Teacher's Guide 5

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.

UNIT 1 - Greetings / Colors

Vocabulary

Vocabulary: Hi, Hello, Bye-Bye, Teacher, Boy, Girl, Student, School, Good Morning, Good Afternoon, Good Night

Expressions

What’s your name?

My name is...

What’s your full name?

My full name is...

How are you?

I’m fine, thank you.

Are you a boy or a girl?

I’m a...

Are you a teacher or a student?

I’m a...

Hi 5!

Project

On a poster write the phrase Hello! My name is... Next, provide each sudent with a circle of white construction paper in which they will draw their face. You will also need popsicle sticks to add to the circles (so as to obtain puppets) and a piece of paper where each child will write their name (this sign will also be part of the puppet). Once you have all the elements ready paste the circle to the popsicle stick and ad the sign below it. Encourage all of your students to go to the front with their art carft in order to show their puppet, while they introduce themselves (Hello! My name is...) Finally all the puppets can be exposed on one of the walls of the classroom.

Objectives for this unit

To recognize and use greetings, based on the moments of the day.

To identify different colors and shades.

Evaluation criteria

Song

How are you today?

Hello, Good Morning!

How are you today?

Today I’m fine

I’m very happy

Hello, Good Afternoon!

How are you today?

Today I’m fine

Materials

Towards the end of the unit your students should be able to recognize the different moments that are part of the routine of your lesson, as well as the difference in gender. Flashcards from this unit, CD, big hands (extra material), masks of Boy /Girl; Happy/Sad (extra material), Magical Bag, paper tape, decorated bottle, Memory Game Colors (extra material), markers or chalk, puzzles of moments of the day (extra material), circle of white construction paper (one for each student), blindfold, puppets of moments of the day (extra material).

Flashcards

Total: 25

Hi, hello, goodbye, boy, girl, teacher, student, school, good morning, good afternoon, good night, red, yellow, green, orange, pink, purple, brown, black, white, grey, light blue, blue, silver, gold

Games

Total: 7

Set 1: Waving hands

Set 2: Happy kids - Sad kids

Set 3: When we meet

Set 4: Splash of color

I’m very happy

Bye bye, Good Night!

Nice to meet you

Bye bye!

Student's Book

belongs to them.

Teacher: Are you a boy or a girl?

Lesson 1

Objective

Child: I’m a…

Student's Book

Materials

To teach the meaning and use of greetings. Flashcards from the unit, CD, big hands (extra material), masks of Boy/Girl; Happy/Sad (extra material), blindfold.

Playful activities

1 | In order to begin the lesson take both of the big hands and present with them the words Hello and Bye-bye (take advantage on the colors of the hands so as for your students to differentiate the greetings). Repeat these words a few times and as you notice that the children identify the greetings, walk around the classroom placing the big hands on top of the pupils’ heads. They should be able to greet you back. Use the same hands for the students to aply the greeting Hi 5 amon themselves.

2 | Suggest playing Who’s Mr/Miss X? Request a volunteer to point at a classmate after you have blindfolded them. This child will ask What’s your name? The pointed pupil must answer My name is..., but will not reveal his/her identity. Their voice should be enough for the child with the blindfold to discover the name of the other student. The answers can only be ‘Yes!’ or ‘No! ’ After guessing the identity of one pupil look for another volunteer and continue the activity.

When you notice that these words have been incorporated add the adjectives happy/sad. You could explain first their meaning through your facial expression. Your students should imitate you so that later they can use the words on their own. Do not forget to use these masks to make questions about the children’s mood.

Teacher: Are you happy or sad? (show both asks)

Child: I´m a happy boy. (the pupil will look for the mask that belongs to the statement)

4 | Now it is a good moment to show the different flashcards from this unit to your students, as you check the vocabulary with them. In order to vary the activity, when you say ‘Boys!’ only your male pupils will name the cards and by saying Girls!’ it will only be your female students the ones who participate. Finally, ask for both, boys and girls to mention the flashcards you point at.

5 | With all the children in a circle begin naming them, so that their classmates classify them as boys or girls. Do it uickly and do not follow a predictable order, so as to be sure that everybody is engagedwith the activity.

Teacher: Juan!

Children: Boy!

Teacher: Ana!

Children: Girl! Another possibility might be to classify as teacher or student. In this case do not forget to add your name and the names of other teachers of the institution where you work.

1 Unit

Page 5 - Listen and color

Greetings

Colors 5

The children will listen to the CD (track 2) in order to repeat the words and phrases, while they point at the corresponding drawings on the page. Next, they will be able to color them as they wish.

Audio Script

Listen, repeat and pick up:

• Hi, girl!

• Hello, boy!

• Hi-5!

• Good Morning, teacher!

• Good Afternoon, students!

• Good Night, mummy!

• Goodbye, daddy!

• It’s my school.

Go to Songs and Listenings

3 | This time use the masks of Boy/Girl to present the new words. Ask each of them about the mask that

UNIT 1 Lesson 2

Objective

To recognize greetings based on images and mimics.

Materials

Flashcards from this unit, CD, puppets of moments of the day (extra material), Magical Bag, paper tape, masks Boy/Girl (extra material), puzzles of moments of the day (extra material)

Playful activities

1 | Present the greetings Good Morning/Good Afternoon/Good Night using the puppets. Once the children understand the differences among them expose the images alternating them; your students will have to repeat each greeting, add the word teacher.

