Teacher's Guide 3

Play and Learn English: 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.

Vocabulary

Hello, hi, bye bye, good morning, good afternoon, good night, teacher, boy, girl, student, school.

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

Divide a poster in halves: on one side write the word Hello!, and on the other Bye bye! Your pupils will print their hands in paint, using one color for each greeting.

Objectives for this unit

•To acquire basic knowledge on the recognition of characters and greetings.

•To introduce the book’s pet, Mr. Mouse

Evaluation criteria

Towards the end of the unit your students should be able to recognize the different moments that comprehend the routine of your class, as well as the difference in gender.

Materials

Flashcards of the unit, puppet of Mr. Mouse, Hello hands (Games), paper tape, small ball, decorated plastic bottle, popsicle sticks, Happy together (Games), poster, paint, colored glue, circles made of white construction paper, Sunshine / Peeking out / Moon glow (Games).

Flashcards

Total: 10

Hello, hi, bye bye, girl, boy, teacher, school, good morning, good afternoon, good night

Games

Total: 5

Set 1: Hello hands

Set 2: Happy together

set 3: Sunshine / Peeking out / Moon glow (puppets)

Hello, teacher Say, say, say, say. Good morning, Say, say the boys. Good afternoon, Say, say the girls. Bye, bye-bye, Says everybody.

Hey, hello, hello, Hello!

Student's Book

UNIT 1 Lesson 1

Objective

Recognition of the words Hello / Bye bye.

Materials

Flashcards of the unit, ball, Hello hands (Games).

Playful activities

1 | Present the different greetings through the flashcards. Stop on each of them the necessary time to make sure that the children start assimilating the new vocabulary.

2 | Ask the students to make a circle standing up, in the middle of the classroom. Then throw the ball to one of them and express a salutation. He/she will have to greet you back including this time the word teacher.

Teacher: Hello, Agustin!

Child: Hello, teacher!

3 | For the next activity you will need to use both of your Hello hands. Take advantage on the fact that they have two different colors, to tell the pupils that one represents Hello and the other Bye bye. Explain them the difference between these two greetings, and then

raise one of the Hello hands, so that the children shout the word it represents. Follow the same procedure with the other element. After a while incorporate both big hands, at higher speed, or showing the same object several times, to make the activity funnier.

4 | This time and again with the Hello hands, leave the classroom for a moment: when coming back show the hand that represents Hello, and as you leave expose the other one (Bye-Bye). On each occasion the children must greet you as it corresponds. Once you notice that everybody has comprehended the activity, you can choose students at random to do the same procedure.

5 | Introduce the pet you and the children will play with throughout the year: Mr. Mouse. After having greeted everybody, the puppet will ‘request’ for flashcards to eat, so taking turns, all of the children will give Mr. Mouse the card it ‘wants’. Later on you might want to show Mr. Mouse the big hands, so that it can greet the pupils as it corresponds.

Every time you use the puppet, it is a good idea to modify your own voice, in order to give more realism to the activities you carry out with it.

Page 5 - Listen and color

Tell your students to listen carefully and to repeat the words they hear while you pick up the corresponding cards. Afterwards they will have to color the figures, respecting the order in which they heard the expressions. If you consider it better, you can keep the track on hold after each sentence.

Audio Script

Listen, repeat and pick up:

• Hi!

• Hello!

• Bye bye!

• I´m a boy!

• I´m a girl!

• I´m a teacher.

• I’m a student.

• It’s a school.

• Good Morning!

• Good Afternoon!

• Good Night!

UNIT 1 Lesson 2

Objective

To acquire the concept of the words boy/girl and their meaning.

Materials

Flashcards of the unit, Hello hands (Games), Happy together (Games), Sunshine / Peek ing out / Moon glow (Games).

Playful activities

1 | Begin the class with a revision of the words you have previously taught: Hello, Bye bye, Hi5. Next, holding the masks of boy and girl ask each child which is the one that represents him/her. It is a good idea that as they answer they place the mask on their face.

Teacher: Are you a boy or a girl?

Child: I’m a…

2 | Place the cards of boy, girl, teacher, Hello and Bye bye on the floor. With one big hand touch a character and a greeting, so that your pupils are able to say the corresponding expression.

Children: Bye-Bye, teacher! / Hello, girl! / Bye-Bye, boy!

In order to vary the activity a little, you can ask the children to touch the flashcards they choose, always

saying the corresponding expression afterwards.

3 | Now the students will form couples. Start with one team, giving each of them a big hand, so that they can greet each other. Another option is that you take one of the big hands, and give the other one to a child chosen at random.

Children: Hi-5!

4 | Put the cards on the floor and ask a volunteer to select and name one. Then he /she will have to jump on that flashcard. Allow all of your pupils to participate.

5 | With the help of the puppets you will teach Good Morning/Good Afternoon/Good Night, ask the children to identify the different elements they see (sun, cloud, moon). Being aware of this notion will be helpful for them in order to differentiate the greetings with regards to the moments of the day. Make them repeat the expressions several times.

6 | From this moment on, you will be able to teach more complex structures that involve the word teacher. Swap the puppets faster to make the activity more entertaining.

Children: Good Morning, teacher! Good Afternoon, teacher!

Go to Let’s Sing!

Page 7 - Find and mark an X For this activity your students will have to explore the scene, looking for a boy and a girl. Once they find them, ask them to mark the characters with an X, using different colors.

Student's Book

Lesson 3

Objective

To reinforce the knowledge on the questions that is part of the beginning of the lesson.

Materials

Flashcards of the unit, ball, Sunshine / Peeking out / Moon glow puppets (Games), circle made of white construction paper, plastic bottle, Happy together (Games).

Playful activities

1 | Mix the puppets of salutations (Sunshine / Peeking out / Moon glow puppets) and place them on the floor. Choose a child at random and tell him/ her a greeting. He/she will have to be able to identify the mask and put it on his/her face. Then the rest of the pupils will say the corresponding expression. Another option is that this very same student could choose the mask he/she wants, and his/her classmates will mention the greeting.

2 | Using paper tape, stick on the board the masks of Happy together. Then select a flashcard of a greeting and place it under the mask you prefer. The children will have to say the correct phrase: Children: Good Morning, boy! Later on it will be their turn to stick the cards and

greet as it corresponds:

Child: Good Afternoon, girl! / Good night, boy!

3 | Now stick on the board all the flashcards but one. On the back of a volunteer stick the remaining card. This child will not be able to see the image he/she carries so by observing the cards exposed, the pupil will have to be able to guess what is the image he/she has. The rest of the students can help saying ‘Yes!’ or ‘No!’

4 | Make your students sit on the floor in a circle. At the center place a plastic bottle (it is a good suggestion that beforehand you paint it to make it more attractive). Spin the bottle; the child who is pointed by its top will have to take a card and mention it.

5 | Propose playing Twister: put the flashcards of the unit on the floor, taking into account that they should not be too separated from one another. Then call a child and mention two words: this student must put one foot on one of the mentioned images, and the other on the second card. Keep naming children to participate, but tell the previous ones not to move. This activity will be surely attractive to them, and it is an excellent way to reinforce vocabulary.

Go to Let’s Play!

9

Page 9 - Let’ s draw!

Provide all of your students with a circle of white construction paper. They must draw their own face, and once they finish, the circle will be pasted on the page. Your students can take turns to go to the front, expose their art craft and say Hello! My name is…I’m a boy / girl. Finally listen to the track and ask them about the names that are mentioned. If you wish, you could even call a few pupils to interpret the conversation: you could make the questions, and let them answer

Audio Script

Listen to the dialogue:

• Hello, teacher!

• Hello boy! Hello girl!

• What’s your name?

• My name is John.

• What’s your name?

• My name is Mary.

• Bye-bye teacher!

• Bye-bye.

Now answer the question: What’s your name?

Go to Songs and Listenings

UNIT 1 Lesson 4

Objective

Student's Book

Materials

Listening activities. Interpretation of a dialogue. Flashcards of the unit, colored chalk or fibers, popsicle sticks, Sunshine / Peeking out / Moon glow puppets (Games), ball.

Playful activities

1 | Suggest the Musical chairs game: place the chairs in the middle of the classroom making a circle (remember that there should be one less than the total number of children). While listening to the song of the unit, your students will run around the chairs, and when the music is paused, everybody will try to sit down. The pupil who cannot find a seat will have to choose a card and name it, and will have to leave the game.

2 | Now place the cards on the floor with the image facing down. Name a volunteer, mention a word of the vocabulary for him/her, and let them turn over a flashcard. He/she must find the one you requested for: give everybody two opportunities to do it. Teacher: Where is the boy?

You will be holding a small ball and the cards of the unit. Show a flashcard to the first child: if he/ she mentions it correctly, he/she will be able to take the ball and pass it above his/her head to the pupil behind. You will take a different card for the second student, and the procedure will be the same. In case there is someone who does not recognize the image shown, the ball must go to the beginning of the line once again.

4 | Show your students different flashcards, and name them incorrectly. They will have to correct you on each case:

Teacher: Good Morning! (Show the image of Good Afternoon)

Children: No, no, no! Good Afternoon!

5 | On the board draw a big window inside of which you will stick a flashcard. The children will tell you what greeting the card represents. Another option is to put the flashcards on the table; name a greeting and call a pupil. He/she will take the card, stick it inside the window, and greet you back.

