English Reader 1
1
Reader
In line with the latest National Preschool Curriculum
ills king Sk er Thin rd O r e High
nted Augme
App Reality
g App ecordin Voice R
Suggested Activities P2
Pair the children up. Ask the children to introduce themselves to their partners by saying, “Hello. My name is…” (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P3
Bring a ‘girl’ doll and a ‘boy’ doll to class. Ask the children to identify the ‘girl’ doll and say the word ‘girl’. Get them to identify the ‘boy’ doll and say the word ‘boy’.
P 4 & 5 Bring a doll to class. Ask the children to look at the doll’s face. Point at parts of the doll’s face and name them (e.g. eye, ear, mouth, nose, chin). Then, point at parts of the doll’s body and name them (e.g. head, hair, neck, arm, hand, finger, leg, foot, toe). P6
Get the children to count their hands and feet. Ask them, “How many hands/feet do you have?” Do the same for the other parts of the body.
P7
Prepare word and picture cards for all the words that appear on page 7. Paste the picture cards on the whiteboard. Guide the children in pasting the correct word cards next to the picture cards.
P8
Teach the children the words that are found on page 8. Get the children to bring their family photos. Ask them to point to the people in the photos and name them (e.g. father, mother, sister, etc.).
P9
Use the photo from the previous activity. Point at a person in the photo and ask the children, “Who is he/she?” Guide them in giving short answers (e.g. “He is my father./She is my mother.”).
P 10´
Ask the children, “What is your father’s/mother’s name?” Guide them in answering the question by saying, “My father’s/mother’s name is…”
P 1 ´1 ´
Prepare picture cards of sunrise, the afternoon sun, sunset, and the moon with stars around it. Show one of the cards and guide the children in saying the appropriate greeting (e.g. good morning for the ‘sunrise’ card). Repeat this activity using the other cards.
P 12´
Give the children sheets of plain paper. Guide them in drawing their family tree on the sheets of paper.
P 13´
Show the children a doll’s house. Point at the roof, wall, door and window. Name those parts and get the children to repeat after you.
P 14´
Get the children to read the text in the book. Point at the windows in the classroom. Ask them, “Are the windows open or closed?” If the windows are closed, discuss the reasons why the windows are closed (e.g. to prevent rain from coming into the classroom, etc.).
P 15´
Get the children to read the sentences in the book. Ask them, “Where do you live?” Guide them in using the sentence pattern in the book to answer the question (e.g. I live in Chatuchak Village.).
P 16´
Get the children to role-play the story in the book. Guide the children in discussing why Min Monkey’s house is gone.
P 17´
Prepare picture cards of the different parts of a house and the corresponding word cards. Get the children to match the picture cards to the correct word cards.
Contents Unit
Unit
About Me
4
My School
Hello. My name is Ben
2
Places in school
18
I am a boy/ girl
3
In the classroom
19
My face
4
Things I do in school
20
My body
5
How do you go to school?
21
I have one head/ neck
6
Let’s revise
22
Let’s revise
7
Unit
2
Unit
My Family and I
5
My Friends
My family
8
We are good friends
23
Who is he/ she?
9
How old are you?
24
This is my father. His name is Jim
10
Tall/ short/ long hair/ short hair
25
Good morning, Mother
11
Hello./ How are you?/ Nice to meet you
26
Let’s revise
12
Let’s revise
27
Unit
3
Unit
My House
6
Playtime
Parts of a house
13
Types of toys
28
Close the window/ door
14
One teddy bear/ two toy cars/ three balls
29
Where do you live?
15
What is this?/ that?
30
This is my house. It is a straw house
16
Is this a teddy bear?
31
Let’s revise
17
Let’s revise
32
Name:
Class:
Unit 1
Date:
About Me
Hello. My name is Ben.
Hello. My name is Jane.
Let’s talk! What is your name?
My name is Learning Standards:
2
. Performance Standards:
• Use simple sentences to participate in daily conversations with manners to: (iii) introduce oneself.
1
2
3
• Read simple sentences.
1
2
3
• Write words and phrases in legible print.
1
2
3
Date:
I am a boy.
I am a girl.
Circle all the boys.
Learning Standards:
Performance Standards:
• Use simple sentences to participate in daily conversations with manners to: (iii) introduce oneself.
1
2
3
• Read simple sentences.
1
2
3
• Engage in hand-eye coordination through scribbling, drawing lines and patterns.
1
2
3
3
Date:
My face forehead
eyebrow
eye
ear
nose mouth
Learning Standards:
4
chin
Performance Standards:
• Read familiar words printed in the surroundings.
1
2
3
• Recognise and name pictures in books.
1
2
3
Date:
My body hair head neck arm finger leg foot toe Let’s sing and do !
