Teacher's Guide 2

Play and Learn English 2: Teacher´s Guide

Flávia Corrêa Magalhães

2ª Edición

Idiomagic

Suipacha 404 – Tucumán

Argentina

ISBN 978-987-29023-7-7

Impreso en talleres propios de la editorial. Libro de edición argentina.

Correa Magalhaes, Flavia

Play and learn english : teacher’s guide . - 1a ed. -

Tucumán : Idiomagic, 2013.

600 p. + Papel : il. ; 21x30 cm.

ISBN 978-987-29023-7-7

1.Enseñanza de Lenguas Extranjeras. 2. Inglés. 3. Guía para el Docente.

I. Título

CDD 371.1

Text © Flávia Corrêa Magalhães.

Design and Ilustration © Idiomagic.

Published 2021.

Todos los derechos reservados; ninguna parte de esta publicación puede ser reproducida, almacenada en bancos de datos accesible ni transmitida de cualquier otra forma o medio, sea electrónico, mecánico, como fotocopias, grabado, sin autorización previa escrita por el editor. La autora quisiera agradecer a Bárbara Alcaraz por su trabajo y dedicación en el desarrollo de este libro.

Autorización de copia:

Los derechos de reproducción del material contenido en este libro son reservados. Sin embargo la editora permite que se hagan copias de aquellas páginas identificadas como fotocopiables (PHOTOCOPIABLE), de acuerdo con las siguientes condiciones.

Los individuos que adquieren el libro pueden hacer copias para uso propio y para los alumnos de los cuales son responsables; las escuelas que adquieren el libro sólo pueden hacer copias dentro del establecimiento y para el cuerpo docente del lugar. Esta autorización no se extiende a otras escuelas o filiales de una institución, las cuales deberán adquirir otro ejemplar del libro para poder tener acceso a sus contenidos.

Esta autorización se limita a los usos arriba especificados. Para copiar o utilizar el material en otras circunstancias es indispensable obtener previa autorización por escrito de parte de Idiomagic.

UNIT 1 - Hello!

Vocabulary

Hi , Hello, Bye Bye, Boy, Girl, Teacher, Good Morning, Good Afternoon.

Expressions

What’s your name?

My name is

Are you a boy or a girl?

I’m a Good Morning, teacher!

Good Afternoon, boy! Bye bye, girl!

Project

In white construction paper, draw the outline of a big sun to represent the expression Good Morning, and a sun partially covered by a cloud, which will stand for the greeting Good Afternoon. Your students will paste colored paper and cotton on the mentioned figures. At the Finally, label both figures with the corresponding greetings and expose.

Objectives for this unit

To bond the relationship between the students and Mr. Lion

To reinforce expressions learnt previously. To introduce the Hello and Bye bye songs , as part of their routine.

Evaluation criteria

Songs

Hello Song

Hi teacher, hello boys and girls

Everybody says, everybody says

Materials

At the end of the unit the children will have to be able to understand and perform simple commands. Dark colored paper, colored papers, cotton, glue, Songs and Listenings, Festive fingers (Games), puppet of Mr. Lion, Happy kids (Games), flashcards of the unit and Hello/Goodbye Mr. Sun (Games).

Flashcards

Total: 8

Hi, Hello, Bye bye, Boy, Girl, Teacher, Good morning, Good afternoon.

Games

Total: 4 set 1: Festive fingers set 2: Happy kids set 3: Hello/Goodbye Mr. Sun

Hello my teacher, hello boys and girls

Everybody says, everybody says.

Hello, hello, hello boys and girls, Hello my teacher, hello my friends.

Hello my teacher, hello my friends.

Hi everybody, hi boys and girls. Hello my teacher, hello my friends.

Hi everybody!

Hi boys and girls!

Bye Bye Song

Bye teacher, Bye bye boys and girls

Everybody says, everybody says Bye bye my teacher, Bye bye boys and girls

Everybody says, everybody says. Bye, bye! Bye bye boys and girls

Bye bye my teacher

Bye bye my friends

Bye bye my teacher

Bye bye my friends

Bye everybody

Bye boys and girls.

UNIT 1

Lesson 1

Objective

Recognition of the character of the book, of new commands, and words.

Materials

Flashcards from this unit, Festive fingers (Games).

