New Sunrise Preschool A Teacher's Guide Unit 1

19 Warm up Review the parts of the face studied throughout the unit (head, eyes, ears, nose, mouth, hair) by playing a game with students. Stand in front of the class and tell them that you will say a sentence and, at the same time, you will perform an action. Explain that they only have to do what they hear, not what you do. Start by using a simple instruction, such as: Touch your nose , while you touch your mouth. Students should only touch their noses. Make sure they understand the game. Give instructions related to the other parts of the face studied in the unit and correct as necessary. Practice Direct students’ attention to the images on page 19. Then, explain the game using the four images. Distribute the pieces of cardboard with a hole in the middle to each student. Instruct students to show you a part of their face, according to your instructions. Say : Show me your mouth! Tell students to place the piece of cardboard over their faces in a way that only their mouth shows through the hole. Praise them for identifying the parts of the face correctly. Give students a new instruction. Check that all students are showing the correct part of the face through the hole in the cardboard and praise them. Repeat with the different parts of the face learned in the unit. Application Start the game once the rules are clear for students. Next, allow volunteers to come to the front of the classroom and give the instructions during the game. You can also have volunteers place the piece of cardboard over a part of their face and invite the rest of the class to say the sentence: Showme your (nose)! Alternatively, you can allow students to play the game in small groups. Game Show Me! Key • eye(s) • ear(s) • mouth • nose • hair • head Extended • Showme… • Very good! • Good job! • Look at my… Psychomotor • Discovers his/her face, recognizing the fundamental parts, and places them appropriately. • Has good hearing-motor coordination and visual- motor skills. Cognitive • Recognizes and identifies parts of the face. Affective • Uses oral language to express feelings and emotions. • Understands the instructions given and follows simple commands. Linguistic • Points to the body parts when the teacher names them in English. Progress Indicators and Assessment Vocabulary and Expressions Week 4 1 4 2 3 Distribute a piece of paper to each student. In pairs, have students stand in front of each other and draw their partners’ face. Next, ask them to color it and help them to write their partner’s name below. Have partners exchange their portraits. Then, help the class to label each part of the face in their own drawings. Display the portraits and encourage them to identify the parts of their faces, saying: Look at my (eyes) . Extra Activity Presentation Have the class open their books on page 19 and look at the illustrations. Together, count how many images there are. Next, ask students to scan them. Point at the pieces of cardboard in the pictures, and then hold one up. Explain that they will need them to play the game. Finally, encourage students to predict how they will use the pieces of cardboard during the game. Self-Awareness: Identifying Emotions Draw a happy face and a sad face on the board. Point to each face and repeat the words happy and sad, accordingly. Next, take a piece of cardboard and place it over your face so that your mouth shows through the hole. Smile and ask students if they think you are feeling happy or sad. Then, make a sad face, only allowing students to see your mouth through the hole. Have them guess the emotion. As a class, discuss what makes them feel happy or sad. Let them use their mother tongue if necessary. Next, distribute a piece of paper to each student and ask them to draw something that makes them happy (a game, food, a toy, etc.) on one side of the paper and something that makes them sad on the other side of the paper. Have volunteers come to the front of the class and talk about their drawings. Social and Emotional Learning Social Awareness: Empathy Invite students to show the drawings theymade, with the things that make them happy and sad, to a classmate. Then, guide a class discussion and encourage students to explain how they felt about their partner’s feelings during this activity. Ask if their partner’s happy and sad drawings also made them feel a little happy or sad. Explain that empathy means putting ourselves in somebody else’s place and being aware of what they may be feeling. Tell the class that feeling empathy also helps them understand what not to do to other people, since you should not do things to others that you would not like them to do to you. This can be done in their mother tongue if necessary. Social and Emotional Learning • Pieces of cardboard with a hole in the middle • Pieces of paper • Crayons • Pencils • Colors Materials