Best Friends 1 - GD

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TEACHER’S GUIDE

TEACHING COMMISSION We thank the teaching commission (ad honorem): • Paola Karina Castillo Arce (Bolivia) • Carlos Cepeda Carrasco (Chile) • Andrea Egas (Ecuador) • Grelte Del Pozo de Choroco (Perú) • Kristel Goncalvez (Argentina)

TEACHER’S GUIDE

Silvina Enrico Paola Stessens

Dirección editorial: Adriana Morales

ASOCIACIÓN CASA EDITORA SUDAMERICANA

Diseño: Andrea Olmedo Nissen

Av. San Martín 4555, B1604CDG Florida Oeste

Corrector: Pablo Ostuni

Buenos Aires, República Argentina

Table of contents Theoretical Backgroud.....................5 Methodology............................................. 5 Things to bear in mind...............................

Approach strategies techniques and audiovisual aids................................. 6 Useful suggestions.................................... 7 The book................................................... 8 Characteristics of young learners.............. 8 General characteristics.............................. 8 When learning a second language........... 9

Each Student should be considered unique...................... 11 Assessment.............................................. 12

About the student’s book organization........................... 13 Introduction and general review.............. 13 Unit organization...................................... 13 Unit development..................................... 14 Lesson development................................ 15 Special Days............................................. 15 Cutouts section........................................ 15 Sticker Section......................................... 15 Student flash cards.................................. 15 Icons......................................................... 15 Table of contents..................................... 17

INTRODUCTORY UNIT: “HI FRIENDS”....18 Lesson 1................................................... 18 Lesson 2.................................................. 20 Review..................................................... 22

UNIT 1: “SCHOOL TIME”........................23 Lesson Lesson Lesson Lesson Lesson

1.................................................. 23 2.................................................. 25 3.................................................. 27 4.................................................. 28 5.................................................. 29

UNIT 2: “FOOD”..................................... 31 Lesson Lesson Lesson Lesson Lesson Lesson

1................................................... 31 2.................................................. 33 3.................................................. 34 4.................................................. 36 5.................................................. 37 6.................................................. 38

UNIT 3: “MY BODY”.............................. 40 Lesson Lesson Lesson Lesson Lesson

1.................................................. 40 2.................................................. 42 3.................................................. 44 4.................................................. 45 5.................................................. 46

UNIT 4: “SWEET HOME”........................47 Lesson Lesson Lesson Lesson Lesson

1.................................................. 48 2.................................................. 49 3................................................... 51 4.................................................. 53 5.................................................. 55

UNIT 5: “THE FARM”..............................56 Lesson Lesson Lesson Lesson Lesson

1.................................................. 57 2.................................................. 60 3.................................................. 62 4.................................................. 63 5.................................................. 65 4

Lesson 6.................................................. 65 Review..................................................... 66

UNIT 6: “MY TOWN”............................. 68 Lesson Lesson Lesson Lesson Lesson Lesson

1.................................................. 68 2.................................................. 70 3.................................................. 73 4.................................................. 75 5.................................................. 76 6.................................................. 77

SPECIAL DAYS........................................78 Special Special Special Special

Day Day Day Day

1: Christmas......................... 78 2: Happy Holidays!.............. 79 3: Mother’s Day................... 79 4: Teacher’s Day.................. 80

GENERAL REVIEW..................................81 Unit Unit Unit Unit Unit Unit

1....................................................... 82 2...................................................... 82 3...................................................... 83 4...................................................... 83 5...................................................... 84 6...................................................... 85

BIBLIOGRAPHY..................................... 88 We would like to thank......................... 89

Methodology: how to approach learning Teachers should base their teaching on Christian principles and beliefs.

Integration of faith and teaching “For the Jews, there was no separation between God and History, the sacred and the secular, between pedagogy and religion, faith and reasoning” (PA 14).

Jesus should be part of daily activities. Christian teachers should not leave Him out of their teaching. In order to achieve this integration, teachers must first have a close relationship with God. A deep knowledge of students’ backgrounds: It is of vital importance to be aware of students’ prior knowledge, interests and needs in order to begin the process of teaching and learning correctly.

An affective learning environment: Teachers should provide a classroom experience that is nonthreatening and one which demonstrates to their students a deep understanding of their needs.

The key is to make students feel welcome and comfortable so that their anxieties and fears do not impede their learning. This does not mean that teachers should not establish limits, which are necessary, but they should follow Jesus’ example in doing this.

Respect towards students’ differences: Each student should be seen as a child of God, someone extremely important for whom Jesus gave his life. Moreover, God has given them different talents and abilities that make them unique. As a result, students’ individuality and potential must be respected since they have the possibility of developing these throughout their lifetime.

Relationship between theory and practice: Theory and practice must go together. What is learnt should be practised. Practice should be integrated into all aspects of life. Teaching concepts will not be

THEORETICAL BACKGROUND Based on the book Pedagogía Adventista* God created perfect human beings God is love and due to his immense love He created man in His own image. God blessed man and gave him the possibility to interact with Him as his Creator, with other human beings as his peers, and with nature as host. These relationships were perfect. Unfortunately, the presence of sin destroyed these well-balanced relationships. Therefore, continuous communion with the Lord was spoilt; humans are in constant conflict with their peers and they do not take care of nature.

However, these relationships can be restored through true education. “... True education means more than the pursuit of a certain course of study. It means more than a preparation for the life that now is.

It has to do with the whole being and with the whole period of existence possible to man. It is the harmonious development of the physical, the mental, and the spiritual powers. It prepares the student for the joy of service in this world and for higher joy of wider service in the world to come.” (Ellen White, Education, p. 13; en adelante, Ed) A relationship with Jesus should be the first step of the human learning process and should serve as a guide to ensure the development of deeper knowledge in all cognitive areas.

Real knowledge is seen as a synonym of wisdom. It is a continuous process that lasts a lifetime. ____________ * Departamento de Educación de la División Sudamericana de la Iglesia Adventista del Séptimo Día. Buenos Aires: ACES, 2007. En adelante, PA. 5

THEORETICAL BACKGROUND

meaningful and sufficient unless they are related to students’ daily lives and experiences.

Teaching values: Students need to learn how to develop good habits and how to interact with others with respect. They should learn to be responsible and cooperative. They need to know about their rights but also about their obligations.

Developing creativity: Teachers should promote their students’ creativity when completing tasks. In other words, children should be encouraged to seek out opportunities to gain new skills by using their imagination.

Service: One of the main objectives of Christian education is to serve others, just like Jesus did when He lived among human beings.

Teachers should strive to plan different situations in which students can render service to their peers and to anyone around them.

A TIP!

atmosphere and serve as visual aids. So it would be appropriate to have a bulletin board or an English board for these purposes.

It would be beneficial if at the beginning of the school year you design an English corner with your students. You can organize a workshop where the students can help you paint and decorate “The English bookcase”, “The English bulletin board”. You can use wooden crates -like those used to keep vegetables-, sponges, water paint, etc. In addition, parents can be invited to take part in the workshop. They will be delighted to be involved in it.

Approach, strategies, techniques and audio-visual aids

Things to bear in mind

It’s important for teachers to ask themselves the following questions: Do I have the appropriate equipment and resources for the development of my class?

Do I use different visual aids to illustrate and to promote learning and production?

Are the visual aids big enough for all the students to see them?

Do I include Total Physical Response (TPR) activities in class?

Do I bring different kind of games to promote learning?

Do I use different teaching techniques and strategies to cater for students’ different learning styles and potential?

Do I connect the new target language with my students’ previous knowledge?

Do I organize tasks that are significant for my students?

Do I provide different group work dynamics to make them interact socially and to promote cooperative learning?

Do I design activities to be solved individually in order to promote autonomous learning?

The classroom In most cases, English language teachers do not have classrooms of their own and so they must go from classroom to classroom.

Consequently, before the class starts, it can be very useful for teachers to ask themselves the following questions. ● Is there enough room in the classroom to allow students to move around and interact with others?

It is important to keep in mind the available classroom space when designing activities. If there is not enough space, teachers should not be afraid of carrying out some tasks or activities in the playground or school yard. Of course, it’s important to remember to ask for permission first. ● Is there a special board to display students’ work?

Students will work harder and will be more motivated if they know that their work will be displayed where parents and classmates can see them while at the same contributing to create a nice 6

THEORETICAL BACKGROUND

Do I allow students enough time to accomplish the tasks?

Do I provide feedback to contribute to my students’ progress?

Do I praise my students’ for their achievements?

Do I focus my practice on Jesus as the center of our lives?

Do I teach students that the Bible is the main source of knowledge and wisdom?

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Useful suggestions • Before planning lessons, it is advisable to check all the resources and materials needed. If special equipment is needed, such as a CD player, it is important to check its availability and working condition. This will help teachers have an effective development of the class and avoid wasting time, which leads to disruptive behaviour.

• Eye-catching visual aids and realia should be used to make language more meaningful. These should be big enough for all the students to see.

• Children at this age learn through games, songs, chants, but mainly by experiencing things. This includes activities like acting out a story, following instructions through movements, miming, playing different kind of games, etc. It is good to let them choose between one activity and another from time to time. Students should have the chance to make simple choices, such as what project they would like to do. This will increase motivation, keep their attention and make language more memorable and, at the same time, will help them to become gradually autonomous in the process of learning.

• Teachers should avoid teaching always in the same way or according to their learning style. For instance, when teaching vocabulary, different kinds of teaching aids should be used, such as realia, drawings, pictures, body language, spidergrams, etc.

• When introducing a new topic, the teacher should try to set a scene or a situation in which students can establish connections

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with what they already know about the topic. In this way language becomes more meaningful for students as they can contribute with their own experiences to the class, while at the same time they feel actively involved in the learning process.

Tasks should be carefully designed in order to be appealing and significant to young learners. In other words, tasks should not be beyond their understanding, but should be challenging enough to capture their interest. This can be achieved if tasks have clear learning goals, coherence, unity for learners, beginning and end, and keep students actively engaged.

Student groups should be planned according to the activity they have to participate in, as well as the space available in the classroom. Criteria should be established to arrange the students’ seating in a way that will allow them to find their place quickly and smoothly. Instructions must be clear and short.

Some activities are better if done individually, while others are more appropriate if done in pairs, groups or as a whole class.

Students should be allowed enough time to finish the tasks.

Children need extended periods of time to really get involved in activities. They experience great satisfaction when they finish the task given. Teachers should give students support when they need it, but should be careful not to take over completely.

Teachers should provide feedback that contributes to students’ language progress. Teachers should be tolerant towards mistakes, keeping in mind the fact that students at this age have just started the process of learning a second language. And so errors are normal, necessary and natural. Students’ production should be guided through paraphrasing and modelling,

THEORETICAL BACKGROUND

approach the different concepts will depend on what each teacher considers more appropriate for their students.

There are many activities designed and additional tasks suggested, but this does not mean that teachers have to carry out all of them.

Each teacher should select them according to their students’ needs and interests. Teachers can adapt them or bring their own ideas to the class. Remember that a wide variety of resources will help students in their learning process.

encouraging self-correction and peer correction, among other techniques.

• Teachers should be encouraging. Being critical will kill students’ eagerness to learn. It is important to let them know whenever they have reached a goal.

• Students should be encouraged to develop the habit of praying, which should include both prayer requests and blessings they are thankful for. This can be achieved through short and simple prayers, songs and chants. Also students should be given the opportunity to listen to Bible stories.

Characteristics of young learners Every child is unique. Therefore, each child’s development is different and complex. Children develop through a generally predictable sequence of steps; however, they do not proceed through these steps in the same way. Besides, this development is greatly influenced by the environment and life experiences each child can have. The following information is just a brief comment on general characteristics that are expected to be achieved within six years.

The book The aim of Best Friends 1 is to integrate faith and teaching in English language classes in a practical and natural way. The idea underlying this project is to provide English teachers with a comprehensive tool that they can use within the Christian educational framework.

The book has been purposely designed to emphasize the concept of Jesus as the center of people’s lives. This concept is presented through the close relationship that the characters of the book experience with Him. This relationship with Jesus is portrayed in their daily activities. The aim is to allow children to meet Jesus, recognizing Him as their creator, protector and friend.

The syllabus intends to provide a balance among spiritual, mental, physical and social dimensions.

The activities designed point to interact with peers, to develop their minds in the acquisition of a second language, to learn through practice and by doing, but mainly to see Jesus as part of their daily lives.

In this way these activities can act as a bridge that facilitates interaction with God, peers and society.

The book presents the sequence of the concepts to be taught. However, the methods, techniques and strategies to

General characteristics • They have longer attention spans and still prefer structured activities. They require much direction from teachers and frequently ask questions to ensure that they are doing tasks appropriately. Explanations should be clear and short. Sometimes, it is much more convenient if the teacher takes part in the activity instead of providing long instructions.

• They can also give and follow directions for moving around a room.

• They enjoy moving in a variety of ways.

They are able to run in various directions and can manipulate their bodies. Their hand- and 8

THEORETICAL BACKGROUND

foot-eye coordination is still developing, so skills like throwing, catching, kicking and striking are still emerging. TPR activities are of vital importance at this stage.

• They are confident and take delight in showing off their talents.

They start being aware of their feelings and emotions and start taking control of them. They like sharing activities with their peers as well as with adults since they provide emotional stability. They cope poorly with failure and do not like being criticized.

• They can use a different range of materials to create visual images that combine colours, forms and lines. They can remember the words and melodies to a number of songs and may sing these songs. They can create, imitate and explore movement in response to a musical beat. Children at this age can also repeat simple text.