Page 11 - Color and cut

While listening, your pupils will have to point at the Greetings mentioned. Then ask them to color the figures from page 107, which will be cut out to be transformed into puppets, with Popsicle sticks stuck behind. Last, name different expressions for them to rise the corresponding puppet. It would be great if you also used your set of puppets of greetings, to guide your students.

Audio Script

Listen, repeat and show me:

• Good Morning!

• Good Afternoon!

• Good Night!

3 | For the next activity the children must sit on the floor one after the other, with their legs stretched.

Student's Book

Lesson 5

Objective

Consolidation of words and expressions taught. Flashcards of the unit, Happy hands (Games), colored paint or glue.

Materials

Playful activities

1 | Place the cards on the floor, name a volunteer and give him/her a Happy hands. This child must touch the image and repeat the expression: Teacher: Touch the teacher!

2 | Provide each pupil with a card: then dictate the order in which you want them to make a line: Teacher: Good Morning! Boy! Hello! Hi 5!...

3 | Propose playing Chinese Whisper: your pupils will be sitting one next to another in a semi circle. To the first of them whisper a word learnt throughout this unit. This child will have to pass the message to the next classmate, who will do the same. The last child will shout the word. Make sure they change positions, so that everybody has the chance of being the last of the line.

4 | Another good idea to make them reinforce the knowledge of greetings is to incorporate movements. stretch your arms (Good Morning), pretend you are doing your homework (Good Afternoon), or make believe you are yawnning (Good Night). Later on you can mime and expect the students to infer what greeting you are describing, or do the activity the other way round.

5 | The children will have to leave the classroom for some moments. Hide the cards in different places of the room, taking into account that they are accessible for them. When coming back, divide them into two teams: the group that more flashcards finds will be the winner. Encourage them to name the cards they find.

Go to Index

Page 13 - Let’s match!

While listening, your students will have to point at the correct figure and repeat the mentioned expression. Afterwards tell your pupils that they must find the correct path that will lead the teacher to her school. This activity can be carried out with colored paint or glue.

Audio Script

Listen, point and repeat:

Point to the teacher and say:

“Hi, teacher! Good Morning!”

Point to the boy and say:

“Hi, boy! Good Afternoon!”

Point to the girl and say:

“Good Night, girl!”

Complementary material

Extra Activities

• You can propose great games with the masks of Happy together:

With the children sitting on the floor in a circle, hold both masks. Put the one of the girl in front of your face and say I´m a girl! All the girls of the class will rise on their feet, repeat the expression and sit down right away. Do the same with the mask of the boy. After a while say the expressions faster, or repeat them, to make sure the activity is entertaining and engaging. This time and with the children in the same position, make them pass both of the masks among them. They will be listening to the song of the unit, and once you keep the music on hold, or when you say ‘Stop!’, the ones who have the masks in their hands will have to place them in front of their face and say the corresponding sentence: I’m a girl/boy!

Allow all the students to take part in the activity.

• Another option to consider is to place the cards of greetings on the floor. Call a boy and provide him with the mask that belongs to him, following the same procedure with the girl. Both of them will place the mask in front of their faces and after listening to your sentence will jump to the required image:

Once they jump the rest of the children must repeat the expression.

Teacher: Hello, girl!

Girl: (Jumps to the image of Hello)

Children: Hello, girl!

Teacher: Bye bye, boy!

Boy: (Jumps on the card that represents bye bye)

Children: Bye bye, boy!

Give everybody the opportunity to participate, using different commands.

Teacher: Hello, I’m a boy!

Later and using the same puppets act out a short dialogue. Do it slowly to give the children the opportunity to understand the expressions and imitate your movements.

Teacher: Hi, girl! Good Morning!

Hi, boy! Good Afternoon!

Bye bye girl!

Bye bye boy!

If you think that your students will be able to answer you, you might want to include questions such as:

“What’s your name?” /“How are you?”

Page 131 - Let’s color and cut!

In this case the children will be allowed to color their character as they wish. Cut them out and do not forget the little hole where their fingers will be. You might want to consider pasting construction paper behind the figures, or making copies in thicker sheets of paper so that the puppet has a better presentation.

It would also be good if you possessed your own puppets to interact with your students. For example you can rise the puppet of the girl, and with a higher voice say:

Teacher: Hello, I’m a girl. The girls will have to imitate you. Follow the same procedure with the puppet of the boy. Make your voice lower in this case:

Go to Extra Activities

You may also consider inviting two children to go to the front and interpret the conversation using their puppets. Remember to pay attention to your pupils’ performance, and help them if they need it.

Page 132 - Let’s paint!

The teacher will paint the students hands and they stamp it on the character’s arm. It is a good idea to use red paint to represent hello!