Playful activities

1 | Greet your students using the Festive fingers, to emphasize the meaning of the word Hello.

2 | Sit the children in a circle, greet each of them naming them and using the Festive fingers Your students will have to greet you back, using the Festive fingers

Teacher: Hello, José!

Child: Hello, teacher!

3 | Now teach the children how to greet when a person leaves. Introduce the expression Bye bye. Once your students learn these expressions and their significance use both Festive fingers, altering them.

4 | Go to the door and wave the children goodbye, so that they can greet you. Do not forget that each of the two Festive fingers has a different color, to help your students see the difference between Hello and Bye-bye

Children: Bye bye, teacher!

5 | Next, it will be the children’s turn to perform the exercise described above. On each occasion, one of them will leave and enter the classroom using the Festive fingers. His/her classmates will remain inside the room, greeting them, always based on the color of the Festive fingers.

Children: Hello, María!

Bye-bye, María!

Student's Book

Go to Picture Dictionary

Page 5 - Listen and color

Your students will listen to some expressions, repeat the phrases they hear and point on the page at the corresponding figures. After this oral activity the children must color the images as you indicate.

Audio Script

Listen, repeat and show me. Hello!

Go to Songs and Listenings

UNIT 1

Lesson 2

Objective

Consolidation of the different types of greetings taught. Presentation of the structure: My name is… Flashcards from this unit, Festive fingers (Games).

Materials

3 | For the next activity your students will be on their feet. Point to one of them so that he/she greets a classmate that he/she chooses, shaking hands. This last student will repeat the action with another child, and the activity will continue, until everybody has greeted their classmates.

Playful activities

1 | Use the Festive fingers to start playing. Remember that they have different colors because one represents Hello, and the other Bye bye. Hide them behind your back, then show one of them to the children. They will have to say which the corresponding greeting is. Continue the same procedure, showing the hands at higher speed, to make the activity challenging and fun.

2 | Ask the children to sit on the floor in a circle. Provide one of them with a Festive finger, while you keep the other. Next, greet the child:

Teacher: Hi-5, David!

Child: Hi-5, teacher! Continue greeting the rest of the children.

4 | The children will remain in the same position. This time roll a ball towards one of them, and once he/she gets it, the child will have to greet and say his/her name. Then the ball will roll again, and the same procedure will continue, until all the children have introduced themselves. Child: Hello! My name is…

5 | Paint the hands of your students to print them on white construction paper. Keep in mind that you will need two colors of paint, one for each hand. Once the paint has dried, cut out the outlines and write on each of them with a fiber the words Hello and Bye-bye. Place a popsicle stick behind each silhouette and a bit of adhesive tape.

Page 7 - Let’s paint!

Color the hands of the children with paint, so that they can print them inside the frame of the page. While you do the activity ask the students to say the words Hi! and Hello! When the paint is dried, write these words inside the shapes.

Student's Book

Lesson 3

Objective

Use of different greetings together with the naming of characters. Fixation of the structures What’s your name? My name is…

Materials

Flashcards from this unit, Happy kids (Games).

Playful activities

1 | Present the new words, Boy /Girl, with the help of the Happy kids. Place yourself next to each child and perform the same question to all of them:

Teacher: Are you a boy or a girl?

Child: I’m a boy

2 | Each boy will point to himself while repeating the word that represents them. The girls will do the same with the word Girl.

3 | The objective for this activity is for the students to make a line. Call them by using the words boy, girl:

Teacher: Boy, girl, girl, girl, boy, girl…

4 | Make all the children sit in a circle, with their legs crossed. Tell them that they must clap their hands when each word of the expressions is mentioned.

In this way they will make questions to their classmates:

Teacher and students: What’s your name?

Child: My name is…

5 | Provide each student with the printed hands they prepared the previous class. Mention a greeting so that they will raise the hand that belongs to this expression (for example Hello). Do the same with the other greeting (Bye-bye). Alter the mentioning of these greetings faster to make the activity funnier to them. It is also a good idea to use your own big hands while carrying on with the game.

Teacher: Hello, boys! (only the boys will raise the printed hand that belongs to this greeting).

Bye-bye, girls! (now the girls will raise their hands).

Hello, girls! (only the girls participate).

Bye-bye, boys! (now the boys follow the command).

