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T Am Healthy
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Communication Objectives
Topics and Themes Content Connections
• identify healthy habits
• healthy habits Art:
• identify parts of the body
• parts of the body • make posters showing healthy
• count objects and recognize
• action words habits
numbers: 20–29
• values (be considerate) • make people and animal posters
• paint with sponges
• make a crayon box

Strategies and Skills Language Arts:


• use prior knowledge • perform chants
• use mime and gesture for meaning • role play conversations
• use songs, chants, and games to Overview
learn words and sentences Math:
• count to twenty-nine
• trace and write numbers: 21–29
• learn about sets of ten
Prereading and Prewriting
Music:
• practice reading a story
Language Objectives • sing songs
• practice psychomotor skills
• move to music
• identify letters a, n, p, t and their • ask and answer questions
corresponding sounds
• use action words Science:
• trace capital and small letters
• use the simple present and present • make healthy snacks
progressive

T2A T
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Materials projects
• Jolly Giraffe Puppet My Crayon Box, page T24 Bulletin Board Ideas
• Unit 2 Poster Children do an art project and talk about it.
Label the bulletin board “Healthy
• Class Audio CD A, Level 3 Habits.” Invite children to draw
Songs and Chants: They Are Healthy!; Guess NLP Tip pictures of themselves doing
the Habit; Healthy Habits; The Shape Game; Involve children’s emotions when presenting something healthy. Then let each
Tiger Starts with T; P Is for Popcorn new vocabulary or concepts. Ask children to one show his or her picture, name
• Picture Cards act out a healthy habit and at the same time the healthy habit, and attach the
show whether they like or don’t like doing picture to the bulletin board. Include
• Student Book, Level 3, pages 14–25
it. Help the class say, He/she likes/doesn’t like realia or drawings of brushes, combs,
• Unit 2 Stickers and Cutouts (exercising). Then ask children to do the toothbrushes, toothpaste, tissues,
• Workbook, Level 3, pages 10–17 healthy activities as if they were their favorite soap, apples, and bottles of water
• magazines; pillow; soap; toothbrush; cartoon character, for example, Sleep like around the border of the bulletin
toothpaste; comb; tissues; jump rope; paper Winnie the Pooh or Brush your teeth like Shrek. board. Refer to the bulletin board
bag; large paper shapes; play dough; plastic tub often as you teach the unit.
and water; mirror; toy bed or blanket; letter home-school Connection
and number cards; tissue boxes, buttons, beads, Invite children to make a chart for
sponges; paint; paper cups; healthy snacks recording how often they take a shower, Tell-a-Story
exercise, or do something else that is healthy. At Be Healthy, pages T21–T22
Vocabulary school, help them make the chart and practice Summary: A girl tells her friends how to be
filling it in. Then have them take the charts home healthy. She says, “Brush your teeth.” She says,
Key Vocabulary and complete them. Encourage children to talk “Eat healthy food.” The girl and her friend eat
brushing teeth, combing hair, eating healthy to their families about healthy habits; some may fruit and sandwiches. These are healthy foods.
food, exercising, sleeping, taking a shower, using want to record family members’ healthy habits on The boy sneezes. He uses a tissue. The girl says,
a tissue, washing hands their charts. “Exercise.” She and her friends play ball. Exercise
is healthy. Now the girl is in bed. Her mother
Extended Vocabulary says, “Sleep well.” Sleeping is a healthy habit, too.
brush, comb, soap, toothbrush, toothpaste,
tissue, jump rope; healthy, healthy habits; pillow,
alligator, net; play hopscotch, hang, sneeze
Newcomer Preteaching Activities
1. Use Jolly Giraffe to point to parts of your body as you say, These are my (eyes). This is my (nose). Ask
Recycled Vocabulary and Actions children, What do you do with your (nose)? Model a response and have them repeat, I (smell) with my (nose.)
apple, eyes, nose, mouth, hands, ears, teeth,
2. Hold up several objects one by one, for example, a flower, a book, a bell, and an apple, and ask, Can you
pizza, popcorn, tiger, telephone, ant, nurse, baby;
(smell) a flower? Repeat the questions using other senses.
stamp, clap, jump, run, swim, kick, climb, throw
3. Clap as you say, I can clap. Flap your arms and say, I can’t fly. Ask children, Can you (fly)? Encourage
them to respond using the patterns, Yes, I can and No, I can’t. Then children can show the class how
Values they can or can’t do the activity.
Be Considerate, page T23
Children learn a value and talk about it. Unit 2
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Am Healthy
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Listen and point. Say.

14 Warm Up
Warm Up
Objectives 2 WHILE USING THE BOOK
• identify healthy habits
• use action words Teacher Talk Children’s Response
Key Vocabulary Point to the picture. Look at the family. Find out what Talk about what they see: people, rooms, what people
the children know. What do you see? are doing.
brushing teeth, combing hair, eating healthy food,
exercising, sleeping, taking a shower, using a tissue; Point to the baby. Mime the action and ask children Listen, point, and repeat. She’s sleeping. It’s a healthy
washing hands to listen, point, and repeat. She’s sleeping. It’s a habit. Repeat for the other key vocabulary. (He’s
healthy habit. Repeat for the other key vocabulary. taking a shower. He’s brushing his teeth. She’s
(He’s taking a shower. He’s brushing his teeth. She’s combing her hair. He’s exercising. He’s washing
Materials combing her hair. He’s exercising. He’s washing his hands. She’s eating healthy food. She’s using a
Class Audio CD; Poster; magazines, scissors, chart his hands. She’s eating healthy food. She’s using a tissue.)
paper, markers, glue tissue.)