Children: Good Morning teacher!

Good Afternoon teacher!

A good suggestion is to hold these puppets with one hand and the flashcards of boy/girl/teacher with the other. In this way your students will easily identify the sentences they have to deliver:

Teacher: (show the puppet with the un and the image of student)

Children: Good Morning, student!

2 | Using codes to associate movements to gretings is always an excellent tool for the teacher since it enables the children to have access to the learning through a simple way. We suggest you to use the following:

Good Morning – stretch your arms as we do when waking up. Good Afternoon – pretend you are reading.

Good Night – place your hands to a side of your face,

and pretend to sleep. Explain these codes to your students and repea them until the children acquire this new information. Later on deliver a greeting so as for the pupils to make the movements. Continue the procedure faster each time. Another option is to let them mention the greetings so you make the mimics.

3 | Put the flashcards inside your Magical Bag and as you take them out on by one stick them on the board. While you do this your students will have to name all the items they see. Request them to shut their eyes so that you can remove a card from the board. The children will have to infer which the missing image is. Teacher: Who’s missing?

Cildren: Girl!

4 | Place your pupil in a circle on the floor, and put the puppets of moments of the day at its center. Name a volunteer and ask them to place a puppet in front of their face; after mentioning the item this element will pass from hand to hand, while all of the chikldren repeat the greeting. Continue with the activity allowing everybody to participate.

5 | This time mix the puppets and place them on the floor: next, choose a student at random and greet them. This child will have to identify the puppet before placing it in front of their face. Then the rest of the students will deliver the appropriate sentence based on the image they see: Children: Good Afternoon, María!

6 | Provide your pupils with puzzles to solve. First divide the class into small groups and then distribute the puzzles (if the pieces are inside an envelope or container it will be much better). The winning team will be the one that solves the puzzle first and names the greeting it represents. Make sure all of the children participate of the activity.

Page 7 - Let’s draw!

Your students will be asked to make drawings on each of the three windows on the page, taking into account the activity the characters are performing. For instance, on the window above the sleping child the pupils should draw a moon and stars. Once everybody has finished their work you could point at the different windows for the children to mention the greetings.

Student's Book

Lesson 3

Objective

To be able to understand and represent a dialogue.

Materials

Flashcards from this unit, CD, decorated bottle, markers or chalk, paper tape.

Playful activities

1 | With your students sitting in a circle explain the diference between first name/last name. You might want to begin setting an example with your own information. On the board write down your name and deliver the sentence My name/ first name is... Also, draw number one above your name so that the children can identify it. Then write down your last name, mention your sentence and draw number two. This is one of the possibilities you have in order to teach the adjectives first/last. Next, provide each child with a marker or piece of chalk so that they continue the procedure you started,down their name and last name. Once this activity is over dictate the students names and last names at random, for them to identify and clasify.

2 | For the next activity you will need a small plastic bottle (you could decorate it beforehand with paint and glitter to make it look moe attractive). Ask the children to sit in a circleon the floor and place the bottle at the center. Spin it: the pupils pointed by the top and bottom of the bottle will play first, asking for the other child’s gender, name and last name, and vice versa. Encourage them to give full answers and make sure all of the students participate of the activity.

Child A: Are you a boy or a girl?

Child B: I’m a girl.

Child B: What’s your name?

Child A: My name is Emma.

3 | Show the flashcards one by one and as you do name all the images incorrectly. Allo the pupils to correct all of them:

Teacher: Good Morning! (exposse the card of Good Afternoon)

Children: No, no, no! Good Afternoon!

4 | On the board, draw a big window inside which you will stick a flashcard. Ask a volunteer for the corresponding greeting and then replace the image to continue asking the rest of you students.

5 | The next suggestion will enable your students to focus on listening comprehension. Play the CD on track 5 and ask them to listen to the dialogue carefully. After having listened to the complete conversation, keep the track on hold in oder to make questions for clarification to your pupils (eg. ‘Is Susan a boy or a girl?’) Later divide the class in two groups to represent the characters. You could also consider selecting volunteers to act out the conversation, using their own personal information.

6 | Keep all the flashcards on the floor with the images facing downwards. To each child ask them for a specific flashcard: they will only have one chance to turn over a card, expecting to find the required one.

Teacher: Where is the boy?

Page 9 - Let´s cut!

The children will cut out the image from page 105, and will write down their name in there. Once they are ready choose students at random to go to the front in order to introduce themselves: My name is... You can make good use of these tag names to try a fun activity: ask for all the tags and select a volunteer. Stick a tag on their back, making sure it belongs to a classmate of his/her same gender. The rest of the students will ask the question What’s your name? This child will therefore have to guess what is the name they carry on their back (My name is...). Continue the activity selecting other children.once you decide to conclude the lesson provide your pupils with glue so that they paste their tag name on page 9.

Audio Script

Listen to the dialogue and work in pairs:

Hi!

Hi!

My name is John.

What’s your name?

My name is Susan.

What’s your last name?

My last name is Brown.

How are you? I’m fine, thanks. And you? i’m very, very well, thank you. Bye-bye, John! Bye-bye, Susan!

UNIT 1 Lesson 4 Student's Book

Objective

To introduce the new (or recycled) vocabulary on colors. Flashcards from this unit, CD, small ball.

Materials

3 | Select a volunteer and provide them with all the flashcards. Then name the images so that this child places the cards on the floor following the order of the sequence you dictate.

Playful activities

1 | After having placed the flashcards of greetings and characters on the floor, mention two words for a volunteer. This child has to place each foot on one of those images. Continue naming students to play, but ask the previous ones no to move, otherwise they lose. This is a fun way to begin the lesson and to check the vocabulary you already taugh them.

2 | The children have to make a line on the floor, with their legs stretched. Provide the first one with a ball and show him/her a flashcard. This child must name the image, which will enable them to pass the ball to the classmate behind. The objective of the game is for the ball to go along until the end of the line. If any stuent should commit a mistake when naming the flashcard, the ball has to go back to the beginning.

Instead of showing cards to the children you could try this game making questions such as ‘How are you?’/ What’s your last name?’/’Are you a boy or a girl?’

Teacher: Good Afternoon, Hello, Good Bye, Good Morning…

4 | This is a good moment to teach or check the colors belonging to this unit with the children. Exposse the cards one by one while you name the colors. Repeat the activity but this time ask the children to touch objects in the classroom of these colors.

5 | Suggest playing Hot Potato. You will need a small and soft ball. At your signal, the children will pass the ball to one another; when you say ‘Stop!’ the child who has the ball (hot potato) must answer a question from you:

Teacher: (show the pupil a flashcard) What color is it?

Child: It’s blue.

Page 11 - Listen and number

Track 6 contains five phrases that correspond to the drawings on page 11. Indicate the children to write the numbers in the order they hear these phrases. If you want, you can also mention what is the color you want the pupils to use when drawing the numbers. Later on they can also color the pictures.

Audio Script

Listen and number:

Number 1- I’m fine, thank you!

Number 2- I’m a student.

Number 3- Good night, mummy!

Number 4- My name is John.

Number 5- Good morning, everybody!

Objective

the name of the color. Make sure you include colors with the adjectives light and dark.

Materials

Consolidation of the content learnt throughout this first unit. Flashcards from this unit, CD, small ball, paper tape, Memory Game Colors (extra material).

Playful activities

1 | For the first activity you will need to separate the children in two teams. Place the flashcards of colors on the floor and ask a pupil from the first group to arrange the cards following the order that either you or a member of the second team dictates.

2 | It is a good suggestion to teach the meaning of the adjectives dark and light. One way to accomplish it is to propose a game with a ball: ask the children to make a circle and place the cards of dark and light blue at its center. The students will throw the ball to one another, and whoever gets the ball will name one of the flashcards:

Child A: (throws the ball) Dark blue!

Child B: (gets the ball and throws it to another classmate) Light blue!

3 | Your students will be sitting on their chairs for the next suggestion. Name different colors for the children to look for pencils, markers or crayons from their pencil boxes. Once they find each item they have to repeat

4 | Play the game Secrets. Ask the children to make a line and think of a color. Tell it to the first pupil of the line as a secret. This child will repeat the same color to the person behind them, also whispering the word. The message will pass through all the students until it reaches the last boy or girl. This child has to reveal what the secret color was. Make sure they do it loudly.

5 | This time stick on the board all the flashcards but one. Choose a volunteer and stick this card on their back. The rest of the students will make a circle around the volunteer as the child infers what the color he/she is carrying is.

6 | One last suggestion you can consider is to play Memory Game with the children. Beforehand cut out all the pieces belonging to this game; back in the classroom place all these elements on the floor, with the image facing downwards. You and your students will be sitting around the pieces. Taking turns, each child will turn around two cards, seeking for a pair (that is, two pieces with the same color). The pupil who finds a pair can keep these cards until the game ends, otherwise the pieces go back to their former position. Once the game ends check who was able to find more pairs and announce the winner. In case you have a large group you can play the game as many times as you need.

Page 13 - Listen and color

As the children listen to track 7 they should color the crayons of the scene, following the instructions.

Audio Script

Listen and circle:

Number 2 - It’s red.

Number 3 - It’s orange.

Number 4 - It’s black.

Number 5 - It’s pink.

Number 6 - It’s dark blue.

Number 7 - It’s green.

Number 8 - It’s brown.

Number 9 - It’s purple.

Number 10 - It’s light blue.

Number 11 - It’s white.

Now, pay attention: New colors! It’s silver. It’s gold.

Extra Activities

Ask your students to indicate what there mood is, making use the masks of happy/sad boy/girl. Each volunteer that you choose will only place the mask in front of their face; it will be their classmates the ones who infer the information.

Teacher: Ana!

Child: (picks up the mask of the happy girl)

Children: Ana is a happy girl!

Next divide the board in four and on each space stick a mask. Select a boy at random and tell him a statement, making sure nobody else listens to you. This boy will go to the board and will touch the space where the mask corresponding to your sentence is. His classmates must identify the expression and say it aloud. Then choose a girl to continue the activity. For the next suggestion you will have to prepare beforehand pieces of paper in which you will either write down questions or making drawings, all of them related to this unit. On the other of these pieces of paper draw numbers. Back in the classroom put plastic rings on the floor, or else

Go to Extra Activities

draw circles with chalk. The pieces of paper previously described will be on a table, with the numbers upwards. You will also draw a number inside each ring or circle. Taking turns the children will jump inside one of the circles. After they recognize its number they will have to look for a piece of paper with the same number. Help them understand what is it that they have to do.