Hello boys and girls! (both, boys and girls will raise their printed hands)

Bye-bye boys and girls! (the same here).

Page 9 - Let’s match!

Ask your students to listen carefully to the listening. It contains a dialogue that they will have to repeat. Practice it with them. By the end of this oral activity, explore the scene of the page: request them to point at the characters Boy/Girl/Teacher Last, ask them to color the paths.

Audio Script

Listen and repeat:

Girl: Hello, teacher!

Boy: Hi, teacher!

Teacher: Hi, boy!

Hello, girl!

Go to Songs and Listenings

Go to Let’s Play!

Objective

Teaching of the expressions: Good Morning/Good Afternoon.

Materials

Flashcards from this unit, Happy kids (Games), Popsicle sticks

Playful activities

1 | Using the Happy kids plus a greeting flashcard, ask the children to say the corresponding sentence.

Children: Good Afternoon, girl!

2 | Place your students on a circle. At the center of it put the flashcards of greetings and the faces of boy/ girl. Next choose a child and tell him/her a sentence. This student will have to pick up the flashcard and face which correspond to your expression.

Teacher: Good Morning, boy!

3 | Using paper tape, stick a flashcard of greetings on the back of one of your students. He/she will have to guess what the expression is.

Child: Good Morning! / Good Afternoon! / Hello!...

4 | Place on the floor all the flashcards of the unit, and choose a student, who after listening to your sentence (that must be formed by a salutation and a character), will set a foot on one flashcard and the other one on the second image.

Teacher: Good Morning, girl! Good Afternoon, teacher! Repeat the procedure with the rest of the students, changing the structures in order to check that the learning process has been successful.

5 | With the help of Mr. Lion, say one of the greetings you have taught, which will have to be answered by the children. Then ask one student to go to the front, take the puppet and reproduce one expression. Also, in this case the rest of the children will have to answer back.

Page 11 - Color and cut

Request your students to color the figures of a boy and a girl (page 107). Cut them out and place a popsicle stick behind. Once they are ready start naming the words boy/girl to make the children raise the corresponding puppet.

As a way to end this first unit, it would be nice if you listened together to the dialogue, while they act out with their figures.

Audio Script

Listen to the dialogue and repeat.

Girl: Hello, boy!

Boy: Hello, girl!

Girl: Bye bye, boy!

Boy: Bye bye, girl!

Objective

Checking the expressions Good Morning / Good Afternoon.

Materials

Flashcards from this unit, Hello/Goodbye Mr. Sun (Games), puppet of Mr. Lion, colored papers and glue.

Playful activities

1 | With the help of Hello/Goodbye Mr. Sun present the greetings Good Morning /Good Afternoon. The children will repeat them individually and in groups. Ask each students to choose a puppets and he/she will produce sentences.

Student: Good morning, teacher!

Good afternoon, teacher!

3 | Place all the flashcards on the floor: your students will be formed on a line. Next, say one of the expressions you have taught them to a specific child, who will jump on the requested card. Continue the activity with the rest of the students.

4 | Now the students will be on a circle. Using the puppet of Mr. Lion, greet each of them. Remind them that they must greet back. Change the tone of your voice, and tickle the children to make the activity more entertaining.

Teacher (Mr. Lion): Good Morning, Marcos!

Student: Good Morning, Mr. Lion!

5 | Once again, put the flashcards on the floor. One by one, the children will put a card on Mr. Lion’s mouth, to feed him. In all the occasions, they will pick up the flashcard that the puppet (you) requested.

Teacher (Mr. Lion): Bye bye!

Student: (looks for the corresponding card and puts it inside the puppet’s mouth) Bye-bye!

Teacher (Mr. Lion): (Opens the mouth pretending it is eating).

Page 13 - Listen and glue

The children will listen to the greetings, point at the corresponding figure and repeat the expression. Afterwards they will be requested to paste colored papers on the images. In the case of the greeting Good morning, provide them with yellow papers and in the case of the expression Good afternoon, give them yellow paper and also cotton for the cloud.

Audio

Script Listen,

Complementary material

Extra Activities

Organize the children on a circle and place yourself in the middle, with the faces of boy/girl in your hands.