Extension Activity
1 BEFORE USING THE BOOK Divide the class into pairs. Have children take turns pointing to a picture in a magazine while their partner names
the healthy habit.
Creating Interest
Display the Poster. Play the song. Point to
A15 each healthy habit as you name it in the song.
Help children pantomime the healthy actions as 3 AFTER USING THE BOOK Workbook: Page 10. TE: Page 111.
they sing along with you. Games and Activities
Teaching Tip
They Are Healthy! Healthy Habits Posters Ask children to When teaching children a new song, it can
Look at the children. What do you see? work in groups of five or six. Give each group be helpful to first teach the words without
They are doing things. They are healthy. some magazines, chart paper, scissors, markers, and the music. This way you can focus on
Look at the children. What do you see? glue. Help each group choose a different healthy pronunciation and make sure children aren’t
They are doing things. They are healthy. habit and make a poster showing people doing that just moving their lips to the music.
healthy action. Display the posters and invite the
He is brushing his teeth. class to say something about each one. For example,
He is brushing his teeth. They’re brushing their teeth.
He is brushing his teeth.
He is healthy like you and me! Healthy Actions Name each of the following
actions as you model them: brushing teeth,
He is combing his hair. combing hair, taking a shower, exercising, sleeping,
He is combing his hair. washing hands, eating healthy food, using a tissue. Then
He is combing his hair. invite children to stand up and do the actions with
He is healthy like you and me! you as you say them.
She is washing her hands.
She is washing her hands.
She is washing her hands.
She is healthy like you and me!
(Repeat the first verse.) Unit 2
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Presentation
Objectives 2 WHILE USING THE BOOK
• identify healthy habits
• express ownership Teacher Talk Children’s Response
Play the audio and model the activity by doing Listen, point, and repeat. Trace the line under each
Key Vocabulary A17 the first item. Or say, Listen, point, and repeat. action as they say it. Sleeping. Combing hair.
brushing teeth, combing hair, eating healthy food, Trace the line under each action as you say it. Exercising. Eating healthy food. Taking a shower.
exercising, sleeping, taking a shower, using a tissue, Sleeping. Combing hair. Exercising. Eating healthy Washing hands. Using a tissue. Brushing teeth.
washing hands food. Taking a shower. Washing hands. Using a
tissue. Brushing teeth.
Materials Point to each picture again. Listen, point, and repeat. Listen, point and repeat. She’s sleeping. Repeat for the
Class Audio CD; Puppet; small pillow; soap; She’s sleeping. Repeat for the other key vocabulary. other key vocabulary. (She’s combing her hair. She’s
toothbrush; toothpaste; comb; tissues; jump rope; (She’s combing her hair. She’s exercising. She’s exercising. She’s eating healthy food. He’s taking a
paper bag eating healthy food. He’s taking a shower. He’s shower. He’s washing his hands. He’s using a tissue.
washing his hands. He’s using a tissue. He’s brushing He’s brushing his teeth.)
his teeth.)
1 BEFORE USING THE BOOK Help children open their books so they can see pages Point to the baby sleeping on page 14. The baby is
Creating Interest 14 and 15 together. Point to the girl sleeping on sleeping. It’s a healthy habit. Repeat for other key
page 15. She’s sleeping. It’s a healthy habit. Then vocabulary.
Bring these objects to class: small pillow, soap, ask children to look at page 14. Show me the baby
toothbrush, toothpaste, comb, tissues, and jump sleeping. Repeat. The baby is sleeping. It’s a healthy
rope. Hold up each item, say its name, and ask habit. Repeat for the other key vocabulary.
children to repeat. Do this several times, pointing Extension Activity
out items in random order. Then place the items Divide the class into pairs. Have one child in a pair hold up a prop such as a toothbrush, comb, or pillow. The other
in a paper bag. Children can take turns picking an child can identify the prop and use it as a clue to name a healthy habit. He has a toothbrush. He’s brushing his teeth.
item from the bag and holding it up in the air as you
say, (He) has a (comb). Ask children to repeat each
What am I doing? What am I doing?
statement. Then they can use the objects to act out a
healthy habit, name it, and say, It’s a healthy habit!
3 AFTER USING THE BOOK Do you know? Do you know?
Games and Activities You are using a tissue. You are exercising.
Use Jolly Giraffe to help you model the Yes, you got it! Yes, you got it!
A16 conversation. Then hand out tissues and let Healthy Habits Play the “Guess the
Now it’s your turn. Now it’s your turn.
children practice the action with a partner. A18 Habit” song and tell children they can
use it to play a game with a partner. One partner Repeat the first verse and have children continue
A: (sneezing) Achoo! will act out a healthy habit and the other will guess with other healthy habits.
B: Do you have a cold? what the first one is doing.
A: Yes, I do. Give me a tissue, please. Workbook: Page 11. TE: Page 111.
B: (handing over a tissue) Here! Guess the Habit
A: Thank you. Let’s play a game! You are combing your Teaching Tip
B: Don’t forget to wash your hands. Get a partner!    hair. Encourage children to play the “Healthy
We’ll take turns talking. Habits” game without teacher intervention.
Yes, you got it!
And have fun! This will give them a chance to talk among
Now it’s your turn.
What am I doing? themselves in English.
Do you know?
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A17 Listen, point, and say. Trace.

