1
Patricia Avila
3.1A
Vocabulary (high frequency words)
My Family mother
Lollisteps:
50
1
2
3
4
father
Instructions
Listen, point, and repeat.
1
Patricia Avila
Published by Alston Publishing House Pte Ltd 6 Battery Road, #29-03, Singapore 049909 Main: (65) 6538 3990 Fax: (65) 6538 3991 Email: enquiry@alstonpublishinghouse.com Website: http://www.alstonpublishinghouse.com Š 2012 Alston Publishing House Pte Ltd All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the copyright owner. First published 2012 ISBN 978-981-4321-90-7 Publisher: Sim Wee Chee Managing Editor: Ann Teo Lead Editor: Charmaine Weng Editorial Team: Melissa Pang, Marjorie Ang, and Melissa Leong Design Team: Melissa Lee and Stephanie Gracia Illustrator: Chris Tan Printed in China by PWGS
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CONTENTS Program Overview Teaching Methodologies About the Book Lollisteps: Daily Routine for Effective Learning Scope and Sequence Note to Parents
Unit 1 1.1 1.2 1.3 1.4
Hello! What’s your name? Around Me In My Pencil Case In My School Bag
Unit 2 2.1 2.2 2.3 2.4
Colors Colors in My Bag Shapes Colors and Shapes
Unit 3 3.1 3.2 3.3 3.4
My Family Happy Family My Feelings Our Feelings
Unit 4
4.1 My Toys 4.2 Numbers and Toys
Unit 5 5.1 5.2 5.3 5.4
My House Big and Small At Home Home Sweet Home
iv iv vi viii x xiii
Unit 6 6.1 6.2 6.3 6.4
My Body My Face In the Classroom At the Playground
Unit 7 2 8 14 20
26 32 38 44
50 56 62 68
74 80
86 92 98 104
7.1 My Clothes 7.2 My Colorful Clothes
Unit 8 8.1 8.2 8.3 8.4
My Pets Zoo Animals Farm Animals Animals Everywhere
Unit 9 9.1 9.2 9.3 9.4
Breakfast Lunch Dinner Food We Eat
Unit 10
110 116 122 128
134 140
146 152 158 164
170 176 182 188
10.1 Opposites (i) 10.2 Opposites (ii)
194 200
Cutouts
207
Puppets
219
Certificate
PROGRAM OVERVIEW
TEACHING METHODOLOGIES
Lollipop is an innovative and engaging English program for preschoolers. Its main goal is to prepare students for primary school effectively through the steady acquisition of the vocabulary and language structures.
Research has shown that “vocabulary learning is central to language acquisition, whether the language is first, second or foreign. Interest in its role in second language learning has grown rapidly in recent years and specialists now emphasize the need for a systematic and principled approach to vocabulary by both the teacher and the learner.” (Celce-Murcia, 2001)
Lollipop places great emphasis on daily routines. After many years of teaching experience at preschool level, I have developed Lollisteps, a series of learner steps that have been proven successful in many different classroom environments. This method uses prior knowledge of vocabulary learned in the first language as its basis and takes advantage of the natural learning abilities that young children have in acquiring a second language.
Using the Natural Approach and the Total Physical Response (TPR) method, Lollipop emphasizes the importance of vocabulary acquisition in learning a second language and, more importantly, its presentation to the students so that effective acquisition can take place in the classroom.
Bearing in mind that children need to be engaged and constantly challenged in order to remain interested in learning, Lollipop also offers a variety of fun activities and practice lessons that will keep the children motivated and accelerate their learning process. These activities have been carefully selected to help students start developing the necessary skills for future success in the 21st century. Examples of the skills include critical thinking and problem solving, communication and creativity. I am certain that both you and your students will find using Lollipop a sweet experience.
Patricia Avila
Lollipop’s strategies are in line with Sökmen’s (1997) principles for vocabulary building. Sökmen reveals that in explicit learning, students engage in activities that focus attention on vocabulary and highlights several key principles that include building a large recognition vocabulary, integrating new words with old, providing a number of encounters with a word, promoting a deep level of processing, and facilitating imaging by using a variety of techniques. Lollipop’s methodologies are proven to enhance the acquisition of a second language.