In case a pupil fails to answer the question they will a classmate helps them. We advise you to consider the following questions: How are you? / What´s your name? /What ´s your last name? / Are you happy or sad? / Are you a boy or a girl? / Are you a teacher or student? ). You could also make drawings of moments of the day or people for the children to name. Finally, we suggest you to draw stains; color them so that your students can name the colors they see.

Another alternative to this game might be to draw a sequence of numbers on the floor. Do it in the shape of a circle, and place the pieces of páper around them. Provide a volunteer with your decorated bottle and let them spin it. This child will pick up the paper with the number pointed by the bottle. The rest of the activity will be the same as described above.

Page 128 - Let’s draw and cut!

Your students will listen to your commands in order to mard the corresponding pictures with an X. You can also tell them what is the color you want them to use in each case.

Number 1 - It´s a school.

Number 2 - Good Morning!

Number 3 - I´m a student.

Number 4 - I´m a teacher.

Number 5 - Good Afternoon.

Page 129 - Let’s draw and cut!

The teacher will draw the unit vocabulary on each circle. Then they can play with a classmate naming the words

Templates

Pages 130, 131, 132 and 133

Students will color the teacher and student figures then you will help them cutting the puppets and glue a stick at their backs so students will hold them as puppets. Students will produce sentences.

Students: I am a student!

Page 134

Students will color the paint an as they wish and then they will present it to the whole class. Student: I have yellow paint.

Go to Templates

Tests

Once again you can make good use of the masks belonging to moments of the day to propose the following game. Leave the classroom for a moment and return with a mask in front of your face. The children will have to greet you as it corresponds, adding the word teacher to the expression.

You can also name first and last names at random. On each occasion the children will have to clasify this information. In order to make a nice revision of the colors you taught the children you can use the Memory Game, included in your book. Ask the pupils to sit in a circle on the floor. At the center, place a card from the game and keep the rest of the elements inside your magical bag. A volunteer will take a card from the bag, trying to make a pair with the one on the floor. Whoever does it scores, and in case the children fail the card goes back to the bag for another boy or girl to participate.

Another suggestion is to stick the cards on the children’s chests. Play the song of the unit and ask the children to dance around the classroom. When you keep the music on hold the students must look around for the classmate who carries the same color as they do. Later call them to go to the front in pairs to name their color. Also, consider sticking the cards

Go to Tests

from the game with the images inwards. In that case the students will gather based on guessing. Then you can check how they did. Do not forget to announce the winners.

Divide the class in two teams and provide each of them with half of the pieces of Memory Game (take into account that a team cannot have two cards with the same color). The teams will face each other and at your signal they will turn over a card (the idea is to come up with a pair). Continue the activity using different colors.

As a last option you can put half of the cards inside a bag and the remaining half in corners of the classroom (hidden, if possible). Ask a volunteer to take a card from the bag, so that after naming the color another student looks for the other card.

Teacher: The boy has got a dark blue bowl. The girl has got a purple bowl.

The boy has got a gray bowl. The girl has got a light green bowl. The boy has got a brown bowl

The girl has got an orange bowl.

Page 135 - Listen and color

Yor students will have to listen to listen to your commands in order to color the bowls.Teacher: Good Morning, teacher!

Page 136 - Let’s match!

Students will listen to the teacher and match the characters with the correct greetings.

Teacher: Good afternoon teacher.

Hello boy!

Good morning girl. The student is in the school.

UNIT 2 - School Objects

Vocabulary

Table, Chair, Pencil, Pencil Case, Pen, Blackboard, Glue, Scissors, Eraser, Sharpener, Ruler, Crayon, Computer, Classroom, Teacher, Student, School, Book, Notebook, School Bag.

Expressions

What is it?

It’s a/an…

Is it a/an…?

Yes, it is. /No, it isn’t.

What color is the…?

It’s + color

I have a/an + color + school object

I have a…

Project

On a poster draw a big backpack and ask your studetns to make drawings of different school objects. Then add the title ‘Look at my school objects’ and stick it on a wall.

Objectives for this unit

To learn and apply descriptive structures that include color.

To be able to answer Yes/No questions.

Evaluation criteria

Towards the end of this unit your students should be able to recognize scholl objects through their shape and image.

Materials

Flashcards from this unit, CD, markers or chalk, paper tape, big hands (extra material), shapes made in black construction paper, flashcards of colors, plastic rings, two bags, small rock, Bingo cards (extra material), beans, puppet of Mr Bird, big hands with the thumb up and down (extra material), drawings of school objects, balloons, sheets of paper, blindfold, poster.

Flashcards

Total: 20

Pencil, pen, eraser, sharpener, ruler, crayon, glue, scissors, book, notebook, pencil case, school bag, table, chair, computer, classroom, school, student, teacher, board

Games

Total: 6

Set 1: Back to school

Set 2: In my bag pack

Set 2: Thumbs up - Thumbs down

This is my classroom

Is it a table?

Yes, it is

Is it a chair?