sleeping combing hair exercising eating healthy food

taking a shower washing hands using a tissue brushing teeth


Unit 2
Presentation 15
A20 Listen and circle.

16 Presentation/Practice: actions
Presentation/Practice
Objectives 2 WHILE USING THE BOOK
• identify healthy habits
• use action words Teacher Talk Children’s Response
• identify parts of the body Point to the pictures in the Picture Dictionary. What Say what they see. Then listen and repeat. Eyes. Nose.
• use the present progressive do you see? Pause. Listen and repeat. Eyes. Nose. Mouth. Ears. Teeth. Hands.
Mouth. Ears. Teeth. Hands.
Vocabulary Play the first two pairs of sentences on the audio. She’s playing hopscotch. She’s exercising her legs.
eyes, nose, mouth, ears, teeth, hands; legs, arms; A20 Model pointing to each child and circling each She’s hanging. She’s exercising her arms. Circle the
his, her; stretching, jumping, throwing, hanging, part of the body as it is described. She’s playing body part.
hopscotch. She’s exercising her legs. She’s hanging.
running, climbing, playing hopscotch She’s exercising her arms. Repeat.

Materials Play the next three pairs of sentences on the audio, one Listen to the audio. Point to each child and circle
Class Audio CD; Puppet; play dough; plastic tub at a time. Listen. Point to each child and circle the the part(s) of the body he or she is exercising as it is
part(s) of the body he or she is exercising. Repeat described. Repeat each sentence.
and water; mirror; toy bed or blanket each sentence.

Extension Activity
1 BEFORE USING THE BOOK Divide the class into five groups. Have each group simultaneously act out a different activity from the page. Name
Creating Interest three of the exercises: (jumping), (throwing), (running). The children doing those activities freeze, so the only ones
moving are the ones (hanging) or (playing hopscotch). Repeat a few times and then allow volunteers to lead.
Say, Let’s exercise. Model stretching as you say,
Stretch. Invite children to join you. When
the whole class is stretching, say, We are stretching. cooking and eating, a mirror for brushing teeth and
Encourage children to continue stretching as they 3 AFTER USING THE BOOK combing hair, and a toy bed or blanket for sleeping.
repeat, We are stretching. Repeat with the following: Games and Activities Encourage children to role-play family members
jumping, throwing, running, hanging, and climbing. and act out and talk about healthy habits.
So Healthy Use Jolly Giraffe to help you
Play the “Healthy Habits” chant several times. A21 model the conversation. Then ask children to Workbook: Page 12. TE: Page 111.
A19 Explain that you will say the first sentence, the practice it in pairs.
children will say the second, and you and they will Teaching Tip
say the third sentence together. Mime actions. A: What are your healthy habits?
B: I sleep and eat healthy food. What are your Children can use the conversation they
healthy habits? learned in the “So Healthy” activity when
Healthy Habits
A: I take a shower. I brush my teeth and comb my performing their role plays or they can make
Wash your hands, just like me!
hair. I exercise, too. up their own conversation.
Wash your hands, just like me!
Wash, wash, wash, wash your hands! (Repeat.) B: Wow! We are so healthy.
Brush your teeth, just like me! Healthy Home Set up the dramatic play area
Brush your teeth, just like me! as a home. Provide play dough for making
Brush, brush, brush, brush your teeth! (Repeat.) healthy meals, a plastic tub for washing hands before
Comb your hair, just like me!
Comb your hair, just like me!
Comb, comb, comb, comb your hair! (Repeat.) Unit 2
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Practice
Objectives 2 WHILE USING THE BOOK
• count, trace, and write numbers: 20–29
• learn sets of ten Teacher Talk Children’s Response
• review shapes Point to pictures in Picture Dictionary. What do you Say what they see. Then listen and repeat. Brush and
see? Listen and repeat. Brush and comb. Tissue. comb. Tissue. Toothbrush and toothpaste. Soap.
Vocabulary Toothbrush and toothpaste. Soap. Apple. Water. Apple. Water.
brush, comb, tissue, toothbrush, toothpaste, soap, Point to the first group of ten toothbrushes at the top Use their pencil point to count and mark off one, two,
apple, water; one, two, . . . twenty-nine of the page. Use your pencil point to count and mark . . . ten. This is a set of ten toothbrushes. Eleven,
off these toothbrushes. One, two, . . . ten. Point to twelve, . . . twenty. This is another set of ten. There
Materials one of the cups of ten the girl holds. This is a set of ten are twenty toothbrushes in all.
Class Audio CD; pencils; number cards; paper shapes toothbrushes. Repeat. Point to the second group. Let’s
keep counting. Eleven, twelve, . . . twenty. Point to
the second cup of ten toothbrushes. This is another set
1 BEFORE USING THE BOOK of ten. There are twenty toothbrushes in all. Repeat.