Provide a child with a ball: this element will be passed from hand to hand quickly while they listen to the song of this unit. Once the song is paused, the student who has the ball will have to go to the center of the circle, give the ball to you and receive a face. He/she will introduce him/herself to the rest of the children. Once they complete the action, the game starts again, with the ball passing around. Child: Hello! I’m a boy/girl.

My name is….

Bear in mind that the face you give to each child must coincide with their gender.

Go to Extra Activities

Page 128 - Let’s color, cut and glue!

The children will use the cut-out faces of boy/girl.

The idea is to construct puppets which they will be able to take home. Since it is an activity that might take some time, you may want to consider cutting the figures out beforehand, and writing on each of them the name of the owner.

Take with you threads of wool of different colors (black, brown, red and yellow), which will be the hair of the puppets. Make sure that the wool is shorter for the boys and longer for the girls. Place the threads in small bowls on the tables, and provide the children with glue.

Once the puppets are done, place a brochette stick behind them. Last, you can propose a fun activity: whenever you say “boy!” all your male students will place the masks (puppets) on their faces, and when you say “girl!”, it will only be the girls who follow the command. At the mention of the expression “boys and girls!” all of the children will show their masks.

Repeat the same words a few times, say them

faster or move your mouth without speaking to make the activity more entertaining. If you prefer it, you can turn this game into a competition: whoever commits a mistake, will have to abandon the game

Page 129 - Let’s color and cut!

Students will color and cut the greetings. Finally you will perform a sentence and the students you name will raise the correct puppet. Another option is to choose a student to perform the sentence.

Teacher/Student: Good morning boys! (all boys raise good morning puppets).

Templates

Page 130

Students will color the big hand then you will help them cutting it and glue a popsicle stick at their backs. Students will produce sentences as they hold the puppets.

Students: Hello! teacher / boy / girl

Students: Bye bye teacher / boy / girl

Go to Templates

Page 131

Give to each student a boy or girl face to complete. Students will draw the faces that represent themselves. Finally they come to the front and introduce themselves.

Student: Hello! My name is … I am a boy/girl.

Pages 132 and 133

Ask the student to work in pairs a give them one of the greetings picture (good morning or good afternoon).

They will place the sun on the window. Finally they will come to the front and perform a short dialogue.

Student A: Good morning / afternoon boy!

Student B: Good morning / afternoon girl!

Tests

Divide the board in three sections, and on each of them stick a flashcard from this unit. After that place your students on a line. The first of them will have to observe carefully the order of the cards. Then take out the flashcards and mix them with the rest of the cards that belong to this unit. The student must recognize the three cards that were on the board at the beginning and put them where they were before. It is better if you leave the adhesive tape on the board, to make the game dynamic. This child will take the last place on the line, and the second one will be now the first. Do not forget to replace the flashcards you use, so that the activity is not predictable.

Continue the game until everybody has participated.

Go to Tests

Page 134 - Let’s listen and match!

Your students will listen to your commands in order to match the characters to the corresponding greetings. Remember that the best way to carry out these activities is to use a different color for each line.

Teacher: Hello, boy!

Good Afternoon, girl!

Good Morning, teacher!

Page 135 - Let’s join the dots! Students will join the dots to match the girl and boy with the greetings.

UNIT 2 - Colors

Song

Blue, Yellow, Red, Green, Black, White

Vocabulary Expressions

What color is it?

It is…

My balloon is…

What’s your favorite color?

My favorite color is…

Project

Provide each student with the outline of a balloon (page 138). Beforehand, cut colored papers in small pieces and put them in different bowls. Keep in mind that the colors must be the ones they have learnt throughout the unit. The children must choose only one color and decorate the balloon. Once the activity is complete, write on a poster the phrase

My balloon is… and paste all the balloons the students have made. At the bottom of each outline add a thread of string, to finish the work nicely.

Objectives for this unit

To finish establishing the activities that are part of the routine of the class.

To incorporate the knowledge of colors.

Evaluation criteria

Show me the colors

Show me the colors!

Yellow, yellow balloon balloon

Materials

Your students will have to be able to recognize and name the colors, as to use new expressions. Flashcards of the unit, construction paper of different colors, colored paper tape, colored chalk, puppet of Mr. Lion, Balloons of different colors, Color cube (Games), Empty cans, Bed sheet, Colored papers, White sheets of paper, Birthday balloons (Games), Box, Magical Bag.

