TEACHER`S BOOK

SUMMARY
Getting started 1 Unit l -Theworld and l

Bilingual education 2 Unit 2 -School

Teaching preschool children 2 Unit3-Placesandlanscapes

Methodological approach 2 Unit 4-Animals

Program structure 3 Unit 5 -Foods

Table of contents 7 Unít6-Bodyandmovement

Learning assessment 11 Unit 7 -Fun and games

References 12 Unit 8 -True heroes

» GETTING STARTED is divided into four units containing 10 activities per unit

The Little Friend bHingual education program was They were carefully structured based on the concepts being
taught in the native language.
developed by a team of experienced English teachers.
The program is based on principles of communicative
lt provides complete, fully planned day-to-day lessons,
ap,proach, in which the emphasis is placed on effective
along with all the additional resources needed for a fun-
communication in real life situations, taking into account
filled, academically-sound teaching experience.
This material was designed to meet the needs and the child's stage of development, proficiency level and
individual skHls ln second language acqulsition,
characteristics of the preschool children and attend the
The basic philosophical focus of the material is formed
clemands of the National Curriculum Parameters. Each book

1
Teacher's book
 on the principle of educating citizens for tomorrow
focusing not only on linguistic proficiency, but also on
biblical principles and values, with the goal of educating
children to love and respect God, themselves, and others.
» BILINGUAL EDUCATI0N
The increasing pressures arising from the demands
of internationalization paved the way for a greater
awareness of the need to learn English since chjldhood.
The necessity for bilingual programs nowadays is
as undeniable as the reality of increased demand in
communication in all areas.
Bilingual education happens in two languages (GENESEE,
1987, p. 1). According to the State Council of Education of
Rio de Janeiro (RIO DE JANEIRO, 2013), a bilingual school
is the "environment where two or more languages are
spoken and experienced through cultural experiences,
in different learnjng contexts and in a diverse number of
subjects, so that the children incorporate over time the new
code as if Ít was their native language".
ln order to achieve this gradual and natural process of
English language acquisition, the whole school should adopt
this new identity, in which both the regular grade teacher
and the English-speaking teacher work harmoniously,
sharing content and activities in complementary fashion,
using two languages simultaneously Other school
staff and faculty may also engage whenever possible in
communication with the children using English, thus
extending the bilingual learning experience beyond the
classroc)m walls.
Native language use is strongly discouraged within the
hours of the bilingual program, as children possess the innate
ability to grasp the meaning of what is being said, in verbal
and non-verbal language, and therefore wHl inevitably
learn English if allowed to develop at their own pace and
learning style. lnstead of going against this natural ability,
through the communicative approach, we as5ess their
progress in the nal:ural environment where communication
occurs, and encourage oral communícation, seeking to teach
through various tools.
» TEACHING PRESCHO0L CHILDREN
Preschoolers have their own particular way of
interacting with the rest of the world. lt is crucial to
respect this phase and its peculiarities in order to provide
a proper development for later stages in life. These are
precious years which require commitment, effort, and
intentjonality from the educator in order to allow the
children's expression and creation.
Through relevant content, we seek to ignite the spark of
endlesscuriosityinthechildren,exploringtheirsurrc)undings,
searching for ways to communicate and solve problems
by using toys and imagination. At this stage, children are
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2 Teacher's book
m_.
interested in objects that allow them to create other forms,
such as paint, playdough, paper, modelling clay, and plastic.
Through this teaching method, learning involves daily
hancls-on lessons such as building the rooms of the house
and recreatlng the yard and street elements with alternative
materials, simulating real scenarios in a playful way while
understanding the daily life.
Role-playing and enacting activities encourage children
to practice real dialogues in problem-solving scenarios,
which help to develop critical thinking skills
The unique learning abilities of each child are valuecl
and respected, and they are able to grow at their own pace
When playing, children discover themselves and the others,
become familiar with objects and how they are made
and be transformed. During preschool years, the children
acquire basic listening and speaking abilities, prepõring
them to develop other skills in elementary school.
The Little Friend bilingual education program is based
on solid universal values essential m preschool years
Principles that value gratitude, life in all forms, caring foí
self and others, family and frjendship appreciation, respect,
good manners, organization, sustainability, among others,
are highly encouraged jn the classes,
According to Heath (2001), preschool children learn
to take turns, identify their feelings and the feelings of
others, how they look like and how they dlffer, and how
to respect these differences. This understanding about
themselves and the others is experienced in practical
activities. Sustainability is also an important value for this
generation because it helps cHldren to understand the
value of their belongings, to avoid waste, to recycle, and
to be accountable to the next generatjons and themselves.
Finally, thjs material was developed to provide
meaningful experiences, which enable the children to
learn, think, and communicate m English in a natural way.
» METHODOLOGICAL APPROACH
The Little Friend bilingual education program was
created to provide cultural awareness, internationalization,
and language competence through meaningful and relevant
content. ln order to achieve these goals, the program was
designed using i:he Content and Language lntegrated
Learning (CLIL) methodology, where academic content is
used to teach English in a fun and interdisciplinary way.
What is CLIL?
According to Coyle, Hood, and Marsh (2010, p. 1),
CLIL is "a dual-focused educational approach in which an
additionql language is used for the learning and teaching
of both content and language. That is, in the teaching
and learning process, there is a focus not only on content,
and not only on language. Each is interwoven, even if the
emphasis is greater on one or the other at a given i:ime"
=
 ln the classroom, the English language is used as a tool
to learn speclfic content as well as to communicate. ln this
case, it is the subject matter that determines the language
needed to learn. lt provides exposure to the language without
requiring extra time in the curriculum, which can be of
pace and learning style, while communicating in order to
complete the assignment by working in groups. With the
natural approach, the chlldren are encouraged to
communicate in the best way they can by using the
vocabulary and expressions they knc)w. ln a similar manner,