Yes, it is

Is it a blackboard?

No, it isn’t

Then, what is it?

It’s a computer

Is it a ruler?

Yes, it is

Is it a pencil?

Yes, it is

Is it a book?

No, it isn’t

Then, what is it?

It’s a notebook

BIS

Student's Book

Play the song of the unit and ask them to pass the bag until you keep the track on hold. Whoever is holding the backpack at that moment must open it, take a flashcard and name it.

UNIT 2 Lesson 1 Student's Book

Objective

To associate the vocabulary with objects present in the classroom. Flashcards from the unit, CD, backpack, markers or chalk, paper tape.

3 | With a marker or a piece of chalk make drawings on the board using dots. Then select a volunteer and ask them to identify an item:

Teacher: What is it?

Materials

Playful activities

1 | We suggest you to introduce the vocabulary as you take the cards from inside a backpack. Ask the children to repeat the words you mention while you place each flashcard on the floor. Later point at different images for the volunteers to name the objects they see.

Another option is to put all the flashcards inside the backpack again. Take them one by one and ask questions. Encourage the children to begin their answer by saying ‘It’s a/an...’

Teacher: What is it?

Child: It is a ruler. Also, you could leave three cards nside the backpack to ask aboutn the images that are missing.

2 | Once again put all the flashcards inside the backpack and ask your students to sit in a circle.

Child: It’s a pencil

All the children that answer correctly can join the dots to reveal the image.

4 | Draw a big backpack on the board and ask a child to stick a flashcard inside the drawing, based on the command you give them:

Teacher: Pick up the pencil.

Child: (takes the images and places on the drawing)

Pencil!

Continue the activity with other volunteers.

5 | Once that all of the flashcards are stuck on the board ask the children to shut their eyes so that you can remove an image. When they open their eyes they must infer what the missing image is. Do no t forget to give everybody the possibility to participate.

Teacher: Which one is missing?

Child: Pen!

School Objects

Page 15 - Listen and paint

As they listen to track 8, your students will have to repeat the sentences as they point at the images on the page. Then ask them to color the scene as they wish.

Audio Script

Let’s paint:

• The color black.

• The color white.

• The color blue.

• The color yellow.

• The color red.

• The color green.

• The color gray.

• The color brown.

• The color purple.

• The color orange.

• The color pink.

UNIT 2 Lesson 2 Student's Book

Objective

To encourage team work. Flashcards from this unit, CD, big hands (extra material), outlines made in black construction paper, paper tape, markers or chalk.

Materials

Playful activities

1 | As the first activity make the children sit in a circle on the floor and place the flashcards at the center. Taking turns, provide a big hand to the students so that they touch the image required by you: Teacher: Touch scissors. Child: (places the big hand on the flashcard)

2 | Beforehand, make outlines of school objects on black construction paper. This will enable your students to infer the elements based on the touch. Place the figures on the floor and at some distance put the flashcards of the unit. The pupils will be on a line; ask the first of them to take a card and an outline (they must belong to the same element). Then they must repeat the name of the object.

3 | On the board draw the outline to play Tic Tac Toe. Divide the class in two teams and ask a member of each group to go to the board. Show a flashcard to one of them and ask them to name it. If they do it correctly they can draw the symbol of their team (X or O) on one of the spaces of the outline. Then play with the other chid; ask for different volunteers until there is a winning team. Remember that in order to win this game the symbol must be drawn three times on a line.

4 | For the next suggestion your pupils must sit on the floor in front of the board. Name a first volunteer and mention a school object to his/her ear, so that the rest of the children do not hear you. This child will pretend to be using the element so that their classmates can infer hat is the object. Whoever guesses will be able to continue with the game.

5 | Now cut these outlines in halves and stick them on the board in two columns. Then ask the children to take turns to match (either with a marker or a piece of chalk) both halves of an element that you will mention. In case you have a large group you could ask for the volunteers to go to the board in teams of twos. One student will mention the item and the other one will match its halves.

Go to Let’s Sing!

Page 17 - Let’s match!

The children will have to identify and name the objects on the page. Then they must match both halves of each item. Remind them to use different colors for this activity.

Your students will identify the figures in the book page and name, then seek the corresponding half and join them with a line. Remind them that each line be made of a different color.

Objective

To incorporate colors as adjectives. Flashcards from this unit, small ball, paper tape.

Materials

3 | Suggest playing Twister with the children. First display the cards of school ojects and colors on the floor. To each student deliver a sentence that includes a an item and its color. They will have to step with both of their feet on the mentioned flashcards. Then dictate anoher sentence so that they use their hands this time. This is an activity that your pupils will most likely enjoy. Keep in mind that all of them must participate.

Playful activities

1 | This lesson seeks to widen the structures the children are currently using. Firstly, it would be very nice to establish some examples first, using the card of a color and one of a school object. Repeat this new structure a few times. Later put two plastic rings on the floor, or else draw two circles. On the one to the left place the flashcard of a color and on the other one that of a school object. Request each child to pick a card from each circle to deliver the appropriate sentence: Child: It is a red crayon.

2 | You could also fill two bags with flashcards and place them on the floor. Taking turns your students will take a card from each bag with their eyes shut. Then they will deliver the corresponding sentence: Child: (takes the flashcard of the ruler and that of the color gray) It’s a gray ruler!