Flashcards

Total: 6

Blue, Yellow, Red, Green, Black, White Games

Total: 3 set 1: Color cube set 2: Birthday balloons

Yellow yellow look look

Red red balloon balloon

Red red look look

Show me the colors!

Green green balloon balloon

Green green look look

Black black balloon balloon

Black black look look

Let’s color!

Black black look look.

UNIT 2 Lesson 1 Student's Book

Objective

Presentation of new vocabulary.

Materials

Flashcards of the unit, Birthday balloons (Games).

Playful activities

1 | Use the flashcards to present the new words. The children will name the colors as you show them, firstly all together, and then individually. Change the sequence of the colors so that the activity is not predictable.

2 | Suggest playing under the commands “Show, Take, Give”. To do this you can use the Birthday balloons. Your students will listen to your directions and will either give, take or point the balloons. This is an excellent resource to teach the new vocabulary.

3 | Give the same balloons to the children; shout the name of one color so that whoever possesses the corresponding balloon will have to repeat the word and place it on the floor. Continue the activity in the same way.

4 | This time give all the balloons to one volunteer. He/ she will have to place them on the floor based on the sequence that you or any other student says: Teacher: Blue, yellow, red, green, black...

5 | Provide each child with a balloon (use both sets if necessary). While listening to the song Show me the Colors, the children will dance around the classroom, and when the music is paused, they will have a moment to look for the classmate who has the same color they do. The one who cannot find his/her partner, or commits a mistake must leave the game. On each occasion give the colors to different students.

Page 15 - Listen and color

Colors

Go to Picture Dictionary

Make your students listen to the sentences, repeat the colors they hear and color the crayons that are mentioned. Bear in mind that they can choose any figure to color: the important thing is that they respect the requested color.

Audio Script

Listen, repeat and color.

It´s blue.

It´s yellow.

It´s red.

It´s green.

It´s black.

It´s white.

Go to Songs and Listenings

Objective

Teaching of the structures What color is it? / It is…

Materials

Flashcards of the unit, colored chalk or colored paper tape, colored papers, Festive fingers (Games), paint of different colors.

Playful activities

1 | Using the colored chalk or paper tape, make a line on the floor of the classroom, taking into account that it must contain different colors. Your students will walk stepping on the line, and as they do this, they will have to mention the color they see under their feet.

Children: Red, red, red, red, red, red, blue, blue, blue, yellow, yellow...

2 | Play the sequence game: show the children the flashcards in a particular order, to be memorized by them. Turn them over so that they can remember to which color each of them corresponds.

3 | For the next activity take two chairs and on the back of one of them make an x using paper tape (which will mean ‘incorrect’), and on the other one a tick (that means ‘correct’). The children will be

on a line: say a sentence to each of them while you show a flashcard:

Teacher: It is blue. (show a card with this color)

Child: (He/she will sit on the chair with the tick).

Teacher: It is red. (present a flashcard with the color yellow).

Child: (He/she will sit on the chair that has the cross, since the mentioned color is not the same as the one shown. Afterwards this student will have to say the correct sentence). It is yellow! Give all the children the opportunity to play.

4 | Give commands so that your students run around the classroom looking for objects that have the same color as the one mentioned by you. Teacher: Touch something green! Touch something black!

5 | Show the flashcards of this unit to the children, asking what color they see in each case. If they answer correctly, stick the cards on the board and then provide one of them with a Festive fingers puppet. This child will have to touch the flashcards that you mention. Allow all of them to participate. Teacher: What color is it?

Child: It’s blue.

Page 17 - Let’s paint!

On each occasion put a small amount of paint on your students’ index finger; they will have to paint the stain under the paint can. When they reach the bottom of the page they must shout the name of the color, and wait until you continue the process with another color.

Objective

To reinforce the knowledge on colors using balloons.

Materials

Flashcards of the unit, balloons of different colors, bed sheet, colored papers, paper tape.

Playful activities

1 | On a box put flat balloons of the six colors you are teaching, making sure you will have enough for all the children. One volunteer will shake the box to mix the balloons and another one will close their eyes to take out a balloon. When they opens their eyes they will have to name the color they chose. Blow up the balloons for them and once everybody is ready, ask them to go to the front of the classroom and say the corresponding expression:

Child 1: My balloon is red.