• They can express ideas using simple sentences.

• They grasp the idea of content words that label things, like “car” or “doll,” but not of function words like “the” or “is”.

• They learn rules for making words plural.

• They can understand and repeat stories in which events are in a logical order.

• They are able to ask and answer simple “wh-” questions: who, what, where, • They can start a conversation and give directions to others.

• They begin to respect turn-takings.

• They can recognize common, high-frequency words by sight, meaning that they are read quickly and automatically, without decoding letter by letter.

When learning a second language In the 1970s, research gave rise to the hypothesis that people should acquire the second language in the same way they have acquired the first one. According to some researchers such as the psychologists Vigotsky and Piaget and the linguists Krashen, we should pay more attention to the way an infant makes sense of the world and acquires his first language as he interacts with the environment.

Many methods and approaches have applied these researchers’ observations to second language teaching. Among these are the Natural Approach, the Communicative Approach and the Total Physical Response (TPR). Some of their principles sustain that the children who are learning a second language should: • …be allowed to have a silent period till they can make sense of the second language words. Just as a baby spends a lot of time listening to the language till he feels ready to speak.

• …receive meaningful exposure to the language. For instance meaning should be conveyed through pictures, movement,

• Their receptive vocabulary (words recognized when heard or seen) is much wider than their productive one.

• They learn vocabulary related to everyday life, especially that related to experiences at school and at their homes. It is extremely important to teach students words connected to concepts they are familiar with.

• They enjoy language play, including nursery rhymes, songs and word games.

• They show understanding of verbal instructions by responding either through physical responses or yes/no answers.

• They easily memorize words with more common sound patterns.

• They should be able to say and understand demonstrative pronouns and use them appropriately.

• They often have trouble producing correct pronouns.

• They can provide simple descriptions, such as “red car”.

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THEORETICAL BACKGROUND

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gestures and acting or even by using the students’ native language when it is necessary. …be exposed to a language just above their level of production, in other words the input should be “comprehensible” for them. …learn in a friendly environment in order to keep their “affective filter low”. According to Krashen’s affective filter hypothesis, students’ language acquisition is influenced by their attitudes, feelings, needs and emotions. Therefore if a student feels anxious or stressed, he may not acquire the language as well as a learner that feels comfortable, motivated and secure in the class. …be asked to respond to the language with all their beings, which implies body and mind. This can be achieved by the giving of commands to which the students act in response. In this way the child’s learning becomes more memorable and less stressful. …be allowed to make mistakes till they gain confidence in the second language. According to the “Error Analysis”, errors should be considered positive and necessary to the development of language. That is to say students move forward and backward as they become more native-like, just as a young child does when he is learning his mother tongue. …interact with an adult in order to progress from the actual level of their language to the potential one. In other words somewhere between his “Zone of Proximal Development”. According to this hypothesis the child can learn more than on his own with the assistance of an older person.

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that students learn to speak correctly and understand as well as pronounce the sounds of the target language. So each unit of the book presents different kinds of listening tasks, storytelling, and role plays as well as opportunities for the students to interact with each other and the teacher by asking and answering questions. To become effective communicators, students should learn to use facial expressions, body language and the appropriate tone. This can be practised when they are acting out a story or doing a role play or talking about their preferences.

Body/Kinesthetic: Kinesthetic students learn best when they involve their whole bodies in the activities or when they experience things. Throughout the book you are going to find some tasks that will help your students to get involved in activities such as acting, miming, simulations, games, movement, and real life experiences.

Furthermore some activities will require specific motor skills such as cutting out, doing crafts and different kind of displays.

Musical/rhythmic: each unit provides all types of activities that develop students’ musical skills. For instance songs, sounds and chants are presented throughout the whole book. Students can respond to these activities by singing, imitating sounds or moving.

In addition, songs will help students pick up the language as well as help create a nice atmosphere by making learning much funnier and more memorable. Moreover, songs and chants will provide students the opportunity to render thanks to God since in most of these activities Jesus is presented as the center of their lives.

Interpersonal: these kinds of learners have the ability to interact and communicate effectively. For these learners the best way of learning is by interacting with others. This can be achieved by arranging the students in pair or group work. Some activities in the book such as projects, role plays, games, acting outs and dialogues have been created to develop the students’ social abilities, which not only foster listening and speaking skills but also promote cooperation and a better understanding of other people’s feelings and needs.

EACH STUDENT SHOULD BE CONSIDERED UNIQUE “… teachers should give special emphasis to the cultivation of the weaker faculties that all the powers may be brought into exercise, carried forward from one degree of strength to another…”

(Fundamentals of Christian Education p. 16)

According to the multiple intelligences theory, all learners learn in different ways since each of them possesses different intelligences.

Teachers who see their students as multiple intelligence learners acknowledge that they are not going to learn in the same way. Howard Gardner theorized that individuals have at least seven intelligences although they are not equally developed. Therefore it is important to plan lessons and provide activities that represent each of them in order to develop not only the students’ main intelligences but also the less developed ones.

In order to keep up with the principles discussed above, each unit has been designed to address students’ different learning styles and multiple intelligences: Verbal/Linguistic: to establish a verbal linguistic learning atmosphere this book has attempted to include activities that will promote verbal interaction. To achieve this, emphasis should be placed on developing students’ listening skills. Since it is through listening, 11

EACH STUDENT SHOULD BE CONSIDERED UNIQUE

We provide an example of an assessment record keeping chart:

Intrapersonal: intrapersonal learners work independently, acknowledge their thoughts and feelings and manage to practise self discipline. Activities that can promote these skills are the practice of self assessment and homework.

Visual/Spatial: Students who are visual oriented have many skills such as visual discrimination, mental imagery, and spatial reasoning among others. To promote these aptitudes some activities have been especially designed in the book in order to foster visual and spatial reasoning. Among them you will encounter paintings, drawings, card games, board games and chart completion. Moreover, each unit is illustrated through colorful pictures and drawings that will catch students’ attention and make the language more meaningful and enjoyable.

Logical/mathematical: Some students are more engaged when they are challenged to solve a problem or do a puzzle. In these cases you are dealing with students that have logical-mathematical intelligence. In order to draw their attention each unit has activities that involve logical and mathematical skills such as classifying, categorizing, puzzle solving, guessing games, discovering code, putting things in order, comparing, counting, and calculating.

By the end of the unit: 1 Students will be able to...

Student’s names Tom

Meg

Peter Anne

xxx

xx

x

Linguistic skills Identify and name school supplies.

xxx

Recognize plural and singular nouns.

Answer simple questions.

Name the colors in the target language.

Describe school supplies using colors.

Ask and answer about colors.

Understand simple and short dialogues.

Cognitive, motor and social skills Respond to instruction through . movements.

Assessment

Recite a chant.

Assessment should be carried out continuously by monitoring in the classroom. Each student must be assessed individually since they learn at their own pace and style.

Assessment must be congruent: Children should be assessed in the way they have learnt during each lesson, using activities they are familiar with either individually or in groups. Teachers should also take into account students’ strengths and weaknesses as well as the way they interact with others, participate, take responsibilities and perform in class. This kind of assessment should be carried out through observations, record keeping, portfolios (i.e keeping a collection of their work), and self-assesment sheets.

Play vocabulary games.

Make a project in groups.

Match the elements of nature with their corresponding colours.

Participate in class.

Reference: Well achieved=*** About average=** Needs more practice=* (Example of an assessment profile (from Playway, 1998, p. 325) 12

Introduction and general review The Introductory unit presents the characters of the book to the students as well as simple language functions as how to introduce themselves, greetings, etc.

The General Review is divided into units that correspond to the ones developed in the book and there is a wrap-up section to integrate all the language items developed. The General Review provides tasks, activities, and games to integrate and to reinforce all the language items taught during the course.

ABOUT THE STUDENT’S BOOK ORGANIZATION

MORE TIPS!

Best Friends 1 has been designed to meet 5 to 7-year-old needs.

Emphasis has been given to spoken language. However, listening skills have a priority over oral production since at this age students do not master the language and forcing them to speak can increase their anxiety. Simple texts are introduced in the book with the sole purpose of helping students get acquainted with the language.

To make them more meaningful, the texts are illustrated and accompanied by audio recordings. Following the principle of the Zone of Proximal Development, children are not required to read or write since it could be extremely demanding and time consuming.

• The book consists of eight units. The units have been organized according to a careful selection of topics which are presented in context. The syllabus has been designed in order to suit students’ age and level of cognition. Language is recycled throughout the units to allow students to practise it in different situations.

Thus, students have different opportunities to consolidate what they have learnt.

• Each unit is intended to be developed in five or six lessons.

However, this will depend on many factors such as the amount of hours of classes you have per week and/or on students’ progress.

• All the units focus on Jesus as the center of students’ lives. The aim is to lead children to a close relation with Our Father through the experience of the characters of the book. In this way they can be encouraged to restore and reinforce their communion with God.

The General Review can be used in different ways.

• It can be used as a workbook to reinforce the language taught after each unit.

• It can be used to test students’ progress upon completion of each unit.

• It can be used as the end-of-the-year unit to review, integrate, and assess the course.

Unit organization Presentation of the unit The units are topic-based. You can find topics such as the relationship between Jesus and human beings, school, family, and food, among others. The first two pages present the theme, vocabulary and target language to be developed in the whole unit.

The language and vocabulary are presented within a context which comes from the student’s own world and daily experiences in order to be meaningful and significant to the children.

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ABOUT THE STUDENT’S BOOK ORGANIZATION

Unit development

Story Time: In each unit there is a story section. The context created by the story, its predictable patterns of events and language, and pictures, all act to support listeners’ understanding of unfamiliar words. Children will pick up words that they enjoy, and so will take advantage of the potential stories offer for vocabulary growth (Cameron, Lynne. 2008. Teaching Language to Young Learners p.163).This section will also provide students the opportunity to be exposed to language through listening and simple written words. They can also practise language in an enjoyable way through dramatizations, role plays, repetition of simple texts and sounds.

Apart from contributing to language acquisition, the story time section allows students to become acquainted with the stories of the Bible and to identify with the main characters. The story time section presents the story of creation in accordance with the religion studies book used in first grade.

Activities: In each unit there are warm up activities suggested in the teacher`s book to connect the new topic with the previous one. Most of the activities have a communicative purpose allowing students to use the language to communicate with each other.

The activities are varied in order to cater to the different learning styles and also to promote the development of multiple intelligences.

Even though the emphasis is on spoken language, some activities are designed to gradually introduce students to written language through simple texts and phrases.

The variety of activities will generate different patterns of interactions and group dynamics. Thus, students will have the opportunity to work individually at their own pace as well as in pairs or in groups. This will develop students’ social skills, and values.

Projects: There is a suggested project in each of the units. Projects give students the opportunity to be creative, to share ideas with their peers and to linguistically and socially interact with others. Working with projects means that students have to search for information about a specific topic and solve a task. According to “task-based learning” real-ness should be located in outcomes. In other words tasks should be designed to bring the classroom and real life closer.

Learners work together to do things like solve a problem, interpret and follow instructions in a recipe, play a game or share and compare experiences (Willis,1996). It is also a good time to make students practise different values, such as being cooperative and respectful towards their classmates. Projects also allow the teacher to introduce students to the concept of service. Students should be able to help each other during the task. They must be conscious that helping others is very important, following Jesus’ example when He was living among human beings.

Games: There are many games included in each unit and many others suggested in the Teacher’s guide.

Remember that kids enjoy playing and they are highly motivated during games, which allows them to lessen their anxiety. Games are used with the purpose of achieving educational aims. They allow students to interact with others in a fun way promoting dynamic exchanges.

Games with an educational purpose have the following characteristics: • A level of freedom, • The possibility of providing joy, • Challenges.

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ABOUT THE STUDENT’S BOOK ORGANIZATION

Special Days

Projects...

Special activities are designed to highlight special events, such as mother’s day, Christmas, holidays, etc. The main objectives of these activities are to allow students to express their feelings and wishes in the target language, to learn specific vocabulary related to these events, and to promote students’ artistic skills.

• Are connected to real life • Require students to take charge of searching for information about a specific topic.

• Allow students to work together to solve a task There is always an outcome!!!

Cutouts section The cut-outs have been designed to help students explore and discover what is missing. Teachers should clearly explain what they have to do with the cutouts before students start cutting them.

Some cutouts are used for different activities, so teachers should make sure that students save them in envelopes for future use.

Kids have the ability to memorize and sing, especially chants and songs with common sound patterns. These have been designed to develop their listening skills and oral performance, but mainly to lead and encourage children to render thanks to God. When teaching songs and chants teachers need to remember that students do not necessarily need to understand every single word apart from the key vocabulary. The pictures that accompany these songs and chants can help students understand the overall concept.

Sticker section Stickers are used to practise key vocabulary items in each unit. Students must observe what is missing and then choose the appropriate sticker to be put on the picture. As this kind of activity adds more fun to the class, student’s language learning will become more memorable.

Review section: At the end of each unit there is a section designed to review, reinforce and integrate what has been seen during the unit through different types of activities. It is crucial for teachers to plan for a review of what they have taught before evaluating their students.

Student flash cards Each unit is accompanied by a set of flashcards to illustrate key vocabulary items. They can be used in different activities and games to make students practise the vocabulary in a funny way.

Lesson development Each lesson is fully developed in the Teacher’s guide.

It contains…

• An opening box with the objectives, target language, vocabulary, grammar, and functions to be taught, as well as the materials needed.

• Teacher’s notes.

• Warm-up, extension, ideas for extra activities and games.

Icons The icons have been created to help children understand what they are expected to do in each activity or task presented in the book. Icons can be easily interpreted and in this way they facilitate student’s autonomous learning.

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ABOUT THE STUDENT’S BOOK ORGANIZATION

The following icons are used when students have to ‌

Listen to vocabulary or dialogues, listen to a song or a chant.

Interact

Use the stickers to complete the missing part of pictures.

Identify and point to a picture while listening.

Tick, circle, trace, draw, match, and / or complete.

Role play or dramatize a story or situation.

Colour in pictures, paint their own drawings and crafts.

Take part in different kinds of games.

Colour in pictures, paint their own drawings and crafts.

Glue the cutouts and crafts.

Cut out items from the cutout section or cut different materials when dealing with a projects, special days and displays.

Tick an item.

Say, repeat or imitate onomatopoeic sounds, words, phrases, structures, and vocabulary.

Sing Focus their attention on a particular item.

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ABOUT THE STUDENT’S BOOK ORGANIZATION

TABLE OF CONTENTS UNITS

FUNCTIONS

LANGUAGE / GRAMMAR

VOCABULARY

Hi, friends

• Greetings.

• Introducing oneself and others.

• Understanding orders.

• This is …

• I’m …

• What’s your name?

• My name’s …

• Greetings: Hello!, Hi! • Good Bye • Good morning • Good night

Unit 1 School Time

• Naming school supplies • Describing school supplies.

• Identifying and naming colours

• Recycling: This is …

• What’s this?

• It’s …( a pencil) • They’re …(crayón) • What colour is …(the pencil)?

• School supplies: pencil, eraser, crayons, ruler, pencil case, book, notebook, Bible, school bag, scissors, glue.

• Colours: red, yellow, blue, green, orange, violet.

• Identifying and describing food, fruit and vegetables.

• Recycling: colours.

• Counting 1 to 12.

• What’s this?

• It’s …(a carrot) • They are apples.

• What colour is it?

• It’s … (orange).

• How many….?

• Food: pizza, sandwich, cheese, ice-cream,cake.

• Drinks: milk, juice.

• Fruit: apple, orange, banana, pear, lemon.

• Vegetables: tomato, potato, carrot.

• Recycling: colours and numbers.

Unit 3 My body

• Naming parts of the body.

• Naming parts of the face.

• Describing parts of the face.

• Recycling: • Saying colours.

• Counting.

• Recycling: • This is …(my hand) • What colour is …(the hair)?

• How many…?

• I have brown hair.

• Parts of the body: head, arm, leg, hand, foot/ feet, shoulder, knees, toes.

• Parts of the face: eyes, ears, mouth, nose.

• People: Boy, girl.

• Recycling: Colours.

• Numbers.

Unit 4 Sweet home

• Naming family members.

• Naming parts of the house.

• Where’s …(Tom)?

• He’s in …(the bedroom).

• Recycling: • This is …(my dad)

• Family members. Dad, Mum, sister, brother, baby, grandpa, grandma.

• Parts of the house: bedroom, living-room, kitchen, bathroom, garage.

• Naming animals.

• Classifying farm animals and pets.

• Describing animals.

• Naming new colours.

• Counting: 1 to 20.

• What’s this?

• It’s… .

• How many …?

• Farm animals: cow, horse, pig, duck, sheep, hen.

• Pets: dog, cat, fish, parrot.

• Colours: pink, black, white.

• Recycling: colours.

• Numbers: 1 to 20.

• Naming city places.

• Naming Jobs.

• Describing uniforms.

• Naming means of transport.

• This is …(a church) • He’s …(a policeman) • She is … (a doctor) • This is … (an ambulance) • That is …

• Where is (he)?

• City: church, hospital, police station, fire-station, school.

• Jobs: pastor, doctor, police officer, fireman, teacher, bus driver, chef.

• Means of transport: bus, ambulance, police car, fire truck.

• What is this?

• What is it?

• Where is …?

• It’s ….

• This is ….

• That’s ….

• I’m …

• He/She is …

• Greetings • Commands • School supplies.

• Colours.

• Food, fruit and vegetables.

• Parts of the body.

• Family members. Parts of the house • Numbers from 1 – 20.

• Farm Animals and pets • Jobs, city places and means of transport.

Unit 2 Food

Unit 5 Farm Animals Unit 6 My town

General Review Units: Introductory – 6

• Identifying and using key vocabulary and language.

INTODUCTORY UNIT

INTODUCTORY UNIT: “HI, FRIENDS”

Lesson 1 (pages 3, 4 & 5) Objectives: the students will be able to • learn to greet and introduce each other • sing two songs • say a chant • respond to simple instructions by using body movement Target language: • Hello, I’m (Kelly) • What’s your name?

• My name is (David) • Goodbye Receptive language: • Open your books/close your books Materials: • The course book • The course book CD • A puppet of each character • A soft ball/ teddy bear • Flash cards

Objectives: At the end of this unit students will be able to: • Introduce themselves.

• greet and introduce others.

• answer simple questions such as “What’s your names”.

• practice the structure “This is …”

• sing new songs and say chants.

• follow simple instructions.

• be aware that Jesus is the best teacher.

Target language: • Hello /Hi / Good bye / Bye • This is ……

• I’m …

• My name’s …

• What’s your name?

• Good morning/night Receptive language • Thank you • See you around • My dear friend UNITS

Hi, friends

FUNCTIONS • Greetings.

• Introducing oneself and others.

• Understanding orders.

Introduction LANGUAGE / GRAMMAR • This is …

• I’m …

• What’s your name?

• My name’s …

Setting the scene: Ask your students (SS) to open their books to page 3 to meet the characters of the book. Say: “Open your books (while you open your own book) to page 3”. Tell them that they are going to meet two children that will be their friends during the English class. Then cut out the puppets of Kelly and David and hold them in hand. Move each puppet and say “Hello! I’m Kelly/David” and wave their hands. Encourage students to say hello back to them while waving their hands.

VOCABULARY • Greetings: Hello!, Hi! • Good Bye • Good morning • Good night

18

INTODUCTORY UNIT

Play the CD

Game: “Meeting people” Objetives • To help students greet each other in a natural context • To reinforce the structures they have just learnt Materials: A music CD (could be the course book CD, or any music CD appropriate for children) Development Play the CD. Ask SS to walk around. Stop the music and ask them to stop walking and shake hands with the nearest classmate and say “hello”. They should shake hands with different friends till the CD is played again. Play the song or the music and stop it again. This time SS have to shake hands and introduce themselves by saying “Hello! I’m (Daniel)”. Play the CD a third time but this time they have to say hello, shake hands and then wave goodbye to eachother.

Track 1 page 3 Listen Hello! I’m Kelly.

Hello! I’m David.

Tell SS that this is David and Kelly’s first day at school. Point to the teacher and say: This is the teacher”,”This is Miss (Surname) Play the CD Sing and do Activities: Say “Go to the cutouts section”. Ask the boys to cut out David’s card and ask the girls to cut out Kelly’s. Play the CD again and encourage SS to repeat the greetings while they move the puppets. Then play the song: “Hi, Hello!” (Track:3) and ask SS to listen to it. Encourage them to wave their hands whenever they hear the word “hello”. They can also shake hands with the nearest classmate whenever they hear “dear friend”. Play the CD again and this time, encourage SS to sing the song while they wave their hands.

Game: “Say hello!”

Track 3 page 4 Listen and say Hi, Hello!

Hi, Hello My dear friend Hi, Hello I say everyday Hi, Hello

More ideas and games Objetives: The students will reinforce...

• The structures to introduce themselves • Key vocabulary to great each other.

19

Materials • A soft ball or a small pillow os a soft teddy bear.

• The course book CD Demostration Step 1: Show the ball to SS and introduce yourself by saying: “Hello, I’m (Natalie).” Throw the ball to one of the SS and encourage him/her to introduce him/herself. Continue doing this till your SS grasp the idea.

Development Step 2: Arrange SS in a semi-circle and tell them that you are going to play a game.

Step 3: Play the hello song. Ask SS to pass the ball to each other.

Step 4: Stop the music (or ask a student to do it). The student who has the ball should stand up and introduce him/herself.

Continue till most of the children have introduced themselves.

INTODUCTORY UNIT

Listen and say Warm up: Arrange the SS in a semi-circle. Bring a soft ball to the class. Hold the ball up and say “My name is (Laura)”. Pass the ball to a student and say “What’s your name?” Encourage the student to say his/her name following the structure “My name is ….” Continue the activity till most of the students have said their names.

Track 4 page 5 Chant Hello, what’s your name?

Hi, Hello!

Hi, I say My name is (David) And what’s your name?

Activity: Ask students to go to page 4. Show SS the pictures and say “let’s listen”. Play the CD and ask SS to listen in silence. Divide the class and assign a character for each group to role play. Play the CD again and encourage each group to repeat only what their character says. Change the roles and continue the activity till all students have practised the different parts of the dialogue.

Sing and do Activity: To finish this lesson play the goodbye song and encourage them to listen to it while they wave their hands. Then say: “Close your books” (while you close your own to make the instruction more meaningful).

Play the CD a second time and encourage them to say goodbye.

Track 2 page 4 Listen and say Teacher: Hi, What’s your name?

David: Hi, miss. My name’s David.

Kelly: Hi, I’m Kelly.

Track 5 page 5 Goodbye!!!

Goodbye everybody Goodbye, goodbye Goodbye everybody See you around Goodbye everybody Bye, bye, bye, bye.

Cut and complete Warm up: Bring a big identification card to the class. Say “My name is (Sally)” and write your name on it in front of your SS. Tell SS that they are going to do the same.

Activity: Ask SS to go to the cut-outs section and say “Let’s cut out the cards” while you mime the action or show a scissor. Ask them to complete the card with their names.

Lesson 2 (pages 6, 7, 8 & 9)

Chant Tell SS that they are going to listen to a chant. Ask them to go to page 4 and listen to it in silence. Play the CD again, but this time ask SS to repeat the phrases and at the end of the chant ask SS to say their names all together.

Objectives: the students will be able to…

• introduce each other.

• ask and answer about identities.

• say a new chant.

• use different ways of greetings in different parts of the day.

• respond to simple instructions by using body movement.

20

INTODUCTORY UNIT

Let’s pray Warm up: Point to the picture in which Kelly appears praying with her mum. Tell SS (in L1) that we should always thank God for the day.

Activity: Play the CD. Read the prayer aloud. Then encourage SS to repeat after you. Then, ask SS to close their eyes and say the prayer, if it is necessary, help them by asking your SS to repeat after you.

Target language • Good night, good morning.

Receptive language • Thank you, my Lord, Let’s pray, take care of me, my sweetie.

Materials • The course book • The course book CD • A puppet of each character • Food items • A soft ball/ teddy bear • Flash cards

Track 7 page 6 Prayer: Dear Father in heaven Thank you for this day Please, stay with me.

In Jesus name, Amen.

Good Morning Warm up: Bring a big sun picture to the class and stick it on the board. Point to the sun and through mimic simulate that you are getting up and getting dressed and say “Hello, good morning”.

Encourage students (SS) to greet you by saying the same.

Activity: Ask SS to go to page 6. Say “Let’s listen to the story”.

Play the CD and ask them to listen to the first dialogue in silence.

Then divide the students in two parts. Assign a character to each group. Play the CD again and ask SS to imitate the character you have assigned to them. Exchange the roles and play the CD once more.

Good night Warm up: Draw or stick a big moon on the board. Point to the moon and simulate you are tired by stretching your arms and yawning. Then say “Good night” and simulate you are going to sleep.

Activity: Repeat the same sequence you did with the first dialogue.

Track 8 page 7 Good night David: Good night Daddy.

Dad: Good night David, let’s pray.

Track 6 page 6 Good morning Mum: Good morning, Kelly, Get up, please!

Kelly: Good morning, Mum! Mum and Kelly: Let’s pray…

Additional activity: Draw a big moon on one side of the board and a sun on the other or use two flash cards. Show or point to one of the pictures and encourage to say “Good morning” or “Good night” according to the picture. Then point to the picture again but this time encourage your SS to greet each other and simulate to either go to sleep or get up. If they have to get up they can simulate they are getting dressed and brushing their teeth, while if they are going to sleep they can lie on the floor.

Ask SS to go to the sticker section and to stick the stickers on the correct square. Walk around the class and monitor the activity. Once they have stuck the pictures in the correct place, ask SS to listen to the CD again to check.

21

INTODUCTORY UNIT

Let’s pray Warm up: Point to the picture in which David ‘s father reminds David to pray. Tell SS (in L1) that we should always thank God for the day and ask Him to take care of us during the night.

Activity: Play the CD. Read the prayer aloud. Then encourage SS to repeat after you. Then, ask SS to close their eyes and say the prayer while encouraging them to follow you.

Review Listen and tick Activity 1: Ask SS to go to the review section. Play the CD twice and ask SS to listen and tick only the situations they hear.

Track 11 page 8 (Review) Listen and tick 1. Goodbye, friends.

2. Good morning, my sweetie!!!

3. My name’s Kelly.

4. Hi, I’m dad.

Track 9 page 7 Prayer: Our father in Heaven Take care of me during the night In Jesus name, Amen.

Activity 2: Ask SS to go to the cut-outs section (p. 119) Say: “Now cut out the pictures and put them in order”. Then ask them to paste them in the correct square.

Let’s Sing Play the CD and ask SS to listen to the song in silence. To make it more meaningful encourage them to point up whenever they hear the word “Lord”. Play the CD again and encourage SS to sing.

SONG: Thank you, my Lord!

Track 10 page 7 Thank you, thank you, my Lord, Amen, Amen

22

UNIT 1

UNIT 1: “SCHOOL TIME”

Lesson 1 (pages 10 & 11)

Aims: At the end of this unit students will be able to…

• Name school supplies.

• Identify and name colours.

• Answer to simple questions such as “What colour is it?”

• Reinforce and practise the structure “This is …”

• Sing new songs and say chants.

• Follow simple instructions.

• Be aware that Jesus is the best teacher.

Objectives: Students will be able to: • name some school supplies in the target language.

• talk about personal possessions.

• follow simple instructions using body movement.

Target language: • School supplies.

• This is my (ruler) Receptive language • Show (me).

• Pick up.

Recycled language: • Hello (David)

New target language: • School supplies: pencil, eraser, crayons, ruler, pencil case, book, notebook, Bible, school bag, scissors, glue.

• Colours: red, yellow, blue, green, orange, violet.

• What’s this?

• What colour is it?

Setting the Scene Greet students (SS) and ask them to open their books to page 10 and 11. Show them the pictures of Kelly and David. Ask them if they remember who they are by eliciting their names. Say, “Look! This is (Kelly) and this is (David)”. Then ask them to greet the characters by saying: “Hello (David), hello (Kelly)”. Focus the students’ attention on the school supplies and say, “Look! These are school supplies.

It’s school time!” To make it more meaningful show them a picture of a school or a classroom full of students. Ask them in (L1) if they like being at school and what they usually do in class, etc.

Receptive language • They are …

Recycled language • This is …

UNITS

Unit 1 School Time

FUNCTIONS

• Naming school supplies • Describing school supplies.

• Identifying and naming colours

LANGUAGE / GRAMMAR • Recycling: This is …

• What’s this?

• It’s …( a pencil) • They’re …(crayón) • What colour is … (the pencil)?

VOCABULARY

Listen and Point Warm up: Continue working on pages 10 and 11. Point to the school supplies and say: “Look! A school bag”. Encourage SS to point to the school supplies as you name them. An alternative idea is to bring some of your school objects. Show them to your SS and say: “Look! This is my (ruler), my (pencil)”, and so on. While you do this encourage SS to follow your example and show their own school supplies.

• School supplies: pencil, eraser, crayons, ruler, pencil case, book, notebook, Bible, school bag, scissors, glue.

• Colours: red, yellow, blue, green, orange, violet.

23

UNIT 1

Activities: Play the CD and ask SS to listen to the dialogue in silence. Encourage SS to point to the objects while they listen to the CD. Then divide the class in two halves. One half can represent David while the other can represent Kelly. Play the CD again and make SS repeat what each character says.

Chant Warm up: Ask SS to go to page 11. Before listening to the chant put some school objects on the desk. Then say: “Pick up a pencil” (while you pick it up). Then encourage SS to follow your example by picking up their own school objects and showing them to you. To add more fun, ask them to stand up and hold the object up.

Activities: Play the CD and ask SS to listen to the chant. They can point to the pictures of the objects as they listen to the chant. Play the chant again and ask SS to show the objects and sing along. You can stop the CD to give them time to repeat the phrases and show the objects.

Track 12 pages 10 and 11 UNIT 1 Listen and point Kelly: Hello, It’s school time. Look at my school bag! This is my book, my pencil case, my notebook, and my Bible.

David: Look at my pencil case. This is my pencil, my crayons, and my eraser. And this is my ruler, my glue and my scissors… my scissors??? Ha-ha!!

Track 13 page 11 Chant Show me a pencil Show me a pencil Everybody, everybody shows me a pencil

Additional activities and games Aims: To reinforce the names of the school supplies and the new structure.

• Whose object is this? Pick up some of your students’ school objects and put them in a bag. Show SS an object and ask the owner of it to stand up and say: This is my (pencil). Or just “my (pencil)” • Memory game: Put some flash cards face down on the board and use a board marker to number them. Divide the class in two halves and name each team. Then focus their attention on the flash cards and ask: “where is the (pencil)?” You can show the school object to make the question more meaningful. Each team should send a volunteer to turn over a flashcard or say a number for you to turn over the card. They should guess till they find out and name all the school supplies. The team that makes more guesses wins.

Show me a ruler Show me a ruler Everybody, everybody shows me a ruler Show me a book Show me a book Everybody, everybody shows me a book Additional activity Close up: Draw on the board a pencil case and a school bag.

Then show SS a flash card of a school object. Ask some volunteers to come to the front and stick it inside the correct drawing. Ask the rest of the students if it is right. If it is correct, continue with another flash card otherwise ask another volunteer to move it to the other place. Continue the activity with one or two more objects.

24

UNIT 1

Lesson 2 (pages 12, 13, 14 & 15)

Track 14 page 12 Play David: What’s this?

Kelly: Guess!

David: It’s a crayon.

Kelly: Nooo.

David: It’s a pencil.

Kelly: Yeeessss!!!!

Objectives: student will be able to…

• ask and answer questions about school objects.

• name the colours in the target language.

• identify the colours while they listen to their names in the target language • follow simple instructions using their bodies.

Target language • What’s this? It’s (a ruler) • The colours.

• The crayon is (blue) Receptive language • guess, the sun, the grass, the sky, I love you.

Recycled language • The school supplies.

Listen and tick Warm up: Draw three or four objects on the board in a row.

Then ask a volunteer to come to the front. Say: “What’s this? It’s a (crayon)” and help the student to tick or circle the correct drawing.

Activities: Show SS the chart with the school objects. Say: “Listen (point to one of your ears) and tick”. Play the CD (and pause it if necessary). To check, play the CD again. Pause it after each question and elicit SS’ answers orally.

Play Warm up: Show SS three flashcards of three different school objects. Hold them up and say: “Look! It’s a (pencil)” and so on.

Then encourage them to repeat its name by using the structure “it’s a/an ….” Then mix the same flash cards and stick them on the blackboard. They should be face down. Point to one of them and ask SS “what’s this?” and encourage them to guess the name by using the structure “it’s a/an ……..”

Guessing game: Ask SS to open their books to page 12. Show them the story. Point to each character and read aloud what they say while you show them the pictures. Then play the game with SS. You can bring a big bag with some objects to the class and ask some volunteers to come to the front and guess what the school supplies are. The student should have his/her eyes closed. Or you can arrange them in pairs and make them play using their own objects.

Track 15 page 12 Listen and tick 1.

What’s this?

2.

What’s this?

3.

What’s this?

4.

What’s this?

It’s It’s It’s It’s

a pencil. a pencil case. a ruler. an eraser.

Match and colour Warm up: Draw a sun on the board. Then show them some coloured pencils. Elicit which pencil should be used to colour it. Then colour it with a yellow piece of chalk or simulate it.

Alternatively you can draw the pencil and ask a volunteer to match it with the sun.

25

UNIT 1

Activity: Show SS pencils and pictures and say: Now match and colour. Try to accompany the instruction with some miming.

Track 17 page 14 Listen and colour The pencil is blue. The crayon is brown. The ruler is green. The pencil case is yellow. The eraser is red.

Chant Warm up: Show SS some flash cards of the pictures that are shown in the chant. Say: “Look! The sun is yellow.” Say: Repeat with me “yellow”. And encourage them to say the colour. Continue doing the same with the other pictures, till they have listened and practised naming all the colours.

Activity: Ask SS to go to page 13. Show them the chant and say: “Now listen to the chant” and play the CD. Play the CD again and encourage SS to sing. Besides you can make them do some actions while they listen to the song. They can point up when they listen to the word sky/ Jesus or touch their heart when they hear “I love you” and so on.

Play Warm up: Draw a chart on the board similar to the one in the book or bring a poster with the chart already done. Then show them three coloured chalk/markers and ask some volunteers to come to the front and choose a colour to paint a school object. Then say “The ruler is green.” Ask SS if there is a green ruler in the chart. If there is one ask a volunteer to come to the front and cross it out.

Continue doing the same till all the objects are crossed out.

Activity: Ask SS to go to page 15 and show them the chart. Tell SS that they are going to play a game. Say (while showing them the coloured spots), “Use the colours to paint the school supplies.” Then name a school object plus a colour like “the ruler is orange” and ask in L1 if they have it. If they have the school supply coloured in the colour mentioned, tell them to cross it out. The one who first crosses out everything wins or you can continue till most of the SS finish.

Track 16 page 13 Listen and say Chant The sun is yellow The grass is green The sky is blue And Jesus I love you.

Additional activities Aims: To reinforce the colour names through movement and games.

Listen and jump: Arrange SS in groups of four. Give each student a white cardboard/poster. Ask them to draw big circles of different colours. They can use crayons or markers. Then go to the playground. Each group should lay the poster on the floor and choose a volunteer. Say one colour. The chosen one should jump on the colour you said. Walk around and check if all the SS have jumped on the correct colour. Repeat the activity naming other colours and asking other students to participate.

Listen and colour Warm up: Pick some of your students’ school supplies or some flashcards. Hold one up and say: “Look! The pencil is red. Show me one”. And make them show you a red pencil. Continue doing the same till you have reviewed all the colours.

Activity: Ask SS to open their books to page 14. Show them the pictures presented in the book and review the names with SS. Then say: “Listen and colour” (show them the coloured pencils). Play the CD and pause it to give them time to colour.

26

UNIT 1

Story time!

Setting the scene: Bring a Bible (or a Children’s Bible). Ask children (in L1) what they know about the Bible stories. Elicit from them in (L1) which stories they like or which their favorite is, etc.

Warm up: Ask students (SS) to open their books to page 16. Say: “It’s story time!” Show them the first character and say: “Look! This is Adam.” Then elicit (in L1) where he is and what they know about him. Then show SS the surroundings and say: “Look at nature/ paradise.” Elicit from SS what we can find in nature. When they start naming things you can name them in English. Tell them that nature was Adam’s first school.

Activity: Tell SS that they are going to listen to the story. Say: “Look and listen to the story”. Play the CD and encourage them to point to the different story charts as they follow the story. Then go over the story again and say: “Look at the animals” and encourage them to produce their sounds. Then say: “Look at the insects/birds” and ask them to produce their sounds. Divide the class in 7 groups.

Assign to each group a character. Some can role play Adam, some Eve, some Jesus, some the animals, insects and some the birds.

Play the CD again and ask them to repeat the words or produce the sound the characters say according to the role assigned.

Alternative: Give SS balloons of different colours to blow. Then go to the playground and ask them to drop the balloons on the floor.

Clap your hands and say: walk/ run (and make them walk/ run around the balloons).Clap your hands twice and ask SS to stop.

Say a colour and pick up one balloon of the colour mentioned from the floor. Encourage them to follow your example. Continue with the same activity till SS have picked up the balloons of all the colours that you want to review. This game can be done with another material like ribbons or cards of different colours.

Lesson 3 (pages 16 & 17) Objectives: Student will be able to …

• ask and answer questions about the characters of a Bible story.

• name the characters.

• name the colours in the target language.

• follow simple instructions using their bodies.

• render thanks to Jesus for his gifts.

Target language • This is …

• I’m ….

Track 18 page 16 Story time!

Listen and act it out.

Adam: Hi! I’m Adam, the first student in the world.

My teacher is Jesus. My school is nature. And my classmates are Eve....

Eve: Hi! Hello!

Adam: ..., the birds..., the animals..., and the insects. I love my school.

Eve: Me too!

Narrator: The end.

Receptive language • Nature, classmate.

Materials • Course book.

• Course book CD. • CD player.

• Bible.

• Picture of Jesus.

27

UNIT 1

Materials • Cardboard paper, scissors, crayons, glue, etc • Course book.

• Course book CD. • CD player.

More ideas: Act in your own play You can ask SS to choose a character from the story (or you can assign them a character) to act out. The ones who play the animals, insects and birds can draw masks to put on their faces. The ones who play different nature parts can draw big leaves, a sun, some clouds, etc. Choose three SS to represent Adam, Eve and Jesus.

Jesus can have a white cloak while Adam and Eve can attach some leaves to their clothes. Then play the CD and ask them to come to the front and act the story out.

Project: Option one: School supplies Stage 1: Arrange students (SS) in groups of four or three. Write a list of the materials required for the project and give the list to the SS. Each student should bring the materials for the next class. Tell them that they are going to design some school objects to decorate the classroom.

Listen and tick Tell your SS that they are going to listen to the story again. This time they have to look at the pictures in the exercise and tick only those that are mentioned in the story.

Stage 2: The following class, ask SS to open their books to page 18. Show them the pictures of the project and ask them what the children are doing. Then tell your SS that they are going to do the same with all the materials they have brought to class.

Stage 3: Arrange SS in groups according to the way they were divided the previous class. Ask them to join their tables in such a way they can lay all the materials out comfortably. If they would like to, they could also work on the floor.

Stage 4: Allow SS enough time to search and discuss among themselves what school supply they are going to illustrate. Provide them with enough time to work on the project. During the task, walk around the class in order to assist them if necessary.

Stage 5: Ask SS to draw big school objects on cardboard and then to cut them out. When they finish cutting the school objects, ask them to decorate with different materials you have asked them to bring to the class.

Stage 6: Ask SS to display their posters to be shown to their classmates. They can come to the front and describe the object to the class and then stick them on the wall.

