New Sunrise Preschool C Teacher's Guide Unit 1

6 I’m Beautiful! Unit 1 Key • hands • feet • head • neck • (to be) happy • (to be) sad Extended • Look at his…! • Oh, no! • Monstry is… • Pencil • Eraser • Colors • Sheets of paper • Photocopiable Pages Lesson 1 Monstry Is Beautiful Part 1 Vocabulary and Expressions Materials Week 1 Psychomotor • Participates in songs and traditional games, making personal contributions spontaneously. Cognitive • Identifies basic feelings. • Recognizes and identifies body parts and their function. Affective • Embraces, adjusts to and follows the rules of an activity. Linguistic • Points to the body parts when the teacher names them in English. • Interprets images and short stories developing his/her literacy skills. Progress Indicators and Assessment Before Reading Write happy and sad on the board, read the words aloud, and have students repeat after you. Explain the concepts to them by making faces. Then, play a pretend-to-be game where students are monsters. Have students sit in a circle. Tell them that each of themwill play It in the middle mimicking happy and sad monsters. While Reading Have students look at page 6. Describe the page and have them point to Monstry. Use the expression: Look at his (body part). Make sure students point to that body part in the illustrations. Next, tell them that they will hear a story about monsters. Play Monstry Is Beautiful (Part 1) and ask students to run their fingers under the text in the speech bubbles. Play the short story again and have students read it aloud. After Reading Slowly read each speech bubble from the story aloud, pointing to the character who says it in the illustration, and encourage students to repeat after you. Next, ask groups of three students to come to the front of the class and say the dialog. Help them with the pronunciation. Happy Richie and Sad Richie We are happy, We are sad. Happy Richie And sad Richie. We are happy, We are sad. Happy Richie And sad Richie. Pretend-to-be games are important as they place students in roles. They are key to making learning clear and fun for children. Simply instruct students in what to do. For example, say: (Student’s name), make a (happy) face! Teaching Tip Hand out a photocopy of page T211 with the blank face of Richie to each student. Tell them that they have to draw and color Richie’s face with a happy or a sad expression and trace the word happy or sad on the top of the page, depending on their drawing. Next, have students stand up, show their drawing and say: Richie is (sad/happy) . Photocopiable Activity Write on the board: Oh, no! Look at his/her … ! Tape students’ drawings on the board. Divide the class into two groups. Say: Oh, no! Look at his/her (body part)! Have a student from each group run to the board and point to that body part. Extra Activity Hand out a sheet of paper to each student. Ask them to draw, color, and name their own monster twice (one with a sad face and one with a happy face). Ask students to label their own drawings: (Monster’s name) is (sad). Finally, go around the classroom asking students to point to their monster’s body parts using the expression: Oh, no! Look at his/her … ! Extra Activity Play the song Happy Richie and Sad Richie a couple of times. Divide the class into two groups depending on the happy and sad faces they drew on their faces of Richie. Then, play the song and have students hold their photocopies up according to the feeling that is being mentioned in the lyrics. Finally, ask each group to sing the line from the song corresponding to the feeling they represented. Extra Activity