particular interest in vocational settings. the audiolingual method is also used to help improve
listening and speaking skills.
ln the lnitial phases of the program, the communication
A successful CLIL lesson should combine four strongly relies on non-verbal strategies and audiovisual
elements identífied as the 4 Cs (COYLE, 2005): resources, includlng dally TPR (Total Physical Response)
techniques, body language communication, gesturing,
voice pitch, flash cards, songs, videos, demonstration, and
repetition.
Playtime is an important aspect of the learning
experience, as it is part of the children's daily life. lt is
through engaging, meaningful role-playing activities,
realia, songs, games, storytelling, arts, and crafts, all
carefully designed for this age, that the new code is
assimilated and solidified into a life-changing learning
experience for the child.
As children grow and learn to interact with their peers
and teachers in English, the rest of the school is further
encouraged to engage in communicating with them, thus
embracing the bilingual identity.
Through the Little Friend bilingual education program,
the dream of becoming a society that effectively
communicates in English can gradually become g`reality.

» PROGRAM STRUCTURE
The Llttle Friend collection was developed for a
blljngual education program for preschool children.
The program contains two Student's books with 80
activitjes, one Teacher's book wlth 186 lesson plans, and
an online website (<english.cpb.com.br>) with several
downloadable contents. ln order for 1:he program to be
effective, the classes should last 45 to 50 minutes and
be conducted in groups of up to 20 children with daily
frequency.

Benefits of the methodological approach Student's book

According to the European Commission, CLIL is The set contains two Student's books with 40 activitles
considered an effective way to achieve a high degree of for each semester. There are eight thematic units distri buted
language awareness, accommodate diverse learning styles, as follows;

provide greater exposure to a second language, improve

llnguistic and communjcative competence, and increase 1st semester 2nd semester
leamer motivation through greater authenticity.
The world and 1 Foods
A blend of proven foreign language acquisition
School Body and movement
methodologies is used in the program to provide flexible
Places and landscapes Fun and games
strategies to teach different contents. A cooperative teaching
Animals True heroes
approach enables children to actively practice and learn with
their peers, wlth children from other classrooms or even in
different contexts through technology. The task-based Each unjt contains 10 color-coded activities. The

approach allows the children to develop at their own activities offer the opportunity for children to develop

Teacher's book 3
 their knowledge and understanding of new subiects school"or"Athome"place.Thetemplateoftheattendance
while reciuiring constant review of what has been chart is available for download on the website.
studíed for both educational achievement and language
learning.
The objectives of each activíty are described on the
back of the page, which can help parents to understand
what is bejng taught and what skills the chlld should
have developed after completing the lesson.

Teacher's book
The Teacher's book contains information about the
program, suggestion of resources, songs, videos and
audios, descnption of classroom routines, and 186
lesson plans (83 daily lessons and 10 review classes per
semester) Each unit contains 20 or 21 lesson plans.
The Teacher's book contains actMties that use the
Student's book and suggestions for interactive actMties
to be performed in and outside the classroom.
All classes focus on the subject being studied in the
Portuguese collection and also review concepts already Daily calendar
learned. The work to be developed with the activities Every day children will learn the day of the week,
indicated in the Student's book is detailed in the the month and the year They will also talk about the
Teacher's book. weather, count numbers, and review the letter, color,
and shape of the day This is an important tool to
Methods and approaches memorize basic vocabulary and expressions. The
Objectives: daily class obiectives clearly stated for each template of the daily calendar is available for download
activity page and lesson plan. on the website.
Resources: a complete ljst of all teacher will need for
the day's class, including links to songs, videos and more,
Values: character-building values teacher can draw from
the daily lessons.
CLIL. interdisciplinary content for the day's lesson.
Key expressions and vocabulary: phrases ancl words
to be emphasized during the class.

Daily lesson plans

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Greetings
lnitial greetings as the teacher enters the classrc)o"
Hello, how are you? Good morning!/Good afternoon!
W/.c.e fo see you. Simple questions and their appropriate
answers are daíly used. The Greetings song "Hello,
how are you?" should be immediately played, so children
and teacher can sing along as they greet each other Core lesson
Links to suggested songs and videos are available at The core lesson is divided between classroom activities,
the description of each lesson plan and on i:he website Student's. book activities, and playtime activities.
<englísh.cpb.com.br>.

Attendance chart
Teacher or a child comes up to the calendar and calls
attendance placing the name with a photo in the "At
Classroom activities
Fun and playful activities performed in the classroom
that do not require the Student's book They include songs,
games, storytelling, role-playing, vldeos, worksheets, etc.

4 Teacher's book
 Student's book activities
These are the actMties from the Student`s book. The
teacher must follow the lesson plan described Ín the Teacher`s
book in order to complete each activity. They include
drawing, coloring, matching, pasting, cutting, writing, etc.
Final review
At the end of each semester we suggest the repetition of
some classes worked for review and assimilation of contents.

Playtime activities Audio

Outside activities that can Ínclude games, experiences, The audios indicated in the Student's book activities
and sensory play Teacher can take children to the yard, are available in the Teacher's book and on the website.
garden, or playground.

Homework
•'l`,t Circle time
Some activities are indicated to be completecl at home
Also called group time, it refers to any time children with the help of family.
are sitting together for an activity involving the whole

group lt's ordinarily used to introduce new concepts oÍ Procedures and teaching resources
review past contents. This important part of the daily Teaching English for children requires imagination and
routine provides an opportunity for listening, developing creativity while playing with toys or games that simulate
attention span, promoting oral communication, and real life, ln this section, you will find sugge5tions and
learning new. resources that can be used in the classroom:
The Circle time song may be used to call the children
and gather them in the area specially reserved for these • Dollhouse
actMties. The song js avajlable for download on the website. A miniature house with a kitchen, living room,
bedroom, bathroom and laundry room can be created
with different materials according to your preference.
I Clean-up time lt can be u5ed in activities organized by the teacher to
Clean-up tlme is a fun way to teach children problem- simulate everyday situatlons See an example below
soMng skills, mathematical concepts, lessons about
family and school life, citizenship skills, responsibility, self-
motivation, and more. There is a special Clean-up time
song available on the website to help you prepare the
class to begin this activity.

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At the end of the lesson, the children have the

opportunity to review important concepts and say
goodbye in a positive atmosphere, so that they will look
forward to their next cla5s. There is a Goodbye song • Magnetic dollhouse
available on the website. The magnetic dollhouse wlll allow the teacher to build
scenarios to assist in the fixation of vocabulary and key
expressions. The template is available for download on
)`
Story time
the website.
During Story time the child will learn basic vocabulary
and sentences with songs, fun activities, and six storybooks
The books are organized into themes and will be used to ::_.:__=ã=J,±tü
review and introduce the vocabulary related to each unit.
# ET-T+- qDE

„ Extra activity
Several activities are provided on i:he websjte and can
be used if you have extra time They are not mandatory
but can be a useful resource when needed.

Teacher's book
5
 • Magnetic farm • Popsicle stick dolls
Removable parts for children to simulate trips and get These are paper dolls wearlng the school uniform (boy,
famlliar with what is found on a farm such as animals, girl, white, black, and brown). Plctures of the children's
fruits, and vegetables. The template is available for faces will be glued as the dolls heads. This will allow the

download on the website. children to role-play dialogues accordlng to the activity.

Nosso Amiguinho dolls can also be built by printing
out the templates and sticking them to wooden sticks.
Templates are available for download on the website.

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• Special needs dolls

ti`I
Dolls are used to help children understand and respect
individual differences. They can be built with different
materials according to your preference; they can even be
made as pop5icle stick dolls as well.

• Rooms or different places built with alternative

materials
The children can help to build different spaces and the
furniture of each room with different materials and assemble
them in the classroom. lt allows them to simulate situations
that happen in a family environment. The following Ímage
is an example.

• Nosso Amiguinho masks

The masks complement the interactions, allowíng the
children to simulate adventures while engaging in dialogues.
Templates are available for download on the websíte.

• Doll family
The family conslsts of father, mother, sister, brother,
baby, grandma, and
grandpa. They can be
created with different
materials according 1:o

your preference. The dolls

should fit in the dollhouse • Flash cards
because the family must Flash cards allow the teacher to easily communlcate
be used to recreate family with children in the target language. Therefore, they are
dialogues. essential for communicating ideas, stories, concepts and

6 Teacher's book

[`__ _ _ 1=
new content wíthout using the native language. The flash
cards are available for download on the website.
• Miniature toys
Miniature toys can be used to explain real situations,
encourage dialogue, exemplify complex concepts, and
entertain children
• Everyday sentences
One new sentence per week should be taught to
non-English speaking school staff to enable them to hold
basic conversations in English, This process will integrate
them in the learning process of the foreign language
at the same time as the chHdren. Some examples aíe
available for download on the website.

• Sd`ool `ü.al communication • English teacher and main teacher cooperation

AH schoo. sigt5 sriouid be bilingual (English and lt is imperative that the English teacher and the main
Pcrtijgime; to a`d the learnmg process and reinforce teacher uphold constant cooperation to coordinate the
assr- learning process of the class.