4 | Suggest playing Hopscotch. Draw the outline of a plane on the floor and stick a flashcard on each space. Then hand a small rock to a child and ask them to throw it towards the hopscotch. After naming the image on which the rock is the volunteer mus jump on the cards, from the first one to the last one, taking into account that they do not jump on the space with the rock. Continue the procedure with the rest of your students.

5 | You can play Bingo with the children. Divide the class in teams and give each of them a Bingo card. Also, provide them with beans to place on the images. Put the cards from this game inside a bag and take them out one by one. Allow the children to mention the image they see and indicate them to place a bean on that object that they have on their Bingo card. The first team to complete the card must say ‘Bingo!’ and will win the game.

Page 19 - Listen and draw

Track number 11 contains ten descriptive sentences; after repeating them (for which it would be nice to pause the CD) your students will have to draw and color the objects following the instructions on the script.

Audio Script

Listen and repeat:

It’s a dark green eraser.

It’s a red pencil.

It’s a purple sharpener.

It’s a green pen.

It’s a light blue pencil case.

It’s yellow glue.

It’s a black notebook.

It’s a brown ruler.

It’s an orange book.

They are gray scissors.

Objective

Acquisition of the adjectives light/dark.

Materials

Flashcards from this unit, three disposable plates, paint of different colors, paper tape or rope.

Playful activities

1 | The main goal for today’s lesson is for you to teach the meaning of yes/no questions. You might begin asking questions to Mr Bird. Expose flashcards and ask questions so that the puppet ‘answers’:

Teacher: Mr Bird, is it a sharpener? (show the flashcard of a sharpener)

Mr Bird: Yes, it is!

Teacher: (hold the image of a book) Is it a notebook?

Mr Bird: No, it isn’t!

Later on your students will be able to answer as well:

Teacher: It is a pen? (show the card of a pen)

Child: Yes, it is.

Teacher: Is it an eraser? (hold the flashcard of glue)

Child: No, it isn´t.

Encourage your pupils to correct the information when the answers are negative.

2 | Make use of the big hands with the thumb up and down, that stand for right and wrong. With the children sitting in a circle place the big hands at the center and select a volunteer. This pupil must answer to a question you will ask while showing a flashcard. They must also rise the hand that corresponds to their answer, either affirmative or negative.

Teacher: Is it a school bag? (show the picture of an eraser) Child: No, it isn´t. (rises the big hand with the thumb down)

3 | Stick the flashcards on the board and draw a little square next to each of them. Then choose a student at random and ask them a question about an image. As they answer, the child will have to draw either a tick or an X on the corresponding square, depending on the answer.

4 | Place two chairs at the center of the classroom and stick a hand on the back of each of them. Then mention a volunteer and show them a card as you ask them a question. They must answer an sit on the chair that corresponds.

Teacher: (show the image of a pencil box) Is it a crayon?

Child: No, it isn´t. (he sits on the chair with the hand that stands for wrong)

5 | Bring to the lesson flat balloons with little pieces of paper inside in which you will have drawn school objects (make sure you have a balloon for each student). Once you hand your pupils the balloons and after blowing them up, ask for a volunteer. This child must sit on the balloon seeking to explode it, and then he/she has to look for the piece of paper with the drawing. Now you will be ready to carry on a brief dialogue:

Teacher: Is it a ruler?

Child: No, it isn´t.

Teacher: What is it?

Child: It’s an eraser. It’s a green eraser.

Page 21 - Listen and mark an X

Once the children listen to the dialogue on track 12, practise it with them using different cards and the big hands that stand for right and wrong. Once this activity is finished the students will have to listen to the sentences in order to mard an X on the correct option. Make sure they use a different color on each occasion.

Audio Script

Listen and learn some more: Yes, it is. Is it a ruler? No, it isn’t. It’s a crayon. Now, listen and mark the correct option:

Number 1- Is it a pen?

Number 2- Is it a computer?

Number 3- Is it a chair?

Number 4- Is it a sharpener?

Number 5 - Is it a pencil case?

Lesson 5

Objective

To teach the possessive form I have...

To check the acquisition of vocabulary and expressions.

Materials

Flashcards from this unit, CD, flashcards of colors, school objects made in construction paper, four sheets of paper, blindfold.

Playful activities

1 | On the board draw five squares and stick a flashcard inside each of them. Once the children name the sequence remove the images and place them on a table at random. Your students will have to remember the order in which the cards were at the beginning. Continue the activity selecting new flashcards

2 | In order to teach the possessive structure ‘I have...’, place yourself in frotn of your pupils and show them real school objects or flashcards. Deliver a sentence for each item you show:

Teacher: Look, I have a pencil!

Once you notice that the students understand the meaning of this expression ask them to make a circle on the floor to play Sausage Game. Show an image to a child and ask them to deliver a possessive sentence. The pupil next to him/her will be shown a different flashcard, and will have to name the object the previous child had mentioned, plus the one one.

Child 1: I have a pen.

Child 2: I have a pen and a school.

Child 3: I have a pen, a school and a table.

3 | Select three volunteers to go to the front and ask them to come up with one sentence, in hich each of them will say a part of the statement. This sentence must include the possessive form, the color and the object:

Child A: I have...