NATURAL APPROACH
Krashen and Terrell (1983) first explored the stages of second language acquisition in their book, The Natural Approach. They defined three stages that new learners have to go through when acquiring a second language. Stage I: Pre-production This is a silent period, during which students may not speak the new language, but can respond by using body language or physical gestures like pointing to an object, picture, or person. They can mimic gestures and movements to show comprehension. The Total Physical Response (TPR) method will work well throughout this stage. Stage II: Early production At this stage, students can usually articulate one to two words or phrases, and can demonstrate comprehension of new material by giving short answers to simple questions.
iv
Stage III: Speech emergence At this stage, students are able to articulate simple phrases and sentences. They will understand simple illustrated stories read in class.
TOTAL PHYSICAL RESPONSE (TPR)
Total Physical Response (TPR) is a method developed by Dr. James Asher for teaching language using physical movement to react to verbal input. It allows students to react instinctively and meaningfully to language without hesitation and facilitates long-term memory retention of new vocabulary. With Lollisteps, you will be guided through the natural process of language acquisition and be shown when and how to use TPR in class.
ENGAGE, STUDY, ACTIVATE (ESA)
The Engage-Study-Activate (ESA) model (Harmer, 1998) consists of three learning phases, which, when used in order, increase students’ learning attention spans by varying the activity type in the classroom.
MIND MAPS
Our mind follows an intricate pattern and mind maps are intended to follow that thought pattern. Research has proven that they are beneficial in several ways. Mind maps are creative ways of note-taking that combine words and visual cues, which can lead to easier memory retention. Tony Buzan has also claimed that mind maps enable one to tap into both left and right parts of the brain and allow one to unleash one’s unused mental potential and “superlogic” (intuition). Lollipop integrates mind maps to help children process, express, and remember what they have learned.
PATRICIA’S FAQ
When and how much should I use the First Language (L1) with young learners? This is a question of great concern to many teachers. The new language should always take precedence over the L1 to avoid over-dependence on the L1. However, the L1 should be used to reinforce the meaning of new words so that students can remember the new vocabulary in relation to the same word in the more familiar L1. There is a technique, called “sandwiching” (Roth, 1998), that enables the teacher to do this and is very useful in a class of very young children. It entails saying a word or expression in English, then saying the same word in the L1, and then again in English. There, you have sandwiched it! With this method, you use more English than the L1 while rooting the English term in the L1 knowledge that the students have. The chances are, they will be able to remember the word much better in the long run. When should I “sandwich”? It is a good idea to “sandwich” at the beginning of the school year to instill discipline, set class rules, present new topics, or explain a new activity. Just be consistent. Once you see that your students can use certain expressions, be firm! Do not let them use the L1 to express themselves. Of course, as the school year progresses, this technique should be used less often and eventually displaced as the students acquire enough vocabulary to learn solely in the new language.
REFERENCES
Celce-Murcia, Marianne, ed. Teaching English as a Second or Foreign Language (3rd edition). Boston: Heinle & Heinle/Thompson Learning, 2001. Harmer, Jeremy. How to Teach English. Harlow: Longman, 1998. Krashen, Stephen D., and Terrell, Tracy D. The Natural Approach. Oxford: Pergamon, 1983. Roth, Genevieve. Teaching Very Young Children. Richmond Handbooks for English Teachers. London: Richmond Publishing, 1998. Sökmen, Anita J. “Current Trends in Teaching Second Language Vocabulary.” In Vocabulary : Description, Acquisition and Pedagogy, edited by N. Schmitt and M. McCarthy, 237–257. England: Cambridge University Press, 1997.
When should I and how do I evaluate students? In the Teacher’s Guide, you will find activities for assessing individual students at the end of every unit. These activities will help you evaluate the stage of the learning process your students are at and give you the tools to check the progress of your class.
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ABOUT THE BOOK Each activity is carefully designed to develop key preschool skills such as critical thinking skills, fine motor skills, and penmanship.
Lollipop is divided into ten units. Each unit is divided into themes.
10.1A
Vocabulary (high frequency words)
Opposites up
Attractive illustrations stimulate students’ interest and offer coloring opportunities.
Get your class pumped up and ready to start with our energizing opening routines – Lollisteps! The Lollisteps for each lesson are carefully structured to help students acquire English in the most effective and engaging way.
vi
in
out
down Lollisteps:
194
1
2
3
4
Instructions
Listen, point, and repeat.
Instructions for the class activities are clearly stated.
Each section (A–E) is based on the Engage-Study-Activate (ESA) model.
A & B:
ENGAGE. This is the part in the teaching sequence where the teacher engages the students’ interest and emotions. New vocabulary or structures are presented through familiar or interesting scenarios.