Creating Interest Point to the number 20. Let’s trace the number 20 Point to the number 20. Trace the number 20 with their
with our fingers. fingers.
Put twenty pencils in a cup and nine in another cup.
Take one pencil at a time out of the first cup and Point to the two sets of cups in the lefthand column. Point to the two sets of cups in the lefthand column.
Each cup has a set of ten toothbrushes. Point and Each cup has a set of ten toothbrushes. Point to
count aloud. When you reach twenty, say, I have repeat. Point to the one toothbrush alongside the cups. the one toothbrush alongside the cups. One more
twenty pencils. Then have one child take one pencil One more toothbrush makes twenty-one. Point and toothbrush makes twenty-one. Trace and write the
at a time out of the second cup and put it in the repeat. Trace and write the number 21 on the line. number 21 on the line.
first one. Hold up the first cup and say: Now I have Do the same for the eight other items on the page. Listen, point, and repeat for the eight other items.
(twenty-one) pencils. How many pencils do I have?
Extension Activity
Create and display number cards for 20–29.
Ask one child in a pair to place 21 to 29 small objects in a box. Write the number of objects on the bottom of the
A22 Then play “The Twenties Family” chant once,
box. The other child counts the objects and checks the number written on the bottom.
pointing to the appropriate number cards.

The Twenties Family Do you know me?


What comes after number 19? 3 AFTER USING THE BOOK I’m a mountain so high.
The Twenties Family! Games and Activities Though I sit on the ground,
Listen to the numbers now I reach up to the sky.
And say them along with me. Shape Game Play “The Shape Song.”
A23 Do you know me?
20, 21, 22, The Shape Song If I have three sides,
23, 24, 25, Do you know me? I bet you can guess what I am.
26, 27, 28, 29. Listen carefully to the song. (Chorus) Shapes and sizes we have them all.
That’s the Twenties Family! I have two short sides It doesn’t matter if we’re big or small.
And two sides that are long. Rectangles, triangles, circles, and squares!
Say 28. 28. Say 22. 22. Do you know me? We have all shapes and sizes
Say 26. 26. Say 24. 24. I am shaped like a door. And we are everywhere.
The Twenties Family! I bet you can guess what I am.
Continue with two new verses and the chorus.

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Workbook: Page 13. TE: Page 111.
Count, trace, and write.

20 = =
21 26
22 27
23 28
24
29
25 Practice: numbers
Unit 2
17
A25 Listen and stick. Say.

18 Practice: sounds of p, t, a, n
Practice
Objectives 2 WHILE USING THE BOOK
• recognize and name items that begin with /æ/ like
apple, /n/ like net, /p/ like pizza, and /t/ like tiger Teacher Talk Children’s Response
• practice psychomotor skills
Play the audio for page 18. Or say, Touch the Listen to and follow the audio for page 18. Or, touch
A25 yellow box. What do you see? the yellow box. I see pizza. I see a pillow.
Vocabulary
pizza, pillow, popcorn, tiger, telephone, toothbrush, Pizza. Pillow. Repeat. What sound do you hear at the Pillow. Pizza. /p/.
beginning of each word?
alligator, apple, ant, net, nose, nurse
Point to the stickers. Show me the sticker that begins Point to the sticker of popcorn. Popcorn. Stick the
Materials like pillow and pizza (popcorn). What is it? Point to popcorn sticker in the yellow box.
Class Audio CD; Picture Cards of telephone, pizza, the yellow box. Stick the popcorn here.
alligator, nurse; Stickers; paper, crayons Touch the blue box. What do you see? Touch the blue box. I see a tiger. I see a telephone.
Look at the stickers. What starts like tiger? Find the Toothbrush. Stick the toothbrush sticker in the blue
1 BEFORE USING THE BOOK sticker that starts like tiger (toothbrush). What is it?
Point to the blue box. Stick the toothbrush here.
box.

Creating Interest
Repeat for the purple box (alligator, ant, with apple Repeat for the purple box (alligator, ant, with apple
Hold up the Picture Cards one by one as you say, sticker) and the green box (net, nurse, with nose sticker). sticker) and the green box (net, nurse, with nose sticker).
I see a (telephone). Repeat this with all four pictures
until children are familiar with the words. Say,
Extension Activity
telephone (emphasize the t sound). What sound do Divide the class into pairs. One partner names a sound (/p/, /t/, /n/, /æ/) and the other points to a Picture Card or
sticker and then names the words. They switch and repeat.
you hear at the beginning of telephone? What other
things start with /t/ like telephone? (For example, tiger,
toothbrush, toes, turtle.) Repeat for /æ/, /n/, and /p/. drawings and naming the people and animals. Then
3 AFTER USING THE BOOK ask children to name the initial sound. Write the
Play the chant and teach children to emphasize
A24 the /p/ and /t/ and extend the /æ/ and /n/. Games and Activities letters a, p, t, and n as column heads across the top
Give four children Picture Cards of a telephone, of a sheet of chart paper. After naming the initial
Listening Game Display one Picture Card
pizza, alligator, and nurse. Have them hold up the sounds, invite children to attach their drawings to
on the board. Ask children to clap when they
card when the class chants the sound. the poster. Display the poster in the classroom and
hear a word that begins with the same sound as
refer to it throughout the lesson.
the picture, and stamp if it’s a different sound. You
Tiger Starts with T can say the following words and also mix in words Workbook: Page 14. TE: Page 112.
/t/, /t/, tiger. Tiger starts with T. beginning with /f/, /l/, /m/, and /s/: toothpaste,
/t/, /t/, telephone. Telephone starts with T. teacher, toy, touch, taste, ten; paper, post office, puppet, Teaching Tip
/n/, /n/, nurse. Nurse starts with N. pencil, police officer, pink; nose, night, neck, nine, nest, Tell children achoo is the American way of
/n/, /n/, net. Net starts with N. no; ambulance, animal, astronaut, ant, apple. “writing” the sound you make when you
/æ/, /æ/, alligator. Alligator starts with A.
People and Animal Posters Divide the class sneeze.
/æ/, /æ/, ant. Ant starts with A.
/p/, /p/, pizza. Pizza starts with P. into four groups and assign one of the
/p/, /p/, pillow. Pillow starts with P. following sounds to each: /æ/, /p/, /t/, /n/. Give
children paper and crayons and ask them to draw
as many things as they can think of that begin with
the sound. Let groups take turns holding up their Unit 2
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Practice
Objectives 2 WHILE USING THE BOOK
• recognize initial sounds: /æ/, /n/, /p/, /t/
• name and trace small and capital letters: a, n, p, t Teacher Talk Children’s Response
• practice fine motor skills Point to the page. Show me the alligator. Touch the Point to the alligator. Capital A. Trace the capital A. /æ/.
capital A. Capital A. Repeat. Trace the capital A.
Vocabulary A makes the sound /æ/ like alligator. Say, /æ/.
alligator, tiger, pizza, nurse, popcorn, turtle, ant, nose Run your finger along the line to the small a. Small a. Small a. Trace the line. Trace the small a. /æ/. Draw
Repeat. Trace the line. Trace the small a. A makes the something that begins with /æ/.
Materials sound /æ/ like alligator. Say, /æ/. Point to the empty
Class Audio CD; Picture Cards of alligator, telephone, box at the end of the row. Draw something that
pizza, nurse; paper; glue; sponges; paint; letter cards begins with /æ/.
Touch the tiger. Touch the capital T. Capital T. Repeat. Touch the tiger. Capital T. Trace the capital T. /t/
1 BEFORE USING THE BOOK Trace the capital T. T makes the sound /t/ like tiger.
Say, /t/ (extend the sound).
(extend the sound).

Creating Interest Run your finger along the line to the small t. Small t. Small t. Trace the line. Trace the small t. /t/ (extend the
Display alligator, telephone, nurse, and pizza cards. Repeat. Trace the line. Trace the small t. T makes the sound).
Write Aa on a sticky note. Say /æ/, alligator and stick sound /t/ like tiger. Say, /t/ (extend the sound).
the note on the alligator. Point to the A and say, Point to the empty box at the end of the row. Draw
capital A. Point to the a and say, small a. Explain that something that begins with /t/. Repeat for capital and Draw something that begins with /t/. Repeat this for
this letter makes the sound /æ/. Have children repeat small p and n. capital and small p and n.
/æ/, alligator. Repeat for telephone, pizza, and nurse.
Match Game Make two sets of cards for each
Play the song. Model the actions and guide
A26 children to copy you as they sing. 3 AFTER USING THE BOOK small group or pair of children; one with
Games and Activities capital T, N, P, and A and the other with small t, n,
P Is for Popcorn p, and a. Shuffle the cards and place them facedown
Sponge Paintings Cut out block letters
P is for popcorn. on a table. Let children take turns flipping over two
from paper (A, a, N, n, P, p, T, t). Divide
/p/, /p/ popcorn! (Jump like popcorn popping.) cards to make a match (capital and small letter).
the class into small groups and set aside a pile of
A is for ant.
letters for each group. Give children paper, sponges, Workbook: Page 15. TE: Page 112.
/æ/, /æ/ ant! (Crawl quickly like an ant.)
and paint. Show them how to use the sponges like
T is for turtle.
paintbrushes to paint pictures on their papers. Teaching Tip
/t/, /t/ turtle! (Crawl slowly like a turtle.)
When children have finished and the sponge When teaching letter sounds, be sure to
N is for nose.
paintings have dried, give out the block letters and distinguish between the sound and the letter
/n/, /n/ nose! (Wiggle your nose.)
glue. Show children how to paste letters to their name. For example, the letter a makes the
I know these sounds and letters.
pictures. Then let them take turns showing their sound /æ/ as in apple and the letter p makes
I know these letters and sounds.
pictures to other children at their table, and naming the sound /p/ as in pillow.
Sounds and letters make words.
the letters and colors.
Words are all around.