Templates

Go to Templates

Pages 133, 134 and 135

Students will color the greetings then you will help them cutting them and stick a piece of elastic thread at their backs, so students will wear them as masks. Students will produce sentences.

Students: Good morning boys!

Page 137

Give to each student the half picture of a boy or girl according to their gender. The students will join the missing part, color and perform a sentence.

Students: Hello! I am a boy / girl.

Page 136

For this activity you will need some color paint. Paint the students hands and they will stamp it on the picture.

Tests

• Take advantage of the puppets of greetings (Sunshine / Peeking out / Moon glow) for the following activities.

The first idea is to choose a mask: the children will be on the floor in a circle, and will pass to one another one flashcard of a character while listening to the song of the unit. Once the music is paused, whoever has the card will have to put it in front of his/her face and greet you taking into account the image he/she possesses and the mask you hold up.

Child: Good Morning, teacher!

Another idea is to call four children per time. One of them will be at the center of a circle formed by the other three, holding a mask. At the same time these three children will have stuck on their chest a flashcard of the characters (boy, girl, teacher). The student at the center will hug any of his/ her classmates, and will say the corresponding expression:

Child: Good Morning, teacher!

You can also propose that the rest of the children (who will be sitting on the floor) can be the ones to say the expression based on the mask and the flashcard they see.

Always give everybody the chance of participating, exchanging the roles.

Go to Tests

Page 138 - Listen and match

Your pupils will listen carefully to the sentences dictated by you, to match the different parts of the day to the window that each character holds up. Do not forget to remind them that each line should be made with a different color.

Teacher: Good Night, girl!

Good Afternoon, boy!

Good Morning, teacher!

Page 139 - Let’s color!

Students will color the odd one picture. As they color ask them to name the different pictures.

UNIT 2 - Rainbow

Song

Blue, Yellow, Red, Black, White, Green, Orange, Pink.

Vocabulary Expressions

What color is it?

It’s…

What’s your favorite color?

My favorite color is…

I have a red…

I have a blue balloon.

Project

We suggest you to make a Scrap Book with the children. To do this, ask for figures with objects of the colors they are learning. A good example is to use pictures of vegetables (lettuce, tomatoes, lemons, etc.).

On the day of the project, take with you a book, which will be made of white construction paper, folded and superimposed. On each page, write the name of a color as a title and let the children paste the figures they brought.

After having finished the art craft, show your pupils the Scrap Book. Besides from being a great idea to work with, the book can remain in the clasroom, as a memory-helper.

Objectives for the unit

• To acquire vocabulary based on colors.

• To learn question forms and their answers.

Evaluation criteria

By the end of the fifth lesson, the children should be able to identify the eight colors taught, as well as objects that have these colors.

Materials

Flashcards of the unit, Color spots (Games), paper tape, Hello hands (Games), Magical Bag, stones made out of colored paper, chalk or fibers, Step and speak (Games), bingo sheets, colored paint, brochette sticks, wool, ball, rainbow made out of paper, balloons of different colors, drawings or pictures of objects, crayons made out of paper, beans, glue, blindfold.

Flashcards

Total: 8

Blue, Yellow, Red, Black, White, Green, Orange, Pink.

Games

Games

Total: 7

Set 1: Step and speak Set 2: Color spots

Rainbow!

Today is a beautiful day.

Look at the rainbow in the sky.

What colors can you see?

Red? Yes! Black? No!

Rainbow colors!

Beautiful!

Rainbow colors! Yes, yes!

Yellow? Yes! Orange? Yes!

White? No! Blue? Yes!

Rainbow colors!

Beautiful!

Rainbow colors! Yes, yes!

What colors can you see?

Green? Yes! Pink? No!

Student's Book

Student's Book

Lesson 1

Objective

First contact of the children with colors. Recognition of the objects around us, and their colors. Flashcards of the unit, paper tape, Hello hands (Games), stones made out of paper, Magical Bag.

have to name it. Continue the activity with the other cards, making everybody participate.

Materials

Playful activities

1 | Present the colors with the help of your flashcards. Then focus your attention on the clothes your students are wearing. You can describe the colors expecting the children to infer who you are referring to.

Teacher: Who’s wearing something blue?

2 | This time ask the pupils to either individually or in groups, show you the colors you request. They can make use of the Hello hands for this activity:

Teacher: Show me something red, show me something pink…

3 | Put the cards in your Magical Bag and mix them. The children will be in a circle around you. Close your eyes and when you open them, ask the child in front of you to take a flashcard from the bag: he/she will

4 | On the board stick all the cards and ask the pupils to make a line in front of it. To each of them deliver an incomplete sentence naming an object of the classroom. They will have to complete the expression naming the color that element has. If they do it right, they can take the card off the board: Teacher: The table is…. Child: Red!