5.3A
in the kitchen Lollisteps:
98
C & D:
STUDY. Here, activities focus on what they learned previously. Activities may also include tracing and matching, penmanship, and coloring exercises.
2
3
4
in the living room Listen, point, and repeat.
E & F: ACTIVATE. The interactive and fun
3
4
in the living room Instructions
5
activities in this section are designed to reinforce and activate concepts learned. Students use the language learned freely and communicatively.
102
4
5
6
8
3
Mother is in the living room. Instructions
Listen and repeat. Trace and color.
5
in the bathroom Instructions
Listen, point, and repeat.
4
Language practice
in the bedroom
in the bathroom Instructions
5
Listen, trace, and match.
4
5
6
101
Language practice in everyday context
At Home
Brother is in the bedroom. Lollisteps:
99
At Home
5.3F
Language practice in everyday context
At Home
Father is in the kitchen. Lollisteps:
4
sister Lollisteps:
Listen, trace, and match.
5.3E
3
brother
in the kitchen
mother Lollisteps:
2
5.3D
Language practice
At Home
father
Vocabulary (familiar context)
At Home
in the bedroom Lollisteps:
Instructions
5
5.3C
100
5.3B
Vocabulary (familiar context)
At Home
8
Sister is in the bathroom. Instructions
Listen and repeat. Trace and color.
103
vii
LOLLISTEPS: DAILY ROUTINE FOR EFFECTIVE LEARNING
3 LET’S LOOK FOR …!
For example: Put the flashcards for the vocabulary items that was presented in your hands. Face the students and say: “Let’s look for … mother!” Show the students a flashcard that is not the correct one and ask: “Is this mother?” Students should answer: “No!” Change the flashcard and ask again: “Is this mother?” Again, students should answer: “No!” This drill continues until the flashcard for “Mother” turns up and students answer “Yes!”
Patricia Says
Always begin the lesson with the same routine, such as a song or rhyme that the students know well. Never start with anything new (Roth, 1998). You can use chants or songs to get the class pumped up and ready to start. The Teacher’s Guide will give specific suggestions for setting up this routine. Always finish the lesson with the same routine so that the students realize that the lesson has ended (Roth, 1998). At the end of each lesson, a wrap-up section in the Teacher’s Guide will guide you through the cool down and closing of the class with a familiar song. Lollisteps are the backbone of Lollipop. They are activities that will help you present vocabulary in a fun and engaging way with the help of flashcards. Each page will list the Lollisteps that should be carried out during that lesson!
4 SHOW ME!
Put some flashcards on the ledge of the board and ask individual students to come to the front. Ask the student to point to the flashcard you mentioned. For example, say: “Show me mother!” The student will only need to point to the correct flashcard.
It is preferable that the number of flashcards used is limited so that the exercise remains swift and fun. Let more students participate in this game by limiting each student to answering only once.
1 DO YOU KNOW?
The aim of this first step is to find out if the students know the concept behind the word. If they do not know the concept in their own language, this exercise should not be presented. For example: Teacher: “Who is this? Quién es? Who is this?” (“sandwiching” method) Students: “Mamá!” Teacher: “Yes! Mother!”
2 REPEAT AFTER ME!
viii
Lead the students in a choral repetition drill. Enunciate each word carefully and get the students to repeat after you. Ensure that each word is repeated no more than three times to avoid boredom.
This is a choral drill where students are asked to identify a vocabulary item from several flashcards.
5 WHO/WHAT IS THIS?
Hold the flashcards in your hands. Show them to the students one by one. Ask them: “Who is this?” or “What is this?” The students will then answer. This is a choral drill.
6 WHO/WHAT IS MISSING?
Put the flashcards on the ledge of the board and read the words with the students. Ask the students to cover their eyes, then remove one of the flashcards. Ask the students: “Look! Who is missing?” The students should then study the flashcards carefully and answer.
7 ARE YOU …?
Ask one student to come up to the front. Ask the rest to close their eyes. Ask the student to choose a flashcard showing someone he or she likes the most or someone that the student would like to be. The student hides the flashcard. Say: “Ready!” One at a time, the students will now try to find out which flashcard the student chose.
For example: Student 1: “Are you father?” Student 2 (the one holding the flashcard): “No.” Student 3: “Are you sister?” Student 2: “No.” Student 4: “Are you mother?” Student 2: “Yes!”
The student that guesses correctly will come up to the front and choose the next flashcard.
