New Sunrise Preschool A Teacher's Guide Unit 1

10 Before Reading Ask pairs of volunteers to come to the board and greet each other, using the words Hi! Hello! Then, point to different parts of your face (eyes, nose, ears, and mouth) and encourage students to do the same after you. Next, without pointing to the body part, say: Look at my (mouth) , and ask students to repeat and point, by themselves, to the relevant body part. Go around the classroom to make sure that students point to the correct body part. • Illustrations of body parts (head, eyes, mouth, nose) • Magazines • Scissors • Pieces of paper • Glue Materials Key • mouth • nose • Hi! • Hello! • Look at my… Extended • face • head • eye(s) • one • two • Is this a…or a…? Vocabulary and Expressions Psychomotor • Performs pasting activities successfully, respecting the boundaries of figures. Cognitive • Comprehensively reads didactic-informational texts. • Recognizes and identifies body parts. Affective • Understands the instructions given and follows simple orders. Linguistic • Reads short texts and answers questions. • Identifies and pronounces the body parts correctly. Progress Indicators and Assessment Lesson 4 We Are Different! Part 2 Students who are just beginning to learn a new language feel more confident answering a question in which they are given two choices. For example, Is this a mouth or a nose? is easier for them than an open-ended question like: What is this? Teaching Tip After Reading In advance, prepare illustrations of the following body parts: head, eyes, mouth, and nose. You can use pictures downloaded from the Internet, cut out from magazines or drawn on your own. Display these pictures on the board and have students repeat the words several times. Have them put their heads down on their desk while you remove one of the pictures from the board. Finally, ask them: What is missing? Elicit the name of the illustration you removed. Repeat this procedure several times until students have practiced all four words. Write the numbers one and two on the board. Say the names of these numbers to the class, invite them to repeat these words several times, and explain their meaning. Tell the class that you will say the name of a body part (head, eyes, mouth, nose or face) and when they hear it, they have to touch it and then show with their fingers whether they have one or two of that body part. If you say the word mouth, they touch their mouth and hold one finger up. Extra Activity Play the audio of Parts 1 and 2 of the short story and have students listen and repeat. Have pairs come to the board after you assign them a character from the short story (fox, monkey, squirrel, panda, or lion). Then, play the audio and help students to act out the story in front of the class. Extra Activity Divide the class into five small groups. Provide each group with several magazines. Then, assign them a body part (head, eyes, mouth, nose or face) and ask them to find and cut out pictures of their assigned body part. Make sure students understand the difference between face and head . Give each group a piece of paper and some glue and ask them to paste as many pictures of their body parts as they can on their paper. Then, have them display their work and say what body part they were assigned. Extra Activity Week 2 While Reading Point to the animals on the page, tell students the name of each animal, and ask them to repeat after you. Then, say the names of the animals, at random, and ask students to point to the corresponding one. Next, play the audio a couple of times and ask students to repeat. Play it again and have students run their fingers under the text. Pointing to different body parts on the page (head, eyes, mouth, nose), ask students questions such as: Is this a (head) or a (mouth)? Celebrate all their attempts to answer and correct any mistakes. Notes: