» Sebailian Jafauie Gumdrops Student's Book AS [Q RichmondMy SchOol......ccccceereeed | My School Objects.....21 seas 100069 Pets ...cccccccscccccccccccesseoe BD FOO ...cccccccccccccccsescoeooe 101 eecseoel LT.takes seudents and ‘hand through the sngure of learning, Gumdrop: teachers by the wonderful adve de offers av English. 1 rear focused Vee V VV VV VV Ve VV VU SeVU Ve Vee Ve ee ee} ide variety of “The eclectic methodology of Gusmdrops incorporates the best aspects of the most effective EFL and ESL methodologies, including TPR (Total Physical Response), which allows students to physically react to language, and the Natural Approach, which establishes natural situations where students can participate in fun activities while acquiring the second language. Mulbple Intelligences are ako developed in Gumelrops, engaging students in tasks that will help boost cher learning potential while developing their cognitive, ‘emotional, social and artistic skills In this level, students are exposed to a wide variety of commands, vocabulary, and structures, which they are not expected to verbalize but only to comprehend. After this inital phase, children will begin to produce words. This emergence of language production will vary from individual to individual. Ic is important to consider the characteristics of two-year-olds while monitoring their language-acquisition progress, Children of this age love to explore the world through their senses and motor skills. It is atime for them to walk, roll, squat, jump and climb, so in ‘Gumdrops students will have plenty of opportunities to practice and develop their gross ‘motor skills. Gumdrop also emphasizes the importance of fine motor skills by offering activities like gluing, puzzle solving, and cutting, among others, which require manual dexterity. Such activities will help students coordinate small muscle and eye movements. Bear in mind that two-year-olds are going through the “egocentric period’, hence attention (0 individual students is crucial. Teachers will ind in Guirnelvops specific moments devoted to individual work. At this «ge, attention span is generally short, so Gumdrops, ‘aking this into account, has included a wide range of additional activities like songs, digital applications and games thae enrich the students’ learning environment. All in all, Gumdrop creates the perfect atmosphere for preschool children and helps to make English language learning an enjoyable and motivating experience.ComPonen;s Student's Book © consists of 8 units with 8 pages each * includes a unit opener, hands-on activities, and a review section at the end of each unit « offers Holiday pages that introduce important festivities like Christmas, Mother's Day, Father's Day and Easter * includes an end-of-the-year Diploma for each student Teacher's Notes * include teacher-friendly instructions for using the program, as well asa complete lise of Audio CD materials to be used in each unit * includes fun and lively songs «presenta series of values which promote % emotional and social development a + provide additional activities and review sections Applications for iPad, iPhone . and Android « offer enjoyable digital activities that reinforce -vecabulary and language; 4-3-!F Color crayons. ME UE Oe Ue Ue ee Le Le Le ee Le | c oa Ve eee e_€L LI uColor with crayons. Materials: * crayons, name rags, toys, stickers Preparation: 4, Write students’ names on name tags. Instructions: Warmup: Stick students’ name tags on their clothes. Greet each student, Hello, (Ricardo). Give each student a toy. Allow some time for students to play with their toys. ‘Allow time for students to feel comfortable with their new teacher. Finally, invite them to pur the toys away. Song, How Are You? Explain to students that they are going to listen to a song. Play Track 1, How Are You? Sing and act out the song. Invite students to act out or dance to the rhythm of the song, Play the song several times. Presentation, My School Talk to students about all the things they can do at school, for example, play, sing, color, etc. Ask students if they like their school. * Student's Books Hand in students books open to page 5. Explain co students that it is a piceure ofa school and a teacher. Tall students that they will earn about school in this unit. Distribute crayons and allow students to color the picture freely. Note: Save students’ work for their portfolios, Wrap-up Congratulate students on their frst day of school. Give them a sticker as you say bye-bye co each one. Unit 1 my Sehootanaaanhé Good morning! @&G Ef 8 ff @ @ @ & O&O a2assMake a stir Materials" crayons. «+ yellow erfst instruc name tags, toys, stickers Warm-ration: the samy students’ names on name tags Prosey sunt Its mornin“ Stick students’ name tags on their clothes. Greet each student, Hello, the sar2)- Give cach student a toy. Allow some time for students to play with their toys. back, me for students to feel comfortable with their new teacher. Finally invite chem. the nethe toys away. \Vaue: How Are You? Explain to students thar they are golng to listen wo a song, jan 20K 1+ How Are You? Sing and act out the song, Invite students to act out or Peek’ the chythm of the song, Play che song several times. out the ¢¢2tier, My Sehook: Talk to students about all the things they can do at make a suit ample, play, sing, color, etc, Ask students if they like their school, Note: Keep Sool: Hand in student’s books open to page 5. Explain to students that it Song, # Clea school and a teacher, Tell students that they will learn about school in Give stick pupute crayons and allow students to color the picture freely. puppets to the rhy!’ Work for their portfolios. ‘Woap-uy: Explain alate students on their frst day of school, Give them a sticker as you uctions: time to go, we say good, seudents to wave back as yus 6 Unit My SchoolEEE AEEMEMEEEEEBE EEE EOBOYSUUUVUUUUD My School Unit 1 My SchootFollow the maze. Materials: « stick puppets from previous lesson, photograph of students’ school, finger paint, plastic containers Preparation: 41, Pour finger paine into containers. Instructions: Warm-up: Distribute stick puppets to students as you say, Good morning. Play Track 2, 1 Clap and Say Good Morning. Have students mime the song. If possible, invite students to sing along. Presentation, Schook Show students the photograph oftheir school. Ask them if chey can identify the place, Say, Thie i our school. Sohoal. Repeat the word school several times. Give students enough time to listen co the word. Attach the picture tothe board Invite different students to come up and point to the picture, Carls, point to the school Invite students to repeat the word school if possible, Cam you say the word school? Stucient’s Book: Hand in student's books open to page 9. Explain to students that we go to school almost every day. Ask students who takes them ro school. Have students ool at the maze and identify the children and the school. Distribute finger paint. Help students imprint a fingerprint on each circle so they can take the characters to school. Visiting Our School: Take students around the school. Show them where the principals offce, the restrooms, the yard, and the infirmary are. Introduce the school’s staff to the children. Encourage them to greet the different school members, Good morning, Miss Martha. Weajp-uyp: Play ‘Track 3, Good-bye Song. Encourage students to mime the actions for saying good-bye. Unit 1 my SchootColor with crayons. Materials: © crayons, pictures or cutouts of girls and boys . Instructions: \Warrristp: Play Track 2, J Clap and Say Good Morning. Have st ic the song. ty Invite students to sing along if possible. wo 7 Presentation, Girl and Soy: Divide the board into two sections. Attach the pictures of girls on one side and the pictures of boys on the othet. Point to a picture of agitl and say, This isa girl. Girl, girl. Continue in the same manner with the rest of the girl pictures. Then name all the girls and have them stand in front of the girl pictures, Gaby isa girl. Maria isa girl. Carmen is a girl. Repeat the procedure with the boys. Student's Book: Hand in student's books open to page 11. Ask students to identify the git! and the boy, Ask each child to point to the corresponding picture and say if he J she is a boy ot a gitl, Ana, are you a boy or a girl? Distribute the crayons. Then have students color the corresponding picture. Notes Save students’ work for their portfoli Boys and Girls Can Do the Seme Things: Tell students that boys and girls can do the same things. Girls can play with dolls toy cars and boys, too. Give more examples to students of activities and games that boys and girls can do. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Invite students to sing along if possible. Unit 1 my Schoolteacher aagngaenkn agaaeaaaaasn ra Qnnnann er.Unie my School Glue pieces of cloth. Materials: « scissors, glue stick, pieces of cloth Instructions: Warm-up: Play Track 2, J Clap and Say Good Morning. Have students mime the song, If possible, invite students co sing along. Review, Gir! and Boy: Divide the class into two groups: boys and girls. Give cach group simple instructions. Mime the instructions so students can follow them Girls, stand up. Boy, stand up. Girls jump! presentation, Teacher: Invite a litle boy and gitl up to ee front of the class, Say, Betty isa girl. Rail is boy 1am your teacher Teacher. Can you say teacher? Tall to ‘eudents about what teachers do with students, for example, they read stories, chey plays they help us learn, they sing, ete. Stusent’s Book: Hand in students books open to page 13. Ask sty identify the teacher in the book. Distribute the materials. Then invite student picces of cloth on the teacher's dress. \Wrap-aips Play Track 3, Good-bye Song. Encourage students to mime the actions.ae Col mark aan mama alee eee red nnannnannaenenssColor with markers. Materials: «red markers, red objects, red blown-up balloons (1 per student) Instructions: ‘Warmup: Play Track 2, J Clap and Say Good Morning, Have students mime the song. Invite students to sing along if possible. Presentation, Rect: Have students sit in a circle, Place red objects in the middle of the circle. Hold up an object and ask students its color, What color is it? Red, red. Can you say red? Invite students to repeat if possible. Repeat with the rest of the objects “Then ask each student to take an object and ask him or her what color itis. IFhe or she cannot answer, give the answer. Continue in the same manner until all students have participated. Stuslent’s Books: Hand in student’s books open to page 15. Ask students to identify what color the balloon is. Distribuce the markers. Then invite students to color the balloon red. Encourage students to color the picture within the lines Playing with Red Balloons: Take students to the playground. Distribute red balloons to each student, What color is the balloon? Red. Can you say red? Allow students some free time to play with the balloons. Monitor the acivity. ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unie my Schoolone enernnrenenrnrnrrnrnrWeereaernrnnreeaeenenaneanae° Trace with paint. Materials: ‘© finger paint, plastic containers, book, crayon, toy, marke: Preparatior 4. Pour finger paint into containers. Instructions: Warm-up: Play Track 2, / Clap and Say Good Morning. Have students mime the song. Invite students to sing along if possible. "Then ask the girls to stand up and sing and. dance to the song. Repeat the procedure with the boys. Presentation, One: Place a book, a crayon, a toy, and a marker on your desk. Explain to students thae they are going to count objects. Show the book and ask how many books they see, How many books? One, one. Write number one on the board as you show one finger. Invite students to show one finger, roo. Continue in the same manner with the rest of the objects. ‘Student's Book: Hand in student’s books open to page 17. Write number one on the board. Ask students to identify the number in their book. Have students trace number cone with their fingers in their books. Ask students how many boys they sce, How many boys? One, one, Can you say one? Distribute finger paint anc have the children use their index finger to trace the number with the paint several times. Monitor the activity. ‘Song, Show Me One: Play Track 4, Show Me One (Pars 1). Show students one finger as you move it to the chythm of the music, Invite students to show you one finger. Repeat the song several times. Have students sing the song if possible. lay Tiack 3, Good-bye Song. Encourage students to mime the actions. Unita my Schoola, a aneaeec e aan Review Unit 1 My Schoot Ce Qs eeaananaanananannnPop out and glue, Materials: 1 # glue stick, old magazines, cardboatd, school objects (a book, a pencil, etc.) Instructions: ' Warm-up: Play Track 2, / Clap and Say Good Morning. Have students mime the song. Invite students to sing along if possible. Then ask the girls to stand up and sing and dance to the song, Repeat the procedure with the boys. Review, Gir! and Boy: Divide the class into two groups: boys and girls. Give each group simple instructions. Mime the actions and encourage students (o follow along: Girls, stand up. Boys, stand up. Girls jump! Review, Rod: Give the children old magazines. Ask students to find red objects and cut them out. Glue the pictures to a piece of cardboard. Ask students the color of the objects, What color is it? Red. Review, One: Display several objects on your desk. Make sure there is one object of each, Ask students to count the objects. Point to an object ard ask, How many (books)? ‘One. Can you say one? Then play Track 4, Show Me One (Part 1). Show students one finger as you move it to the thythm of the music. Invite students to show you one finger. Repeat the song several times. Have students sing the song if possible. Student’s Book: Hand in student's books open to page 19. Help the children pop. out the characters and glue them to the scene, Invite students to point to the characters, Point to the girl. Point to the boy. Point to the teacher. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions, Unit my Schoota5- OV-(\- Colo crayons. VVUVVVVVVUUUUUUUUUUUULULEUELEColor with crayons. Materials: © crayons, cutouts or pictures of various animals, books, crayons, chars, and schoo! tables Instructions: Warm-up: Play Track 2, J Clap and Say Good Morning. Have students mime the song, Invite students to sing along if possible. Presentation, My Schoo! Objects: Attach pictures of various animals, books, crayons, chairs, and school tables onto the board. Point to each picture and ask students if they can find each objector animal at school. Pine toa picture and ask, Cian you find this cat school? Yes. There are books at school. Invite students to nod or shake their head to answer. Invite those students who can tlk to say yes or na. Finally, ask a student to show you areal book, Anna, show me a book. Repeat the procedure with the rest of the school objects. Student's Book: Hand in student's books open to page 21. Explain to students that they will learn about differene school objects in this unit. Invite students to name the objects in the picture if possible, Distribute crayons and allow students to color the picture freely. Encourage students to color the pictures within the lines. Monitor the activity, Finally, invite students to name other objects they can find at school. 3 Note: Save students’ work for their portfolios. ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unie2 My Schoo! ObjectsNOoeenannenananannnaganannnanananannaUntt2 my School Objects Glue colored paper. Materials: ® story book, onionskin paper, glue stick, scissors, several books, various toys (toy car, ball, etc:) Preparation: 4. Cut onionskin paper into small squares. Instructions: Warm-up: Play Track 2, / Clap and Say Good Morning. Have students mime the song. Invite students to sing along if possible. Divide the class into two groups: boys and girls. Invite the girls to dance and sing the song. Repeat with the boys. Presentation, Book: Have students sit in a circle. Place the books and toys in the middle of the circle, Show students a book and say, This is « book. Book. Can you say book? Invite students to try to repeat the word. Repeat several times with different books. Take a toy and ask students if it’s a book or not, Js shis a book? No. Invite students to nod or ‘hake their head to answer the questions. Encourage those students who can talk to answer yes or no. Repeat the procedure several times, Invite a student to stand up and choose a book from the objects in the middle of the cicls, André, show me a book Good! Now put it down, a student picks up a toy instead of a book, help him / her out by picking up a book and saying, Look, shis isa book, Repeat the procedure until al students have participated. ‘Student’s Book: Hand in student’s books open to page 23. Have students say what they see in the picture. Invite students to repeat if possible. Then distribute onionskin paper and have students glue the paper onto the book. ‘Story Time: Show students a book and have them say what iti. Then ask students if they like stories. Finally, read the story to them. ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.VVVUVVVUNVNVVVUVUNUEUUUUVUVUELVLLELYLE Untt2 my Schoo! objects 5Color with crayons. Materials: * crayons Instructions: Warm-up: Play Track 2, [ Clap and Say Good Morning. Inve students to sing along if possible. Divide the class into two groups: boys and girls. Give each group simple instructions, Mime the instructions so students can follow them: Gir stand up. Boys, stand up. Girls jump! Presentation, Crayon: Draw a picure of a crayon on the board. Say, This isa cerayon. Crayon. Can you say crayon? Then shovt a crayon to the class and ask.a student to name the object, Silvia, look, this isa crayon. Crayon. Can you cay crayon? Show the crayon to individual students and invite them to name the object. Do not worry if they cannot repeat the word. Student's Book: Hand in students books open to page 25. Have students say what they sec in the picture, Invite students to repeat the name of the object if possible. Then distribute crayons and have students color the picture within the lines. ‘Note: Save students’ work for their portfolios. Hide-and-Seek: Show students three crayons. Invite student to name the objects, ‘nyons. Explain that you are going to hide the crayons inthe classroom. Hlave students love theit eyes, Hide the crayons. Finally, name three students and have them look for the hidden crayons. Repeat the game several times. Value, Taking Care of Things: Take the time to talk to students about taking cate of books and crayons. Explain that itis important to keep the books in order and pu the crayons away so they can be used over again, ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.HNanrerernrrrnrnrnrnnnnnnnnannonnanns.Trace and color. Materials: © crayons, markers, picture ofa crayon, picture of a book: Instructions: Warm-up: Play Track 2, J Clap and Say Good Morning, Have students mime the song. Invite students to sing along if possible, Divide the class into wo groups: boys and girls. © Invite the girls co dance and sing the song. Repeat with the boys. Review, Book and Crayon: Play Hide-and-Seek with students, Show students a = picture ofa crayon and invite them to name the object if possible. If not, name the ‘object and invite students to repeat. Continue the procedure with the picture of the book. Explain that you are going to hide the pictures in the classroom. Have students close their eyes. Hide the pictures. Finally, name two students and have them look for the hidden pictures, Repeat the game several times. Presentation, Chair: Show a chair to students and have them say what it is. Then say, This isa chain, Can you say chair?’ then invite students to stand up and poine to their chaits. Sing and mime the following song to the tune of Row, Rows Row Your Boat. Invite students to mime along. Sing the song several times. Point to Chair, chair, Point to a chair, Point to a chair, please. ‘Chair, chair, chair, chair, Point to a chair, please. Student's Book: Hand in student's books open to page 27. Have students say what they see in the picture, Distribute markers and crayons. Help students trace over the dotted line with the marker, Then allow them to color the chair with the crayon. As you ‘monitor the activity, encourage students to repeat the word chair, Chairs in the Classroom: Take the time to talk to students about why itis imporcant to sit down properly in order to prevent accidents. Show students how to keep their chairs when they get up and leave the classtoom. © Wrap-up: Play Tack 3, Good-bye Song. Encourage students to mime the actions. Untt2 My School Objects \ AGAAAnaG annnne aaDNRNDNDADRNAANRANRNANRANRANRARARAARAAAaeColor with chalk. Materials: © chalk, Instructions: Warm-up: Play Track 2, 1 Clap and Say Good Morning. Fiave students mime the song. Invite students to sing along if possible. Review, Chair: Show students a chair and invite them to repeat the word. Then have students show you how to sit properly on their chairs. Presentation, Table: Say, This isa table, as you touch a table. Repeat the procedure with difference tables. Ask students if they can repeat the word, Can you say table? Encourage students to repeat the word as they touch a table, Next say, Point to a table. Invite students to point to the table, and then to a chair. Continue alternating objects. ‘Student's Book: Hand in student’s books open to page 29. Have students say what they see in the picture. Encourage several students to say the word. Distribute chalk. Have students color the table with the chalk. More Practice, Table and Chair: Sing and mime the following song to the tune of Row, Row, Row Your Boat. Invite students to mime along. Sing the song several times. Point to Chair, chain, Point to a chair, toa chair, please. Chait, chair, chair, chai toa chair, please. Following verse: Table, able... Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unlt2 My School ObjectsrEERLEEE ELAR ALR RRR ARR eke eeeGlue blue glitter. Materials: © glue, plastic containers, blue glitter, blue ball, blue toy, blue shirt, blue dough Preparation: 4. Pour glue into containers. Instructions: Warm-up: Play Track 2, [ Clap and Say Good Morning. Have students mime the song, Invite students to sing along if possible. Presentation, Blue: Have students sit in a circle. Show students three blue objects (a ball, a toy, and a shire). Ask students to look at che objects and say the color of the objects. IF nobody is able to answer, say, Blue. Look, the ball is blue. Can you say blue? Repeat with the rest of the objects. Next, take the blue ball and pass it to the boy or girl sitting to your right and ask him / her to name the color. Continue until all students have said the word. Do not worry if some students are not able to say anything. Give students the chance to listen to the new language. Repeat the procedure with tay and shirt Student's Book: Hand in student’s books open to page 31. Ask students to identify what color they are going to paint the circle, Distribute the glue in plastic containers and the glitter. Encourage students to distribute the glue onto the circle and sprinkle the liter. Make sure students dont car the glue or rub their eyes after sprinkling the glitter. Have them wash their hands immediately. Playing with Blue Dough: Distribute blue dough. Ask students to identify the color. Then allow free time for them to play with the dough. Make sure students do not cat the dough. Talk to students about what we do with dough and what we don'. Wrap-up: Play Tiack 3, Good-bye Song. Encourage students to mime the actions. Unit2 My Schoo! ObjectsBVVUVVVVVVVVVVVVUUUUUUULUULEColor with markers. Materials: * red and blue markers (1 set per student) picture of a book, a crayon, a chair and a table, two books, two crayons, two chairs and two tables; red chalk, blue chalk: Instructions: Warm-up: Play Track 2, [ Clap and Say Good Morning, Have students mime the song. Invite students to sing along if possible. Then ask the girls to stand up and sing and dance to the song, Repeat the procedure with the boys. Presentation, Two: Atcach a picture of a book to the board. ‘Then attach a picture of two books. Explain co students that they are going to count different objects: Look, one book. One. Write number one under the corresponding picture. Then say, Look, one, ‘vo. Tivo books. Two. Write number two under the corresponding picture. Repeat with the pictures of crayons, chairs, and tables. Invite students to count along if possible. Student's Book: Hand in student's books open to page 33. Write number one on the board with red chalk. Have students say what number its and what color itis. Ask students to identify the number in their book. Repeat with number two and blue chalk, Next, have students trace the number with their index finger several times. Next, have stuclents say how many crayons they see, How many crayons? One, twa. Tivo. Repeat the procedure with the books. Distribute the markers. Help students trace over the dorted lines and color the objects accordingly. ‘Song, Show Me One: Play Track 5, Show Me One (Part 2). Show students one and ‘wo fingers accordingly. Invite students to do the same. Repeat the song several times, Have students sing the song if possible. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. HAKAAAAD % Unit 2 ty School ObjectsReview Unle2 My School Objects QannananannananwnanananananannnanannanananaMake a mobile. : Materials: © tape, plastic hangers (1 per student), yarn, books, crayons, blue ball, hole punch instructions: Warm-up: Play Track 2, 1 Clap and Say Good Morning. Have students mime the song, Invite students to sing along if possible. Review, Book, Crayon, Chair and Table: Make sure each student has a book, crayon, chair and a table nearby. Sing and mime the following song to the tune of Rows Row, Row Your Boat. Invite students to mime along. Sing the song several times, Point to Chair, chai, Point to a chair, Point to a chair, please. Chair, chais,chais, chai, Point to a chair, please. Following verse: ‘Table, table Book, boo! Crayon, crayon Review, Two: Play Track 5, Show Me One (Part 2). Show students one and «wo fingers accordingly. Invite students to do the same, Repeat the song several times. Have students sing the song if possible. Review, Blue: Have scudents sit in a circle. Then show the blue ball ro students and ask them what color itis. If students cannot answer by themselves, give them the answer and encourage them to repeat the word biue. Then roll the ball to a student, Invite this student to say what color the ball is: What color isthe ball? Blue ‘Student's Book: Hand in student’s books open to page 35. Have students identify the objects: Point to the chair. Distribute the crayons. Then have students color the ‘objects freely. Pop out the objects and punch holes in the pictures. ‘Thread the yarn through the pictures and attach them to the plastic hanger to make a mobile. Wrap-up: Play Track 3, Goad-bye Song. Encourage students to mime the actions, Unit 2 My School ObjectsganannananannnannnannnnannnColor with crayons. Materials: © crayons, cardboard, markers, scissors, tape Preparation: Face Jigsaw Puzzle: 4. Draw a face on a sheet of cardboard. 2.Make sure students identify che eyes, ears, mouth, and nose. 3,Cut the cardboard into different puzzle pieces so thatthe eyes, the nose, the mouth, and the ears are separate pieces. Instructions: Warm-up: Sing and mime the following song to the tune of Jf You Are lappy and You Know It, lnvite students to sing and / or mime along. - If You Are Happy Ifyou are happy, happy, happy, clap your hands, (CLAP TWICE) If you are happy, happy, happy, clap your hands. (CLAP TWICE) Ifyou are happy, happy, happy happy, Ifyou are happy, happy, happy. If you are happy, happy, happy, clap your hands, (CLAP TWICE) Presentation, My Face: Atach the puzzle pieces onto the board. Next, invite different students to come up to the board and assemble the puzzle. Once the puzzle is solved, explain to students that they are going to learn about the face. Student’s Book: Hand in students books open to page 37. Have students say what they see in the picture. Point to the eyes on the puzzle, Have students point to the ceyes in the picture in their books. Repeat the procedure with ears, mouth, and nose Distribute the crayons. Have students color the picture, Monitor the activity. Encourage students to color the picture within the lines. Note: Save students’ work for their portfolios. ‘Weap-uipt Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 3 nny FaceannannannnnnnnanannanannnnnnnnTrace and color. Material: ‘© markers, crayons, mirror, face jigsaw puzzle from page 38 Instructions: Warm-up: Sing and mime If You Are Happy (see page 38). Invice students to sing and / or mime and clap along. Presentation, Eyes: Attach the face jigsaw puzale to the board. Take away the eyes and ask students what is missing, she eye, Invite students to say eyes. Say, Point to your ‘963, a8 you show students how to do so. Tell them to do it carefully. Invite a student to come and place the eyes in the correct place. Have him o: her repeat the word eyes. Repeat the procedure with different students. ‘Student's Book: Hand in student’s books open to page 39. Distribute the markers and the crayons. Show students how to trace around the eyes with the markers, Next, have students color the eyes with their crayons. As students are working, go around asking students to repeat the word gy Look in the Mirror: Have students sitin a circle, Pass a mirror around the circle, Allows students to look at their eyes in the mirror. Monitor the activity so students do not drop and break the mirror and hurt themselves. Open and Close Them: Say, Close your eyes, as you close them. Invite students to do the same. Then say, Open your eyes. Have students do the same. Alternate instructions and encourage students to follow them. ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 3 ny FacewD =, © HANNANAHDARADRARDRARARHAUnit 3 ny Face Glue the nose. Materials: © glue sticks Preparation: 4.Pop out the nose on page 41 for students to glue Instructions: Warm-up: Sing and mime Jf You Are Happy (see page 38). Invite students to sing and / or mime and clap along, Review, Eyes. Open and Close Them: Say, Close your eyes, as you close them. Invite students to do the same. Then say. Open your eyes. Have students do the same. Alternate instructions and encourage students fo follow them, Presentation, Nose:Touch your nose and say, This is my nose. Can you say nose? Encourage students to repeat the word nase and to touch i:. Continue in the same ‘manner, alternating facial features: head, eyes, and nose. Play Track 6, Touch Your Head (Pare 1), Fave students listen to the song and mime ie. Stuclent’s Book: Hand in student’s books open to page 41. Have students look at the picture and have them say what is missing: Are the eyes misting? No. Is the nose missing? Yes! Give each student a picture of a nose. Eneourage them to say nose, Then have students glue the nose in the corresponding place, ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.gnnananannnanannnnnnnagannannannanaCut and glue. Material: * tape, scissors, glue sticks, old magazines, face jigsaw puzzle from page 38, Instructions: ‘Warm-up: Sing and mime If You Are Happy (see page 38). Invite students to sing and / of mime and clap along. Presentation, Mout: Attach the face jigsaw puzzle to the board. Take away the ‘mouth and have students say what is missing, the mouth, Invite students to say mouth Say, Touch your mouth, as you show students how to do so. Invite a student to come and place the mouth puzzle piece in its place, Have him or her repeat the word mouth, Repeat the procedure with different smdents. ‘Student’s Book: Have students look for pictures of mouths in old magazines. Show students how to hold scissors properly. Help them cut out mouths from the old magazines, Hand in student’s books open to page 43. Distribute the glue sticks and show students how to glue the mouths in their books. Monitor the activity. Encourage students to say mouth. Value, Taking Care of Yourself: Take the time to tilk to students about the importance of not putting small objects that are not food in their mouths. Explain that ic is dangerous. Ask students to give you examples of things they can eat and things they cannot put into their mouths. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 3 may Faceears OaannannnannananannannnnanananaDo a puzzle. Materials: ‘ © glue sticks, white sheets of paper (1 per student), material for students to play with Instructions: i ' Warm-up: Sing and mime /f You Are Happy (see page 38). Invite students to sing. and / o mime and clap along. Presentation, Ears: Touch your eats and say, These are my ears. Can you say ears? ‘Encourage students to repeat the word ears and to touch them. Continue in the same shanner, alternating facial feacures: head, ears} eyes, mouth, and nose. Play ‘Track 7, ‘Touch Your Head (Part 2). Have students listen and mime the song. Stuclont’s Book: Hand in scudent’s books apen to page 45. Point to the ears and have students say the word after you. Encourage them to repeat the word ears several times. Next, distribute material for students to play with as you work with individual students. Call each student. Help him or her pop out the puzzle pieces. Finally, help students do the puzzle and glue it on a white sheet of paper. Song, Touch Your Head: Have students touch different facial features, Touch your ‘jes, etc, Play’Track 7, Touch Your Head (Part'2). Encourage students to sing and touch the corresponding facial feature. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 3 may Face= = o p handprint. blue red HnngnnnnnnnanannnnnnnnngnnnnnaMake a handprint. Materials: © scissors, two plastic containers, red and blue finger paint, red and blue cardboard, bag, material for students to play with Preparation: 4. Draw circles on blue and red cardboard (approximately 15 cm in diameter, 1 set of red and blue circles per student). 2. Cur out the circles. 8. Pour red paint in one container and blue paint in the other. Instructions: Warmups Sing and mime Jf You Are Happy (see page 38). Invite students to sing and / or mime and clap along. Review, Red ane! Blue: Give each student a red circle. Invite students to answer the questions, What color is ir? Red. Can you say red? Invite students to repeat the word. Continue in the same manner with the blue circle. Make sure each student has a red and blue circle for the following activities: ‘Activity 1: Give students instructions to hold up a different color, Show me red! Have students hold up the red circle. Alternate colors. Activity 2: Invite individual students to show you different colors, Juan, show me blue! ‘Activity 3: Tell students to put the material away: Aurona, bring me your red circle, Put it in the bag. Repeat the procedure with the blue circles. Keep circles for further use. Stucient’s Book: Distribute material for students to play with while you work with individual students. Invite a student to work with you. Hand in students books open. co page 47. Help the student cover his / her palm with red paint. Ask him / her what color the paint is: What color is tis? Red. Can you say red? Show the child how to make a handprin in his / her book. Have students wash their hands after they have finished. Repeat with the blue paint. Continue in the same manner until all students have made their handprint. Note: Save students’ work for their portfolios. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.Count and color. Materials: «scissors, crayons, cookies (2 per student), markers, cardboard, tape Preparation: 4. Draw two cookies on a cardboard. 2.Cut out the cookies. Instructions: ‘Warmup: Sing and mime If You Are Happy (see page 38). Invite students to and / or mime and clap along. Review, One and Two: Attach the drawing of one cookie on the board. Invite students to say if they like cookies, Do you like cookies? Theyre yummy! Then have students count the cookies, Ler count the cookies. One. Continue in the same mannet ‘with two cookies. Then give the two cookies to the children. Make sure they do not cat them before you say so. Say, Show me one cookie, as you point to the picture of one cookie on the boaed. Invite student to say one and to hold up a cookie. Repeat with two cookies. Finally, allow students to eat their cookies. Stucient’s Book: Hand in student’s books open to page 49. Say, Point to number one How many mouths are there? One. Distribute the crayons. Show students how to color the mouth and number one. Repeat the procedure with the eyes and number two. Encourage students to color within the lines. Song, Show Me One: Play Track 5, Show Me One (Part 2). Show students one and two fingers accordingly. Invite students to do the same. Repeat the song several times. Haye students sing the song if possible. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.3 i 5 o e 22) onaeanannnaenananannananganananananannMake a face. Materials: © glue stick, paper plates (1 per student), marker, red and blue ccs (se page 48), bag, Preparation: 4. Pop out facial features on page 51. Instructions: ‘Warm-up: Sing and mime /f You Are Happy (see page 38). Invite students to sing and / or mime and clap along. Review, Facial Features: Have students touch different facial features, Touch your aes etc. Play ‘Track 7, Touch Your Head (Part 2). Encourage students to sing and touch, the corresponding facial feature. Review, Two: Play Track 5, Show Me One (Part 2). Show students one and two fingers accordingly. Invite students to do the same. Repeat the song several times. Have students sing the song if possible. Review, Red and Blue: Use the circles from page 48, Give each student a red circle, Invite students to answer the questions, What colori it? Red. Can you say red? Invite students to repeat the word, Continue in the same manner with the blue circle. ‘Make sure each student has a red and blue circle for the following activities: “Activity 1: Give students instructions to hold up a different color, Show me red! Have students hold up the red circle. Alternate colors. “Activity 2: Invite individual students to show you different colors, Juan, show me blue! ‘Activity 3: Tall students to put away the materia: Aurora, bring me your red circle, Put it in the bag. Repeat the procedure with the blue circles. Student's Book: Distribute the markers and the paper plates. Explain to students that they are going to make a face with the paper plate. Show them how to color in the face and the hair on their plates. Give the children the pictures of the eyes first. Invite stuclents to repeat the word eyes. Next, have students glue the eyes on the paper plate. Continue with the nose, mouth, and ears. Monitor the activity. Finally, write students) names on the paper plates and display them around the classroom. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.annnnnnnnananannnannannananaColor with crayons, Materials: © tape, toy pictures or cutouts, crayons, toy cars (1 per student) Instructions: Warm-up: Play Track 2, 1 Clap and Say Good Morning. Sing and act out the song, Invite students to do the same. Presentation, Toys: Display the toy pictures / cutouts cn the board. Point ro each toy and have students identify them. Tell students that in this unit they are going to earn about toys. Hide-and-Seek: Have students close their eyes. Attach the toy pictures around the classroom, Encourage students to walk around and look for the toy pictures. ‘Student's Book: Hand in student’s books open to page 53. Invite students to name the toys they see in their books. Allow them to use their firs language, Next, have students point to the different toys, Point to the ball. Finally, encourage students to color the toys freely Value, Taking Care of Our Toys: Talk to students about the importance of taking care of toys. Explain to students how toys should be taken care of. Then give a toy cat to each student, Encourage them to say Thank you. Next, allow students free time to play with their toy cars. Finally, ask them to put their toys away. Wrap-up: Play Tiack 3, Good-bye Song. Encourage students to mime the actions. Unit 4 Toysball ee aannagnanaUnie @ Toys Glue paper. Materials: © colored onionskin paper (2 sheets per student), scissors, glue, soft balls (1 per student), plastic containers < Preparation: 4. Cur the onionskin paper sheets into small squares. 2.Pour some white gluc into the plastic containers. Instructions: Warm-up: Play Track 2, / Clap and Say Good Morning. Invite students to do the same. Presentation, Ball: Show students a bal. Say, This isa bail. Ball, Can you say ball? Encourage students to name the coy and co say who likes playing with balls. Pass the ball around and invite students to name the toy. Game, Pass the Ball: Have students sit in a circle. Tell students to pass the ball to each other. Encourage them to say ball as they pass it. ‘Student's Book: Hand in student’ books open to page 55. Direct their attention to the ball and have them identify it. Have students say what they can do with a ball, Distribute the squares of onionskin paper and the plastic containers with glue. Help students glue the paper squares onto the ball, Monitor the activity. Finally, have seudents show their work to the rest of the class Note: Save students’ work for cheir portfolios. Play Time: Give a ball to cach student, Invite students to name the toy. Then take seudents to the playground and have them play with their bll. Monitor the activity. As students play, ask them to name the toy. When the activity s oven invite students fo put their toys away. ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. igand act out the song.AsseUnit 4 eys Assemble the doll. Materials: “ © brass fasteners or paper fasteners (5 per student), dolls (1 per student), plastic bathtubs ot buckets (1 per pair of scudents), soap, towels, dough Preparation: - 4. Fill plastic bathtubs or buckets with water. 2. Arrange the classroom to give the dolls a bath. Instructions: Warm-up: Play Track 2, ! Clap and Say Good Morning. Sing and act out the song. Invite students t6 do the same. Presentation, Doll: Show students a dol. Say, This isa doll Doll, Can you say dole Envoutage students to name the toy and have them say who likes playing with dolls. ‘Walk around the class greeting children with the doll. Encourage students to greet the doll back, Hello Silvia. Hello, dol ‘Student’s Book: Hand in student's books open to page 57. Direct their attention to the doll and have them identify it. Have students say what they can do with a doll. Distribute dough for students to play while you work individually with each ane. Help each student pop out and assemble the doll. Finally, allow students to play with the doll freely for about 10 minutes. Note: Save students’ work for their portfolios. Giving My Doll a Bath: Arrange the classroom and set up bathtubs for dolls. Explain to students that they ate going to give their dol a bath. Give each student a dol. Invite students to name the toy, What this? Doll. Give your dolla bath. Allow students to give their dolls a bath, Encourage students to use soap to bathe their doll and a towel to dry it. ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.x |Paint the car. Materials: © red and blue paint, paintbrushes (1 per student, plastic containers, chalk, toy cars Preparation: 4. Use the chalk to draw roads on the ground so students can play with the toy cars. Instructions: Warm-up: Play Track 2, I Clap and Say Good Morning, Sing and act out the song. Invite students to do the same, Presentation, Car: Have students sit ina circle. Give each student a toy car, Car Can you say car? Car, Then ask students to show you theit cers, Ricardo, show me your car, please. Continue in the same manner until all students ave participated, Pick up the cars for later use. Student's Book: Hand in students books open to page 59. Direct their attention to the car and have them identify it. Have students say what they can do with a car and. who likes playing with toy cars, Distribute material. Give some students red paint and others blue paint. Ask students about the color, What colorist? Red / Blue. ‘Then allow students to paint the toy car. Encourage them to paint the cars within the lines. Finally, have students say what color their cars are, What colori it? Red. Playing with Cars: Go to the playground. Give each student a cat as they name the toy, car, Allow students to play with the cars. Encourage them to drive their cars through the different roads (see Preparation). Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 6 ToysannananannannanannannanannnananaaUnit 4 Toys Make a mask. Materials: * teddy bear, tongue depressors (1 per student), tape, material to play with Instructions: : . Warm-up: Play Track 2, J Clap and Say Good Morning. Sing and act out the song. Invite students to do the same. Presentation, Teddy Bear: Show the teddy bear to the clas. Say teddy bear and, have students repeat after you. Have students say if they have a teddy bear or not. Pass the Teddy Bear: Have students sit in a circle, Give the teddy bear to one student and encourage him / her to say teddy bear. Have students pass the teddy bear to each other and follow the same procedure, Student's Book: Distribute student's books open to page 61. Distribute some ‘material for students to play with while you work with individual students. Help students pop out the teddy beat. Then help them attach the tongue depressor to the back of the ‘mask. Finally, have students repeat the word teddy bear. Chant, Teddy Bear: Play Track 8, Teddy Bear. Sing and act out the song. Have students put on their masks to sing and act out the song. Wrap-up: Have students line up. Ask them to put their masks on. Wave good-bye to each student, Bye-bye, teddy bear. Encourage students to say Good-bye back. 0 0 0fomework| — OVVOUVUVUBVEUEUVEVEUEUBUVULLLEFinger paint with yellow. { Materials: «yellow finger paint, yellow pieces of clothing (1 per stucent), old magazines, pictures of yellow objects, yellow stickers, plastic containers (1 per student), tape Preparation: 4. Pour yellow paint into plastic containers. 2. Ask students to bring a yellow piece of clothing and have them put it on before the class begins. Instructions: Warm-up: Play Track 8, Teddy Bear. Sing and act out the song. Have students sing and act out the song. Presentation, Yellow: Attach different pictures of yellow objects around the class. “Tall seudents that they are going to learn a new color, yellow. Show students pictures of different yellow objects and ask them to repeat the color, Look, shis book is yellows Can you say yellow? Then invite different students to point to the yellow objects in the ‘ares, Invite students to name or point to different yellow objects that they can see inside the classroom. ‘Show Me Your Yellow: Name a student and ask him / her to show you his / her yellow garment and to say the word yellow: Juan, show me your yellow shirt. What color 4s your shirt? Yellow. Repeat, yellow, Continue in the same manner until all students have participated. ‘Student’s Book: Distribute student's books open to page 63. Give students the yellow finger paint as you ask chem about the color, What color isthe paint? Yellow. Have them finger paint the spot, Allow seudents to feel the texture of the paint. Let’s Find Yellow Objects: Take students to the yard, Invite them to find yellow objects and to point them out, Every time students find a yellow object, ask them to shout Yellow! Wrap-up: Have students line up and give them a yellow sticker. Have students say what color the sticker is, What color isthe sticker? Yellow.Unit 4 Noy Pop out and fold. Materials: © crayons, material to play with Instructions: Warm-up: Play Track 8, Teddy Bear. Sing and act out the song, Have students sing and ‘act out the song. Presentation, Three: Play Tiack 9, Show Me One (Part 3). Invite students to sing and show their corresponding number of fingers. Repeat the procedure twice. Then write number three and draw three balls on the board. Invite students to count out loud. ‘Student's Book: Distribute student’s books open to page 65. Invite students to point to the objects and identify them, Point to the reddy bears. Let: count the teddy bears. How ‘many teddy bears? Have students color the objects with crayons. Encourage students to color the pictutes within the lines. Distribute material for students to play. Worke with individual students. Help them pop out and fold the pictures. Next, invite the children to open a flap, What are they? Cars. How many cars? One, two, three. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Nnnnnnnnnaan nn3 = > o « annannanannanannnanaaganagagagngagnPop out and play. Materials: © doll, ball, toy cas, mask (from page 62), red object, blue object, yellow object Preparation: 4.Pop out the set of cards on page 67. Instructions: Warm-up: Play Track 2, J Clap and Say Good Morning, Sing and act out the song. Invite students to do the same. Review, Ball, Doll, Car:Put the doll, the ball, and the toy car on your table, Ask students to pick up a toy, Carmen pick up the doll. Hug the dell Repeat the procedure ‘with the rest of the toys: ball (play with the bal), car (play with the ca). Review, Teddy Bear: Play Track 8, Teddy Bear. Sing and act out the song. Have students put on thir masks and sing and acr out che song, Review, Three: Play Track 9, Show Me One (Part 3). Invite students to sing and show the corresponding number of fingers. Repeat the procedure -wice. Review, Yellow: Put three objects on your table (red, blue, and yellow). Invite students to identify the yellow object, Liz, show me she yellow object. Yellow. Student's Book: Distribute students’ books open to page 67. Help students pop out the toy cards. Next, ask them to put the cards on their tables. Make sure all the cards are facing up and that students don't touch the cards until you tell them to. Name a toy and invite students to hold up the corresponding card, Show me the ball. Ball. Good! Repeat the procedure several times and with the rest of the toys. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.annanananannnaann (crnColor with crayons, Materials: * crayons, family picture Instructions: Warm-up: Sing and mime If You Are Happy (sce page 38). Invite students to s and / or mime and clap along. Presentation, My Family: Show students a picture of a family. Explain that the people in the picture form a family. Tell students thac in this unit they will learn about families. Invite students to repeat the word fizmily: This sa family, Can you say the word ferily? Family ‘Student's Books Iand in student’s books open to page 69. Have students say what they see in the picture, Encourage them to say the word fant. Invite students to identi the members of the family. Allow students to use their frst language. Distribute the crayons, Have students color the picture freely. Encourage them to color within the lines. Value, Different Families: Take the time to tell students that there are many kinds of families. Explain thar there are some families that have moms and dads and others have only moms and grandmothers or dads and / ot other ‘amily members. Make sure students understand thar it does not matter what kind of family they have, and that what really matters isto love one another, Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. anCorre eeerenrnrannannananansaaeaGlue yarn. Materials: « scissots, yar (black, brown, yellow; ed), glue, plastic conzainers, pictures of different types of families (Family 1: mother, Father, and childrens frmily 2: mother and childrens family 3 father and childrens family 4: mother, grandmother, and children, et.) Pr # Cutyarn into 8 cm lengths. Instructions: Warm-up: Sing and mime If You Are Happy (see page 38). Invite students to sing and / ot mime and clap along. Presentation, Mommy: Atach the pictures of different families to the board. Have students say what they see in the pictures: fimilies, Then point to a mommy and say, “This is mommy. Can you repeat the word mommy? Mommy. Ask students to pois the ‘mommies in the pictures, Encourage students to repeat the word. ‘Student's Book: Hand in student’s books open to page 71. Have students say what they seein the picture. Encourage them to say mommy. Ask student if they nove what olor their mother’s hai is. Next, distribute materials. Make sure that those students ‘who know their mother’s hair color get the corresponding yarn. Finally, show students hhow to glue the yarn onto the hair in their books. Monitor the activity. Song, | Love My Mommy: Ask students if they love their mommies, Ricardo, do you Jove your mommy? Encourage students (0 answer yer ot no. If this is not possible allow students to nod or shake their heads to answer the question. Play Track 10, J Love My ‘Mommy, Play the first par ofthe song only. Encourage students to sing and mime the song. Repeat several times. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions,Color and glue. Materials: «© glue stick, crayons, pictures of different types of families (family 1: mother, father, and children; family 2: mother and children; family 3: fether and children; family 4: ‘mother, grandmother, and children, etc.) Instruction Warm-up: Sing and mime Jf You Are Happy (see page 38). Invite students to sing and / or mime and clap along. Presentation, Daddy: Attach the pictures of different families to the board. Then point co.a mommy and say, This ir mommy. Can you repeat the word mommy? Mommy. Repeat the procedure with daddy. Ask students to point to the mommies and daddies in the pictuses. Encourage students to repeat each word. Student's Book: Hand in student's books open to page 73. Have students say what they see in the pictute, Have students point to the daddy. Ask them if they know what a tie is and who wears a tie. Have students point to the tie. Tell chem that many dads ‘wear ties and thae the daddy in the picture is missing his. Distribute the material. Have stuclents color the tie and pop it out. Finally, show students how to glue the tie onto the father. Monitor the activity. Song, | Love My Mommy: Ask students if they love theit daddies, Andrea, do you love your daddy? Encourage students to answer yes or no. Ifthis is not possible, allow students to nod or shake their heads to answer the question. Play Tiack 10, / Love My ‘Mommy, Play the first and second parts of the song only. Encourage students to sing and mime the song, Repeat several times, Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 5 ty FamilyVUVVGESESEEGGGLFGGUUVUUBVUU brother. Cin cle brother.Circle brother. Materials: « crayons, pictures of different types of families (family 1: mother fathes, and children; family 2: mother and childrens family 3: father and childrens family 4+ mother, grandmother, brothers, sisters, ete.) Instructions: Warm-up: Sing and mime If You Are Happy (see page 38). Invite students to sing and J ot mime and clap along. Presentation, Brother: Attach the pictures of different families to the board. Point to.a mommy and a daddy and say, This is mommy This is daddy, Then point to the brother as you ask children who he is, Who’ shi? Mommy? Daddy? Blicic answers in their mother tongue. Ask students to point ro the mommies, daddies and especially the brothers in the pictures. Encourage students to repeat each word. Student's Book: Hand in student's books open co page 75. Have students point to the different family members, Point to mommy. Point te daddy, etc. Then ask students to circle the brother. Monitor the activity. Do You Have a Brother? Ask students if they havea brother or not, Raise your hand ifyou have a brother. I possible, have students tll you their brothers’ names, Whats your brother’ name? Song, | Love My Mommy: Play Track 10, I Love My Mommy. Play che song, Pause after brother, Encourage students to sing and mime the song. Repeat several times. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions,VUVVVVUVVUUVUUVUUUUUULUULULLEOUU Color markers.Color with markers. Materials: © markers, pictures of different types of families (family 1: mother, father, and childrens family 2: mother and children; family 3: father and children; family 4: mother, grandmother, brothers, sisters, etc.) Instructions: ‘Warm-up: Sing and mime If You Are Happy (see page 38), Invite students to sing and ‘or mime and clap along. Review, Sister: Atach the pictures of different families to the board, ‘Then point to the family members and encourage students to identify them. Introduce the word sister. Invite students to point to the sister in the pictures and repeat the word, This i the sister. Can you say sister? Ask students to point to the mommies, daddies, brothers, aud especially the sisters in the pictures. Encourage students to repeat each word. ‘Student's Book: Hand in student’s books open to page 77. Encourage students to name the family member in the picture, sister. Distribute the markers. Then ask students to color the picture, Encourage them to color within the ines. Monitor the activity. Do You Have a Sister? Ask students if they have a sistes, Raise your hand ifyou have «a sister. IE possible, have students tell you their sisters’ names, What’ your sisters name? Song, f Love My Mommy: Play Track 10, J Love My Mommy. Encourage students to sing and mime the song. Repeat several times. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 5 may Family Hannnnnnenner err ngengnegennenneeereMix and paint. Materials: © tape, blue and yellow paint, plastic containers, painebrushes (I per student) Preparation: 4. Ask students to bring a photograph of their family to class Instruction: Warm-up: Sing and mime If You Are Happy (see page 38). Invite students to sing and Jor mime and clap along. Review, Family Members: Ask a student to show his / her family photo to the class. Ask this student to identify his / her mother, father, brothers, and sisters. Continue in the same way until all students have participated. Attach the photos to the bulletin board. Presentation, Green: Show students the blue paint, What color is rhis? Blue. Nexty show them the yellow paint, What color is this? Yellow. Exphin that when you mix yellow and blue ic makes a new color. Mix the paint and show students the new color, Look. What color is this? Green. Can you say green? Green. Invite students to come up and give them green paint in plastic containers for the next activity. Student's Book: Hand in student’s books open co page 79. Encourage students to name the family members of the frog family. Show students how to paint the frogs with the green paint. Monitor the activity. Note: Save students’ work for their portfolios. Song, | Love My Mommy: Play the song. Encourage students to sing and mime the song, Repeat several times. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.naneNeeWenrneneneesanaananannananananananagCount and glue. Materials: * confetti, glue, crackers (4 per student) Preparation: 41. Ask students to bring a photograph of their family to class. Instructions: Warm-up: Sing and mime Jf You Are Happy (see page 38). Invite students to sing and / or mime and clap along. Review, Numbers: Play Track 9, Show Me One (Part 3}. Invite students to sing along and to show the corresponding number of fingers. Presentation, Four: Show the class four crackers. Count the crackers out loud, Let’ count the crackers, one, two, three, four. How many crackers? Four. Write number four on the board. Ask students if they want to count crackers, to0. Give each student four crackers. Count out loud as you distribute the crackers. Explain to students that they cannot eat the crackers until you say so. Encourage students to follow instructions. ‘Count the crackers several times with them, When the activity is over, allow students to cat their snack, ‘Student’s Book: Hand in student's books open to page 81. Encourage students to name the objects, What are they? Ave they tables? Ave they crayons? Theyre books. Lets count the books. Count the books aloud and have students countalong. Next, ask students to raise their index fingers. Tell students to trace number four with their finger several times. Monitor the activity. Then distribute the confetti ard glue. Show students how to glue the confetti on the number. Remind students not to cat the glue. ‘Wrap-up: Play ‘Track 3, Good-bye Song. Encourage students to mime the actions.Glue a photograph. Material: « glue sticks, family photo (see Preparation page 80), red, blue, yellow, and green blown-up balloons, tape Instructions: Warm-up: Sing and mime Jf You Are Happy (see page 38). Invite students to sing and / or mime and clap along, Review, Family Members: Play Track 10, J Love My Mommy. Encourage students to sing and mime the song, Review, Four: Draw four crayons on the board. Write a number from one to four on ‘each crayon, Count the crayons out loud. Allow student to count along. Have students come to the board. Count each crayon out loud and have students point to the corresponding crayon. IF possible, invite students to count them on their own. Review, Green: Atcach red, blue, yellow, and green balloons around the classroom walls, Invite students to jump to the different balloons, jaime, jump to the green balloon. Continue with the activity until all students have participated. Student's Book: Distribute the family pictures to students. Invite a student to the front of the room and have him / her show his / her picture to the rest of the class, Betty ‘point to your daddy, Follow the same procedure until all scudents have participated. Finally, distribute the studene’s books open to page 83. Have students glue their pictures conto their books. Note: Save students’ work for their portfolios Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 5 my FamilyCol crate PetsColor with crayons. Material: © crayons, animal pictures (pets, 00 animals, and farm animals) Instructions: Warm-up: Play Track 1, How Are You? Sing and act out the song. Invite students to do the same. Presentation, Pets: Display pictures of different animals on the board: pets, 200 animals, and farm animals. Explain to students that not all animals live in the same places. Tall them that pets mostly live in houses, Next, invite students to say if the animals in the pictures are pets, Look, is this a per? Yes. / No, Finally, invite students to repeat the word pee several times. ‘Student’s Book: Hand in student’s books open to page £5. Have students say what they see in the picture, Encourage them to say the word pet: Invite students to identify the pets in their ovin language. Next, distribute the crayons and have students color the picture freely. Encourage students to color within the lines. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 6 PetsneaeennnnananannanananannananannannnMake a dog. Materials: © small boxes, brown tempera paint, paintbrushes, glue stick, brown crayons, a dog's picture, name tags Instructions: Warm-up: Play Track 1, How Are You? Sing and act out the song, Invite students to do the same. Presentation, Dog: Display the dog’s picture on the board and say, This isa pet. Ith a dog, Can you say dog? Dog. Invite students to repeat the word dog several times. Then ask students to mime a dog. Invite students to bark and wag their “tai ‘Student's Book: Hand in student’s books open to page 87. Have students say what they see in the picture, Encourage them to repeat the word dag several times. Next, have them color the dog's body parts with crayons. “Then distribute boxes, brown paint and paintbrushes. Show students how co paint the box brown. As students paine their box, pop out the dog's body parts. Give students construction material and work with individual 2 students to finish the activity. Finally, help students glue the different body parts on the box. Name Your Dog: Ask students to think of a name for their dogs. Write each name on @ name tag. Attach the name tags to the crafis. Ask students to show their dogs to the rest of the cass. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.Unit 6 Pets Color the cats. Materials: « pet pictures: cat, dog, bind, and fish; crayons Instructions: Warm-up: Play Tiack 1, How Are You? Sing and act out the song, Invite students to do the same. Presentation, Cat: Display the pet pictures son the board. Play Track 11, Animal Sound. Play the first animal sound, Invite a student to point 0 the corresponding Jnimal, Continue in the same manner with the rest of the animal sounds. Then point to the cat picture and present dhe word to students, This sa ot, Can you say cat? Cat Have students repeat the word several times. Student’s Book: Hand in student’ books open to page 89. Ask students to point tothe big cat. Then ell chem that there are many cats the crayons. Explain to students that they must and other pets in che picture. Distribute color the cats only. Monitor the activity. Value, Taking Care of Pets: ‘Take the time to talk to students about the importance of having’a pet and howto take care oft. Explain to students why itis important to havea pet. Finally, encourage ther to give ideas om how to take care of thelr pes Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. an anangnnanneererenennnanncnnvanaanannngnunit 6 Pets Paint the fish. Materials: + red, blue, yellow, and green paint; paintbrushes, plastic containers, pet pictures from the previous lesson Instructions: Warm-up: Play Track 1, How Are You? Sing and act out the song, Invite students to do the same. Presentation, Fish: Display the pet pictures on the board. Play Track 11, Animal ‘Sounds, Play the first animal sound. Invite a student to point to the corresponding, animal, Continue in the same manner with the rest of the animal sounds. Then point to the fish picture and present the word to students, This isa fish. Can you say fish? Fish. Have students repeat the word several times. Finally, invite students to make a fish face. ‘Student's Book: Hand in student's books open to page 91. Ask students to point to the fish. Display the red, blue, yellow, and green paint atthe front of the cass. Invite students to name the colors, What color is this paint? Red. Next, distribute plastic containets to students and ask the children what color they would like to paint their fish, Pour the corresponding paint into their containers. Encourage students to paint their fish within the lines. Monitor the activity. What Do Animals Say?: Ask students about what animals say, What does a dog say? Bow-wow. Can you make the sound bow-wow? Invite students to repeat. Continue in the ‘same manner with cat / meow and fish / blurp, blurp. Ther. divide the clas into three groups: dogs, cats, and fish. Give each group a picture oftheir corresponding animal. Name pet and invite a student to make the corresponding sound, Dogs, whar do dogs say? Bow-wow. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.Color and glue. Material: « feathers, glue, markers, pet pictures from previous lessons Instructions: Warm-up: Play Track 1, How Are You? Sing and act out the song. Invite students to do the same, Presentation, Bird: Display the pet pictures on the board. Play ‘Track 11, Animal Sounds, Play the first animal sound. Invite a student to point to the corresponding animal, Continue in the same manner with the rest of the animal sounds. ‘Then point to the bird picture and present the word to students, This is a bind. Can you say bird? Bird, Have students repeat the word bird several times. Finally, invite students to mime a flying bird. Student's Book: Hand in students books open to page 93. Ask students to point to the bird, Explain that some animals have fur like cats and dogs, others have scales like fish, and others have feathers like birds. Distribute the markers. First, have students color the bird, Then distribute the feathers and the glue. Show students how to glue the feathers onto the wings. Note: Save students’ work for their portfolios. ‘Song, What Does a Dog Say?: Review animal sounds with students, What does a dog say? Bow-wwow. Contine in the same manner with eat / meow and fish / blurp, blurp. Introduce the bird sound, chirp-chirp. Play Track 12, What Does a Dog Say? Encourage students to sing and act out the song, Wrap-up: Play Track 3, Good-bye Song: Encourage students to mime the actions. IH HKKoOKKeaceKE@Re@eaeaeeaeanaea sasLook and color. Materials: « yellow and green chalk, yellow and green crayons Instructions: Warm-up: Play Track 1, How Are You? Sing and act out the song, Invite students to do the same. Review, Yellow and Green: Take students to the playground. Use the chalk to draw yellow and green circles on the ground. Ask students about the colors of the circles, What color is this circle? Yellow. / Green. Then say a color and have students jump into the corresponding circles, Yellow! (Students jump into the yellow circles.) Stuclont’s Boole: Hand in student's books open to page 95. Ask students to point to the fish. Ask students what color the fish is, What color is the fish? Yellow. Distribure crayons, Have students hold up their yellow crayons and colot the fish yellow. Repeat the procedure with birds / green Note: Save students’ work for their portfolios. ‘Song, What Does a Dog Say?: Review animal sounds with students, What does a dog say? Bow-wow. Continue in the same manner with eat / meow, fish / blurp, blurp, and bird / chirp, chirp. Play Track 12, What Does a Dog Say? Encourage students to singand act out the song. Mime the Actions: Give students instructions to mime different actions: Fy like a bird. Swim like a fish, Encourage students to mime the actions, Alternate actions. lay Track 3, Good-bye Song. Encourage students <0 mime the actions. Unit 6 Petsater @ o eo eo eo @ 2 .Trace and color. Material «set of animal pictures (see Preparation), crayons Preparation: 4. Draw a set of pictures of four birds, four dogs, four cats, and four fish on separate cards, Instructions: Warm the same. Review, Numbers: Auach the four birds standing in line onto the board (see Preparation). Write numbers one to four under each picture. Invite students to count the bitds out loud, Lett count the birds, one, two, three four. Continue in the same ‘manner with dogs, cats, and fish. Student's Book: Hand in student’s books open to page 97. Ask students to point to number one. Then have them raise their index finger and trace over the line from ‘number one to the dog. Ask students, How many dags do you see? One, Repeat the procedure with the rest of the animals. Finally, distribute tae crayons and ask the children to trace over the lines several times using different colored crayons. Monitor the activity. How Many Dogs?: Ask four children to come to the front of the room. Give each student a dog picture. Ask the class, How many dogs do you see? Let’ count them. One, two, three, four. Have students hold up the corresponding pictures as the res of the class counts them. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. "ay Track 1, How Are You? Sing and act out the song, Invite students to do Unie 6 PetsQNaOnannnnnnnnnnnnnnnnnnannMake stick puppets. Materials: * set of animal pictures from previous lessons, crayons, lollipop sticks, tape, pet pictures from page 90, yellow and green chalk Instructions: Warm-up: Play Tiack 1, How Are You? Sing and act out the song. Invite students to do the same. Review, Pets: Display the pet pictures on the board. Play Track 11, Animal Sounds. Play the animal sounds. Invite a student to point and identify the pets. Review, Yellow and Green: Take students to the playground, Use the chalk to draw yellow and green circles on the ground. Ask students about the colors ofthe circles, What color is this circle? Yellow. / Green. ‘Then say a color and give students instructions to jump into the corresponding circles, Yellow (Students jump into the yellow circles.) Review, Numbers: Attach the four birds (from page 98) standing in line onto the board. Write numbers one to four under each picture. Invite students to count the birds out loud, Lets count the birds, one, two, three, four, Continue in the same manner with dogs, cats, and fish, ‘Student’s Book: Hand in student’s books open to page 99. Ask students to point to the different animals. Distribute the crayons. Encourage students to color the animals within the lines. Help them pop out the animals. Show students how to atcach the sticks to the back of the pictures using the rape in order to make stick puppets. Finally, name different animals and have students raise the corresponding puppet, Show me the bind. Bird. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. oe aoe nandcaaa NOON NHOD Lo aColor crayons. — (01 C_ ‘. v5 YQ A SD Os Eood PeARRAacReananaenaaanenneonT,Unit 7 Food Color with crayons. Materials: « pictures of cookies, a mill carton, an apple, a banana, a book, crayons, and scissors; crayons Instructions: Warm-up: Play Track 13, Hello. Sing and act out the song, Invite students to do the same. Presentation, Food: Display the pictures of food and school objects (see Materials) oon your desk, Explain to students thar some items are school objects and others are foods. First, ask students to identify the food. Point to the apple, the cookie, the banana, and the mill carton and say, This is food. Food. Can you repeat food?’Then point to the book and ask, J this food? No. Student’s Book: Hand in student's books open to page 101. Have students say what they see in the picture, Encourage students to say che word food, Invite students to identify the food in their own language. Next, distribute the crayons and have students color the picture freely. Encourage them to color within the lines. ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. 08, anaccana oaapple -OGAANRARARBRAAADRAAAANHRARAARAAnRAGTrace and color. Materials: Instructions: dotted lines. Finally, give students the lines. Monitor the activity. « apple, banana, red markers, red crayons Warm-up: Play Track 13, Hello. Sing and act out the song, Invite students ro do the same, presentation, Apple: Show students an apple. Present che word apple vo students, This is an apple. Can you say apple? Apple. What color isthe apple? Red. Student's Book: Hand in student’s books open to page 103. Hlave students say what they sce, Have students repeat che word apple several times, Ack. students to say what color the apple is. Next, distribute the red markers and invite students to trace over the he red crayons and have them color the apple within Hide-and-Seek: Show students a banana and an apple. Have students close their eyes. Hide the banana and the apple somewhere in the classroom. Then ai wo eridents to look for the apple, Carmen and Claudia, look for the apple. Encourage the studene who finds the apple to say the word, apple, Next, invite him or her to hide the banana and the apple again. Continue playing the game several times. ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions aanaagancagngbananaDo the puzzle. Material * bananas, sheet of cardboard, markers, sheet of yellow foam, glue stick, shect of white paper (1 per student), cape, blindfold, material to play with Preparation: 4. Draw a banana tree on the cardboard. 2.Draw and cut bananas out of the sheet of yellow foam (1 banana per student). Instructions: Warm-up: Play Track 13, Hello, Sing and act out the song, Invite students to do the same. Presentation, Banana: Atach the banana tree onto the board (see Preparation). ‘Show a foam banana to the children, Look, this is a banana. Can you repeat banana? Banana. Ale, can you put the banana on the tree? What color is the banana? Yellow. Repeat the procedure until all students have participated. Encourage students to count the bananas on the tree. ‘Student's Book: Hand in student’s books open to page 105. Have students say what they see in the picture. Encourage them to repeat the word banana several times. Distribute material for students to play with as you work with individual students. Call cach student, Help him or her pop out the puzzle pieces. Finally, help students solve the puzzle and glue it on a white sheet of paper. Note: Save students work for their portfolios. Pin the Banana on the Tree: Attach the banana tree onto the board. Have students stand in line. Blindfold the first student. Give him or her a banana (see Preparation). Tell him or her to walk to the tree and attach the banana onto the tree. Continue in the same ‘manner unail all students have participated. ‘The student who attaches his or her banana the closest to the leaves of the tree wins a real banana. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 7 Foodcookie AOrananeeaeeenanrnnanannananananananaaGlue paper balls. Materials: © cookies, brown onionskin paper, scissors, glue sticks, sheet of brown foam, cereal box, colored paper, markers Preparation: 4, Cut out squares of brown onionskin paper. 2.Draw and cut four cookies out of the sheet of brown foam, ‘8. Abox of cookies: Cover a cereal box with colored paper and draw cookies on it Instructions: Warm-up: Play Track 13, Hello. Sing and act out the song. Invite students to do the same. Presentation, Cookie: Have students line up. Give a cookic to each student, Do you want a cookie? Yes. Can you say cookie? Cookie. Allow students to eat the cookie. Student's Book: Hand in student's books open to page 107. Have students say what they see in the picture. Encourage them to repeat the word cookie several rimes. Distribute onionskin paper and glue sticks. Show students how to make paper balls, Help them glue the paper balls onto the chocolate chips on the cookie. Note: Save students’ work for their portfolios. Cookies in a Box: Attach four cookie cutouts onto the board (see Preparation}. Show students the box of cookies (see Preparation), Write a number on the board. Ask . students to count the cookies out loud. Invite a volunteer to put the corresponding, number of cookies in the box, What number is this? One. Let's pus one cookie in the box. Ale, can you put a cookie in the box? Review the numbers one to four. Qnnnngnnnnnanng Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.Follow the maze. Materials: ‘© markers, picture of a cow, picture ofa milk carton, latex gloves, water, needle, clothesline, yarn, paper cups Preparation: 4. Fill atex gloves with water and close them with yarn, 2.Make small holes with a needle on each finger. '8.Hang the gloves on the clothesline. Instructions: Warm-up: Play Tiack 13, Hello. Sing and act out the song, Invite students to do the same, Presentation, Milk: Show students the picture of a cow. Ask students to identi the fatm animal. Then attach the picture of the milk carton on the board. Explain to students that milk comes from cows. Ask students to repeat the word mill several times, ‘Ask students if they like milk, juan, do you like milk? Yes. / No. ‘Student's Book: Hand in student’s books open to page 109. Have students say what they see in the picture. Have them point to the cow and the milk carton, Encourage students to repeat the word milk several times. Have students show you their index finger. Ask them to trace the path from the cow to the milk carton with their index finger several times. Distribute the markers. Finally, have students trace the path thee times with the markers. Milk the Cow: Hang the latex gloves on the clothesline (see Preparation). Put a paper cup under each glove. Have stucents stand or sit in front of a glove. Explain to students that they are going to milk a cow. Show students how to do so, Make sure students aim at the paper cup. Value, Drinking Mitk: Take the time to talk to students about the importance of drinking milk every day. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. HOOF aN9NnnNnHnAnnAAnAAAH ©SAPO sanngannnanaananaoannananana.Glue orange paper. Materials: © orange onionskin paper, sheets of white cardboard, orange finger paint, plastic containers, glue, scissors Preparation: 4. Cut onionskin paper into small squares (1 x 1 cm). Instructions: Warm-up: Play Tiack 13, Hello, Sing and act out the song, Invite students to do the same. Presentation, Orange: Attach a shect of cardboard onto the board. Show the orange paint to students and say, This és orange paint. Can you say orunge? Orange. Make a drawing with the orange paint on the cardboard. Invite students to repeat the word ‘orange several times. Orange Paintings: Anach sheets of cardboard around the classroom. Distribute ‘orange paint. Invite students to make paintings using only orange paint and thei hands. Student’s Book: Hand in student's books open to page 111, Have students say what they see in the picture. Encourage them to repeat the word orange several times. Distribute onionskin paper and glue, Show students how to glue the paper onto the orange. Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions. Unit 7 FoodGlue the apples. Materials: glue stick, apples, 2 sheets of cardboard, markers, rape, blindfold Preparation: 4. Draw a big tree on one sheet of cardboard. 2. Write number five in the middle. '3.Draw five apples on the other sheet of cardboard and cut them out. 4.Roll some tape at the back of each apple. Instructions: Warm-up: Play'Tiack 13, Hell. Sing and act out the song, Inve students to do the same. Presentation, Five: Display five apples on your desk. Ask students to say what they ate, Look, what are they? Apples. Can you say apples? Apples. Invite students to repeat the sword apples several times. Then ask students to say how many apples they see, How ‘many apples do you see? Help me count, One, two, three, four, fi. Invite students to count ut loud. Write number five on the board. Invite students to count the apples several times chorally and individually Stucdlent’s Book: Hand in students books open to page 113. Have students say what they see in the picture. Then invite them to point to the apples as you coune them out loud. Help students pop out che apples and glue them onto the tree. Pin the Apples to the Tree: Attach the tree onto a wall (see Preparation). Blindfold a student and have him or her pin an apple to the tree, Encourage students to count the apples out loud once the five apples have been pinned. Repeat the activity unelall & seudents have participated. Wrap-up: Play Track 3, Good-bye Song: Encourage students :o mime the actions. unit 7 Food;-anannananaagaannaanannanagngnngngannngnUnit 7 Food Match the food. Materials: * apple, banana, cookie, a carton of milk, crayons, sheets of paper (1 per student), blindfold Instructions: Warm-up: Play Tizck 13, Hell, Sing and act out the song, Invite students to do the same. Review, Food: Display the food on your table. Show each item and have students identify it if possible. Encourage students to repeat the wores chorally and individually. Review, Orange: Distribute orange crayons and paper. Have students identify the color and make a picture with the crayon. Review, Five: Attach the tree (see Preparation on page 114) onto a wall. Blindfold a student and have him or her pin an apple to the tree. Encourage students to count the apples out loud once the five apples have been pinned. Repeat the activity until all students have participated. ‘Student’s Book: Hand in student’s books open to page 115. Distribute crayons. Ask students to point to the milk cartons at the top and bottom rows. Then have students match them with their crayons. Continue in the same manner with the rest of the foods. ‘Wrap-up: Play Track 3, Good-bye Song. Encourage students to mime the actions.