Lollisteps are developed based on the methodologies mentioned earlier. You can find further elaboration on when and how to use these steps in the Teacher’s Guide. Lollisteps will lay the foundation for students’ success in the English Language!
8 LET’S COLOR!
This step consolidates the learning cycle presented up till now. It is recommended that the same drawings as those on the flashcards are used in order to revise the vocabulary taught. You may say: “Color mother’s dress blue!” or simply, “Color mother.” The students are free to color the drawings according to instructions given. When the students are busy coloring, monitor the class activity. You may ask individual students: “Who is this?” to ensure they understand the concept behind the word. You may continue with the exercise by changing instructions to “Now, color father!” and so on.
CLOSING ROUTINE: SING WITH ME!
To complete the cycle, present a song that uses the vocabulary presented.
REFERENCE
Roth, Genevieve. Teaching Very Young Children. Richmond Handbooks for English Teachers. London: Richmond Publishing, 1998.
ix
SCOPE AND SEQUENCE – LEVEL 1 Unit 1
Functions
Functional Language
Vocabulary
Introducing oneself and others
Hello!
crayon, paper, pencil, book, glue, eraser, scissors, sharpener, pencil case
Hello! What’s your name? (p.2) Greetings Identifying school objects 1.2 Around Me (p.8)
What’s your name?
1.3 In My Pencil Case (p.14)
I’m ….
1.4 In My School Bag (p.20)
What’s this? It’s a crayon.
1.1
My name is ….
Is this a crayon? Yes. / No. Is this a crayon or a pencil? It’s a pencil.
Unit 2
Identifying colors
What color is it? Red.
2.1 Colors (p.26)
Identifying colors in school objects
The apple is red.
2.2 Colors in My Bag (p.32)
Identifying shapes and colors
The sun is yellow.
2.3 Shapes (p.38)
What’s this? It’s a red circle.
2.4 Colors and Shapes (p.44)
What color is the square? Blue.
red, blue, green, yellow, circle, square, triangle, rectangle
Is the book red or blue? Blue. Is the pencil green? No.
Unit 3 3.1 My Family (p.50) 3.2 Happy Family (p.56) 3.3 My Feelings (p.62) 3.4 Our Feelings (p.68)
Identifying family members
Who’s this? Mother.
Describing feelings
Is this sister? Yes, she is.
Expressing feelings
Is this brother or father? Father.
Describing how members in a family feel
Is father sad? Yes. How is mother? Happy. Is brother angry or sad? Sad. How do you feel? Happy.
x
mother, father, sister, brother, happy, sad, tired, angry
Functions
Functional Language
Vocabulary
Identifying toys
What is this? A doll.
Counting one to five
Is this a ball? No, it isn’t.
train, doll, ball, bike, one, two, three, four, five
4.2 Numbers and Toys (p.80)
Counting toys up to five
How many dolls are there? Four dolls.
Unit 5
Identifying parts of a house
Is this the bedroom? Yes.
5.1 My House (p.86)
Comparing sizes of rooms
What is this? It’s the kitchen.
5.2 Big and Small (p.92)
Describing a house
It’s a big bathroom.
5.3 At Home (p.98)
Locating family members at home
Is the bedroom big or small? Small.
Unit 4 4.1 My Toys (p.74)
house, kitchen, bathroom, bedroom, living room, big, small
This is my house.
5.4 Home Sweet Home (p.104)
It has a small kitchen. Where’s father? Father is in the kitchen.
Unit 6 6.1 My Body (p.110) 6.2 My Face (p.116)
Identifying parts of the body
What is this? Nose.
Identifying parts of the face
Is this a knee or a head? Knee.
Expressing abilities
Is this a head? Yes. What can Paty do? She can write.
6.3 In the Classroom (p.122)
Can she sing? Yes, she can.
6.4 At the Playground (p.128)
Unit 7 7.1 My Clothes (p.134) 7.2 My Colorful Clothes (p.140)
head, shoulders, knees, toes, eyes, nose, mouth, ears, write, cut, sing, color, play, run, jump, march
Identifying clothes and colors
This is a blouse.
Describing what boys and girls wear
Is this a blouse or a shirt? A shirt.
Describing colors of clothes
Is this a skirt? Yes.
Describing what a person is wearing
Is the skirt yellow? No.
blouse, skirt, socks, shirt, pants, shoes
Is Paty wearing a skirt? Yes. Is Tony wearing a blouse? No.
xi
Unit 8 8.1 My Pets (p.146) 8.2 Zoo Animals (p.152) 8.3 Farm Animals (p.158) 8.4 Animals Everywhere (p.164)
Unit 9 9.1 Breakfast (p.170) 9.2 Lunch (p.176) 9.3 Dinner (p.182) 9.4 Food We Eat (p.188)
Unit 10
xii
Functions
Functional Language
Vocabulary
Identifying pet animals
It’s a cat.