5 | Beforehand, make balls of colored paper of the size of a tennis ball, each with one of the colors you are teaching. During the lesson, ask the children to make a line and put all the colored balls in your Magical Bag. Taking turns, each of them will take a ball and will try to throw it inside a basket that you will have placed in front of them. The child who manages to score must name the color. The winner of the competition will be the one who scores the most.

Page 15 - Listen and color

As the children listen, they will repeat the names of the mentioned colors. Afterwards they must color each brush. Keep in mind that they can color the brush they wish: the important thing is to color according to the track.

Audio Script

Listen, repeat and color:

• It’s blue.

• It’s yellow.

• It’s red.

• It’s green.

• It’s black.

• It’s white.

• It’s orange.

• It’s pink.

Go to Picture Dictionary

Go to Songs and Listenings

UNIT 2 Lesson 2

Objective

Competitions in groups. Use of commands. Flashcards of the unit, paper tape, chalk or fibers, Color spots (Games), Magical Bag.

Materials

Playful activities

1 | After having checked the words from the unit, separate the class in two groups and provide each team with a set of colored stains. You will mention a color, and both teams will try to find the corresponding stain. The group that makes it faster will score.

2 | Distribute the cards on the floor and give different commands ( jump, run, crawl) for the children to reach the cards. Do not forget to add movements, so that your pupils have a reference. It is advisable to carry out this activity individually, to avoid them from shoving one another. In case you do perform the activity in groups, ask them to get around the card instead of stepping on it. For example, if you say Jump to color yel low! your students will place themselves around this image. Teacher: Jump to color blue.

the children to make a circle and to dance while listening to the song of the unit. At the same time, they will pass to one another the bag: once you keep the music on hold, the one with the bag will take out a stain. Ask him/her to stick the color inside the palette (it is advisable to have put rolls of paper tape on the board, to make the activity really dynamic). After having finished the game, ask the pupils about each color. Teacher: What color is it?

Children: It is blue.

4 | This time ask your students to close their eyes, so that you can remove a Color spots from the palette. When they open their eyes, they will be able to say which is the missing color: Teacher: What color is missing?

Children: It’s red.

5 | Play Hide and Seek: divide the class in two teams and ask a member of each group to leave the classroom. With the rest of the pupils, hide the flashcards in different corners. When the children who had been outside return, they will have to find the colors. Their classmates can clap their hands slowly or faster, if the other ones are getting near.

Page 17 - Let’s color!

The children will have to color, either with crayons or paint, each of the sections that are part of the rainbow. Try these colors to be red, yellow, orange, blue and green. You can also give them some cotton to paste on the clouds.

3 | Draw a big palette on the board. Also, put the Color spots inside your Magical Bag. Ask

UNIT 2

Lesson 3

Objective

3 | Play Right or Wrong, taking advantage of the information your pupils previously shared. Make a statement for each of them: if you are right with the information they will have to say Yes!

Teacher: Matías, your favorite color is black.

Child: Yes!

Materials

To learn how to identify and apply questions and answers. Flashcard of the unit, paper tape, paint, brochette sticks, wool.

Playful activities

1 | Begin the lesson making a line on the floor with paper tape. The length will depend on the amount of students you have. Half of the cards will be to a side of the tape, and the rest of the images will be on the other section. Once everybody is ready, mention colors at random so that the children jump in that direction.

Teacher: Red! (your pupils will jump to the front or the back, depending on where the color is).

Mention the colors faster, to make the activity entertaining. Bear in mind to explain that it is not necessary to step on the flashcard: just jumping towards that direction will be fine, and you will avoid shoving.

2 | Introduce the expressions What’s your favorite color? / My favorite color is… In order to accomplish this aspect place the cards on the floor and ask the children to sit around. Make all of the pupils the same question and provide them with a big hand. As they answer, the pupils have to touch the card of their choice. Encourage them to use full expressions.

Teacher: What’s your favorite color, Manuel?

Child: My favorite color is blue!

Teacher: What’s your favorite color, Ana?

Child: My favorite color is pink!

In some cases try to say the wrong information so that the children have the chance of correcting you: Teacher: Ana, your favorite color is green. Child: No! My favorite color is pink!

4 | Stick the flashcards on different walls of the classroom: all the children will have to place themselves in front of the colors, and move their eyes in the direction you name them. Do it faster to make the activity engaging.

5 | For the next activity you will need a small ball. On each case, a child will throw the ball up and once he/ she catches it, they will have to name a color. Next, this student will throw the ball again, this time to a classmate. Allow all of them to participate.

6 | Play The Secret. Choose a flashcard at random avoiding the pupils to see it. They will be formed in a line; whisper the name of the color to the one who is next to you. This child will repeat the word to his/her classmate, keeping it as a whisper. The last pupil of the line will have to shout the color. Choose new flashcards, and let everybody take the position of the last one. Another option is that instead of shouting, the last member of the line runs to touch an object with the mentioned color. His/her classmates will have to say Yes! or No!, depending on whether the color is the correct one or not.