Child B: a green...

Child C: chair!

Allow everybody to take part in the game.

4 | Beforehand, draw, cut out and color scholl objects in construction paper. You should make two of each item. Also, take two sheets of paper and draw at least eight school objects on each of them. Back in the classroom, divide the students in two groups. Each team will be given a sheet of paper, which will stand for a shopping list. Place the items you had made in construction paper in different corners of the classroom. At your signal both teams will look for the objects on their list. The group that finds everything first will be the winner. Once the game ends ask both teams to mention the elements they found.

5 | Blindfold a volunteer and hnd them a real object. Through the touch this child should be able to infer what is it. Follow the same procedure with the rest of the children and remind them to use the expression ‘I have...’

Student's Book

Page 23 - Cut and color.

Play the CD on track 13 and then give two flashcards to each student so that they answer the question with the track as a guide. Once this oral activity is finished ask the children to color the puzzle from page 107; they will also have to cut it out and paste it on page 23.

Audio Script

Listen:

I have a light blue school bag and a red pencil case. Now, answer the question: What do you have?

Go to Songs and Listenings

Complementary material

Extra Activities

• Place the flashcards on the floor and the children in a circle around them. A volunteer will lift a card, name the color, and then a classmate will look for an object in the classroom with the mentioned color. This time, and with the flashcards remaining on the floor, hold a blown white balloon. While listening to the song of the unit, the students will pass the balloon, one to the other. Once the music stops the child who has the balloon will take a card. After seeing and naming its color, this volunteer will stick the card on the balloon, to deliver the corresponding sentence:

Child: (the flashcard is blue) I have a blue balloon. The next volunteer to play will choose another card, but the previous one will remain on the balloon. The objective is to make more complex sentences each time.

Child: I have a blue balloon and a green balloon. Once this activity is finished, take the cards out of the balloon one by one, as you mention the sentences. It will be funny if the students correct your sentences:

Teacher: I have a yellow balloon.

Child: No! I have a yellow balloon. Allow the children to hide a card and then place a bottle on the floor. The students will be around it, and when you spin it, wait to see who is pointed by the bottle’s top. The rest of the classmates have to guess what is the color that this child is hiding. She/he can only answer Yes or No.

Go to Extra Activities

Teacher: What color is Ana´s balloon?

Children: It is a red balloon.

Girl: No! (her card is pink)

Children: A pink balloon.

Girl: Yes!

Page 138 - Cut and glue

In this case your students must color the envelope in which they will put the chips of the Memory Game. Each envelope must be identified with the name of its owner. Finally, cut out and give shape to the envelope. The chips can be on the floor to play, with the images downwards: each child will turn over two cards, expecting to make a pair. If they do it correctly, they can continue playing, otherwise the chips go back to the first position and another student will have the opportunity to play.

Another option is to keep the chips inside the envelope: each volunteer will take a chip first, and then a second one. If these images match, they will no longer be included in the envelope, but if they do not, they will continue being inside. Make sure the children take home the envelope with the chips, to continue playing.

Page 137 - Color and cut

The children may use crayons or paint to color the figures. Make sure you tell them that they need to paint two pots with the same color, since the final objective of this activity is to play Memory Game.

Page 139 - Let’s draw!

Students will draw and color some pencils in the pencil case. The teacher will indicate the color for each one.

Teacher: My pencil is blue. / My pencil is green. / My pencil is pink. / My pencil is orange.

Templates

Page 140

This template will be used for the project.

Go to Templates

Page 141

Ask students to color the palette and add splashes using different colors. Using the paint brush they will simulate painting as they name each color. They can expose the palettes on a notice board.

Pages 142 and 143

Students will color the ice cream cone and the ice cream scoops using different colors. They will join the cone and scoops and produce sentences. Student: My ice cream is yellow, red and blue.

Tests

• You can offer more entertaining activities for the children to make using balloons. Beforehand, draw a spots on different small pieces of paper, and color them using the colors you have taught throughout this unit. Fold a piece of paper and put it inside a balloon; continue the procedure with other balloons. Back in class and with the children standing in a circle, blow a balloon and throw it to its center. The child who catches it has to sit in the middle of the circle and try to explode the balloon. The objective of this game is for the children to look for the little piece of paper and identify the color. Bear in mind that if you prepare this activity with plenty of time, the game will be dynamic and fun.

Once the children are divided in pairs, hand a balloon to each team. At your signal the members of each group will pass the balloon from one to the other, as they repeat the name of the color of the balloon. At some point you can shout ‘Change!’, so that the students give their balloon to another couple and take a new one, in order to continue playing. Another alternative is to mention two colors each time, so as to have groups of four students and two balloons involved in the game.

Blow balloons, and keep them outside the classroom. Name a child and ask him/her to leave the classroom; go out with your student and help them hide the balloon under their T-shirt or uniform. When this child is back inside, their classmates will try to guess what is the color of the hidden balloon. Continue the procedure calling other students.

As a last option you can divide the children once again in couples, each one with a balloon. That can be held only by their foreheads, without letting it fall. You can play the song of this unit to make the activity more entertaining. The couple that cannot hold the balloon must leave the game.

4- It’s a green balloon.

5- It’s a pink balloon.

6- It’s a blue balloon.