Child 2: My balloon is blue.

If you can, put the balloons on balloon holders, so that they can take them home at the end of the class. Also if you can, with a fiber write on each balloon the phrase My balloon is…, plus the name of the color of the balloon.

mention the color of the balloon. The game consists on not letting the balloon touch the floor, and if it does, you will have to take another balloon and restart the activity.

3 | On a student’s ear, whisper the name of a color. This child will have to look for the corresponding balloon in silence, so that the rest of the children mention the color the balloon has. Give everybody the opportunity to participate.

4 | Ask the students to form couples and give each team a balloon. Next, play the song of the unit so that they dance around the classroom holding the balloon using only their foreheads. The couples that let the balloon fall down will have to leave the game, and the last team will be the winner. In order to make the activity more engaging, say different commands for the children to follow while dancing. Teacher: Everybody jumping! Everybody marching!

5 | Stick a colored circle on the board, with the students sitting in front of it. Show the flashcards one by one: the idea is that when you show a card with the same color as the one exposed, the children will recognize it and shout the name of the color. Pass the cards at high speed, to make the activity more entertaining. Also, bear in mind that when a color has been discovered, you must replace the colored circle for a different one.

2 | Now that the balloons are blown up, ask the children to hold a bed sheet by the ends. Place a balloon in the middle of the sheet and request the students to start shaking it, as they repeatedly Go to Let’s Play!

Page 19 - Listen and glue

Play the listening and ask the children to repeat the phrases they hear. After this oral activity your students will have to paste colored papers on each balloon of the page, following the directions of the track. It is a good idea to put the papers in separated bowls, to prevent the colors from mixing.

Audio Script

Listen and repeat.

My balloon is yellow.

My balloon is blue.

My balloon is red.

Go to Songs and Listenings

Objective

To apply the knowledge of colors through a bingo game. Flashcards of the unit, Festive fingers (Games), paper tape, puppet of Mr. Lion, beans, Magical Bag.

Materials

3 | Place the cards on the floor and use the puppet of Mr. Lion to lift them with its mouth. While the puppet does the action, the children will have to name the colors they see. Stick all the cards on the board, and after your students have named the colors they see, ask them to close their eyes. Take out a flashcard and once they open their eyes, ask them which the missing color is. Later on you can remove two cards per turn, to make the activity funnier.

Playful activities

1 | Lay out all the flashcards of the unit on the floor and handle a child one of the Festive fingers. You will name a color and this student will have to look for it. Once he/she finds it, they must try to lift the card with the big hand, and then take it to the other side of the classroom without letting it fall off.

2 | With paper tape stick a flashcard on the back of a child. His/her classmates will not be able to name the color, but they can guide the student with the words “No!” or “Yes!”, depending on what the volunteer says:

Lucas: Blue!

Children: No!

Lucas: Green!

Children: Yes!

4 | Propose playing Twister: lay out all the cards on the floor, making sure that there is some distance among them. Your students will have to put their hands and feet on the flashcards, based on the colors you mention.

5 | You can also play The Secret. To carry out this activity ask the children to place themselves one next to the other on a line. Pick a flashcard and whisper its color to the child next to you. He/she will have to repeat the word, also as a secret, and the rest of the children will do the same. The last student of the line must say aloud what the color was. Make sure that you name different colors and that everybody has the chance of being the last child of the line.

Page 21 - Paint and play

Your students will listen to some commands and will be requested to touch an object of the classroom of the same color as the mentioned. After this activity they will choose three colors, and will color with paint each stain. Once the paint is dried, everybody will be ready to play Bingo. Provide each child with three beans and put all the flashcards inside your Magical Bag. Afterwards take them out one by one, so that the student who has colored the stain with the same color you show, can place a bean. The first one to have completed the colors will shout “Bingo!”, and will be named the winner. You can do this activity as many times as you wish.

Audio Script

Listen and touch.

Touch the color blue.

Touch the color yellow.

Touch the color red.

Touch the color green. Touch the color black. Touch the color white.

Lesson 5

Objective

To use structures related to colors.

Materials

Flashcards of the unit, Color cube (Games), empty cans, colored papers, small stones, puppet of Mr. Lion.