Page 19 - Cut, listen and paint

Your students (or you, in advance) must cut out the palette from page 107. Then together you will listen to the track, and will paint the stains. It would also be great if you could make a brush and apply it to different activities. For example once you mention a color, they must pretend they are painting with it. You could also play the track again, and ask them to place the brush on each stain according to what they hear.

To make the brush you will need a brochette stick for each student, and 10 to 15 threads of wool, of 5cm aprox. Stick the threads with transparent adhesive tape. Do not forget to write the owner’s name behind each palette. Finally ask the children to paste the palette on the book.

Audio Script

Now, let’s color!

Let’s color with the color blue.

Let’s color with the color red.

Let’s color with the color yellow.

Let’s color with the color green.

Let’s color with the color orange.

Let’s color with the color black.

UNIT 2 Lesson 4

Objective

To perform listening activities.

Materials

Flashcards of the unit, paper tape, ball, rainbow made out of paper, Step and speak (Games), drawings or pictures of different objects, Magical Bag.

Playful activities

1 | As the first game, ask the children to sit in a circle. Throw a ball to one of them while you ask him/her what their favorite color is. This pupil will answer and then will throw the ball to another classmate, making the same question. Continue the activity until everybody has participated.

Teacher: What is your favorite color?

Child 1: It is red. What´s your favorite color?

Child 2: It is blue. What´s your favorite color?

2 | Beforehand build a rainbow out of paper, with eight divisions. On each section color with paint of one of the colors you are teaching. Then cut out the pieces to separate one from the other. In class tell the children that they are going to help you assemble a rainbow. To do it, put all the pieces on the floor and call a volunteer. Mention a color and once the child finds it, stick some paper tape behind, to place it on the board. The next color you mention will be the next one in the rainbow. Once it is complete, ask the pupils to name all the

colors they see. You may indicate them to do it from the top to the bottom, or in the opposite direction.

3 | Use the Step and speak provided in your book. Place them on the floor in the shape of a path. Explain the students that they are in an enchanted forest where they only have to step on the footprints to move. They must mention the colors as they walk over them until they reach the end of the forest. The ones who commit a mistake must stay ‘freezed’ for one turn. Beware of the fact that the footprints should not be too apart from one another, so that everybody can participate.

4 | Now make a circle with the footprints and choose eight children to participate first. They will dance around the footprints as they listen to the song of the unit. Stop the music and indicate each of the eight pupils to say what the color they see at their feet is. Later on call eight different students to play.

5 | In your Magical Bag put figures of different elements with their characteristic colors, for example a sun, an orange, a leaf, etc. The children will be sitting in front of you and as you take the figures out from the bag, you will make questions:

Teacher: Look at the sun. What color is it?

Children: It is yellow.

Page 21 - Listen and circle

Propose listening to the track, which contains six different colors. The children should point at them and name them, if you consider it necessary you could pause the track to make sure everybody follows the directions. Then mention a color so that the children circle the paint can of each line. Do not forget to use complete expressions.

Teacher: Number one is blue. Also, keep in mind that each circle should have a different color.

Audio Script

Listen and show me:

Show me the color green.

Show me the color black.

Show me the color white.

Show me the color pink.

Show me the color blue.

Show me the color yellow.

Student's Book

Lesson 5

Objective

Final revision of the words learnt throughout the unit. Identification of objects based on touching. Flashcards of the unit, paper tape, balloons of different colors, ball, crayons made out of paper, blindfold, beans, glue, objects of your selection.

3 | Propose playing Hot Potato: once the children are in a circle one of them will throw a ball to his/her classmate while they name a color. The second pupil will do the same mentioning another color. The aim of the activity is not to take long mentioning the colors.

Materials

Playful activities

1 |

Blow up balloons of different colors and place them in one corner of the classroom. Name a child and ask him/her to grab a balloon of the color you require. He /she will be allowed to keep it: once everybody has their balloon they will deliver a sentence:

Child 1: I have an orange balloon.

Child 2: I have a red balloon.

2 | Using the balloons once again, leave them in a corner of the room and divide the children in two teams. All of the students will be at the opposite side of the classroom. Mention a color and a child from each group, so that they run in search for the required balloon. The one who does it first will score for his/her team. Continue with the activity until everybody has participated.

4 | Use real crayons. After having named them with your students, place them in the midle of the classroom making a sequence. Repeat it a few times so that the pupils familiarize with them and then remove them from their original position. Next, rearange the sequence, this time with the help of your students.