Page 144 - Listen and color

Your students have to follow your instructions to complete the lines and color the corresponding balloons.

Teacher:

Go to Tests

1- It’s a yellow balloon.

2- It’s a red balloon.

3- It’s a purple balloon.

Page 145 - Let’s color!

Students will color the sequence as the teacher indicates.

Teacher: 1- light blue - yellow - red - green

2- brown - purple - orange - pink

3- dark green - black - blue - white

Festivities

With the celebration of Easter you have the possibility of carrying out different activities with the children. After having commented on the meaning of Easter and all it represents, talk to them about the Easter Bunny: who he is, what he does, etc. A fun game you can suggest is to stick the tail to the Bunny. Beforehand, you need to draw and color in construction paper a rabbit. For the tail use a circle of construction paper and add some cotton. Back in the classroom stick the Easter Bunny on the board and ask for a volunteer. Blindfold him/ her and supply them of the tail, which will have a few pieces of paper tape.

You and the other children can guide the blindfolded student clapping your hands, or shouting ‘Hot!’ or ‘Cold!’

Page 223 - Cut and color

Students will color, count the carrots and circle the correct number.

The card for this occasion must be colored first by the children. It has some dotted lines around that will guide you in order to turn it into a little box, where you could place a small present. Do not forget to teach the expression ‘Happy Easter!’

Page 224 - Let’s glue!

Students will trace the path and color the eggs as they wish.

Go to Festivities

Vocabulary

1 2 3 4 5

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

Expressions

What’s your name?

My name is…

What’s your last name?

My last name is…

How are you?

I’m fine, thank you

Are you a boy or a girl?

I’m a…

Nice to meet you.

What color is it?

It’s…

What’s your favorite color?

My favorite color is…

Table, Chair, Pencil, Pencil Case, Pen, Blackboard, Glue, Scissors, Eraser, Sharpener, Ruler, Crayon, Computer, Classroom, Teacher, Student, School, Book, Notebook, School Bag.

What is it?

It’s a/an…

Is it a/an…?

Yes, it is. /No, it isn’t.

What color is the…?

It’s + color

I have a/an + color + school object

I have a…

Zero to Ten Ten to Twenty Twenty to Thirty Thirty to Forty Forty to Fifty

HEAD: Eyes, Ears, Nose, Mouth, Tongue, Hair, Eyebrows

BODY: Hands, Legs, Shoulders, Fingers, Feet, Knees, Toes, Arms

Doctor, Dentist, Teacher, Fireman, Policeman, Vet, Cook, Postman, Secretary, Driver, Student.

What number is it? It is…

There is/are…

How old are you?

I’m…

What’s your favorite number?

My favorite number is…

Before/After

Commands:

(Touch, Move, Close, Open, Show me, Point to, Stamp, Clap, Shake)

I have (color) eyes

The monster has...

Hi, Skeleton!

This is my...

It’s...

What do you want to be?

I want to be a...

Who is he/she?

He/She is a...

Where is the teacher? The teacher...

Vocabulary

Living room, Dining room, Bedroom, Bathroom, Kitchen, Garden, Garage, Sofa, Stove, Toilet, Refrigerator, Television, Door, Window, Shower, Table, Chair, Bed, Swimming pool.

This is my...

Where is your mommy?

My mommy is in the living room.

Where are you?

I’m in the...

Expressions

The stove is in the kitchen

Who is in the bedroom?

My daddy is in the bedroom.

Black/White, Fat/Thin, Tall/Short, Happy/Sad, Boy/Girl, Big/Little, Hot/Cold, Day/Night, Old/New, Ugly/Beautiful, Good/Bad, Clean/Dirty

What’s the opposite of…?

The opposite of… is…

She/He/It is…

Is she/he/it…?

Look at my…

I say… you say…

Cake, Candle, Coke, Hat, Balloon, Presents (doll, ball, bike, kite, teddy bear, book, car), Hot dog, Popcorn, Cookies, Sandwich

How old are you?

I’m… years old

Is it a…?

Yes, it is. No, it isn’t. Happy Birthday!

Do you like…?

Yes, I like… /No, I don’t like…

Do you have…?

Yes, I have…/No, I don’t have…

What do you have?

I have…

There is…/There are…

What do you want to eat/drink? I want…

Today is my birthday!

How many… are there in this party?

Vocabulary

Chicken, Steak, Soup, Salad, Fish, Hamburger, French fries, Lemonade, Orange juice, Coke, Spaghetti, Water, Rice, Beans, Ice cream, Nuggets, Tea, Coffee, Milk

What is your favorite food?

My favorite food is…

What is your favorite drink?

My favorite drink is…

Yummy yummy, I like…

Yuck yuck, I don’t like…

Expressions

What do you want to eat?

I want to eat…

What do you want to drink?

I want to drink…

I like…, but I don’t like…

My mother likes…

House, School, Club, Park, Church, Restaurant, Supermarket, Hospital, Drugstore, Bank, Store, Post office, Fire station.

Where is the…?

The… is at the…

Commands (go, tip toe, jump, etc.)

Who is he/she?

Where is he/she?

Photocopiable Section

Activities:

Materials

Book of activities:

Observations:

Do not forget that...

STUDENT´S REPORT CARD INSTITUTION

NAME

DATE

CLASS PERIOD

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: