New Sunrise Preschool C Teacher's Guide Unit 1

13 Warm up Distribute brown paper bags to students. Instruct them how to make hand puppets. Help them decorate the face on the front of the bag with colorful markers. Ask them to wear the puppets on their hands, stand in front of the class individually, and say: I’m beautiful . Ask for a round of applause and collect the puppets. Practice Ask students to cut out the illustrations on page 121 of the Student’s Book. Point to the first blank space and ask students which cutout they should paste there. Then, ask them to paste it. Repeat with the another cutout. Ask students if they think all the kids in the illustration are the same. Explain that there are girls and boys, with short and long hair, and so on. Tell them that although they are different, they are beautiful children. Say: Beautiful children! , and ask students to repeat after you. Then, have them trace the expression on the page. Next, ask them to color all the illustrations. Make sure they use different hair and skin colors for the children. Finally, have students look at their classmates’ finished pages and have a display if possible. Emphasize on the fact that all children are different, but beautiful and important as human beings. Lesson 7 Social Studies Key • head • toe(s) • arm(s) • leg(s) • finger(s) • neck • I’m beautiful. Extended • I’m beautiful from (body part ) to (body part). • W hat’s his/her name? • You’re beautiful. • Brown paper bags • Markers • Scissors • Glue • Sheets of cardboard • Seeds of different colors and sizes • Mirror • Colors • Cutout Page Psychomotor • Performs dialogs with elements from the surroundings that he/she uses to draw or create toys. • Accepts similarities and differences in his/her body in relation to others. Cognitive • Participates in activities that help him/her broaden his/her knowledge. Affective • Understands that we are all equals. • Has a healthy self-esteem: he/she loves him/herself. • Recognizes that everyone is valuable and each person is important. Linguistic • Constantly practices the words taught by the teacher. • Narrates and recites fluidly, and learns some poems and songs. Progress Indicators and Assessment Vocabulary and Expressions Materials Week 3 Puppets bring joy to the classroom at this level and help children understand difficult topics in the target language, especially when they are self-constructed. So, have themmake and use their own puppets! Teaching Tip Poetry in the preschool classroom brings a different playfulness to students, introducing them to the rhythm of the lines. It also helps students to reinforce previous vocabulary. It can be used to improve students’ memory by asking them to do performances, or to encourage them to be creative by writing their own poems. Teaching Tip You can have a voting game so that every child in the illustration of page 13 gets a name. Students can label the illustrations with the chosen names. Then, you can ask: What’s his/her name? Extra Activity In advance, bring seeds of different sizes and colors. Using two big sheets of cardboard, outline two human bodies. Divide the class into two groups and ask students to cooperatively glue seeds to fill in the shapes. Have them also write at the top of the human bodies the sentence: I’m beautiful! Display the collective work and ask children to identify the body parts studied in the lesson. Extra Activity I’m a Beautiful Child! I’m a beautiful child! I’m beautiful from head to toes. I’m beautiful from arms to legs. I love my fingers. I love my neck. And, of course, I love my head. I’m a beautiful child! Presentation Explain to students that all human beings are naturally beautiful, valuable, and important. Bring a full-length mirror to the classroom and ask students to take turns looking at themselves in it. Encourage them to say individually: I’m beautiful! Then, have pairs of students look at themselves in the mirror. Tell students that they are different on the outside, but they are both beautiful. Ask them to say: I’m beautiful! You’re beautiful! Application Read the poem I’m a Beautiful Child! aloud. Then, say it again, pausing after each line, and have students repeat after you. Next, play the poem and have students repeat it entirely. Divide the class into groups of seven students. Each student should learn one line of the poem by heart. Then, have groups of students perform the poem in front of the class.