New Sunrise Preschool A Teacher's Guide Unit 1

17 Lesson 10 Key • nose / n o ʊ z/ • name / n e ɪ m/ Extended • no / n o ʊ / • neck / n ek/ • animal / æn.ǝ.mǝl / • run /r ʌn / • hen /he n / • Jenny /’d ʒɛnɪ / • Nate / n e ɪ t/ • Anna /’ ænǝ / • Colin /’k ɒ l ɪn / Psychomotor • Mimes and memorizes body sequences. • Performs pasting activities successfully, respecting the boundaries of figures. Cognitive • Recognizes and pronounces the sound / n / correctly. • Participates in activities that help him/her broaden his/her knowledge. Affective • Shows persistence when carrying out activities. Linguistic • Clearly enunciates words with the / n / sound. • Shows improvement regarding the association of ideas and pronunciation. Progress Indicators and Assessment Vocabulary and Expressions Week 4 Warm up As a class, review the parts of the face learned throughout the unit by pointing to the different parts of your face and having students name them. If necessary, say the names first and have the class repeat after you. Then, draw a picture of Rommy’s face, the mascot, on the board. Ask students to come to the board and touch the parts of Rommy’s face that you say. Next, allow volunteers to call out the parts of the face for their classmates to touch on the board. You can turn this activity into a competition by dividing the class into groups and awarding points. Presentation Draw a self-portrait of your face on the board and name its parts. Then, write: My name is (your name) , and read the sentence aloud. Beforehand, prepare a face template with the following sentence for each student: My name is ______ . Distribute the templates and invite the class to draw eyes, a nose, a mouth, ears, and hair to create a self-portrait. Explain that this means they should draw their own face. Now, help students write their names to complete the sentence. Before they share their self-portraits, point to the face on the board and say its parts once more. When you get to the nose, repeat the word several times and write it separately on the board. Then, read the sentence you wrote on the board and repeat the word name a few times. Circle the letter n in these two words. Have students say these words a few times and draw their attention to the circled letter every time they pronounce the / n / sound. Finally, invite students to share their self-portraits. Encourage them to repeat the words nose and name three times and pronounce the / n / sound clearly when they say it. Practice Have students open their books on page 17. Point to the animals faces and ask: What’s missing? Elicit students’ answer: Nose . Have them say that word a few times and paste the stickers in the corresponding place, emphasizing the / n / sound. Then, point to the body outlines and explain that they are going to learn the names of these kids. Play the audio a couple of times and have students repeat chorally. Go to the stickers page with the class. Point to the first sticker, invite students to identify where it belongs, and have them paste it in the appropriate space. Repeat the activity with the rest of the stickers. Point to the noses and the kids and ask: What is this? What is his/her name? Application Invite the class to sit in a circle. Explain that you will say two words and if they begin, include or end with the / n / sound, they should stand up as fast as they can. If the two words do not include the / n / sound, they must stay seated. You should repeat the words a few times and you can ask students to repeat the words to make sure the class understand them. Keep in mind to use words familiar to students at this level or the words used in this unit. A variation of this game is to have a winner at the end. My Sounds! Sound / n / Play the audio again and have students repeat a few times. Then, explain that they are going to learn new words with the / n / sound. Move your head side to side and say: No . Show students page 15 of their books and say: Animals . Point to your neck and say: Neck . Ask a few students to run and say: Run . Move your arms up and down like a hen and say: Hen . After you say these words, write them on the board. Next, repeat the actions you just performed and ask students to copy you and say the words. Finally, perform one of the actions, for example, pointing to your neck, and have students copy you and say the corresponding word a few times by themselves. Extra Activity Practice the / n / sound by saying the following words with students: nose, name, Nate, Anna, Jenny, Colin, no, neck, animal, run, and hen . Explain that to make this sound, the tip of the tongue must be placed behind the front top teeth and the jaw drops. The air flows through the mouth and nose and the vocal chords vibrate, so it is a voiced sound. Invite students to place their hands under their nose and instruct them to produce the / n / sound isolated to feel the air flow through their nose. Pronunciation Tip Send parents a note to inform that their children are studying the / n / sound. Ask them to help their children to take two pictures of objects around the house that contain this sound, either at the beginning, middle or end. Encourage them to use maximum 6-letters words. Invite parents to print the pictures out and send them to school so that you can make a collage to display. Help students with the vocabulary so they can practice the pronunciation of the / n / sound. Home Connection • Face templates • Pencils • Colors • Pictures of objects with the / n / sound • Stickers Page Materials