T19 T
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Trace and draw.

A a
T t
P p
N n
Unit 2
Practice: sounds and letters 19
Cut and paste (page 113) and/or draw. Say.

20 Application: Personalize
Application
Objectives 2 WHILE USING THE BOOK
• identify healthy habits
• use action words Teacher Talk Children’s Response
• ask and answer questions Point to each cutout and ask: What is (she) doing? Is it (She’s) (using a tissue.) It’s a healthy habit.
a healthy habit?
Vocabulary Point to Jolly Giraffe in the center of page 20. Look Look at Jolly Giraffe. Listen and repeat. Jolly Giraffe is
brushing teeth, combing hair, taking a shower, at Jolly Giraffe. Listen and repeat. Jolly Giraffe is happy. He has healthy habits.
exercising, sleeping, washing hands, eating healthy happy. He has healthy habits.
food, using a tissue; healthy habit, bathroom
Ask, Do you have healthy habits? Point to the cutouts. Yes, I have healthy habits. Point to, cut, and paste
Show me your healthy habits. Help children cut and cutouts.
Materials paste their choices of healthy habits on page 20.
Class Audio CD; Puppet; Poster; Cutouts (SB,
Ask children to point to their pages and say, My Point to their pages and say, My Healthy Habits.
page 113) Healthy Habits.

1 BEFORE USING THE BOOK Extension Activity


Divide the class into pairs. Have the pairs exchange their pages and ask each other about their healthy habits:
Creating Interest Do you have healthy habits? Show me your healthy habits.
Display the Poster. Invite children to name as many
healthy habits as they can. Ask questions such as, Is
the boy (brushing his teeth) or (combing his hair)? Is this 3 AFTER USING THE BOOK Teaching Tip
a healthy habit? Encourage children to ask permission to
Games and Activities
Use pantomime to act out healthy habits. After you go to the bathroom in English. Children
Healthy Harry Play a modified version learn by using language in real classroom
perform each action, ask children, Is this a healthy of “Simon Says.” The leader, Healthy Harry,
habit? Help them answer, Yes, it is a healthy habit. situations.
pantomimes healthy habits and asks the class to
Then choose volunteers to act out healthy habits. repeat the actions, Healthy Harry says brush your
Encourage the class to name the action and say, It’s a teeth. Healthy Harry says use a tissue. The leader may
healthy habit. ask the class to perform a healthy habit without
Use Jolly Giraffe to help you introduce the first saying, Healthy Harry says. Children who mime
A27 conversation. Then invite children to practice this habit are asked to sit down. The last child left
it with a partner. standing becomes the next leader.
A: May I go to the bathroom, please?
B: Yes. Don’t forget to wash your hands.
A: I wash my hands. I comb my hair.
B: Very good! Those are healthy habits.

Unit 2
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Tell-a-Story
Using the Books
Use the following steps as a guide when presenting Using the Tell-a-Story books will give children an
the Tell-a-Story books. interest in storybooks. Whenever possible, read
simple stories to children in English. Children will
Step 1:  Give children time to look at the pictures A28
enjoy looking at the picturesSleep
and listening
well. to the
on each page. Encourage them to tell you about the
language in books. They begin to realize that the
people and things they see. Listen to what they have Brush your teeth.
illustrations and the print are important as you point
to say and ask questions. Let children show you how
them out. They come to know how to handle books.
much they know! Introduce vocabulary important to
Invite children to look at books by themselves after
the story as the opportunity arises.
you have read them aloud.
Step 2:  Model telling the story. Run your hand
under the title as you say it. Use the summary
and audio text to simply retell the story presented HOME-SCHOOL CONNECTION
on each page. Point to items on the page and use Make a connection with families on
gestures to help children with meaning. Tell-a-Story days. Encourage children to
take the Tell-a-Story book home and share it with
Step 3:  Play the audio of the text. Help children
their families.
follow along.
Step 4:  Have children retell the story in pairs. Walk

© Pearson Education, Inc. All rights reserved.


around and praise children for their efforts. Be Healthy
Follow-up Activity:  Revisit the Tell-a-Story Summary: A girl tells her friends how to be
another day; this time as you retell the story, pause at healthy. She says, “Brush your teeth.” She says,
various points in the story and encourage children to “Eat healthy food.” The girl and her friend eat fruit
predict the next word or words. Praise the children and sandwiches. These are healthy foods. The boy
for how much English they have learned! sneezes. He uses a tissue. The girl says, “Exercise.”
She and her4friends play ball. Exercise is healthy. 1
Save each of the Tell-a-Story books in a large
Now the girl is in bed. Her mother says, “Sleep
envelope marked with a child’s name. You can pull
well.” Sleeping is a healthy habit, too.
them out at any time to use over and over for a fun
Audioscript
M01_PCKT_SB_L03_8856_U02.indd 21 9/10/08 10:26:09 AM

activity. At the end of the level, each child will have a Values Connection: The story illustrates the A28
library of books to take home! values of practicing healthy habits, considering Page 1
others, and being friendly. On page 1, the girl Girl: Brush your teeth.
brushes her teeth and tells others to do the same. On
page 2, the girl and her friend eat a healthy lunch
together and the boy uses a tissue to cover his nose.
He considers others by not spreading germs. On
page 3, the girl and her friends play ball together.
Exercising is a healthy habit. On page 4, the mother
tells the girl to “Sleep well,” another healthy habit.

