New Sunrise Preschool C Teacher's Guide Unit 1

17 Lesson 10 My Sounds! Key • neck /n ɛ k/ • leg /l ɛ g/ • elbow / ɛ lb əʊ / • chest /t ʃɛ st/ Extended • bed /b ɛ d/ • egg / ɛ g/ • red /r ɛ d/ • desk /d ɛ sk/ • men /m ɛ n/ Psychomotor • Participates in songs and traditional games, making personal contributions spontaneously. Cognitive • Recognizes and pronounces the sound / ɛ / correctly. • Possesses a great visual memory; easily remembers what he/she has studied. Affective • Maintains healthy interpersonal relationships with his/her classmates. • Receives timely and adequate help from his/her parents when carrying out his/her homework. Linguistic • Clearly enunciates words with the / ɛ / sound. • Shows improvement regarding the association of ideas and pronunciation. Progress Indicators and Assessment Vocabulary and Expressions Week 4 Warm up Have students check page 7 to review the body parts. Then, play Simon Says with the class in order to keep practicing the vocabulary. Appoint some students as Simon and invite them to use as many words as they can. Make sure every student gets to be Simon at least once. Then, place a doll or a teddy bear in one corner of the classroom. Ask two students to stand on the opposite side and have them run to the toy and touch the part you said. Make the game more complex by asking students to cross the classroom backwards, jumping on one leg, hopping, etc. Practice Have students open their books on page 17. Play the audio and ask them to repeat chorally. Then, invite some volunteers to read the four words aloud and touch those parts of their bodies. Finally, ask students to trace the words, using a different color for the / ɛ / sound, and match the words with the corresponding body part. It is important for students to be able to assume the role of Simon during the game Simon Says , so they can practice vocabulary by themselves, as well as pronunciation. Teaching Tip Sound / ɛ / In pairs, have one student lay down on a piece of cardboard while their partner draws around him/her with chalk. Then, have students switch roles. Help them to label the following body parts on their outlines: chest, neck, elbow, and leg . Finally, ask pairs to present their outlines by pointing and saying the words. Provide feedback of their pronunciation as necessary. Extra Activity Practice the / ɛ / sound by showing pictures of the following concepts, writing the words on the board, and echo-reading them with students: bed, red, desk, eggs, and men . Explain that in order to make this sound, the jaw drops and the tongue remains forward with the tip lightly touching the back of the bottom front teeth. Mime this action and go around the classroom making sure students make the sound correctly. Pronunciation Tip Divide the class into pairs. Ask them to practice the following chant in the front of the class: Student 1: Monkey see, monkey do. I touchmy chest and he/she does, too! Have student 2 repeat the action. Student 2: Monkey see, monkey do. I touch my neck and he/she does, too! Have student 1 repeat the action. Continue with the remaining body parts studied in this lesson. Extra Activity Send parents a note asking them to make flashcards with the following words and reading them with their children: bed, red, desk, eggs, and men . Ask them to make at least three flashcards per word. With their children, parents should paste the flashcards on objects related to the words. Home Connection Presentation Draw an outline of a child’s body on the board and write: chest, arm, hand, leg , and toes on the left, and neck, finger, elbow, knee , and feet on the right. Say the words and have students repeat after you. Have students repeat the words with the sound / ɛ / at least twice: chest, neck, elbow, and leg . Next, ask four students to come to the front of the class and circle the words you say at random, one word per student. Once the students have circled the words, mark the / ɛ / sound on each of them and erase the remaining words. Then, place four students in front of the class and whisper to the first student to touch his/her chest, the second one to touch his/her neck, the third one to touch his/her elbow, and the last one to touch his/her leg. Have the class say each word chorally as the four students touch a body part. Application Play the audio again and ask students to repeat the words. Then, write on flashcards: chest, neck, elbow, and leg . Hold up one flashcard and have students read the word aloud and point to the correct body part on their own bodies. Finally, point to your neck saying: Look at my (neck)! Point to another body part and have some volunteers complete the following sentence: Look at my...! • Pictures of the extended vocabulary • Flashcards • Pencils • Colors • Cardboard • Chalk Materials