Identifying farm animals
Is it a cow or a sheep? A cow.
Identifying zoo animals
Is this a tiger? No.
Associating animals with where they live
Where does a lion live? In the zoo.
dog, cat, hamster, bird, tiger, lion, elephant, bear, cow, sheep, horse, donkey, home, zoo, farm
Identifying breakfast food
What is this? Cereal.
Identifying lunch food
When do you have a salad? Lunch.
Identifying dinner food
Is this milk? Yes.
Classifying food for breakfast, lunch, and dinner
Is this chicken or meat? Meat.
milk, cereal, bread, eggs, sandwich, water, salad, soup, chicken, fish, meat, juice, breakfast, lunch, dinner
Do you have fish for breakfast? No. I have fish for dinner.
Identifying and describing opposites
Is this up or down? Down.
10.1 Opposites (i) (p.194)
Is this open? Yes.
10.2 Opposites (ii) (p.200)
What is this? Clean.
up—down, in—out, big—small, open—close, clean—dirty, wet—dry, first—last, front—back
NOTE TO PARENTS Welcome to Lollipop 1! Your child is about to embark on a new English program where he/she will learn English as a second language in a fun and easy way. This program is based on Lollisteps, a series of learner steps, and the EngageStudy-Activate (ESA) model. Lollisteps, with the aid of flashcards, have been proven successful to enable very young learners to acquire vocabulary of a foreign language in a natural and pleasant way. To consolidate learning, practice exercises are provided throughout the book. These activities, which offer opportunities for various skills development, will at the same time, take your child through the progressive phases of learning outlined by the ESA model. Complete with beautiful images, Lollipop promises to be a delightful and sweet experience for your child as he/she begins the journey to learning a new language. To ensure greater success with Lollipop, here are answers to frequently asked questions on how, as parents, you can help your child by creating a conducive learning environment at home.
FAQ
How can I help my child with his/her homework if I do not know or speak English? It is not necessary for you to be familiar with the language for you to help your child. You just need to give your full support when your child requires it. How can I give support to my child? Be 100% positive! If you have a positive attitude toward learning English, your child will also adopt the same attitude that will make the learning environment real and effective. How should I help my child with his/her homework? You should supervise your child when he/she is doing his/her homework and be there to provide all the materials necessary to accomplish the task. This will ensure a firm support from you at home for what has been taught at school. When the homework is done, be sure to remind your child to take this book along for the next lesson to ensure continuity in class. How much homework will there be? At this level, there will be homework at most once a week. The task can vary from coloring two pages from a unit, taking to class photos of your family, to finding clippings of various themes. What else can I do at home to help my child? If you allow your child to watch TV, encourage him/her to watch age-appropriate TV programs or movies in English. Educational computer software in English can also aid the learning process. When themes related to objects found at home, such as parts of a house, clothes, and toys, are introduced to your child, make labels
and attach them to the items in question. For example, write the word “train” on a label and attach it to your child’s toy train. Each time your child takes the toy or walks near it, ask him/her to repeat the word aloud. Taking advantage of such visual aids you may have readily at home, your child will have ample opportunities for language practice in an everyday context. This will make a significant learning moment at home. How will I know what my child is learning at school? When your child brings home this book, you will be able to see the theme or vocabulary to be covered that week. The teacher will also be able to assess your child’s performance and accomplishments. I assure you that Lollipop will equip your child with the fundamental basics required for taking his/her first steps toward grasping the English language. However, if you have more questions, I am more than happy to answer them. Please feel free to contact me via the Publisher at enquiry@alstonpublishinghouse.com. I would love to hear from you. I am certain that, together with your child, you will be very pleased to have “tasted” and experienced the Lollipop program.
Most sincerely,
Patricia Avila xiii
This book belongs to Name Class
3.1B
Vocabulary (high frequency words)
My Family brother
sister
Lollisteps:
1
2
3
4
Instructions
Listen, point, and repeat.
51
3.1C
Lollisteps:
52
3
Penmanship and matching by attribute
My Family
father
father
mother
mother
4
5
8
Instructions
Match, trace, and color.
