Book
1
In line with the latest National Preschool Curriculum
Skills inking rder Th O r e h Hig
nted Augme
App Reality
g App ecordin Voice R
Suggested Activities P2
Show the children some pictures of different people. Teach them that everyone is different from one another. Get the children to describe the differences of the people in the pictures.
P3
Divide the children into 5 groups. Get each group to touch one part of their body and name it aloud. Randomly point to any group and get the children to play the game.
P4
Prepare a poster of an empty face. Prepare some stickers of nose, eyes, ears, mouth and eyebrows. Get the children to take turns to paste the stickers on the correct parts of the face. Ask the children to name the parts of the face that they have pasted.
P 5-6
Show the children a picture. Ask the children to look at the picture. Ask the children what they see. Then ask the children to close their eyes. Get them to recall what they have just seen. Teach the children that we see with our two eyes.
P7
Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.
P 8-9
Let the children listen to different sounds (e.g. thunder, dog barking, cat mewing, baby crying, watch ticking, water dripping, car vrooming, etc.). Get the children to guess what each sound is. Ask the children which sounds are loud, and which sounds are soft. (Suggest using Kids’ Time application to view 3D animations and Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
´ 1 ´1 ´ P 10-
Show the children pictures of roses, a full rubbish bin, cookies, and dirty socks. Get them to identify the things that smell nice, and the things that smell bad.
´ 13´ P 12-
Prepare honey, potato chips, lemon juice and bitter gourd. Get the children to taste them and describe their tastes. Tell the children that we taste with our tongue.
P 14´
Ask the children to observe the skin on their hands. Tell them that we touch and feel with our skin. Show the children pictures of things that they should not touch. Ask them what will happen if they touch those things.
P 16´
Prepare some toys (a big ball, a big teddy bear, a small toy car and a small yo-yo). Get the children to compare and point out which toys are big, and which toys are small.
P 17´
Prepare a teddy bear and a pillow. Ask the children to press on their tables and chairs. Then ask the children to press on the teddy bear and pillow. Get the children to differentiate between hard things and soft things, and give other examples of hard things and soft things.
Suggested Activities P 18´
Bring an orange, a basket, a mirror and an apple. Get the children to touch the surface of each thing. Get the children to say whether each thing has a smooth surface or a rough surface.
P 20
Ask the children to carry 5 books. Then ask the children to carry 5 pieces of paper. Ask
Contents
them which one is heavy, and which one is light. Give other examples of heavy things and light things.
Unit P 2 1 ´
Prepare a dictionary and an exercise book. Get the children to observe the dictionary and
PeopleP 22
Prepare two towels. Wet one of the towels. Let the children touch both the towels. Get the 2 Light and heavy children to compare and point out the one that is wet, and the one that is dry. 3 Thick and thin
My body My face P 24 My eyes
Unit
About Me
the exercise book. Ask them which one is thick, and which one is thin.
4
My School
Let’s revise
4 Wet and dry Bring a long rope, a short rope, a long ruler and a short ruler. Get the children to differentiate 5 Let’s revise between the long things and short things. 7
P 25
Get two children who are tall and two children who are short to stand together. Get the
20 21 22 23
children to observe the four children. Ask them which children are tall, and which children are short.
Unit
My ears
one that is hot, and the one that is 8 cold.
Long and short
My nose
10 Tall and short Give each child a piece of paper12and coloured pencils. Hot andName cold a colour. Guide the children
Unit
2
My Family and I
P 26
P 28 My tongue My skin Let’s revise P 29
My Friends 5 Bring a hot water bag and a pack of ice. Let the children touch each thing and point out the 24
in using the correct coloured pencil 14 to shade a small Let’s area reviseon the paper. Do the same with different colours. Then, get the children to name the colours on their pieces of paper. 15
25 26 27
Divide the children into 3 groups. Give the children red, yellow and blue watercolours. Let the children mix two colours and observe the new colour formed. Let the children try mixing
Unit
3
Unitthat emerge. Get the children to name other colours randomly and observe the new colours
My House
the colours used and the new colours formed.
6
Playtime
Big andP small 30
Prepare a ball, a rectangular book, biscuit and a triangle sandwich. Show 16 a piece of square Colours
28
Hard and soft
the children these things and let 17 them name theMixing shape colours of each thing.
29
Rough and smooth Let’s revise P 3 1´
18
Shapes
30
Prepare 2 sets of coloured cards (e.g. square, triangle, circle, star). 19 in different shapes Grouping things
31
Jumble up the cards and get the children to group cards according to shape. Ask the Let’sthe revise
32
children to name the shapes. Then get the children to group the cards according to colour. Ask the children to name the colours.
Name:
Class:
Unit 1
Date:
About Me
People
Everyone is different.
Learning Standard: • State an observation through one’s work, or orally.
2
Performance Standards: 1
2
3
Date:
My body head neck
shoulder
arm hand
finger
knee leg foot
Let’s sing and do !
toe Swing, swing, swing your arms, Stamp and stamp your feet, Merrily, merrily, merrily, merrily, Let us do again. Tune: Row, Row, Row Your Boat
Learning Standard: • Identify parts of the body.
Performance Standards: 1
2
3
3
Date:
My face forehead
hair
eyebrow eye ear nose
mouth
cheek teeth
Let’s do this! Get a mirror. Look at your face in the mirror. Can you name all the parts of your face?
Learning Standard: • Identify parts of the body.
4
Performance Standards: 1
2
3
Date:
My eyes I have two eyes. I see with my eyes.
Did you know? The eyes of different people can be of different colours.
Learning Standards:
Performance Standards:
• Observe the surroundings using the senses: (i) sight.
1
2
3
• Identify and state the function of each sensory organ.
1
2
3
5
Date:
I can see different shapes.
I can see different sizes.
I can see different colours.
Learning Standards:
6
Performance Standards:
• Observe the surroundings using the senses: (i) sight.
1
2
3
• Identify and state the function of each sensory organ.
1
2
3
Let’s revise
Date:
Match the words to the correct parts of the body.
head
eye
hair shoulder arm mouth finger
knee Learning Standard: • Identify parts of the body.
Performance Standards: 1
2
3
7
Unit 2
Date:
My Family and I
My ears
I have two ears. I hear with my ears. Our ears can hear different sounds.
Tick!
Tock!
Ring!
Ring!
Waa!
Waa!
Miaow!
Miaow!
Learning Standards:
8
Performance Standards:
• Observe the surroundings using the senses: (ii) hearing.
1
2
3
• Identify and state the function of each sensory organ.
1
2
3
Date:
Sounds can be...
or
loud
soft
Waa! Waa!
Tick! Tock!
Woof! Woof! Drip! Drip!
Let’s do this! Which thing can produce a loud sound? Tick ( ).
Learning Standards:
Performance Standards:
• Observe the surroundings using the senses: (ii) hearing.
1
2
3
• Identify and state the function of each sensory organ.
1
2
3
9
Date:
My nose I have a nose. I smell with my nose.
I can smell different smells with my nose.
Some things smell nice.
Learning Standards:
10
Performance Standards:
• Observe the surroundings using the senses: (iv) smell.
1
2
3
• Identify and state the function of each sensory organ.
1
2
3
Suggested Activities P 18´
Bring an orange, a basket, a mirror and an apple. Get the children to touch the surface of each thing. Get the children to say whether each thing has a smooth surface or a rough surface.
P 20
Ask the children to carry 5 books. Then ask the children to carry 5 pieces of paper. Ask them which one is heavy, and which one is light. Give other examples of heavy things and light things.
P 2 1´
Prepare a dictionary and an exercise book. Get the children to observe the dictionary and the exercise book. Ask them which one is thick, and which one is thin.
P 22
Prepare two towels. Wet one of the towels. Let the children touch both the towels. Get the children to compare and point out the one that is wet, and the one that is dry.
P 24
Bring a long rope, a short rope, a long ruler and a short ruler. Get the children to differentiate between the long things and short things.
P 25
Get two children who are tall and two children who are short to stand together. Get the children to observe the four children. Ask them which children are tall, and which children are short.
P 26
Bring a hot water bag and a pack of ice. Let the children touch each thing and point out the one that is hot, and the one that is cold.
P 28
Give each child a piece of paper and coloured pencils. Name a colour. Guide the children in using the correct coloured pencil to shade a small area on the paper. Do the same with different colours. Then, get the children to name the colours on their pieces of paper.
P 29
Divide the children into 3 groups. Give the children red, yellow and blue watercolours. Let the children mix two colours and observe the new colour formed. Let the children try mixing other colours randomly and observe the new colours that emerge. Get the children to name the colours used and the new colours formed.
P 30
Prepare a ball, a rectangular book, a piece of square biscuit and a triangle sandwich. Show the children these things and let them name the shape of each thing.
P 3 1´
Prepare 2 sets of coloured cards in different shapes (e.g. square, triangle, circle, star). Jumble up the cards and get the children to group the cards according to shape. Ask the children to name the shapes. Then get the children to group the cards according to colour. Ask the children to name the colours.
programme to ignite A fun-filled Science of the world around children’s curiosity ientific skills them and develop sc
Contents are in line with the latest National Preschool Curriculum Varied interesting contents (Kids’ Voice application and AR technology) to make learning fun and engaging Book
es atic approach mak The use of the them d an l fu ng ni ng more mea teaching and learni effective Infusion of contents that help build Higher Order Thinking Skills (HOTS) to encourage children to think critically and creatively ook
Activity B
ive
effect Systematic reviews for more learning Learning Standards and Performance Standards are given to ease teachers’ assessment of children’s progress
Kids’ Time series aims to develop children’s essential language skills, while boosting their skills in technology through the use of mobile applications that complement the books. The engaging contents available in the mobile applications are able to stimulate children’s interest and to encourage fun learning. Download the free mobile applications from App Store or Google Play.
kids’ time
kids’ voice
©2017 Pelangi Publishing Group Thai Edition © Pelangi Publishing (Thailand) Co., Ltd. 2020 All rights reserved. BGAE0401
ซอยลาดพราว
885-87220-0321-0
ถนนลาดพราว แขวงพลับพลา เขตวังทองหลาง กรุงเทพฯ
1213/364 94 10310 1213/364 Soi Latphrao 94, Latphrao Rd., Plubpla, Wangthonglang, Bangkok 10310 Thailand Tel. (662) 935-6368-9 Fax: (662) 934-8160 # 0 E-mail: ppt@pelangibooks.com
8 858722 003210