5 | Now place the crayons in the middle of two groups of students. One member of the first team will mention a color, and a child from the other group will look for it. Once he/she finds it, his/her team will do the same with the first group.

6 | Blindfold a child and provide him/her with an object that could be easily recognized by touching it. A good idea is to use fruit and vegetables: a tomato, an orange, a banana, etc. If this student guesses what the object is, and therefore infers it’s color, he/she will be able to continue playing, otherwise a different child will participate.

Page 23 - Color and play

After listening, ask the children to repeat the mentioned sequence. Encourage them to continue naming other colors.

After this activity is finished stick all the flashcards of the unit on the board. The children must choose four colors of their preference and color the stains on the page. Once everybody is ready put your set on cards inside a bag. Take them out one by one and show them to the class. The one who has the color shown will place a bean on it. The first child to complete the card must shout ‘Bingo!’

Audio Script

Listen to the sequence: Blue, blue, blue, blue, black! Black, black, black, black, white! Now, continue the sequence: White...

Complementary material

Extra Activities

Use the Color spots for the next activities. The children will be sitting in a circle. Place the spots at the center with the image facing down. Ask a volunteer to turn over two cards, looking for a matching pair. If this pupil does it right, he/she will continue playing: if not, another classmate will participate.

Another thing you can try is to draw the outline of a spot on the board (make sure it is quite big). The colored stains will be on the table with the image facing down. Name a volunteer to go to the board: ask him/her what color the stain is. This pupil will have to go to the table, turn over a stain a stick it on the board. Then he/she will be ready to answer your question.

Teacher: What color is it?

Child: (looks for the stain and sticks it as he/she names it) It is blue. You can even stick the sets of spots on the board. Call a child on every opportunity to go to the board and match the same stains either with chalk or a marker. Allow everybody to participate.

Go to Extra Activities

In order to take advantage of the two sets of spots, call sixteen children to go to the front and on the chest of each of them stick a color. They will dance while listening to the song, and when you stop the music each pupil must look for his/her partner. Finally each couple will go to the front to present their color.

Also, as a variation of the game you can ask all the pupils who have a spot stuck on the chest to sit down in a circle. Mention a color so that the two students who possess it can stand up and change their seats. If you say Colors! everybody will have to change places. If you have more tan sixteen students you will need to carry out the activity a few times.

the colors, so as to obtain a neat result. Teacher: A yellow balloon. A blue balloon. A green balloon. A red balloon. An orange balloon. A pink balloon.

Page 140 - Let’s glue!

Bring to the class pieces of paper with the colors blue, green, red, yellow, orange and pink. Place the papers in different bowls and put them on the tables. Dictate a color at random for the children to look for the little pieces: they must paste them inside the balloon. Remind the students no to mix

Page 141 - Let’s paint!

Students will paint each spot using some paint of different colors. The teacher will indicate the color for each spot.

Templates

Page 142

Ask students to color each splash with a different color. After that, cut them and ask students to place the splashes on the palette, then they will come to the front and expose their works.

Page 143

Give to each student a paint can to color with their favourite color. Then, they show it to the rest of the class as they produce a sentence. Student: My favorite color is pink.

Page 144

In this activity students can work in groups of four. Each group will color the crayons and the crayon box. Finally they will glue the crayons in the box.

Go to Templates

Tests

Use the Step and speak for the following proposals. Ask the pupils to sit in a circle and at it’s center place a card from this unit. At the same time, in a box or bag put the colored footprints. The children will pass the box/bag from one another, while listening to the song. When you say stop!, the one with the bag will shut his/her eyes and will also take out a footprint. The objective is to obtain the same color as the one exposed; if it is correct, the child can place the footprint on top of the card, otherwise the game starts again. If the student guesses correctly you should place a new card another of the circle. As with all the activities we suggest you, make sure that every pupil participates.

Another suggestion is to stick a card on the board: call a child and stick a footprint on the soles of his/ her feet. This volunteer will have to walk lifting his/ her feet, so that the rest of the children can guess what the colors are. Once the pupil reaches the board, he/she will have to name the color exposed.

Page 145 - Listen and color

Your students must listen to your commands to color the pencils.

Teacher: A yellow pencil. A blue pencil. A green pencil. A red pencil. An orange pencil. A white pencil. A pink pencil. A black pencil.

Go to Tests

Page 146 - Let’s draw!

Students will draw the balloons. The teacher will indicate the color for each one.

Teacher: My balloon is red. My balloon is yellow. My balloon is green. My balloon is blue. My balloon is pink. My balloon is orange.

Festivities

EASTER

• As the celebration of Easter is coming, we suggest you to play Memory Game. With time make cards based on all the characteristic items of this celebration (an Easter bunny; Easter eggs; a basket, etc.). Keep in mind that you need to make a pair of each card. The children will be on the floor and the cards mixed with the image facing down. Each volunteer has to turn over two cards seeking to make a pair out of them.

