                                                                                    UNIT 10: MY FOOD
            OBJECTIVES                              Activities                                                         Skills     Interact.   Time   Material
                                                    NUMBERS BOOK                                                                                     NB
            1.   Count from 1 to 10 and join groups    On p. 60 identify the food items in the groups of              WC/OE      GA          10’    Flashcards
                 with the same number of objects       pictures      (carrots, bananas, sandwiches, biscuits,
                                                       sweets). Put the flashcard of each food on the board as
                                                       it is identified (Count and match NB p. 60).
                                                       Ask the children to count the carrots in the first
                                                       picture: 1, 2, 3, 4, 5, 6. Write a 6 next to the flashcard      WC/OE      GA
                                                       on the board.
                                                       Ask the children to find the box with 6 circles in the
                                                       column on the right and trace a line joining the carrots        WC/DE      GA
                                                       with the 6 circles (Count and match NB p. 60).
                                                       Complete the activity counting in a low voice in
                                                       English as they join the groups (Count and match NB
                                                       p. 60).                                                         WC/DE      IA

                                                           Draw 5 sweets on the board and ask How many
            2.   Count from 1 to 10. Recognize             sweets? For them to answer five. Write a 5 under the        OC/OE/WE   GA/IA       10’
SESSION 8




                 pictures as simple sums and do            sweets and the children trace the 5 in the first box of
                 simple sums                               their books (Count and write NB p. 61).
                                                           Draw 3 sweets on the right of the first ones and ask
                                                           How many? For them to answer three. Write a 3 under
                                                           the sweets and the children trace a 3 in their books.       OC/OE/WE   GA/IA
                                                           Circle the 8 sweets and ask How many sweets? For the
                                                           children to answer eight. Write an 8 on the right of the
                                                           pictures and the children trace the 8 in their book.
                                                           Write a “+” between the 5 and the 3. Remind them in        OC/OE/WE   GA/IA
                                                           their mother tongue that this sign is used to sum or
                                                           count pictures as a group.
                                                           Write a “=” between the 3 and the 8; and remind them
                                                           in their mother tongue that this sign is used to show the   OC         GA
                                                           total number in the group.
                                                           Say that the sum five and three is eight. Ask them to
                                                           repeat in group and individually.                           OC         GA
                                                           Complete the activity following the example (Count
                                                           and write NB p. 61).
                                                                                                                       OC/OE      GA/IA

                                                                                                                       WE         IA          10’




                                                                                                                                                      217
                                                                                  UNIT 10: MY FOOD
            OBJECTIVES                          Activities                                                          Skills     Interact.   Time   Material
                                                NUMBERS BOOK                                                                                      NB
            1.   Count from 1 to 10. Recognize     Draw 3 foxes on the board and ask How many foxes?               WC/OC/OE   GA          10’    Flashcards
                 pictures as simple sums and do    For them to answer three. Write a 3 under the foxes
                 simple sums                       (Count, match and write NB p. 62).
                                                   Draw another 2 foxes to the right of the first ones and         WC/OC/OE   GA
                                                   ask How many? For them to answer two. Write a 2
                                                   under the foxes.
                                                   Write a “+” between the 3 and the 2. Remind them in             OC/DE      GA
                                                   their mother tongue that this sign is used to sum or
                                                   count the pictures as a group. Ask the children to draw
                                                   a line joining the foxes with the 3+2 sum in their
                                                   books.
                                                   Circle the 5 foxes and ask How many foxes? For them             WC/OC/     GA
                                                   to answer five. Write a 5 to the right of the pictures and       OE/WE
                                                   the children will write a 5 in their books.
                                                   Write a “=” between the 2 and the 5; and remind them
                                                   in their mother tongue that this sign is used to show the        WC/OC      GA
SESSION 9




                                                   total number in a group.
                                                   Say that the sum of three and two is five. Ask the
                                                   children to repeat in group and individually.                    OC/OE      GA
                                                   Complete the activity following the example (Count,
                                                   match and write NB p. 62).                                       WE         IA          10’

                                                          Ask children to describe what they see in the picture
            2.   Develop fine psychomotricity            on p. 63 of the NB naming all the different foods          WC/OE      GA          5’
                                                         (carrots, bananas, sweets, oranges, yogurts, apples,
                                                         tomatoes, dates, figs, sandwiches). Put the flashcard of
                                                         each one as it is mentioned and draw the foods with no
                                                         flashcard on the board (Look, count and write. Colour
                                                         NB p. 63).
                                                         Ask How many sandwiches? For them to answer one.
                                                         Write a 1 under sandwich and the children trace the 1      OC/OE/WE   GA
                                                         under sandwich in their book.
                                                         Complete the activity following the example and
                                                         colour the `picture (Look, count and write. Colour NB      WC/WE/DE   IA          10’
                                                         p. 63).
                                                         Review the activity orally asking How many …? For         OC/OE      GA
                                                         each food item (Look, count and write. Colour NB p.
                                                         63).