Clap, clap, clap your hands, Nod, nod, nod your head, Happily, happily, happily, happily, Come, let’s do again! Tune: Row, Row, Row Your Boat
Learning Standards:
Performance Standards:
• Listen to and sing songs.
1
2
3
• Read familiar words printed in the surroundings.
1
2
3
• Recognise and name pictures in books.
1
2
3
5
Date:
I have one head.
I have one neck.
I have two legs.
I have ten fingers.
Let’s talk! What other parts of your body come in twos?
Learning Standards:
6
Performance Standards:
• Listen to and respond to oral text.
1
2
3
• Read simple sentences.
1
2
3
Date:
Let’s revise Circle the correct word for each picture.
boy
girl
forehead
chin
foot
hand
finger
toe
Learning Standards:
Performance Standards:
• Read familiar words printed in the surroundings.
1
2
3
• Recognise and name pictures in books.
1
2
3
• Engage in hand-eye coordination through scribbling. drawing lines and patterns.
1
2
3
7
Unit 2 My Family and I
Date:
My family father
grandfather
mother
brother grandmother sister
Let’s sing!
Father, Mother, I love you, I love you, I love you, Brother, Sister, I love you, I love you all. Tune: London Bridge Is Falling Down
Learning Standards:
8
Performance Standards:
• Listen to and sing songs.
1
2
3
• Read familiar words printed in the surroundings.
1
2
3
• Recognise and name pictures in books.
1
2
3
Date:
Who is he?
He is...
my brother
my father
Who is she?
She is...
my mother Learning Standard: • Read simple sentences.
my sister Performance Standards: 1
2
3
9
Date:
This is my father. His name is Jim.
That is my mother. Her name is Pam.
Let’s talk!
What is your father’s name?
My father’s name is Learning Standards:
10
. Performance Standards:
• Read simple sentences.
1
2
3
• Write words and phrases in legible print.
1
2
3
Suggested Activities P 18´
Take the children on a short tour of the school. Point out and name the places in the school (e.g. classroom, office, field, etc.).
P 19´
Ask the children to point at and name the things they see in the classroom. (e.g. whiteboard, table, chair, etc.). (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 20
Get the children to play charades. Prepare word cards based on the words in the book. Ask each child to pick a word card and do the action (e.g. ‘read’).
P 2 1´
Ask the children how they go to school. Get them to form groups based on their means of transport (e.g. those who take the bus will be in Group 1,´ those who go by car in Group 2, etc.).
P 22
Prepare picture cards of things in the classroom, and the corresponding word cards. Paste the picture cards on the whiteboard. Get the children to paste the correct word cards next to the picture cards.
P 23
Pair the children up. Ask each pair to face each other, and take turns to introduce themselves by saying, “I am…” Then ask them to shake hands and say, “We are good friends.”
P 24
Arrange the children in groups of three. Ask each child to introduce himself/herself to his/her friends (e.g. “I am four years old.”).
P 25
Place picture cards of a tall boy, a short boy, a girl with long hair, and a girl with short hair on the whiteboard. Ask the children, “Who is tall? Who is short? Who has long hair? Who has short hair?”
P 26
Get two children to role-play using the dialogue in the book. Then, get other children to repeat the dialogue.
P 27
Get the children to complete the activity on page 27. Then, let the children role-play using the dialogue.
P 28
Bring toys to class (e.g. doll, toy robot, ball, teddy bear, etc.) and let the children play with them. Get the children to name the toys. Ask them, “What is your favourite toy?” (Suggest using Kids’ Time application to view 3D animations.)
P 29
Introduce the numbers 1 ´ to 5. Bring toys in different quantities and get the children to count each type of toy (e.g. one teddy bear, two toy cars, etc.).
P 30
Pair the children up. Get one child to ask a question (e.g. “What is this?” or “What is that?”), and get his/her partner to answer accordingly (e.g. “This is a toy robot.”, etc.).
P 3 1´
Place a box filled with different toys in front of the class. Ask a child to choose a toy. Ask a question about the toy (e.g. “Is this a yo-yo?”). Get the children to give short answers (e.g. “Yes, it is.” or “No, it is not.”).
P 32
Show the children picture cards of toys in different quantities (e.g. one toy car, two balls, etc.). Get the children to count the toys and say the numbers.
programme to help A fun-filled English velop listening, children aged 4-6 de writing and thinking speaking, reading, skills Contents are in line with the latest National Preschool Curriculum
Varied interesting contents (songs, rhymes, picture stories, Kids’ Voice application, and AR technology) to make learning fun and engaging Reader
es atic approach mak The use of the them d an l fu ng ng more meani 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
Systematic reviews for more learning
effective
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
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