English Reader 3
3
Reader
In line with the latest National Preschool Curriculum
ills king Sk er Thin rd O r e High
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App Reality
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Suggested Activities P2
Show the children pictures of the things we wear (e.g. shirt, trousers, dress, etc.). Get the children to name the pictures.
P3
Show pictures of children wearing different clothes (e.g. a blouse, a skirt, a pair of shorts, etc.). Ask the children, “What is the boy/the girl wearing?” Let them observe the pictures and answer (e.g. “He/She is wearing…”).
P4
Prepare colouring pages of different items of clothing, and give them to the children. Ask the children to colour the pictures using their crayons or coloured pencils. Teach them the names of the various colours.
P5
Pair the children up. Let them take turns to ask questions about the colours of one another’s clothes (e.g. “What is the colour of your dress?”, “What is the colour of your socks?”, etc.), and to answer accordingly (e.g. “My dress is red.”, “My socks are black.”, etc.).
P6
Show picture cards of different items of clothing, and the corresponding word cards. Guide the children in matching the picture cards to the word cards.
P7
Bring things commonly found at a birthday party to class (e.g. party hats, balloons, etc.). Teach the children the names of the items. Let the children sing the ‘Happy Birthday’ song.
P 8 & 9 Place a few birthday party items in the classroom in various places (e.g. a balloon under the table, a party hat on the table, etc.) and teach the children the different prepositions (e.g. in, on, under, beside, behind, in front of). P 10´
Show the children cutouts of the different shapes (e.g. circle, square, rectangle, triangle, star and oval), and get the children to name them.
P 1 ´1 ´
Get the children to role-play using the dialogue in the book. Remind them to be polite to their guests at all times.
P 12´
Prepare cutouts of the different shapes, and the corresponding word cards. Paste the cutouts on the whiteboard, and get the children to paste the correct word cards beside the cutouts.
P 13´
Show a video of farm animals (e.g. cows, goats, hens, ducks, horses, etc.). Ask the children to name as many of the animals as they can see in the video. (Suggest using Kids’ Time application to view 3D animations.)
P 14´
Introduce the names of baby animals (e.g. chick, duckling, foal, gosling, kid, calf). Prepare picture cards of farm animals and the corresponding baby animals. Ask the children to pair up the mothers and their babies.
P 15´
Introduce the words that describe the sounds farm animals make (e.g. neigh, moo, cluck, quack). Play clips of animal sounds. Get the children to name the animals that made those sounds.
P 16´
Prepare and show picture cards of places that show where farm animals live (a pond, a stable, a coop, etc.). Get the children to describe those places (e.g. “The coop is made from wood.”, “The pond is filled with water.”, etc.)
P 17´
Help the children recall the words that describe the various animals’ sounds (e.g. quack, neigh, cluck, etc.), and the names of the places where farm animals live (a coop, a stable, etc.).
Contents Unit
Unit
Things to Wear
To the Beach
4
Things we wear
2
Things at the beach
18
What are you wearing?
3
What do you bring to the beach?
19
Colours
4
I am swimming
20
What colour is your dress?
5
Weather
21
Let’s revise
6
A beach race
22
Let’s revise
23
Unit
2
Today is my birthday. My friends are here In/ on/ under Beside/ in front of/ behind Shapes Welcome to my birthday party! Let’s revise
Unit
3
Unit
My Birthday
5
7 8 9 10 11 12
24
Big/ small/ one seed/ many seeds
25
Comparison
26
Let’s revise
27
6
Animals on the farm
13
Farm animals and their babies
14
A cow has four legs. It moos
15
Where are the farm animals?
16
Let’s revise
17
Name:
Types of trees
Unit
On the Farm
At a Fruit Farm
Let’s Go!
Land transport Air/ water transport A car moves on land. It does not move in the air We are at the airport. We are waiting for the aeroplane Let’s revise
Class:
28 29 30 31 32
Unit 1
Date:
Things to Wear
Things we wear
cap
hat shirt
sock
belt
blouse
shorts trousers
Let’s sing!
dress
shoe
skirt
Little Tommy wears a shirt And a cap, and green shorts, Little Jenny wears a hat, And nice pink shoes. Tune: London Bridge Is Falling Down
Learning Standards:
2
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:
What are you wearing? I am wearing a dress.
What is he wearing? He is wearing a shirt and shorts.
What is she wearing? Fill in the blanks.
She is wearing a and a . Learning Standards:
Performance Standards:
• Read simple sentences.
1
2
3
• Write words and phrases in legible print.
1
2
3
3
Date:
Colours Can you name the colours of these items of clothing?
red
blue
yellow
green
white
black
purple
orange
pink
brown Learning Standards:
4
grey Performance Standards:
• Read familiar words printed in the surroundings.