T21 T
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A28
Sleep well.

Eat healthy food.


Exercise.

© Pearson Education, Inc. All rights reserved.


2 3 4

M01_PCKT_SB_L03_8856_U02.indd 22 9/10/08 10:26:15 AM M01_PCKT_SB_L03_8856_U02.indd 21

Page 2 Page 3 Page 4


Girl: Eat healthy food. Girl: Exercise. Mother: Sleep well.

Unit 2
T
T Am Healthy T22
Values
Objectives 2 WHILE USING THE BOOK
• learn a value: Be Considerate
• use TPR to express a value Teacher Talk Children’s Response
• use language to express a value Point to the girl. She’s sneezing. Repeat. Point to the Point to the girl. She’s sneezing. Point to the boy. Be
boy and say: Be considerate. Give her a tissue. considerate. Give her a tissue.
Values Language Point to the girl and say: Be considerate. Use a Point to the girl. Be considerate. Use a tissue. It’s a
Use a tissue. Cover your mouth. It’s a healthy habit. tissue. It’s a healthy habit. healthy habit.
Be considerate. We like to help others. (You) are
considerate. Point to the tissue box. This is a tissue box. Repeat. This is a tissue box. The boy has a tissue. Point to the
Point to the boy. The boy has a tissue. Repeat. Point tissue box. Connect the dots in number order and color
to where the boy got the tissue. Connect the dots in the box.
Materials number order and color the box.
book, pencil, or other classroom items; markers,
Point to the boy and girl. They are considerate. Point to the boy and girl. They are considerate.
paper, tissues, tissue paper, clippings from Repeat.
magazines, glue
Extension Activity
1 BEFORE USING THE BOOK Have pairs of students act out the scene in the picture, using this dialogue: Here’s a tissue. Thank you. You are
considerate.
Creating Interest
Ask children to think of ways they can be
considerate of others. Prompt them by miming 3 AFTER USING THE BOOK Workbook: Page 16. TE: Page 112.
the following situations: (1) drop a book or pencil
on the floor and (2) go out the door with someone Games and Activities
Teaching Tip
following close behind you. Say: Tell me how you Show Values Have children draw pictures or Remind children to always say “Thank
can be considerate. When children describe how to find magazine clippings to show people being you” when someone gives them something
be considerate, choose volunteers to act out the considerate. Invite them to create frames with rolled or helps them in some way. Tell them that
considerate behavior for the class. Then say: Thank up pieces of tissue or tissue paper they paste around being considerate includes saying “Thank
you for picking up my (book). You are considerate. Thank the pictures. Display the artwork and have children you” when helped and “You’re welcome”
you for holding the door. You are considerate. Have the discuss it. when thanked for your help.
volunteers say: You’re welcome. We like to help others. Count the Dots When students have
Invite children to form pairs and talk about other connected the dots on page 23 in their Student
ways they can be considerate. Encourage them to Books, ask them to find the number one, point to
role play the situations they describe. Then have it, and say one aloud. Then have them continue to
volunteers act out their examples for the rest of the point and count aloud until they reach twenty. Then
class. After each role-play, have the class say: You are ask children to extend the activity by making their
considerate. own follow-the-dots drawing, with dots numbered
1 though 29.

T23 T
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Be Considerate
Connect the dots and color. Say.

Unit 2
Application: Do What’s Right 23
My Crayon Box

Cut and paste. Decorate.