Page 233 - Let’s cut and glue!

Students will follow the sequences and cut and glue the correct picture.

Provide the children with the card and let them decorate the Easter bunny using different materials.

Page 234 - Let’s draw!

Students will complete the missing half on each egg.

MOTHER’S DAY

• Beforehand cut out elements that are part of the female face (eyes, nose, mouth, etc.). Provide each child with a sheet of paper in which you will have drawn an oval. The game consists on assembling a female face as quick as possible. Give some prize to the winner and then expose all these art crafts on the mural.

FATHER’S DAY

• Take a medium size box with cover, and draw a male face on one side. Make a hole in its mouth, big enough to let a small ball go through. Decorate the rest of the box as you wish.

• Ask the children to make a line in front of the box: taking turns they will throw the ball trying to make it enter the hole. You can give a sweet as a prize to the pupil who achieves the activity.

When preparing the card the children must color the plant pot and must also draw the blossoms. If you can you can, make them cutting squares of 3 cm. in colored paper. Once you have the squares fold them in the shape of an ice cream cone and let the pupils paste them. Do not forget to add the little card and teach the expression Happy Mother’s Day!

When they work with the card ask them to make a drawing of their dad. If you prefer, you can cut out from magazines figures of objects that are exclusively used by grown-up men. It is also a good idea to write the phrase Happy Father´s Day! You can paste a piece of thread on top of the card, so that it can be hanged like a picture.

Vocabulary

1 2 3 4 5

Hello, Hi, Bye bye, Good Morning, Good Afternoon, Good Night, Teacher, Boy, Girl, Student, School.

What’s your name?

My name is…

Are you a boy or a girl?

I’m a…

Are you a teacher or a student?

Expressions

I’m a…

Hi five!

Blue, Yellow, Red, Black, White, Green, Orange, Pink.

Circle, Square, Triangle, Star, Heart, Rectangle, (Big/Little).

Lollipop, Candy, Popcorn, Popsicle, Bubble gum, Ice cream, Cotton candy, Chocolate.

Living room, Bedroom, Dining Room, Bathroom, Kitchen, Garage, Garden.

What color is it?

It’s…

What’s your favorite color?

My favorite color is…

I have a red…

I have a blue balloon.

What is it?

It’s a…

Touch a…

Give me a…

Is it big/little?

Yes/No

It’s a big/little + color + shape

What is it?

It´s a…

What’s your favorite sweet?

My favorite sweet is…

Yummy, yummy

I like…

I want a…

Lick your…

Show me a…

Color + sweet

What is it?

It’s the…

This is my...

Where are you?

I’m in the… Go to the…

Vocabulary

6 7 8 9 10

Apple, Pear, Banana, Orange, Pineapple, Carrot, Potato, Onion, Tomato, Lettuce.

Sandwich, Orange juice, Hamburger, Chips, Cake, Hot dog, Pizza, Ice cream, Nuggets.

Sun, Moon, Star, Flower, Cloud, Beach, Tree, Sky, River.

Lion, Tiger, Monkey, Giraffe, Snake, Elephant, Hippo, Bear, Zebra.

Expressions

What is it?

It’s a/an…

What color is the…?

Is it a fruit or a vegetable?

What do you want?

I want a…

Color + Fruit/Vegetable

(A yellow banana)

What’s your favorite fruit/vegetable?

My favorite fruit/ vegetable is…

Let’s make a fruit salad!

I’ll need…

Let’s make a vegetable salad!

I’ll need…

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…

What’s your favorite food/drink?

My favorite food/drink is…

I want…

Here you are.

Thank you!

You’re welcome.

What is it?

It’s a…

Is it a…?

Yes, it is. No, it isn’t. Big/Little

It’s a day!

I see the sun!

It’s night!

I see the moon!

Look at the rainbow!

Look at the flower!

Look at the star!

Look at the moon!

Look at the sky!

What animal is it?

It’s…

What color is the…?

It’s…

I can see a/an…

What’s your favorite animal?

My favorite animal is…

Let’s go to the zoo!

Memory Game, Puzzle, Tic Tac Toe, Yo-yo, Puppets, Dominoes, Kite, Video Game, Hopscotch, Cartoons, Skipping rope.

What is it?

It’s a/an…

What color is the…?

It’s…

What’s your favorite game?

My favorite game is… I have…

I don’t have…

Let’s play…

I want to play…

Photocopiable Section

Vocabulary

Contents

Activities:

Materials

Book of activities:

Observations:

Do not forget that...

STUDENT´S REPORT CARD INSTITUTION

NAME

DATE

CLASS PERIOD

Oral Expression Intellectual Knowledge

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

Social Interaction

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:

Stickers

Games