English Reader 2
2
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 P 2, 3 &4
Bring pictures of a living room, a bedroom, a kitchen, and a bathroom to class. Ask the children to name the pictures. Get the children to name the things in each room.
P5
Ask the children to talk about what they do in each of the rooms in their house.
P6
Prepare some T-shirts, a broom and a clean damp cloth. Ask a few volunteers to fold the T-shirts, sweep the floor, and wipe their tables. Praise the volunteers and discuss the importance of keeping clean.
P7
Show the children pictures of things in the house. Get the children to name the rooms where the things can be found.
P8&9
Show pictures of the food items commonly eaten for breakfast, and get the children to name them. Ask the children to talk about what they have for breakfast and at other mealtimes (lunch, tea and dinner).
P 10´
Give the children a piece of drawing paper each. Ask them to draw the drink and food item that they like the most. Get the children to talk about what they like to eat and drink (e.g. “I like to eat rice. I like to drink milk.”).
P 1 ´1 ´
Pair the children up. Give each pair a toy food item and let the children take turns to ask questions (e.g. “Do you like to eat chicken?”) and to answer (e.g. “Yes, I do.” or “No, I do not.”) based on the toy food item.
P 12´
Prepare sugar biscuits, lemon juice, cooked bitter gourd, and potato crisps. Let the children taste them in small portions. Ask them to describe the taste of each food item.
P 13´
Show the children pictures of food items and drinks. Get the children to name each picture. Ask the children to group the pictures into ‘things to eat’ and ‘things to drink’.
P 14´
Show the children a picture of a playground. Ask the children to name the things that they can see in the picture (e.g. sandpit, swing, slide, see-saw, etc.).
P 15´
Prepare picture cards of children performing various actions (e.g. walking, running, jumping and climbing) and the corresponding word cards. Stick the picture cards on the whiteboard. Get the children to pick out the correct word cards and stick them below the picture cards.
P 16´
Ask the children, “What do you like to play when you are in the park?” Guide the children in answering the question by saying, “I like to play…”
P 17´
Show pictures of 4 facial expressions (e.g. happy, scared, angry and sad). Let the children name those facial expressions. Ask them, “How do you feel today?” Then guide them in answering your question by saying, “I feel…”
P 18´
Discuss the importance of saying “Sorry” and “Thank you”. Encourage the children to care for others. Let the children role-play using the dialogue in the book.
P 19´
Bring the children to the park. Guide them in naming the things in the park (e.g. bench, see-saw, swing, etc.).
Suggested Activities P 20
Show the children a picture of a pet shop. Get the children to point at and name the animals found in the pet shop (e.g. bird, dog, rabbit, etc.). (Suggest using Kids’ Time application to view 3D animations.)
P 2 1´
Introduce the sounds that pets make (e.g. bark, miaow, chirp, croak). Prepare picture cards of a dog, a cat, a bird and a frog, and the corresponding sound clips. Let the children listen to each sound clip and pick out the matching picture card.
P 22
Unit
Contents
Prepare picture cards of pets (e.g. dog, cat, bird, rabbit), and the food they eat (e.g. bone, fish, worm, carrot). Get the children to match the correct animal picture cards to the food Unit picture cards.
At Home
4
At the Pet Shop
Give the children each a piece of drawing paper. Ask them to draw and colour a picture P 23 of their pets. If a child does not2have a pet, get him/her draw a picture of a pet that Rooms in the house This is a pettoshop Where are you? he/she would like to have. 4 What sounds do these pets make?
20 21
Things we do at home 5 What do these pets eat? P 24 Guide the children in mimicking the sounds pets make (e.g. bark, miaow, chirp, croak). How to keep the house clean 6 I have a pet dog/ rabbit/ cat
22
Let’s revise P 25
24
Unit
2
7 Let’s revise Bring the children to a garden. Get them to name the things that they can see (tree, flower, bee, etc.). (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
23
Unit
P 26
Mealtimes In the Garden Prepare picture cards based on those found in the 8 snails, 9 bees, 5book (6 trees, 7 birds,
10´ flowers). Guide the children in naming and counting the things in each picture card. Guidelunch them in saying the phrases etc.).in the garden It is time for breakfast/ 8 (e.g. six trees, Things
It is time for tea/ dinner 9 What can you see in the garden? Bring an empty box, and a box full of toys. Introduce the concepts of ‘full’ and ‘empty’. P 27 What does she like to drink? 10 Full/ empty/ heavy/ light Get the children to lift the two boxes. Ask them, “Which box is light? Which box is heavy?” Do you like to eat noodles? 11 Let’s revise Tastes of food P 28 Let’s revise
Show the children a picture of a12garden. Get the children to point to and name the things they can see in the picture. 13
P 29
Ask the children, “Have you been to a market before? What do they sell in the market?” Show pictures of things sold in the market and guide the children in naming them. Unit (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
Unit
A Walk in the Park
3
6
25 26 27 28
At the Market
Things in the park Bring a few fruits and vegetables 14 to class (e.g. Things the market apple, in orange, carrot, cabbage). Prepare P 30 What do you do attwo theboxes park?labelled ‘Fruits’ and ‘Vegetables’ 15 Fruits/ vegetables respectively. Get the children to put the items in the correct boxes. I like to play on the climbing frame 16 What is this?/ What are these?
30
Feelings
32
17 Let’s revise Let the children practise saying the singular and plural nouns (e.g. papaya — papayas, P 3 1 ´ I am sorry./ It is okay 18 pumpkin — pumpkins, etc.). Guide the children in saying the sentences (e.g. “This is a Let’s revise 19 papaya.”, “These are papayas.”, etc.). P 32
Name:
Bring toy fruits and toy vegetables to class. Get volunteers to pick out the fruits or vegetables randomly. Ask the rest of the children to name the fruits and vegetables that are picked out.
Class:
29 31
Unit 1
Date:
At Home
Rooms in the house
clock fan television sofa telephone I am in the living room.
lamp
bed
wardrobe bolster
pillow
blanket I am in the bedroom.
Learning Standards:
2
Performance Standards:
• Read familiar words printed in the surroundings. • Read simple sentences.
1
2
3
• Recognise and name pictures in books.
1
2
3
Date:
kettle
pan
pot
refrigerator rice cooker
stove
I am in the kitchen. shower mirror
soap
tap bathtub sink
toilet
I am in the bathroom. Learning Standards:
Performance Standards:
• Read familiar words printed in the surroundings. • Read simple sentences.
1
2
3
• Recognise and name pictures in books.
1
2
3
3
Date:
Where are you?
I am in the bathroom.
Father is in the living room.
Where is Sister?
Where is Mother?
Sister is in the bedroom.
Mother is in the kitchen.
Learning Standard: • Read simple sentences.
4
Where is Father?
Performance Standards: 1
2
3
Date:
Things we do at home I watch television in the living room.
Father sleeps in the bedroom.
Brother bathes in the bathroom.
Mother cooks in the kitchen.
Learning Standard: • Read simple sentences.
Performance Standards: 1
2
3
5
Date:
How to keep the house clean
Wipe the table.
Throw the rubbish.
Sweep the floor.
Wipe the window.
Let’s talk! How do you keep your house clean?
Learning Standards:
6
Performance Standards:
• Listen to and respond to oral texts. • Talk about familiar activities and experiences.
1
2
3
• Read simple sentences.
1
2
3
Let’s revise
Date:
Match the things to the correct rooms.
Learning Standard: • Engage in hand-eye coordination through scribbling, drawing lines and patterns.
Performance Standards: 1
2
3
7
Unit 2
Date:
Mealtimes
It is time for breakfast.
coffee
tea
milk
cereal
bread
It is time for lunch.
chicken rice
porridge
water vegetables Learning Standards:
8
Performance Standards:
• Read familiar words printed in the surroundings. • Read simple sentences.
1
2
3
• Recognise and name pictures in books.
1
2
3
Date:
It is time for tea.
sandwich juice
cake
biscuits It is time for dinner.
fruits
soup
noodles fish Learning Standards:
Performance Standards:
• Read familiar words printed in the surroundings. • Read simple sentences.
1
2
3
• Recognise and name pictures in books.
1
2
3
9
Date:
I like to eat bread.
I like to drink milk.
He likes to eat chicken.
What does she like to drink?
She likes to drink juice. Learning Standards:
10
Performance Standards:
• Talk about favourite things and activities. • Listen to and respond to oral texts.
1
2
3
• Read simple sentences.
1
2
3
Suggested Activities P 20
Show the children a picture of a pet shop. Get the children to point at and name the animals found in the pet shop (e.g. bird, dog, rabbit, etc.). (Suggest using Kids’ Time application to view 3D animations.)
P 2 1´
Introduce the sounds that pets make (e.g. bark, miaow, chirp, croak). Prepare picture cards of a dog, a cat, a bird and a frog, and the corresponding sound clips. Let the children listen to each sound clip and pick out the matching picture card.
P 22
Prepare picture cards of pets (e.g. dog, cat, bird, rabbit), and the food they eat (e.g. bone, fish, worm, carrot). Get the children to match the correct animal picture cards to the food picture cards.
P 23
Give the children each a piece of drawing paper. Ask them to draw and colour a picture of their pets. If a child does not have a pet, get him/her to draw a picture of a pet that he/she would like to have.
P 24
Guide the children in mimicking the sounds pets make (e.g. bark, miaow, chirp, croak).
P 25
Bring the children to a garden. Get them to name the things that they can see (tree, flower, bee, etc.). (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 26
Prepare picture cards based on those found in the book (6 trees, 7 birds, 8 snails, 9 bees, 10´ flowers). Guide the children in naming and counting the things in each picture card. Guide them in saying the phrases (e.g. six trees, etc.).
P 27
Bring an empty box, and a box full of toys. Introduce the concepts of ‘full’ and ‘empty’. Get the children to lift the two boxes. Ask them, “Which box is light? Which box is heavy?”
P 28
Show the children a picture of a garden. Get the children to point to and name the things they can see in the picture.
P 29
Ask the children, “Have you been to a market before? What do they sell in the market?” Show pictures of things sold in the market and guide the children in naming them. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 30
Bring a few fruits and vegetables to class (e.g. apple, orange, carrot, cabbage). Prepare two boxes labelled ‘Fruits’ and ‘Vegetables’ respectively. Get the children to put the items in the correct boxes.
P 3 1´
Let the children practise saying the singular and plural nouns (e.g. papaya — papayas, pumpkin — pumpkins, etc.). Guide the children in saying the sentences (e.g. “This is a papaya.”, “These are papayas.”, etc.).
P 32
Bring toy fruits and toy vegetables to class. Get volunteers to pick out the fruits or vegetables randomly. Ask the rest of the children to name the fruits and vegetables that are picked out.
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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