3.1D
Lollisteps:
3
Matching by attribute and penmanship
My Family
brother
brother
sister
sister
4
5
6
Instructions
Match, trace, and color.
53
3.1E
father
Lollisteps:
54
6
7
8
Creativity and art experiences
My Family
mother
Instructions
lor.
Draw hair on father and mother. Co
3.1F
Creativity and art experiences
My Family
sister
Lollisteps:
6
7
8
brother
Instructions
Draw their faces and color.
55
3.2A
Vocabulary (high frequency words)
Happy Family
father and mother Lollisteps:
56
1
2
3
4
Instructions
Listen, point, and repeat.
3.2B
Vocabulary (high frequency words)
Happy Family
brother and sister Lollisteps:
1
2
3
4
Instructions
Listen, point, and repeat.
57
3.2C
Lollisteps:
58
2
3
4
Visual discrimination
Happy Family
Instructions
Listen and circle.
3.2D
Lollisteps:
2
3
4
Visual discrimination
Happy Family
Instructions
Listen and circle.
59
3.2E
Family and community values
Happy Family
father
mother
sister
brother Paty My Family
Lollisteps:
60
3
4
7
Instructions
Cut and paste. Point and say.
3.2F
Family and community values
Happy Family
father
mother
sister
brother me My Family
Lollisteps:
3
4
7
Instructions
Color, point, and say.
61
3.3A
Vocabulary (personal experiences)
My Feelings
happy
Lollisteps:
62
1
2
3
4
sad
Instructions
Listen, point, and repeat.
3.3B
Vocabulary (personal experiences)
My Feelings
tired
Lollisteps:
1
2
3
4
angry
Instructions
Listen, point, and repeat.
63
3.3C
Lollisteps:
64
5
Penmanship and matching by attribute
My Feelings
angry
angry
tired
tired
6
7
8
Instructions
Trace, match, and color.
3.3D
Lollisteps:
5
Matching by attribute
My Feelings
happy
sad
sad
happy
6
7
8
Instructions
Trace, match, and color.
65
3.3E
Language practice
My Feelings
I’m happy.
Lollisteps:
66
5
6
7
I’m sad.
8
Instructions
Trace, color, and say.
3.3F
Language practice
My Feelings
I’m tired.
Lollisteps:
5
6
7
I’m angry.
8
Instructions
Trace, color, and say.
67
3.4A
Lollisteps:
68
2
Language practice and left-to-right sequencing
Our Feelings
father
tired
mother
happy
4
5
Instructions
Listen, trace, and say.
3.4B
Lollisteps:
2
Language practice and left-to-right sequencing
Our Feelings
sister
sad
brother
angry
4
5
Instructions
Listen, trace, and say.
69
3.4C
Lollisteps:
70
2
Matching by attribute
Our Feelings
father
tired
brother
angry
3
5
Instructions
Listen, match, and say.
3.4D
Lollisteps:
2
Matching by attribute
Our Feelings
mother
happy
sister
sad
3
5
Instructions
Listen, match, and say.
71
3.4E
Language practice in everyday context
Our Feelings
Mother is happy. Lollisteps:
72
5
6
8
Father is tired. Instructions
Listen and draw. Color and say.
3.4F
Sister is sad. Lollisteps:
5
6
8
Language practice in everyday context
Our Feelings
Brother is angry. Instructions
Listen and draw. Color and say.
73
1
Lollipop is an innovative and engaging three-level English series for preschoolers. This complete program is based on sound pedagogical methodologies: the Natural Approach, Total Physical Response (TPR), and the Engage-Study-Activate (ESA) model. Lollipop is carefully designed to help teachers ensure an effective and steady acquisition of vocabulary and language structures in their classrooms. Features • A complete program with Lollisteps (structured daily routines that reinforce learning) • Lesson structures based on the Engage-Study-Activate (ESA) model • Age-appropriate skills development such as logical thinking skills and creative thinking skills • Attractive illustrations and color cutouts that engage the students and offer opportunities for developing penmanship and fine motor skills Components • Student Book • Teacher’s Guide (available online in both English and Spanish) • Online Flashcards and other resources About the Author Patricia Avila is a teacher of students and a trainer of teachers. She has also been a coordinator and head of the English department for various schools. After forty years of teaching experience, Patricia Avila has now used her knowledge and passion to create Lollipop – a series that will make teaching and learning English a comfortable, confident, and sweet experience.
ISBN ISBN-10
Empowering Minds • Improving Lives
978-981-4321-90-7 981-4321-90-7
9 789814 321907