                                                                                                                                                   218
                                                                                       UNIT 10: MY FOOD
             OBJECTIVES                               Activities                                                         Skills     Interact.   Time   Material
             1. Warm up! Review the Xx                   Show the flashcard of the pencil box and ask What’s            WC/OE/     GA          5’     CB
                                                         this? For the children to say a pencil box. Repeat with         OE/WE                         Flashcards
                                                         the flashcards of box and lunch box. Call the children to                                     Audio CD
                                                         the board to write the letter x.                                                              AB
             2.   Learn letter Yy                        Introduce letter Yy with the help of the yogurt and yo-        OC/CE      GA          10’
                                                         yo flashcards (Letter fun! CB p. 62).
             3.   Identify the /j/ sound                 Explain the difference between the /j/ sound and the           OC         GA
                                                         name of letter y.
                                                         Remember the Y sounds the same as the y and recall             OC         GA
                                                         the difference in use of the small and capital letters.
                                                         Say names beginning with a Y.
                                                         Write both the small and capital letter y in the air with      OC/OE      GA
             4.   Practise tracing the Yy                a finger imitating the teacher.                                 WE         GA/IA
                                                         Practise tracing the letters in the CB, p. 62 with a
                                                         finger (Learn the letter CB p. 62).                             WE         IA
                                                         Repeat the whole process with letter Zz (Learn the
             5.   Learn letter Zz                        letter CB p. 62)                                                OC/CE/     GA/IA       5’
SESSION 10




                                                         Listen to the song on the CD (Sing CB p. 62).                  OE/WE
             6.   Listen to a song to help them learn    Listen again to the song stopping after each phrase for        OC         GA          5’
                  letters Yy and Zz                       the children to repeat it and point to what they hear in       OC/OE/DE   GA
                                                          their book.
                                                         Listen to the song a third time for the children to sing
                                                          (Sing CB p. 62).                                               OC/OE      GA
                                                         Find the letters y, z in the alphabet at the top of p. 62 of
             7.   Identify letters y, z                  the CB (Find).                                                  CE         IA          5’
                                                         Point to the yogurt, the yo-yo, the zebra or the zero as
                                                         the teacher names them Point to… (Find CB p. 62).               CE/DE      GA/IA
                                                         Find the things beginning with the /l/ (lion) and /t/
             8.   Review /l/ and /t/ sounds              (table) sound in the picture of the CB p. 62 (Find).            CE/OC/OE   GA/IA
                                                      EXTRA TIME
                                                          Colour the letters and pictures for Yy and Zz in the
                                                          Picture dictionary included in the AB p. 76.
             1.   Review the letters                      Colour other letters and pictures.                            DE         IA          10’

                                                                                                                         DE         IA




                                                                                                                                                        219
                                                                                 UNIT 10: MY FOOD
             OBJECTIVES                             Activities                                                     Skills   Interact.   Time   Material
                                                    ACTIVITY BOOK                                                                              AB

             1.   Practise tracing letters Yy, Zz      Follow the dotted line and the direction of the arrows     WC/OE    IA          15’
                                                        with a finger forming the letter Y (Trace and write AB
                                                        p. 71).
                                                       Trace letter Y with a pencil.                              WE       IA
                                                       Repeat the activity with the small y first with a finger   WE       IA
                                                        and then with a pencil (Trace and write AB p. 71).
                                                       Repeat the process with the Zz.
                                                       Continue practising on the board, on the writing lines     WE       IA
                                                        (Trace and write AB p. 71).                                WE       GA

             2.   Practise pronunciation of the        Pronounce the learnt vocabulary with the pictures:                              10’
                  vocabulary in the Lesson              yo-yo, zebra (Trace and say. Colour AB p. 71).            WC/OE     IA
             3.   Practise writing letter w            Write over the first letter of each word with a pencil.
                                                       Trace with a finger the letters of the pictures and WE              IA
                                                        colour them (Trace and say. Colour AB p. 71).
SESSION 11




                                                       Colour the rest of the pictures trying not to go over the WE        IA
             4.   Carry out a relaxing activity         edge .
                                                                                                                  DE        IA




                                                                                                                                                220
                                                                                      UNIT 10: MY FOOD
             OBJECTIVES                                  Activities                                                     Skills     Interact.   Time   Material
             1. Warm up! Review the colours                 Show the flashcard of colour orange and ask What           OC/OE      GA          5’     CB
                                                             colour is this? For children to say orange. Repeat with                                  Flashcards
                                                             red and yellow. Introduce the expression all colours                                     Audio CD
                                                             showing all the colours at the same time. Review                                         AB
                                                             carrot and flower with the help of the flashcards.
             2.   Follow the sequence in a story            Point to each of the 4 pictures of the story in order,     OC/DE      GA          10’
                                                             from left to right as indicated by the teacher (Story CB
                                                             p. 63).
                                                            Answer in their mother tongue to the teacher’s             OC/OE      GA
                                                             questions about what goes on in the story (Look and
                                                             say CB p.63).
             3.   Develop        English       listening    Listen to the story on the CD stopping after each frame    OC/OE      GA          5’
                  comprehension skills                       to make sure they have understood it (Listen CB p.
                                                             63).
             4.   Understand and enjoy a story              Listen again to the story stopping after each phrase for   OC/OE      GA
                                                             the children to repeat it (Listen and act CB p. 63).
                                                            Act out the story in pairs with the help of the
SESSION 12