1
2
3
• Recognise and name pictures in books.
1
2
3
Date:
What colour is your dress? My dress is yellow in colour.
What colour are your socks? My socks are green in colour.
What colour are your trousers? My trousers are blue in colour.
Learning Standard: • Read simple sentences.
Performance Standards: 1
2
3
5
Date:
Let’s revise
Fill in the missing letters to complete the words.
dr
s hi
t
c
s
s
What two colour words can you form using any of the letters below? Write them on the lines.
b
r
.
e
u
d
e
2. Learning Standards:
6
l
Performance Standards:
• Read familiar words printed in the surroundings.
1
2
3
• Recognise and name pictures in books.
1
2
3
• Write recognisable letters. • Copy words in legible print.
1
2
3
Unit 2
Date:
My Birthday
Today is my birthday. My friends are here.
balloon
party hat
present
ice cream cake biscuit
mask
sweet Learning Standards:
Performance Standards:
• Read familiar words printed in the surroundings.
1
2
3
• Recognise and name pictures in books.
1
2
3
7
Date:
The present is in the box.
The card is on the table.
The balloon is under the chair.
Where is the party hat? The party hat is on the table. Learning Standards:
8
Performance Standards:
• Listen to and respond to oral texts.
1
2
3
• Read simple sentences.
1
2
3
Date:
The cake is beside the card.
Sally Dan
Dan is in front of Sally. Sally is behind Dan.
Where is the mask? The mask is beside the party hat. Learning Standards:
Performance Standards:
• Listen to and respond to oral texts.
1
2
3
• Read simple sentences.
1
2
3
9
Date:
Shapes
circle
rectangle
square
triangle
oval
star
This is a chocolate cake. It is in the shape of a rectangle.
This is a blueberry cake. It is in the shape of a circle. Learning Standards:
10
Performance Standards:
• Read familiar words printed in the surroundings. • Read simple sentences.
1
2
3
• Recognise and name pictures in books.
1
2
3
Suggested Activities P 18´ & 19´
Show a photo of a beach. Get the children to name what they can see in the photo. Prepare pictures of things that people take to the beach (e.g. bucket, float, swimsuit, etc.), and let the children name them. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 20
Prepare and show a video clip showing people and children at the beach. Ask the children to describe what the people are doing (e.g. swimming, flying kites, collecting seashells, building sandcastles, etc.).
P 2 1´
Prepare and show picture cards of the different weather conditions (e.g. sunny, rainy, cloudy, windy), and guide the children in naming them. Ask the children, “How is the weather today?”, and guide them in answering by saying, “It is…”
P 22
Teach the children ordinal numbers (e.g. first, second, third, fourth, fifth). Get 5 children to queue up in front of the class. Ask the other children to name each child in the correct order (e.g. “Jane is first.”, “Ben is second.”, etc.).
P 23
Show picture cards of things found on the beach, and get the children to name them.
P 24
Show pictures of fruit trees and teach the children the names of the trees (e.g. mango tree, papaya tree, coconut tree, etc.). Ask the children, “Have you seen these trees before?” (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 25
Place a mango and a papaya on the table. Ask the children to compare the size of the fruits, and say which is small, and which is big. Cut the fruits into halves and show them to the children. Guide the children in describing what they see (e.g. “A papaya has many seeds.”, “A mango has one seed.”).
P 26
Place a durian, a mango and a coconut on the table. Ask the children to compare the size of the fruits, and say which fruit is big, which is bigger and which is the biggest. Show a picture of a papaya tree, a durian tree, and a coconut tree beside one another. Ask the children, “Which tree is tall? Which one is taller? Which one is the tallest?”
P 27
Prepare picture cards of the fruit trees learnt, and the corresponding word cards. Guide the children in matching the picture cards to the correct word cards.
P 28
Show the children pictures of land transport. Tell them that the vehicles move on land.
P 29 & 30
Prepare and show video clips of air transport (e.g. an aeroplane, a hot-air balloon, etc.), and let the children see how each vehicle moves. Tell the children that these vehicles move in the air. Next, show the children pictures of water transport and ask the children to name the vehicles (e.g. ship, boat, yacht). Tell the children that these vehicles move on water. Guide the children in reading the sentences on page 30.
P 3 1´
Prepare pictures of people waiting for their modes of transport in different places (e.g. bus station, airport, port, train station). Get the children to name the places.
P 32
Prepare word cards of the various modes of transport (e.g. car, ship, aeroplane, etc.). Divide the whiteboard into three columns – land transport, water transport and air transport. Ask the children to paste the word cards under the correct columns.
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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