New Sunrise Preschool A Teacher's Guide Unit 1

15 Extended • lake • face • nose • mouth • eye(s) • head • fox • monkey • panda • squirrel • rabbit • lion Warm up Ask students to stand in a circle and explain that you will give them instructions to touch one of the body parts they have learned so far. Next, tell them that you want to see who can follow the instructions the fastest. Say the first command: Touch your nose. Model it a couple of times for the students. Continue the activity with: mouth , ears , eyes, hair, face, and head . You can play a song that has a quick rhythm so students go faster. Practice Ask the class to open their books on page 15. Help students name the animals. Tell them that after they hear the audio, they have to circle that animal’s ears. But first, model the instruction by drawing a couple of animals on the board and practicing the activity on them. Now, play the audio a couple of times, but ask students not to circle anything yet, just to listen. Next, play the audio ask students to repeat chorally. Finally, ask students to decorate the lake using different kind of materials. • Pictures of water and lakes • Cardboard • Pieces of paper • Blue and green paper • Glue • Scissors • Colors • Photocopiable Pages Materials Psychomotor • Identifies limits in a figure and colors within the lines. • Shows body harmony in basic forms of gross motor movement and skills. • Controls the movements of his/her body, and its parts, at will. Cognitive • Recognizes and identifies body parts. Affective • Explores artistic languages to convey his/her particular vision of the world. • Embraces, adjusts to, and follows the rules of an activity. Linguistic • Identifies the object he/she is coloring. • Has widened and increased his/her vocabulary with new words. Progress Indicators and Assessment Key • ear(s) • Look at my… Vocabulary and Expressions Lesson 8 Reading Practice Total Physical Response (TPR) activities allow students to demonstrate understanding without rushing them to produce oral communication. Teaching Tip Tasks requiring fine motor skills, like tearing, are not initially easy for young students. However, they are necessary to develop hand-eye coordination and grasping with fingers, which will be essential in later prewriting activities. Teaching Tip Point to one of the animals on page 15 of their book and mimic it. Then, ask students to copy you. Repeat with all the animals. Next, play music and point to one of the animals. Students should mimic the animals until the music stops. Repeat a few times. Extra Activity Presentation Show students pictures of water and lakes and explain the meaning of the words. Tell them that lakes are full of water. Divide the class into small groups and distribute pieces of cardboard. In advance, cut long strips of paper (approx. 3 cm wide) in different tones of blue and even some greens. Instruct the groups to take some strips of paper and tear them into smaller pieces. When they are small enough, ask groups to make a lake by pasting the pieces of blue and green paper to resemble water on pieces of cardboard. Help students as necessary. When they are finished, display their work and guide the class to realize that the lakes are different: in shape and also in the mix of blues and greens. Provide students with copies of the Photocopiable Page T212 that shows a clown face. Explain to them that they have to complete and color the face of the clown. First, ask students to cut and color the face, the hair, and the hat. Invite them to be very creative. Second, ask students to color the face parts separately. Check their coloring work. Third, ask students to cut out the parts and paste them to the face. Help them to place each of the parts in the correct place. Finally, collect all the clowns and put together a display in front of the class. Photocopiable Activity Week 3 Application Divide the class into two groups to play Tic Tac Toe . Draw the corresponding grid on the board. Use pictures of body parts. Invite one student from the first group to name one of the pictures you show. If you cannot use pictures, point to your own body parts. The group has to name the part you are showing or touching. If it says the right word, the group gets to put a mark on the grid. If the group says the wrong word, a classmate from the other group gets the chance to answer. Notes: