New Sunrise Preschool C Teacher's Guide Unit 1

19 Warm up Review the key vocabulary by saying a body part and putting your hands on it. After each word, ask students to copy you. Then, say another body part without putting your hands on it, and encourage students to touch the corresponding body part on their bodies. Repeat a few times with different body parts. Finally, invite volunteers to come to the front of the class and put their hands on a part of the body saying: This is my (hand) or I love my (fingers) . Practice Direct students’attention to the pictures and let themexpress what they think the game will be about. Then, explain it to students step by step. Prepare a dance floor in the classroom, moving chairs and desks to the walls. Remember to play some songs you think students may like. Have students dance when the music starts. Encourage them to make all kinds of movements while dancing. Tell students that when the music stops, they must freeze. Give an instruction such as: Put your hands on your (knees)! Students should follow the instruction. Play the music again and have students resume their dancing, this time keeping their hands where they were. Ask students to keep dancing and be attentive to the music. When you pause it again, give a new instruction. Application Start the game once the rules are clear for students. Allow some volunteers to pause the music and give the instructions in another stage of the game. You can vary the kind of music you play, from folk music to rock music. This allows students to make different kinds of movements. Game Let’s Dance! Key • head • neck • chest • arm(s) • hand(s) • finger(s) • leg(s) • knee(s) • feet • toe(s) Extended • Put your hands on… • Are you/Do you get… when you…? • I am /I get…when I… Psychomotor • Controls at will the movements of his/her body and its parts. • Participates in songs and traditional games, making personal contributions spontaneously. Cognitive • Easily assimilates, appropriates, and relates to concepts previously learned. • Recognizes and identifies body parts easily. Affective • Shares with his/her classmates while playing. • Uses oral language to express feelings and emotions. Linguistic • Points to the body parts when the teacher names them in English. • Asks and answers questions related to his/her communicative needs. Progress Indicators and Assessment Vocabulary and Expressions Week 4 1 4 2 5 3 6 Make sure you keep young students moving throughout the class. It is important to plan activities that last no more than 10-15 minutes, with movement breaks in between, so they can rest for a while and are ready to learn new information. Teaching Tip Search for a video related to the body parts on the Internet. Project it so that students can follow the movements and sing along. Then, play just the song and encourage students to perform it. Extra Activity Self-awareness: Identifying Emotions Draw five faces on the board, representing the following emotions: happy, sad, bored, mad, and scared . Mime them and ask students to copy you. Next, have them look at page 19. Ask the following question using the different emotions on the board: Are the children (sad)? Finally, ask: Are you/Do you get (bored) when you play with your classmates? Are you/Do you get (happy) when you fall down? Are you/Do you get (mad) when you help a classmate? Elicit complete answers: I am/I get (sad) when (I fall) . Keep asking similar questions to help students identify different emotions. Social and Emotional Learning Social Awareness: Appreciating Diversity Play some of the different kinds of music you played in the game and ask students which they liked the most. Have them answer with a show of hands. Divide the class into groups, depending on the genre they chose. Have them create a short dance for their song and perform it. Then, explain that none of the kinds of music is better than the other, but that they are just different and diverse. Tell students that people are also different, and that we can learn from each other. Have groups perform their dances again and invite the other groups to try to copy them. Finally, ask: Are you (happy) when you learn dances? Clarify that we should learn to value and appreciate diversity and differences. Social and Emotional Learning Presentation Have students open their books on page 19. Ask them to scan the illustrations, then point to the teacher and say: This is the teacher . Invite students to repeat the sentence and point to her. Keep doing this activity with different words, such as: girl, boy, chair, table, window, fish, plant, door, cellphone, etc. • A device to play music • A popular video related body parts from the Internet Materials