Playful activities

1 | Sit your students on a circle and present the Color cube. Firstly, throw it and ask the children what color they see. They will have to be able to answer properly. Then let every child throw it and name the resulting color. Another option is to ask a volunteer to think of a color, and afterwards throw the Color cube, expecting it to fall on the same color. If this student guesses correctly, he/she can continue playing; otherwise another classmate will have the opportunity to play.

2 | Beforehand, wrap empty cans in papers of the different colors you have taught throughout the unit. Place them in the middle of the classroom, and call a volunteer: give him/her a ball and ask them to throw it, trying to knock down as many cans as possible. Finally, this student will name the colors of the cans he/she was able to knock over.

3 | Use the cans of the previous activity to propose another game: put them again in the middle of the classroom, taking into account that there should be a distance of 20 cm. among them. Next, give small stones to the children, so that they can try to throw the stones inside the cans. Finally, each of them will have to mention the colors they used.

Teacher: What color is it?

Child: It is yellow.

4 | Using the puppet of Mr. Lion ask the children what their favorite color is. You can start by giving an example. Do not forget that all your students must take part in the activity.

Teacher: What´s your favorite color?

Child: My favorite color is red.

5 | This time stick the cards on the board. With a big hand point at a flashcard and request a volunteer to say a sentence using the color shown.

Child: It is blue.

To make the game funnier, point at two cards, and later on at three.

6 | Place the flashcards on the floor, and ask a child to throw the dice. He/she will have to name the resulting color, and then they will jump on the corresponding card. Continue the procedure with the rest of your students.

Student's Book

Page 23 - Listen and color

Put all the cards of the unit inside your Magical Bag. As you take out each of the flashcards, play the listening, so that they can answer the questions according to the color shown. Afterwards the children must color the image of the page following your instructions.

Teacher: The boy is blue and his balloon is green.

The girl is red and her balloon is yellow.

Audio Script

Look, listen and answer the question: What color is it? (6 times)

Bring to the class a medium box, which will be used as a dice. Also, bring pieces of colored paper, always taking into account that you must work with the colors you have taught. Mix them inside your Magical Bag and ask the children to make groups of six. Draw a big circle on the floor for each team.

Place yourself in the middle of the classroom and put there the little papers, so that each group looks for the color they need. As they do this the pieces of paper must be placed inside the circle that belongs to each team.

Afterwards, glue one side of the box and name a color. The group that represents it will go to the front and paste the papers on that side. The procedure will continue with the other groups, until the box (dice) is totally colored.

Once the dice is ready, name a volunteer and ask him/her to throw it, naming the resulting color.

Go to Extra Activities

Page 136 - Let’s paint and cut!

The objective of this project is to color with paint the six stains. The best way to carry out the activity is to put a small amount of paint in the children’s index finger. Do the same with the other five colors. Cut out the stains and put them inside an envelope with the name of the owner.

There are different ways to use these pieces, for example you can give an envelope to each student. Once all of them have it, ask one of them to take out a stain and name its color. Continue naming students at random, until all the stains have been taken out from the envelopes. Another option is to say the color, expecting the volunteer to take out the stain that corresponds. Each student will only have a chance to do it right. The first one to have taken out all the stains will be the winner of the competition.

Page 137 - Let’s paint and cut!

Students will color the palette, using their fingers they will paint some color splashes on it.

Templates

Page 138

This balloon will be used for the project.

Pages 139 and 140

Students will color the brush as they wish and each splash with a different color. Then they will play in pairs. They will simulate that they are painting a splash with the brush as they produce a sentence. Student: It is blue!

Go to Templates

For this activity you can the layout of balloon, used for the project or use a different one. Next, ask the children to sit in a circle and at the center place all the flashcards of the unit with the image facing down. While listening to the song, they will have to pass the balloon among themselves. When the music is paused, the one who possesses the balloon must stand up, choose a card and turn it over. You and the rest of the students must help the volunteer with the structure.

Child: (chooses the blue card). It´s blue

Teacher and children: The balloon is blue. The card will be placed in its original position, and the game will continue with the other children.

Tests Go to Tests

Page 141 - Let’s listen and color!

Your students must color the balloons under your directions.

Teacher: The balloon is red. The balloon is blue. The balloon is yellow. The balloon is green. The balloon is black. The balloon is white.

Page 142 - Let’s color!

