New Sunrise Preschool C Teacher's Guide Unit 1

7 Warm up Draw an outline of a human body on the board. Write Polly under the drawing. Explain the key vocabulary to students by saying the words and pointing to the body parts on the drawing. Elicit the key vocabulary when pointing to any body part on the drawing by asking: What is this? Beforehand, bring stickers. Call out a student and give him/her a sticker to stick on the board as instructed. Say: Put the sticker on Polly’s (neck) . Presentation Stand in front of the students, pointing to and naming your own body parts using the key vocabulary. Then, play the song My Body twice. Next, sing along while moving the body part mentioned, creating a movement routine. For example, put your hands up for hands , shake your fingers for fingers , and so on. Finally, ask students to join you in singing along and doing the movement routine. You can vary the speed in which you play the song, starting very slowly. Practice Ask students to carefully cut out the body parts illustrations on page 121. Help them cut out the body parts appropriately. Hold up each cutout and have students identify the body part by asking: What is this? Then, say the name of a body part and ask them to hold up their own cutouts or point to it in their own books. Go around the classroom to make sure students paste their cutouts in the right place. Next, ask them to trace the words with different colors. Finally, play the audio a couple of times and have students repeat what they hear. Lesson 2 Reading Practice Key • head • arm(s) • leg(s) • hand(s) • toe(s) • neck(s) • knee(s) • finger(s) • feet Extended • What is this? • Stickers • Scissors • Glue • Colors • Cutout Page Psychomotor • Cuts on a curved line and a straight line. • Controls at will the movements of his/her body and its parts. • Coordinates hearing sensations with movements appropriately. Cognitive • Asks questions correctly and shows interest in learning. Affective • Understands the instructions given and follows simple orders. Linguistic • Traces words as indicated and follows the direction of lines appropriately. • Asks and answers questions related to his/her communicative needs. • Points to the body parts when the teacher names them in English. Progress Indicators and Assessment Vocabulary and Expressions My Body Hands, fingers, feet, and toes, And head and neck, And arms and legs. Hands, fingers, feet, and toes. Hands, fingers, feet, and toes. Hands, fingers, feet, and toes, And head and neck, And arms and legs. Hands, fingers, feet, and toes. Hands, fingers, feet, and toes, And head and neck, And arms and legs, Hands, fingers, feet, and toes. Hands, fingers, feet, and toes, And head and neck, And arms and legs. Hands, fingers, feet, and toes. Simple drawings or outlines on the board help children focus their attention on the target vocabulary. Use this simple strategy to build background knowledge before introducing chants and songs. Teaching Tip Week 1 Ask pairs of students to come to the front of the class and perform the following activity: As one student sings the song My Body , the partner performs the movement routine. Have students switch roles. Extra Activity It is fun for students to start off singing songs very slowly and then speed up the singing tempo once they have learned the song as well as the movements. This helps students coordinate their hearing with their motor skills. Teaching Tip Materials Application Read the key vocabulary aloud and ask students to come to the front of the class, repeat it after you, and show it in his/her own body. Next, point to the body parts on the Student’s Book page and have students say the words aloud. Have them stand up, point to a body part in his/her own body, and ask his/her classmates: What is this?