                                                             flashcards of dates, carrot and flower. Repeat with        OE         PA          10’
                                                             other children (Listen and act CB p. 63).
                                                         ACTIVITY BOOK
                                                            Ask children to describe what they see in the picture in
                                                            Activity 1. Ask how many carrots? For the children to
             1.   Count 3, 5, 7, 9 and consolidate the      answer three. Write number 3 on the right of the            OC/OE/WE   GA          10’
                  vocabulary in the unit.                   flashcard and have the children do so in the right
                                                            column of their NBs.
                                                            Complete the activity following the example (Look,
                                                            count and write NB p. 72).
                                                            Correct the activity orally asking How many…? (Look,       WE         IA
                                                            count and write AB p. 72).
                                                            In Activity 2, point to the first number, ask them to      OC/OE      GA
                                                            name it and say which number comes after. Ask them
             2.   Count from 1 to10                         to trace the 2 (Write and say AB p. 72).                    WC/OE/WE   GA/IA       10’
                                                            Complete the activity writing the missing numbers
                                                            (Write and say AB p. 72).
                                                         EXTRA TIME                                                     WE         IA
                                                             Draw each one’s favourite foods in a sheet of paper.
                                                             Go to the front of the class to talk of their drawings,
                                                             presenting them and practising I like…
             1.   Consolidate vocabulary                                                                                DE/OE      IA          10’




                                                                                                                                                       221
                                                                                                             UNIT 10: MY FOOD
                                      OBJECTIVES                                Activities                                                    Skills     Interact.   Time   Material
                                      1. Review all the letters in the alphabet    Ask the children to say all the letters in the alphabet   OC/OE      GA          10’    TB
                                         and their sounds                          and their sounds in order.                                                               AB
                                                                                   Write them on the board as they say them.                 WC         GA
                                                                                   Ask them to describe what they see in the picture on p.
                                                                                   73 (a queen who has lost the pearls of her necklace).      OC/OE/DE   GA/IA       10’
                                                                                   Complete the activity joining the pearls following the
                                                                                   right order of the letters in the alphabet (Follow the
                                                                                   letters AB p. 73).
REINFORCEMENT SESSION (UNIT REVIEW)




                                                                                PROGRESS CHECK 10

                                                                                     Write the initial letter of each of the pictures in
                                      1.   Activities to check children’s            Activity 1 (Write the letter TB p. 103).                 WE         IA
                                           progress and teaching effectiveness       Write the missing letters following the right order of
                                                                                     the alphabet in Activity 2 (Write the letter TB p. 103). WE         IA
                                                                                     Do the sum of the points on the domino in Activity 3
                                                                                     and write the resulting number (Count and write TB p.
                                                                                     103).                                                    WE         IA




                                                                                                                                                                             222
                                                                                        UNITS 6-10
                 OBJECTIVES                             Activities                                               Skills      Interact.   Time   Material
                                                                                                                                                TB
                                                        FINAL PROGRESS CHECK (6-10)

                 1.   Activities to check children’s        Write the missing capital or small letter next to each WC/WE    IA
                      progress and teaching effectiveness   letter of the alphabet in Activity 1 (Write the letter TB
                                                            p. 106).

                                                           Write the initial letter of each of the pictures in WC/WE        IA
                                                            Activity 2 (Write the letter TB p. 106).

                                                            Write the numbers of the box in Activity 3 in the right WC/WE   IA
                                                            order (Write the numbers in order TB p. 107).

                                                            Count the units of each object in each box, join them
                                                            to the corresponding sum and complete the sum writing WC/WE      IA
                                                            the correct number in the box (Count, match and write
PROGRESS CHECK




                                                            TB p. 107).




                                                                                                                                                 223
Annex I. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT



Pre-Primary, 2nd Level

School

Street

Town                           Province               Postcode



TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
1
2
3
4


DISTRIBUTION OF PUPILS
Pre-Primary, 2nd evel    Number of pupils                Number of groups
Year:
1st year
2nd year
3rd year

ORGANISATION OF SPACE AND TIME
Material Resources Available in the School
(omit those which are not relevant)
    Video recorder
    TV
    Radio cassette player / CD player
    Video camera
    Computers
    Interactive whiteboard

(Write here any remarks concerning when, how and why these resources are used.)




Special Resources Available in the School
(omit those which are not relevant)
    Language classroom
    Language lab


                                                                                  224
      Computer room
      Playground
      Gym
      Theatre
      Library

Criteria for Using Common Spaces
(Write here any remarks concerning when, how and why these resources are used for English
classes.)



Distribution of Classroom Space
(omit those which are not relevant)
    Distribution of desks in rows
    U-shaped distribution of desks
    Specific corners: class library, cross-curricular subjects, games, crafts, etc.
    Others.

OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER
GROUPS
 (Write here any educational or educational-recreational activities planned)
Participant       Participant        Term/Dates        Outing and activity      Remarks
group/s           teachers                             descriptions




                                                                                          225
226
                                 225
226

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:1/7/2012
language:
pages:226