Lesson 4 (pages 18 & 19) Objectives: Student will be able to …

• name school objects and materials.

• name the colours in the target language.

• follow simple instructions using their bodies.

Target language: • What’s this? It’s (a ruler) • The colours.

• The crayon is (blue) Materials • glitter, coloured paper, wool.

Recycled language • School supplies.

• What’s this • It’s …

28

UNIT 1

Option two: Picture dictionary.

Stage 1: Arrange SS in groups of three or four. Write a list of the materials required for the project and give the list to the SS. Each student should bring the materials for the next class. Tell them that they are going to create their own picture dictionary.

Stage 2: The following class, ask SS to open their books to page 19. Show them the pictures of the project and ask them what the children are doing. Then tell them that they are going to do the same with all the materials they have brought to the class.

Stage 3: Arrange SS in groups according to the way they were divided the previous class. Ask them to join their tables so they can lay all out the materials comfortably. If they would like to, they could also work on the floor.

Stage 4: Allow SS enough time to discuss what school supplies they are going to illustrate in their picture dictionary. Provide them with enough time to work on the project. During the task, walk around the class in order to assist them if necessary.

Stage 5: Ask SS to draw the school supplies on cardboard or to cut them out from the magazines they have brought. When they finish drawing or cutting the school objects, ask them to decorate them with the different materials they have.

Stage 6: Ask SS to show their picture dictionary to their classmates.

They can come to the front and name the school supplies they have included in the dictionary.

Track:19 page 19 Sing Song: Time’s up Teacher: Children, Children!

Kids: Yes! Yes! Teacher: Pick up your bag.

Kids: Why? Why? Teacher: Time is up.

Kids: All right all right Teacher: See you next class Kids: Bye-bye

Lesson 5 (pages 20 & 21) Objectives: Students will be able to …

• understand descriptions of school objects.

• describe school supplies.

• name the colours in the target language.

• identify the colours while they listen to their names in the target language.

• follow simple instructions using their bodies.

• review the language taught in the unit.

Target language: • What’s this? It’s (a ruler) • The colours.

• The crayon is (blue) Materials: • Course book.

• Course book CD. • CD player.

Song: Time’s up Warm up: Produce a sound like a bell (ring) and say: “Time’s up.”

Activity: Ask SS to go to page 19. Play the CD and ask them to listen to it. Then play it again and encourage them to sing along.

Ask them to do some miming. They can simulate they are putting some objects in their bags and they can wave their hands to say bye, bye.

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UNIT 1

Review Aim: To review the contents of the unit and assess SS’ progress.

Additional activities Aims: To reinforce the colour names through movement and games.

Memory game (in pairs): Ask SS to cut out the coloured cards from the cutouts section. Arrange them in pairs and ask them to lay the flashcards face down. Then tell SS to turn over two cards in turns till they find a pair of the same colour.

Traffic light game: Show SS a picture of a traffic light. Say: “Red –stop (stop moving), green –walk/jump (start walking/jumping), yellow -sit down” (sit on a chair). Then say the colours again and encourage them to follow your example. When you say red they should stop, when you say green they should walk and so on. Once they understand how to play it you can give the instructions in a different order.

Look and colour Warm up: review the colours if necessary.

Activity 1: Ask students (SS) to go to page 20. Show the symbols and say, “Look at the colours.” Then point to the picture and say, “Colour it.” To check, elicit from them the name of what they have discovered.

Activity 2: Point to the white spot and say: “Paint it” (and show them the two colours). Then check the exercise by asking some SS what colour they have obtained by mixing the colours.

Activity 3: Ask SS to listen to the CD. SS listen and colour the pictures according to the dictation in the CD. Track: 20 page 21 Review Listen and stick • A red pencil-case.

• A blue pencil.

• A yellow book.

• A green ruler.

• An orange eraser.

• A violet school bag.

Feedback: It is suggested that the review activities should be checked individually in order to see each student’s progress.

30

UNIT 2

UNIT 2: “FOOD”

UNITS

Objectives: At the end of the unit students will be able to…

• name different food items in the target language.

• name colours.

• sing new songs, say a prayer and say chants.

• distinguish the plural nouns from the singular ones.

• express their preferences (likes and dislikes) • name numbers from 1 to 12 in the target language.

• ask and answer about quantities using the interrogative word: “How many?”

• follow instructions using body movement.

• appreciate Jesus’ creation.

• thank Jesus for the fruit and vegetables.

Unit 2 Food

FUNCTIONS

• Identifying and describing food, fruit and vegetables.

• Recycling: colours.

• Counting 1 to 12.

LANGUAGE / GRAMMAR

• What’s this?

• It’s …(a carrot) • They are apples.

• What colour is it?

• It’s … (orange).

• How many….?

VOCABULARY • Food: pizza, sandwich, cheese, ice-cream,cake.

• Drinks: milk, juice.

• Fruit: apple, orange, banana, pear, lemon.

• Vegetables: tomato, potato, carrot.

• Recycling: colours and numbers.

Lesson 1 (pages 22 & 23) A picnic Setting the scene: Ask students (SS) to go to page 22 and 23 and focus students’ attention on the picnic scene, especially on the food items. Say: “Look! It’s a picnic.” Ask them (in L1) if they like picnics, what they like eating when they are on a picnic, etc.

Warm-up: Point to the fruit and food items and say: “Look!

Bananas, apples, a pizza, etc.” Encourage SS to repeat the words and point to the food items in their own books.

Target language: • Fruit: bananas, apples, oranges, pears, lemons, etc.

• Food: pizza, sandwich, tomato, chocolate.

• Drinks: juice, milk.

• I like (bananas)/I don’t like (lemons).

• Numbers from 1 to 12.

• How many…?

Receptive language: • What’s in the (basket)?

Find and Stick Ask them to go to the sticker section and find the stickers of the missing food. Then ask SS to complete the picture using the stickers.

Recycled language • What’s this? A (banana).

• Colours.

Listen and Point Activity: Focus students’ attention on David and Kelly again. Play the CD and ask them to listen to the dialogue. Play it again and ask SS to point to each food item as they listen to it. Divide the class in four groups. Assign them a character. Play it again and ask them to repeat what each character says.

Materials • The course book.

• The course book CD. • Flashcards of fruit/numbers.

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UNIT 2

Listen and Sing Warm up: Bring some fruit to the class and say in L1: “Who made the fruit?” -To check their previous knowledge-. And say, “I know, I know” and show them a picture of Jesus. Say: “Jesus.” Ask them the question again “who made the fruit?” and encourage them to answer “Jesus”. Show them some flashcards of some fruit and say: “Who made (the apples)?” And encourage them to answer the same.

Activity: Ask SS to go to page 23. Tell SS that they are going to listen to a song. Play the CD and ask them to listen to it. Play it again and encourage SS to repeat what the children’s chorus says. Ask the SS to do some actions while they sing the song. For example ask SS to point up when they hear the name “Jesus” or to their heart while they say “love”.

Track:21 pages 22 and 23 Listen and point David: What a nice picnic!!!

Kelly: Hmmmm, pizza. I like pizza. Yummy!

Alex: Look oranges, apples, bananas. They are delicious!

David: Orange juice! I like orange juice.

Alex: I don’t like orange juice.

Meg: Look sandwiches!!! Delicious!!!

Kelly: Hmmmm, and cake, yummy, yummy!

Meg: Let’s eat!

Kelly: Let’s pray first!

Let’s pray Warm up: Focus students’ attention on the part in which David and Kelly are praying. Ask SS if they know why they are praying, to check their previous knowledge. Then tell them that before eating, we should always pray to thank God for the food we have.

Activity: Tell SS that they are going to listen to Kelly and David’s prayer. Play the CD and ask SS to listen to it in silence. Play it again and have them repeat it. Pause the CD in different parts to let them repeat the verse.

Track 23 page 23 Song: Who made the fruit?

Who made the apples?

I know, I know Jesus made the apples.

I love him a lot.

Who made the bananas?

I know, I know.

Jesus made the bananas.

I love him a lot.

Who made the oranges?

I know, I know.

Jesus made the oranges.

I love him a lot.

Track: 22 page 23 Prayer Our Father in heaven Thank you for the food Bless this, your gift In Jesus’ name Amen

32

UNIT 2

Lesson 2 (pages 24 & 25)

Listen and Tick Warm up: Stick some fruit flashcards or food items on the board.

Point to one item and say: “I like (bananas)”. Draw a smiling face next to it. Then point to another item and say: “I don’t like lemons.”

Draw a sad face. Point to the rest of the food items and elicit from your SS if they like it or not. If they like it, point to the happy face; if not point to the sad face.

Activity: Tell SS that they are going to listen to a dialogue between David and Kelly. Ask them to open their books to page 25. Focus their attention on the pictures and ask them to listen to the dialogue in silence. Play the CD again and ask them to tick the correct face.

Arrange SS in pairs. Assign to the ones on the left a character and the ones on the right another one. Play the CD again and ask them to imitate what the character says.

Objectives: At the end of the lesson students will be able to…

• name different food items in the target language.

• say a new chant.

• distinguish the plural nouns from the singular ones.

• express their preferences (likes and dislikes).

• follow instructions using body movements.

Target language: • I like (bananas)/ I don’t like (lemons) • Fruit, bananas, apples, oranges, pears, lemons, etc • Food: pizza, sandwich, tomato, chocolate.

• Drinks: juice, milk.

Receptive language: • What’s in the (basket)?

Recycled language • What’s this? a(banana) Materials • The course book.

• The course CD. • CD player.

• Flashcards of fruit and food items or realia.

Track 24 page 25 Listen and tick David: What’s in the basket?

Kelly: A cake …

David: Hmmm! I like cake.

Kelly: ….. and lemons, …

David: Pough!!!! Nooooo, I don’t like lemons.

Kelly: Oh no!!! It’s Froggy!!!

David: Ha, ha, ha.

Match and colour Warm up: Focus students’ attention on one of the squares. Ask students (SS)to guess what it is. Then ask them to which picture each square should be matched.

Activity: Ask SS to match the rest of the squares with the correct pictures. Then encourage students to colour the food items.

Guide your SS by providing simple instructions. Say: “Show me your pencil. Match the two pictures.” “What’s this?” SS answer.

Extension: Once SS finish colouring in the pictures ask: “What colour is the apple?” Encourage SS to answer individually.

Chant Warm up: Review the fruit by using flashcards if necessary. Ask SS which fruit they like or which their favorite is.

Activity: Tell SS that they are going to listen to a chant. Play the CD and ask them to listen to it. Play it again and pause the CD so they can repeat the phrases. Play it again and encourage them to sing along.

33

UNIT 2

again but this time, ask SS to repeat it. Encourage SS to say the numbers in order.

Once you have practised saying the numbers aloud, say: “Pick up a pencil.” Then say a number and tell SS to trace it.

Track 25 page 25 Chant: I like apples, I like apples, I like apples. Yes, I do.

I like oranges, I like oranges, I like oranges. Yes, I do.

I like pears, I like pears, I like pears. Yes, I do.

I like, apples, I like oranges, I like pears. I like fruit.

Track 26 page 26 Listen, say and trace.

One One, two One, two, three One, two, three, four One, two, three, four, five One, two, three, four, five, six One, two, three, four, five, six, seven One, two, three, four, five, six, seven, eight One, two, three, four, five, six, seven, eight, nine One, two, three, four, five, six, seven, eight, nine, ten One, two, three, four, five, six, seven, eight, nine, ten, eleven One, two, three, four, five, six, seven, eight, nine, ten, eleven and twelve.

Lesson 3 (pages 26, 27 & 28) Objectives the students will be able to…

• name numbers from 1 to 12 in the target language.

• sing a new song.

• ask about quantities using the interrogative word: “How many?”

• follow instruction using body movement.

Target language: • Numbers from 1-12 • How many?

Receptive language • A dozen.

Materials • The course book.

• The course book CD. • Flashcards of fruit/numbers.

Song Warm up: Review the number with the SS. You can try the memory game -the same that was used with the school objects in unit oneor a guessing game.

Activity: Tell SS that they are going to listen to a song. Ask them to open their books to page 26. Play the CD and ask them to listen to it in silence. Play it again and encourage them to sing. Pause the CD after each line to give SS enough time to listen and repeat the words. Then replace the word “apples” with “bananas”, for example.

You can show them a flashcard with some fruit (oranges) and make them sing using these words.

Listen, say and trace Warm up: Bring some 1-12 number flashcards. Point to each number and ask students (SS) to repeat the numbers in the target language. Then draw an incomplete number and ask SS what number it is. The one who guesses first should come to the front and complete it.

Activity: Ask SS to open their books to page 26. Play the CD and tell students to point to the number they hear. Then play the CD 34

UNIT 2

Cut and glue Warm up: Draw a big tree on the board and divide its treetop in two halves. Draw some apples on the right half and leave the other empty. Then draw a sum of two numbers to be added. Focus students’ attention on the numbers and elicit the result from SS. Count the apples of the first treetop and then ask SS how many apples are missing and draw them on the other half of the tree.

Then ask them to help you count all the apples of the tree to see if they match the result of the sum.

Activity: Ask SS to open their books to page 28 to get familiar with the activity. Then tell them to go to the cutouts section (p. 121) Ask SS to cut out the missing parts of the trees. Once they have cut them out ask them to make the sums and match them to the correct tree.

Check the activity by pointing to the missing parts and say: “How many… (oranges)?”

Track 27 page 26 Chant One, two, three sweet apples Four, five, six more I have Seven, eight, nine, ten sweet apples Eleven and twelve A dozen I have Listen and complete. Then draw. (p. 27) Warm up: Draw a basket on the board. Say: “Nine bananas” and draw the number next to it. Then focus their attention on the basket and ask them to help you draw nine bananas. Draw and say: “Look! One banana.” Draw one more and say “Two bananas”, continue drawing more and encourage them to help you count the items. Once you finish, ask students to help you recount them.

Draw another basket and ask a volunteer to come to the front. Show them another fruit and say: “Five apples.” Ask the student to draw the apples. Once he/she finishes, recount them with the help of the whole class.

Activity: Ask SS to open their books to page 27. Play the CD and ask students to listen to the first part (five apples). Ask SS to show you with their fingers how many apples should be drawn in the tree. Tell them to draw the number in the small square and then give them time to draw the apples. Play the CD again but this time let them do it alone.

MORE IDEAS Objective: to practise the names of numbers.

Tic-tac-toe: Materials: some board markers or pieces of coloured chalk.

Rules: Divide the class in two groups. Draw a 3x3 or 4x4 tictac-toe grid on the board. The goal of tic–tac-toe is to be the first player to get three in a row on a 3x3 grid, or four in a row on a 4x4 grid. Ask group number 1 to send a volunteer to come to the front. Draw a sum on the board and ask the SS to say the result in English. Check the answer with the class. If it is correct, the student should be able to complete the grid with a cross (X). If the answer is wrong, ask group number 2 to send a volunteer. Continue the game till one group gets three/four in a row, horizontally, vertically or diagonally. If all nine squares are filled and neither player has three in a row, the game is a draw.

Track 28 page 27 Listen and complete. Then draw. ● Five apples. ● Eight pears. ● Seven oranges. ● Eleven lemons.

35

UNIT 2

Lesson 4 (pages 29 & 30)

Stop!

Draw a big chart on the board. Divide it in six parts. Ask SS to copy it on their notebooks. Ask them to draw one number in each chart. They can choose a number from 1 to 12. Give them time to complete the chart. If necessary, show them an example on the board. Then say a number. If they have it, ask them to cross it out. The SS who cross all the numbers should say: “Stop!”

Objectives: At the end of the unit students will be able to…

• name different fruit in the target language.

• say numbers in the target language.

• appreciate Jesus’ creation.

• thank Jesus for fruit and vegetables.

Target language: • Fruit: bananas, apples, oranges, pears, lemons, etc.

• Food: pizza, sandwich, tomato, chocolate.

• Drinks: juice, milk.

• Numbers.

• Thank you.

Receptive language • Thanks, God, for the Garden of Eden Recycled language: • What’s this? A (banana) Materials: • The course book.

• The course book CD. • A picture of Jesus.

• Flashcards of fruit/numbers (optional).

Mine!

Materials: A bunch of number cards from 1 to 12 from the course book.

Rules: Arrange SS in groups of four. Ask SS to go to the cutouts section (p. 149-151). Ask one of the members to cut out the number cards from his/her course book. Ask SS to mix the cards and lay them face up. Once they are ready, say a number. Each student should try to grab the card as fast as they can. The one who gets it should hold it up and say: “Mine!” (aloud). The student that gets more cards wins.

Memory game: Materials: flashcards of numbers Rules: Stick the flashcards on the board face down. Divide the class in two or more teams. Say a number and in turns ask each team to send a volunteer to turn over on of the cards. The group that finds the number you have said first, wins a point. The team that gets more points wins.

Story Time!

Warm up: Ask SS to go to the story section of the unit (p. 29).

Focus the children’s attention on the first chart. Ask students (SS) (in L1) who the characters are, where they are, and what they know about the garden of Eden.

Activity: Tell SS that they are going to listen to a story. Play the CD and ask SS to listen to it in silence. Once they have listened to it, ask them what food Adam and Eve ate in Eden. Try to focus their attention on the vegetables and fruit that appear in the story.

Listen and make groups: Rules: Take SS to a playground. Clap your hands to get their attention. Say a number and ask SS to make groups. The member of the group should match the number you said. For example, you said “Group of five” and all the SS should make groups of five. Walk around and check if all the groups are made of five members. Once you checked say another number.

Variation: To add more fun, vary the instructions: You can say: “Groups of five sit down/jump/freeze.”

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UNIT 2

• thank Jesus for the fruit.

• bless the food.

Track 29 page 29 Story time Listen and answer Adam: Look, Eve. This is the Garden of Eden.

Eve: Oh, Adam. It’s beautiful. What’s this?

Adam: It’s a tomato.

Eve: Let’s eat it. Mmm! It’s delicious. Look. Two more tomatoes!!!

Adam: Look, God creates apples, pears, and bananas.

All the fruit. Look!!! Five more apples, three bananas, and four pears.

Eve: They are delicious. Thanks, God, for the garden of Eden, and the fruit.

Target language: • I like (bananas)/ I don’t like (lemons) • Fruit: bananas, apples, oranges, pears, lemons, etc.

• Tableware: knife, spoon, glass, jar, bowl.

Receptive language • Add some juice.

Recycled language: • Fruit.

Materials: • The course book.

• The course book CD. • CD player.

• Some serving spoons, bowls, some knives, napkins, paper tablecloth, a jar and fruit.

Follow –up How many?

Warm up: Ask SS to look at the activity that is below the story.

Focus their attention on the different fruit. Ask them to find and point to the fruit in the story.

Activity: Ask SS to listen to the story again and draw the numbers next to each picture. Then check it by eliciting the result from SS. Encourage them to say the numbers in English.

Project Materials: Some serving spoons, bowls, some knives, a jar and fruit (according to the amount of students).

Warm up: Remember! This is a project and consequently students (SS) should do some research. It is advisable that you encourage your SS to find out which is/are the typical fruit in the region they live in. It is recommended to do this the previous class so you can ask SS to bring different kinds of fruit to the following class. Ask them to bring a teaspoon and a plastic cup/glass, too. Ask them to write it on their notebooks in L1.

Activity: Arrange SS in groups of six. The SS in each group should have different fruit. Ask them to peel and cut the fruit in small pieces. Tell them to put the fruit in the bowl and mix it. Add the juice into the bowl and ask them to mix the fruit again. Then serve the fruit salad to each one after blessing the food. Take this opportunity to reinforce the prayer taught at the beginning of the unit.

Lesson 5 (pages 30 & 31) Objectives: At the end of the unit students will be able to…

• name typical fruit from the region they live in the target language.

• name some tableware items.

• sing a new song.

• express their preferences (likes and dislikes) • follow simple instructions.

37

UNIT 2

Song Warm up: Bring to the class a picture of Adam and Jesus. Attach to Jesus a flashcard of some fruit. Then point to the bananas and perform the first verse of the song by varying your voice according to the character.

Activity: Play the CD and ask SS to listen to it in silence. Then divide the class into two groups. Ask one group to represent Jesus and the other to play Adam. Play the CD again and ask SS to repeat what the characters say. Stop the CD to give SS time to listen and repeat the verse. Play it a third time and encourage them to sing the song.

Track 30 page 31 Sing Jesus: Look at the bananas, delicious bananas Adam: For me?

Jesus: For you!

Adam: Thank you. …

Jesus: Look at the apples, delicious apples Adam: For me?

Jesus: For you!

Adam: Thank you

Target language: • Fruit: bananas, apples, oranges, pears, lemons, etc.

• Food: pizza, sandwich, tomato, chocolate.

• Drinks: juice, milk.

• I like (bananas)/I don’t like (lemons) • Numbers from 1 to 12.

• How many…?

Materials • The course book.

• The course book CD. • CD player.

• Flashcards of fruit/numbers.

…

Jesus: Look at the oranges, delicious oranges Adam: For me?

Jesus: For you!

Adam: Thank you …

Adam: Fruit, fruit, fruit delicious fruit Made Jesus For me and for you Thank you!

Review Teacher’s aim: To have students review and reinforce the contents of the unit and evaluate students’ progress.

Listen and Tick Activity 1: Play the CD once and ask students (SS) to listen to the dialogue and tick what they hear. Play the CD again to allow SS to check the exercise.

Track 31 page 32 Listen and tick Kelly: What’s in my basket?

David: Hmmm. Juice?

Kelly: Yes!!!

David: Pizza?

Kelly: No, no, no.

David: Lemon?

Kelly: Nooo!

David: Oranges??

Kelly: Nooo! Come on!

Lesson 6 (pages 32, 33, 34 & 35) Objectives: At the end of the lesson students will be able to…

• distinguish and name different food items in the target language • recognize and say numbers from 1 to 12 in the target language.

• ask and answer about quantities using the interrogative word: “How many?”

• express their preferences (likes and dislikes) 38

David: I know, I know. A sandwich???

Kelly: Yes, you are right!!!

David: Apples???

Kelly: Yes!!!

David: Bananas?

Kelly: No again!

David: Pears???

Kelly: Yes. You are a genius!

UNIT 2

Listen and circle Activity: Play the CD and ask SS to listen and circle the amount of fruit according to the number they hear. If necessary pause after each fruit is mentioned to allow SS enough time to do the activity.

Ask your SS what they like eating on a picnic. Tell them that they have the opportunity to make their own picnic menu.

Activity: Ask SS to open their books to page 35 and review the food that appears on the menu. Then, ask SS to complete the faces according to what they like or what they don’t like. Check the activity by asking your SS to read what they (don’t) like; for example: “Peter, read your menu, please!” Peter: “I like chocolate. I don’t like apples”

Track 32 page 33 Listen and circle ● Four apples. ● Two lemons. ● Six tomatoes. ● Three pears.

MORE IDEAS ….

Aim: To reinforce the names of the food and new structure while SS have fun.

Food memory game: Materials: Two decks of cards from the course book.

Rules: Ask SS to cut out the cards of food from the cutouts section (p. 147). Arrange them in pairs and ask them to mix the cards and lay them face down on the table, one next to the other. Then in turns ask them to turn over two cards. If the cards match, the student should keep them. When a player turns over two cards that are different, those cards should be turned face down again and it becomes the next player’s turn.

The player who gets more cards wins.

Guessing game Materials: different fruit, chocolate, pizza, cookies and fruit juice.

Rules: Arrange SS in a semi-circle. Ask some volunteers to come to the front. Cover their eyes and give them a piece of fruit or a glass of juice for them to taste. Then ask them to guess what he/she has tasted.

Variation: Ask a volunteer to go to the front. Cover the student’s eyes. Give him/her a fruit and ask them to touch it. The student should touch it and smell it and guess the name of the fruit.

Pictionary: Rules: Divide SS in two or more teams. Ask for volunteers to come to the front. One volunteer per group. Show them a card with a fruit on it for them to draw on the blackboard. All the volunteers should draw the fruit at the same time. The first group who guesses the fruit and says the name in English gets a score.

Listen and tick Activity: Tell SS that they are going to listen to Kelly and David talking about their likes and dislikes. Play the CD and ask SS to listen to the dialogue. Play it again and ask SS to tick the items in the correct row. Play it a third time for them to check.

Track 33 page 34 Listen and tick 1. David: I’m David. Hmmm I like pizza, but I don’t like chocolate. I don’t like cake, but I like juice.

2. Kelly: Hi, I’m Kelly. I don’t like pizza, but I like chocolate and I like cake. I don’t like juice.

3. David and Kelly: Now, it’s your turn!

Ask SS to complete the third table about their food preferences by ticking the items in the correct row. Encourage SS to say what they like or don’t like.

Draw and Say Warm up: Stick some flashcards or draw some pictures of different food items. Draw some empty faces next to them. Point to a picture and say “I like oranges” and draw a smile on the face. Ask some volunteers to come to the front and complete the faces.

39

UNIT 3

UNIT 3: “MY BODY”

Lesson 1 (pages 36, 37, 38 & 39)

Objectives: At the end of this unit students will be able to…

• …name parts of the body and facial features.

• review colours and numbers.

• answer to simple questions such as “What colour is it?”

• reinforce and practise the structure “This is …”

• sing new songs and say chants and prayers.

• follow simple instructions.

• be aware that Jesus created humans and loves them.

Objectives: At the end of the lesson students will be able to…

• identifying the different parts of the body in the target language.

• say a new chant.

• respond to different instructions using body movements.

Target language • Parts of the body.

• Imperatives: Stand up, turn around, sit down Receptive language • I can clap, I can walk.

Recycled language: • Colours.

• Numbers.

Materials: • The course book.

• The course book CD. • Flashcards of the parts of the body.

Target language: • Parts of the body: head, arm, leg, hand, foot/ feet, shoulder, knees, toes.

• Parts of the face: eyes, ears, mouth, nose.

• People: Boy, girl.

• What colour is it?

• It’s …

Recycled language • Colours and numbers.

• This is … (my hand) • What colour is (the hair)?

UNITS

Unit 3 My body

FUNCTIONS

LANGUAGE / GRAMMAR

Introduction: Listen, point and say Warm up: Stand opposite your students (SS) and point to your body and say: “Look!!! This is my body”. Point to different parts of your face and say their names. Then ask SS to stand up and encourage them to follow your example. First ask them to just touch the part of the body you point at. Then encourage them to repeat the names while they touch the different parts of the body mentioned.

Activity: Ask SS to go to unit 3, pages 36 and 37. Focus their attention on the picture of Kelly and David. Ask them why they are laughing (point to the mirror reflection). Then play the CD and ask SS to listen in silence. Then divide the class in two groups. Ask the girls to play Kelly’s role and the boys to play David’s. Encourage SS to repeat the words while they point to the parts of the body.

VOCABULARY

• Parts of the body: head, arm, leg, • Naming parts of hand, foot/ feet, the body.

• Recycling: shoulder, knees, • Naming parts of • This is …(my hand) toes. the face.

• What colour is …

• Parts of the face: • Describing parts of (the hair)? eyes, ears, mouth, the face.

• How many…? nose.

• Recycling: • I have brown hair.

• People: Boy, girl.

• Saying colours.

• Recycling: Colours.

• Counting.

• Numbers.

40

UNIT 3

Listen and do Warm up: Ask SS to go to page 38. Focus their attention on the first picture. Say: “Look! David is doing exercises”. Then ask SS if they like doing exercises and what exercises they do at school.

Activity: Say: “Listen to the instructions!” Play the CD and ask them to follow the instructions in silence. Then ask SS to stand up.

Play the CD again and start performing the exercises. Encourage SS to do the same. Play the CD again and ask SS to repeat the words while they do the exercises. Then you can play some music and give the instructions in a different order or ask one of the SS to give the instructions.

Find and Stick Warm up: Focus students’ attention on Kelly and David’s bodies.

Try to elicit from SS which parts of Kelly and David’s bodies are missing.

Activity: Then ask SS to go to the sticker section and complete the picture with the stickers.

Track 34 pages 36 & 37 Listen and point David: Look at my head and my hands!!!

Kelly: Ha, ha, ha!

David: And my feet!!

Kelly: Look at my legs and arms!!!

Track 36 page 38 Listen and do.

David: Hi! Stand up! It’s time to move your body!

Shake your head, one and two.

Move one hand and say hello, hello!

Now move the shoulders up and down.

Move the arms, one and two.

Move the legs, one and two.

Turn around one and two … and rest!!!

Say the Chant Warm up: Ask SS to stand up and show you their hands. Then elicit from the SS what they can do with them. For example say: “We can clap”- while you clap with your hands- and so on. Then do the same with the feet.

Activity: Ask SS to look at the chant. First read the chant showing the SS how to perform each line. Say: “With my feet (point to your feet) I can walk” and start walking. Encourage SS to point to their feet and walk around. Ask SS to perform each action while repeating the phrases.

Play the CD and repeat what they have practised.

Track 34 page 37 Chant With my feet I can walk, I can run, I can jump.

With my hands

Look and colour Warm up: Review the colours with the SS. Bring some flashcards or use the reference that appears in the picture. Then do the first part together with the SS. Say: “Number one is red”. Then point to the picture of the body and say: “Let’s find number one”. Once they find it say: “Number one is the (hat). Colour the hat red”.

Activity: Ask SS to colour in the rest of the picture by matching the colours with the numbers.

I can pray, I can eat, I can clap.

Thank you, Jesus, for the body I have.

41

UNIT 3

Lesson 2 (pages 40, 41, 42 & 43)

Track 37 page 40 Chant: Listen and do Stand up, Clap your hands

Objectives: At the end of the lesson students will be able to…

• name the different parts of the body in the target language.

• say a new chant.

• talk about possession.

• describe the facial features.

• respond to different instructions using body movements.

One and two Touch your foot.

Target language • Parts of the body.

• Parts of the face.

• Imperatives.

One, two, three Touch your knees.

Receptive language • Touch your ….

Turn around And sit down

Count to ten.

Touch your leg and your head.

Recycled language: • Colours • Numbers

Cut and glue Warm up: Ask SS to go to page 40. Point to the picture of Kelly and say: “I’m a girl”. Then to the picture of David and say: “I’m a boy”.

Encourage SS to repeat the words. Then say: “Girls, stand up and say: I’m a girl.” Encourage the girls to follow you and say the words. Then say: “Boys, stand up” and encourage them to say “I’m a boy.”

Activity: Ask SS to go to the cutouts section (p. 123). Ask them to cut out the body parts, do the body puzzles, and glue the parts under Kelly or David’s heads.

Materials: • The course book.

• The course book CD. • CD player.

• Flashcards of the parts of the body/face.

Listen and do (chant) Warm up: Perform the instructions of the chant and ask students (SS) to follow them; for instance: clap your hands and say: “Clap your hands …one, two” and ask them to clap their hands twice with you.

Activity: Play the chant and ask SS to listen to it and perform the actions. Play it again but this time, encourage SS to say the chant while they move.

Listen and point Warm up: Focus students’ attention on your face and say: “Look at my face.” Then say: “Show me your faces.” Encourage them to point to their faces. Then point to your hair and say: “Look at my hair”. Encourage them to touch their hair. Then point to your eyes and say: “Eyes. Touch your eyes”. Then point to your mouth and nose and do the same.

42

UNIT 3

Listen and colour Warm up: Draw a face of a clown on the board or bring a poster to the class. Then ask a volunteer to come to the front. Point to the face and say: “I have blue eyes”. Show him/her some markers/pieces of chalk of different colours and ask him/her to pick the blue one and colour in the eyes of the clown. Then elicit from the class the colour of the nose/hair/mouth/ears and ask volunteers to come to the front to colour the rest of the parts of the face.

Activity: Ask SS to go to page 42. Play the CD and ask them to colour the parts of the face of the clown according to the instructions in the CD.

Activity: Ask SS to look at the pictures. Then play the CD. Stop it after each boy or girl speaks and encourage SS to repeat what they have heard. Then say: “Who has brown eyes? Stand up.” To make it more meaningful touch your eyes and show them a marker/flashcard of this colour. Ask SS who have brown eyes to touch their eyes and say: “I have brown eyes.” Continue doing the same by changing colours. Then change the part of the face and repeat the sequence.

Track 38 page 41 Listen and point Meg: I have a red mouth.

Alex: I have brown eyes.

David: I have a nose.

Kelly: I have red hair.

Track 40 page 42 I have violet hair and my eyes …? My eyes are green.

Yes!!! I have green eyes.

I have a blue nose. Ha, ha, ha. Yes, my nose is blue.

And my mouth, let’s see…. My mouth is red. I have a red mouth. Look I’m a clown!!!!!

Chant Warm up: Point to the parts of your face and name them aloud.

Encourage SS to follow your example and repeat the names. Read the commands mentioned in the chant and mime them to allow SS to understand them. Then repeat the commands again and ask SS to follow the instructions you say.

Activity: Play the CD and ask SS to listen to the chant while they perform the actions. You can pause the CD after each action to allow SS enough time to do the exercise. Play the CD again but this time, encourage SS to say the chant while they perform the actions.

Track 39 page 42 Chant: Close your eyes.

Open your eyes.

Touch your mouth.

Draw and say Ask SS to go to page 43 and draw their faces. Then encourage them to describe their faces using the structure they have just learnt.

Turn around.

One, two, three, four.

Touch your nose, Touch your hair and sit on a chair.

43

UNIT 3

More ideas and games….

Twister Materials: Four posters, markers, crayons or pencils of different colours.

Rules: Stick four posters together and take them to the class.

Draw big spots of different colours on them at random. Take SS to the playground and make a circle. Lay the posters on the floor in the middle of the circle. Ask one volunteer to come inside the circle. Say: “Right hand red.” Encourage the student to put his/her right hand on the red spot and stay there. Then ask another volunteer to play. Say: “(Tom) right foot yellow”.

Name two or three more and give them new instructions. Then play the game with this group till they fall down. Repeat the procedure with five new volunteers.

Variation: Divide the class in groups of four SS. Give a poster to each group. Ask them to draw big spots of different colours. Then take them to the playground and ask them to lay the poster on the floor. If you do not have paper, draw the circles on the floor by using pieces of different coloured chalk. Assign a number to each student in the groups. Say: “Number 1, right hand red.” Walk around and check if all the SS with number 1 have put their right hands on the red spot. Then say: “Number two, left foot green” and so on. Continue till most of the groups have fallen down.

Hokey pokey: Take SS to the playground and ask them to form a semi-circle. Show SS your right hand and ask them to show you their right hands, too. Sing the song while you perform the actions. Ask SS to follow your example.

You put your right hand in, You put your right hand out,.

You put your right hand in,.

And you shake it all about, You do the hokey pokey. and you turn yourself around.

That’s what it’s all about.

2) left hand .

3) right foot.

4) left foot.

5) head, nose, face …..

6) whole self Body tag Tell SS that you are going to play the body tag. Choose a volunteer to be the chaser. Then say a word and tell the chaser to touch his/her classmates only in the part of the body that you say. Choose the parts of the body that are easier to touch like the arms, hands, legs, shoulders, back, etc. Leave out all the facial features because they can hurt each other.

Lesson 3 (pages 44 & 45) Objectives: At the end of the lesson students will be able to…

• identify parts of the body and facial features.

• review colours and numbers.

• answer simple questions such as “What colour is …?”

• reinforce and practise the structure “I have …”

• follow simple instructions.

• be aware that Jesus created humans and loves them.

• thank Jesus for the body we have.

Simon says Tell SS that they are going to play a game. They have to do all what you say and do when you start the sentence by saying “Simon says,” but when you don’t say it they shouldn’t move. If they move they lose.

44

UNIT 3

Target language: • Parts of the body: head, arm, leg, hand, foot/ feet, shoulder, knees, toes.

• Parts of the face: eyes, ears, mouth, nose.

• I have two hands.

Receptive language • God created …

Recycled language • Colours and numbers.

• This is … (my hand) • What colour is (the hair)?

Listen again and tick Activity: Ask SS to open their books to page 45. Point to the different pictures that appear in the activity and either point to them or encourage your SS to name what they see. Tell them they are going to listen to the story again and this time they should tick those things that are mentioned in the story.

Check by pointing to a picture and asking the kids:”Is it in the story?”

Lesson 4 (pages 46 & 47) Objectives: At the end of the lesson students will be able to…

• identify parts of the body and facial features.

• review colours and numbers.

• answer simple questions such as “What colour is it?/ How many boys-girls…?”

• practise the structure “This is …”

• sing a new song.

• follow simple instructions.

• be aware that Jesus created humans and loves them.

Story time!

Warm up: Ask students (SS) to go to the story time section (p.

44). Focus their attention on the first picture. Elicit from SS what they remember about Jesus and Adam from the previous stories.

Activity: Tell SS to listen to the story in silence. Once they finish ask them to take Adam’s role while you play Jesus’ one. Ask them to lie down on the floor. Play the CD and encourage them to act Adam’s part. Play it again and ask them to listen to the story, act it out and repeat the words.

Target language: • Parts of the body: head, arm, leg, hand, foot/ feet, shoulder, knees, toes.

• Facial features: eyes, ears, mouth, nose.

• Boy, girl.

• What colour is it?

• It’s …

• How many …?

Track 41 pages 44 and 45 Story Time: Narrator: God created Adam.

Jesus: Adam, Adam! Open your eyes!

Adam: Oh, look! This is my body.

Adam: I have a head and two shoulders.

Adam: Hmm ... I have two arms and hands.

Adam: Oh look! In my hand I have fingers. One... two ... three... four ... five.

Adam: Oh look! In my other hand I have more fingers: six... seven ... eight ... nine ... ten.

Adam: I also have two legs and two feet, one, two.

Adam: Thank you, Jesus. I have everything I need.

Narrator: The end.

Receptive language • There are … girls • There are … boys.

Recycled language • Colours and numbers.

• This is …

• What colour is (the hair)?

45

UNIT 3

Lesson 5 (pages 48 & 49)

Project Warm-up: Remember!!! This is a project and consequently students (SS) should do some research. It is advisable that you encourage your SS to find out how many girls and how many boys there are in the class.

Activity: Put SS to work in pairs or groups of three. Give them a poster. Ask each pair or group to lay the poster on the floor and pick a volunteer to be drawn. This student should lie on the poster.

The other SS should trace the shape of his/her classmate’s body on the poster. Then each pair or group should colour the shape with crayons, wet coloured chalk, and decorate it with other materials.

Then, write on the bottom right corner of each poster: “Girls” if they have drawn a girl or “Boys” if they have drawn a boy. Next to the word, students should write the number of girls or boys that there are in the class.

Objectives: At the end of the lesson students will be able to…

• name parts of the body and facial features.

• review colours and numbers.

• answer simple questions such as “What colour is it?/ How many boys-girls…?”

• practise the structure “This is …”

• sing a new song.

• follow simple instructions • be aware that Jesus created humans and loves them.

Target language: • Parts of the body: head, arm, leg, hand, foot/ feet, shoulder, knees, toes.

• Facial features: eyes, ears, mouth, nose.

• Boy, girl.

• What colour is it?

• It’s • How many …?

Listen and do Play the CD and show SS how to perform the song. Then play it again and encourage them to sing while they point to/touch the parts of the body.

Track 42 page 47 Song My head and my shoulders, My legs and my feet, My legs and my feet.

Thank you, Jesus.

I have what I need ………

My head and my shoulders, My arms and my hands,

Receptive language • There are … girls • There are … boys.

My arms and my hands, Thank you, Jesus, For the body I have. ………

My hair and my eyes, My nose and my mouth, My nose and my mouth, Thank you, Jesus, For the body I have.

Recycled language • Colours and numbers.

• This is …

• What colour is (the hair)?

46

UNIT 4

UNIT 4: “SWEET HOME”

Review Teacher’s aims: To make students review and reinforce the language taught. To assess students’ progress.

Activity: Students (SS) should listen and number the parts of the body. Tell your SS that Kelly and David are describing their bodies.