24 Application: Make a Project


Project
Objectives crayons of many colors in his or her box and show
it to a partner, saying: This is my crayon box. Look at
HOME-SCHOOL CONNECTION
• make an art project: My Crayon Box
all the crayons. Encourage children to take their finished
• follow directions projects home. Ask them to show their
Children: Personalize their crayon boxes by
• talk about the project family their projects and to use English to talk
adding glitter, beads, etc. Write their names or
• review colors paste their photographs on their boxes if they about them.
wish. Put crayons of many different colors in their
Project Language boxes and show them to a partner, saying: This is
This is my crayon box. Look at all the crayons. See my crayon box. Look at all the crayons.
all the colors. This is a (blue) crayon. May I have a
(red) crayon?
SHOW AND TALK
Materials 1. Ask a volunteer to stand in front of the class and
Empty square tissues boxes, glue, scissors, markers, hold up his or her crayon box and say: Look at my
colored construction paper, tissue paper, crayons crayon box. See all the colors. Then have the volunteer Giving children choices
take out a crayon and give it to another child, adds to a sense of
STEPS IN THE PROJECT saying: Here. This is a (blue) crayon. Have the child ownership of their projects.
receiving the crayon, say, Thank you. May I have a
1. Prepare the Box (red) crayon? The volunteer says, Yes. Here is a (red)
Teacher: Cut off the tops of the tissue boxes crayon. Continue with other volunteers and other
and show children how to cut and paste colored colors.
paper to the four sides of the box. Let the children
choose their favorite colors. 2. Have a child hold up his or her crayon box and
say: Look at all the crayons. Let’s count them. Then
Children: Cut and paste colored paper of their have the volunteer take out one crayon at a time
choice to the four sides of the tissue box. from the box while the class counts along. Children
2. Decorate the Box should be able to count up to twenty-nine.
Teacher: Help children to draw or paste simple
paper shapes on the sides of the box, like the heart EXTEND THE PROJECT
shown on the Student Book page, and cut out and
Children can use the same materials to make other
crumple colorful tissue paper and paste it to these
fancy boxes to hold pencils, markers, buttons, post-
shapes.
its, erasers, or other school or art supplies. Remind
Children: Draw or paste simple paper shapes on children that keeping their supplies in boxes
the sides of the box. Cut out and crumple colorful helps them to keep their classrooms neat and be
tissue paper and paste it to these shapes. considerate of others.
3. Put the Crayons in the Box
Teacher: Have the children personalize their Teaching Tip
crayon boxes by adding glitter, beads, etc. They Give children opportunities to count when
can also write their names or paste photos of you pass out paper, crayons, and other art
themselves on their boxes. Tell each child to put materials.
Unit 2
T
T Am Healthy T24
Assessment
Objective 2 WHILE USING THE BOOK
• assess the concepts and language learned
in this unit Teacher Talk Children’s Response
Vocabulary Point to the first item and play the audio. He’s washing his hands. She’s exercising. He’s using
brushing teeth, combing hair, taking a shower, A29 Continue by pointing to each of the items that a tissue. She’s eating healthy food. He’s brushing his
follow, asking the children What is she doing? or What teeth. She’s sleeping. He’s taking a shower.
exercising, sleeping, washing hands, eating healthy is he doing?
food, using a tissue, healthy habit; sneeze, stamp, clap,
stretch, jump, run, swim, kick, climb, bend, throw Model how to play the game with a volunteer. Point Follow your model to learn how to play the game.
to the picture and say, combing hair. Slide your finger
along the path. Point to and name each healthy habit
Materials you land on. Take turns with your partner to finish the
Poster; cards with numbers 0–29; paper bag; paper game.
circles, squares, triangles, and rectangles of different Divide the class into pairs. Now you play the game. Play with partners. Take turns sliding fingers along the
sizes and colors; pictures of a pillow, pizza, popcorn, Children take turns sliding their fingers along the path path and pointing to and naming each healthy habit.
tiger, telephone, toothbrush, alligator, ant, apple, and pointing to and naming each healthy habit. Walk
nurse, net, and nose; paper cups; raisins; dried fruits; around to help children play.
Jolly Giraffe sticker Point to the Jolly Giraffe sticker. Good. You are Stick the sticker on the page. Clap.
learning English. Put the sticker here. Clap.
1 BEFORE USING THE BOOK Extension Activity
Creating Interest Ask children to count the pictures of healthy habits on the page. Ask, How many healthy habits do you see? Encourage
them to answer in a complete sentence: I see eight healthy habits.
Say each of the following and perform the
actions: brush teeth, comb hair, take a shower,
exercise, sleep, wash hands, eat healthy food, use a tissue, items beginning with the same sound as theirs. Have
sneeze, stamp, clap, stretch, jump, run, swim, kick, climb, 3 AFTER USING THE BOOK children with pictures with the same beginning
bend, throw, hang. Then invite children to perform Games and Activities sound form small groups. When all groups have
the actions as you name them. been formed, let children take turns saying the
Healthy Snacks Invite children to wash their
Display the Poster. Point to each of the children names of their pictures. Then children can name
hands and help make a healthy snack. Give
and say, What is (he) doing? Have children name the each group’s initial sound.
each child a small paper cup. Place a plate of raisins
healthy habit. and other dried fruits on each table. Children can Workbook: Page 17. TE: Page 112.
count out twenty raisins and nine pieces of other
Place number cards with the numbers 0–29 in a
fruit and put them in their cups. After filling their Teaching Tip
paper bag. Let children take turns picking a number
cups, children can eat their snacks and say, It’s a Invite children to sing the songs they learned
from the bag and naming it. Then ask that child to
healthy habit. in the unit as they point to healthy habits on
choose a volunteer to clap that number of times.
P like Popcorn Gather pictures of things the Poster.
Place paper shapes of various colors around the
starting with p, t, a, and n. Give each child
classroom. Tell a child, I see a (pink) (circle). Ask the
a picture. Encourage individuals to move around
child to find that colored shape and give it to you.
the room and find other children with pictures of

T25 T
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A29 Listen. Point and say. Stick.
Unit 2
GOOD
JOB!

Unit 2
Assessment 25