Students will color the balls as the teacher indicates. You have to deliver sentences to guide them.

Teacher: The ball is yellow. The ball is red. The ball is green. The ball is blue.

Festivities

EASTER

•The celebration of Easter is an excellent opportunity to reinforce all the topics you have taught or are teaching at the moment, besides from special vocabulary. For example, it is advisable to draw Easter eggs on the board, as colorful as you wish. Your students, therefore, must describe them.

As a playful activity, propose an Easter Egg Hunt. Beforehand you will have made the eggs in paper; give them the shape you want and color them with paint. During the lesson hide the eggs in different corners of the classroom without your pupils noticing them. The hunting of the eggs may be carried out in couples or groups; you may let them look for the eggs they want, or it could be you the one who describes the egg to be found by them.

Teacher: Look for a red, yellow and green Easter Egg.

Page 213 - Join the dots

Students will join the dots to match the characters and objects.

In what refers to the card, request the children to color it using many different colors. Then help them fold it following the lines; the design is ideal to wrap a present you might want to give them. Do not forget to teach them the corresponding expression for this festivity: ‘Happy Easter!’

Page 214 - Find and color

Students will find the eggs in the picture, then they will color them using different colors.

Vocabulary

Hi, Hello, Bye bye, Boy, Girl, Teacher, Good Morning, Good Afternoon

Expressions

What’s your name?

My name is...

Are you a boy or a girl?

I’m a...

Good Morning, teacher!

Good Afternoon, boy!

Bye bye girl!

Blue, Yellow, Red, Black, White, Green

4 5

Teacher, Student, School, Crayon, Book, Table, Chair

Mummy, Daddy, Brother, Sister, Baby-brother

Doll, Ball, Teddy bear, Balloon, Train, Car, Plane, Boat, Robot

What color is it?

It’s...

My balloon is...

Touch the color...

Show me the color...

What’s your favorite color?

My favorite color is...

What is it?

It’s a...

Is it a...?

Yes/No! It’s a...

What color is this...?

It’s a ...(color) + (school object)

This is my family

This is my...

My mummy is...

I love you!

I love my...

What is it?

It’s a...

This is my...

What color is it...?

My...(toy) is...(color)

I have...

It’s... Color + Toy

Vocabulary

Banana, Apple, Pear, Orange, Grapes Cookie, Cake, Chips, Orange juice, Water, Coke, Fruit, Milk, Sandwich

Expressions

Yummy, yummy

I like...

What color is this...? It’s...

Let’s make a fruit salad!

A ...(Color) + (Fruit)

What fruit is it?

It’s a/an...

What’s your favorite fruit?

My favorite fruit is.. Mix, mix, mix!

Yummy, yummy I like...

Yuck, yuck

I don’t like...

What do you want to eat? I want...

What do you want to drink? I want...

Big / Little, Happy / Sad, Girl / Boy, Black / White, Day / Night

I say... The...(object) is... (adjective) Show me something... I’m...

The boy is... The girl is... It is...

Cow, Pig, Duck, Horse, Chicken, Sheep Car, Bus, Bike, Train, Plane, Ship, Truck, Motorcycle

What animal is it? This is a...

What color is this...?

It’s a ...(color) + (animal)

What’s your favorite animal?

My favorite animal is... This is my...

How do you go to school?

I go to school by...

Green light - Go! Yellow light – Attention! Red light – Stop! What is it? It’s a... I have a...

It is a blue plane.

What’s your favorite mean of transport?

My favorite mean of transport is...

Photocopiable Section

Activities:

Materials

Book of activities:

Observations:

Do not forget that...

STUDENT´S REPORT CARD INSTITUTION

NAME

Oral Expression Intellectual Knowledge Social Interaction

The student has the capacity to:

Say words

Follow the teacher’s commands

Make simple sentences

Sing

Carry out activities related to the oral comprehension

Understand and repeat dialogues

Use simple commands

The student can:

Memorize correctly the concepts that he was taught Apply new commands

Focus to follow the instructions given

Perform the activities requested

The student can:

Participate of the lesson with joy

Show interest on the language

Integrate himself to the group and also has an active disposition

Handle the didactic material carefully

Respect the limits

Enjoy working in group

GENERAL OBSERVATIONS:

Total Points

For Students