Explain to SS that they are going to listen to Kelly first and then to David. You can pause after listening to Kelly and check the activity and then, listen to David’s description.

Aims: At the end of this unit students will be able to…

• name different family members.

• name parts of the house.

• practise the structure “This is my …”

• sing new songs and say chants.

• be aware that Jesus created humans and loves them.

New target language: • Family members: dad, mum, sister, brother, baby, grandpa, grandma.

• Parts of the house: bedroom, living-room, kitchen, bathroom, garage.

Track 43 pages 48 & 49.

Review Listen and number One: Kelly: I have green eyes and ...

Two: … red hair.

Three: I also have a small nose ...

Four: ... a red mouth Five: ... and two ears.

Six: And Look! I have two arms Seven: ... two legs and...

Eight: ... two feet.

Now, David it’s your turn!!!

One: David: I have blue eyes, ...

Two: ... brown hair and Three: two ears.

Four: And look! This is my mouth.

Five: .... and this is my hand.

Six: I also have two arms Seven: ... and two knees.

Receptive language • Who is this?

Recycled language • This is …(dad) UNITS

Unit 4 Sweet home

47

FUNCTIONS

• Naming family members.

• Naming parts of the house.

LANGUAGE / GRAMMAR

VOCABULARY

• Where’s …(Tom)?

• He’s in …(the bedroom).

• Recycling: • This is …(my dad)

• Family members.

Dad, Mum, sister, brother, baby, grandpa, grandma.

• Parts of the house: bedroom, living-room, kitchen, bathroom, garage.

UNIT 4

Lesson 1 (pages 50 & 51)

Identify the family members. Continue working with the family member flashcards. Ask SS to identify each member by naming who it is. First model the activity yourself. Pick up a card and say: “This is mum”, ask them to repeat. Repeat this until you have mentioned each member. Then, pick up one family member flashcard, for example “the mother”, and say: “This is …” allow your SS enough time to say “mum”. Do this with each family member card and repeat it many times until your SS internalize the new vocabulary. Each time you repeat the activity try to do it faster so that they can have much more fun, sometimes you can pick up the same card twice to check if they are concentrated on and engaged in the activity. Finally, hold up a member flashcard and elicit who it is.

Objectives: At the end of this lesson students will be able to: • name family members in the target language.

• say a chant.

• respond to simple instructions by using their bodies.

Target language: • Family members: Dad, mum, sister, brother, baby, grandpa, grandma.

Receptive language • Who is this?

Recycled language • This is …(dad)

Additional game!

Game: Oh, it’s me!

Materials: Copies of the family member cards, at least one copy of a family member per student.

Introduction and preparation: Hand out a copy of a family member card to each of your SS. Step 1: Explain and model. Tell your SS that when you say “mum”, for example, all the SS who have that picture should sit down.

Step 2: Model the activity once and then repeat this until you mention all the family members.

Step 3: (optional): This activity can be repeated as many times as you consider necessary or as long as they are having fun.

Materials • The coursebook.

• The coursebook CD. • Flashcard of each family member.

• Copies of family member flashcards.

Setting the Scene Greet your students (SS).

Display on the board the flashcards referring to each family member (p. 155, 157). (It would be a good idea to arrange them as a family tree). Point to one of the pictures and say: “This is dad.” Ask SS to repeat. Continue doing this until you introduce each family member. Repeat this activity until you consider that students are ready to recognize the new vocabulary.

Ask SS to open their books to page 50 to meet Kelly’s family. Tell them that they are going to listen to the book’s CD. Ask them to point to the family member while they listen. Play the CD twice at least so that each student has the opportunity to identify the new vocabulary.

Listen, point. Then stick.

Warm-up: Ask SS to open their books to page 50. Continue working on the same page. Ask them to look at Kelly’s family. Ask them: “Who is this?” –referring to the family members that they have to put the sticker on. Do this until they recognize each of them.

48

UNIT 4

Explain in their mother tongue that true happiness is achieved if Jesus is part of the family.

Activities: Play the CD and ask SS to listen to the chant. They can point to the pictures as they listen to it. Play the chant again and ask SS to say the chant. You can stop the CD to allow them time to repeat the phrases.

Activity: Tell SS they are going to listen to Kelly. Kelly is talking about her family. Tell SS to listen and point to the different members of Kelly’s family.

Track 44 pages 50 and 51 Listen and point Narrator: Sweet home Kelly: Hello! I’m Kelly and we are at home!

This is my family! This is my grandpa. Hello, grandpa!

Grandpa: Hello, Kelly!

Kelly: And this is my grandma.

Grandma: Hi! Kelly: This is my dad, and this is my mum! I love you, dad. I love you, mum!!

Mum and dad: Chuic!

Kelly: I have one brother …

Brother: Hello!!!

Kelly: and I have one little sister.

Little sister: Hi! Kelly:I love my family. I love them all!

Track 45 page 51 Chant I am happy in this house, This is my brother, this is my mum.

I am happy in this house, This is my sister, this is my dad.

I am happy in this house, Because Jesus is around us!!!

Lesson 2 (pages 52 & 53) Objectives: At the end of this lesson students will be able to…

• name family members in the target language.

• sing two chants.

• respond to simple instructions by using their bodies.

Target language: • Family members: Dad, mum, sister, brother, baby, grandpa, grandma.

Receptive language • Who is this?

Recycled language • This is …(dad) Materials • The coursebook.

• The coursebook CD. • Flashcard of each family member.

Activity: Ask SS to go to the sticker section and tell them to put the stickers on the correct picture.

Optional: If you find it necessary you can ask your SS individually: “Who is this?” To elicit the target language: “This is the grandpa.”

Chant Warm up: Draw a house on the board and a happy face on one side to introduce the concept of “happy”. Stick the family member cards on the board in the order they are recorded on the CD: for example: “This is my brother.” Continue doing this until you stick on the board all the family member cards mentioned in the chant.

Finally stick the picture of Jesus. Ask SS to repeat: “This is Jesus.”

49

UNIT 4

Setting the scene Warm up: Family memory game Objective: The aim of this game is to review family members and to encourage SS to identify opposites -male and female- family members.

Materials: Family member flashcards Warm-up: Revision: Hold up the mother flashcard so that they can identify and name the family member. For example: “This is the mum.” Elicit the target language. Once you have reviewed the vocabulary play the game.

Step 1: Stick the family member cards on the board. Stick them face down and arrange them in two rows. The female family member cards should go on one row and the male family member cards on the other.

Step 2: Divide the class into two groups. Ask one student to turn over two cards –one from each row-. As he/she turns them over, ask him/her to name the family members. If the two cards match; for example mother/father, he/she picks them up and wins the pair for his/her group. If the two cards do not correspond to the correct opposite pair, he/she turns them over again.

Step 3: Ask a student from the other group to turn over two cards and try to find the opposite matching pair. The winner is the group that uncovers and wins the most pairs.

Listen and number Activity: Ask SS to open their books to page 52. SS look at the family tree in activity 1. Hold up the book and point to each family member. Encourage your SS to identify and name them. Explain that this is David’s family. Play the CD. Tell your SS to listen and number the corresponding picture in the order they hear. Check as a whole class.

Track 46 page 52 Listen and number Narrator: This is David’s family. Pay attention!!!

• Mum • Sister • Brother • Grandpa • Dad • Grandma • David Draw and say Activity: Ask SS to draw their family members in the frame to make a portrait. Once they finish, ask some volunteers to go to the front to show their family portrait and to name the members of their own family.

Cut, glue and sing Introduction: Tell SS to open their books to page 53. Ask them to draw their family members on the white rectangles they have on the house.

Activity: Then, ask SS to go to the cut-outs section to cut out the windows and door. Tell SS to glue the pictures of the windows and door on the corresponding place of the house. Show SS how to glue just one side of the picture so that they can open the door and the windows.

Additional game!

Ask SS to cut out the family member cutouts. Divide the class into pairs. SS mix their cards together and place them face down on their desk. Explain to them how to play the memory game, but in this case they should try to find and match the cards with the same family member. Once they finish, ask SS to save their cards in an envelope for future activities.

50

UNIT 4

Focus: Point to the picture of Jesus and emphasize the importance and necessity of Jesus in the family.

Activity: Play the CD and allow SS to listen to the song. Play the CD again and encourage SS to point to the picture that is mentioned.

Play the CD again and encourage SS to sing the song.

Track 47 page 53 Listen and sing Song: With Jesus in the family.

With dad in the family, What a happy home!

What a happy home!

What a happy home!

With dad in the family What a happy home!

What a happy home!!!

With mum in the family, What a happy home!

What a happy home!

What a happy home!

With mum in the family What a happy home!

What a happy home!!!

More ideas!

Aim: To reinforce family members Materials: Students’ family member flashcards.

Activity: You can continue practising the song, but this time, ask your SS to use their family cut-outs. Play the CD and ask them to hold up the family member that they hear.

What a happy home!

What a happy home!

With sisters in the family What a happy home!

What a happy home!!!

More ideas!

Game: Family roles.

Objective: To name family members.

Materials: None.

Activity: Divide the class into groups and assign a family role to each member of the group. Ask a volunteer of each group to go to the front and to act out the role given. The rest of the class has to guess who the family member is.

With brothers in the family, What a happy home!

What a happy home!

What a happy home!

With brothers in the family What a happy home!

What a happy home!!!

Lesson 3 (pages 54 & 55)

With Jesus in the family, What a happy home!

What a happy home!

What a happy home!

With Jesus in the family What a happy home!

What a happy home!!!

Objectives: At the end of this lesson students will be able to…

• name some parts of the house: kitchen, bedroom, living-room, bathroom, and garage.

• answer questions telling where people are.

New target language: • House: kitchen, bedroom, living-room, bathroom, garage.

• Where is (mum)?

With sisters in the family, What a happy home!

Receptive language • In the (kitchen) Recycled language • Family members.

51

UNIT 4

Materials • The course book.

• The course book CD. • Flashcards of each family member.

Track 48 pages 54 and 55 Dialogue: Kelly: I’m home. Mum, where are you?

Mum: I’m in the kitchen.

Kelly: Dad, where are you?

Dad: I’m in the garage, Darling.

Kelly: Brother, little brother, where are you?

Brother: I’m in the bathroom, Kelly Kelly: Granny, are you here? Are you at home??? Granny: Yes, I am.

Kelly: I can’t find you.

Granny: I’m in the living room, sweetie.

Kelly: And grandpa? Grandpa, where are you?

Grandpa!

Kelly: Oh, my grandpa is in the bedroom.

Setting the scene Warm up: Guessing game.

Teacher’s aim: • review of family members.

• introduction to the concept of home and rooms.

Materials: Family member flashcards.

Warm up: Draw a house on the board to introduce the concept of house. Divide the house into different rooms and stick a family member flashcard onto the different squares. Ask them to look at the house and the family member flashcards.

Activity: Ask your SS questions to check understanding, for example, “Where is the granny?” Point to one of the characters and say: “She is in the living-room.” Continue asking questions until the new vocabulary is checked.

Activity: Then, ask them to close their eyes. Take out one flashcard.

Ask them to open their eyes and ask: “Who is missing?” Repeat the activity until you consider that SS have practised the vocabulary.

Listen and point.

Activity: Ask SS to go to page 54. Point to the picture and explain that this is Kelly’s house. Play the CD and tell SS to pay attention to the different sounds they hear. Play the CD again, but this time, ask SS to point to the part of the house where the sound comes from.

Explain to SS that grandmothers can be called granny.

52

UNIT 4

Story time!

Additional activity

Lesson 4 (pages 58 & 59)

Objective: reinforce vocabulary Target language: • Family members: Dad, mum, sister, brother, baby, grandpa, grandma.

Receptive language • Who is this?

Recycled language • This is …(dad) Warm up: Draw a house on the board. Divide the house and stick pictures on each square to encourage SS to identify and name the parts of the house. For example, stick a picture of a bed, or a toilet, etc. Ask SS to repeat after you. Say: “This is the bedroom, repeat.”

Activity 1: Continue working with the same drawing, but this time stick on the board the family member cards. Ask: “Where is the mum?” Encourage SS to say the appropriate part of the house.

Objectives: To introduce the concept of Jesus as the creator of the family.

To make students aware that Jesus is the creator of families and the joy people have when he is part of their home.

Target language: • Family members.

Receptive language • Jesus creates the family.

• We have two children.

Recycled language • Family members • I’m …

Materials • The course book.

• The course book CD. • A picture of Jesus.

• Family member flashcards.

Look and spot the differences Where is ….?

Activity: SS open their books to pages 56 and 57. Divide the class into A/B pairs. SS “A” cover page 57 with a sheet of paper and SS “B” cover page 56. SS take turns asking questions to determine where the family members are in their partner’s picture. For example: SA: “Where is mum?” SB: “In the kitchen.”

Warm up: Ask students (SS) to go to page 58. Say: “It’s story time!” SS focus on the story page. Show them the first character and say: “Look! This is Jesus! Jesus creates the family”. If necessary, you can stick a picture of Jesus on the board and the family member flashcards around it to introduce the concept of Jesus as creator. Then point to Adam and say: “This is Adam!” Point to Adam. Point to Jesus.

Activity: Play the CD. SS listen to it in silence and follow the story.

53

UNIT 4

Divide the class into groups of four or five. They can dress up and mime family roles so that the rest of the class can guess who they are. For example, a girl can mime preparing a meal in order to allow the rest of the SS to say “This is the mum.”

Activity: Ask questions to check comprehension. “Who is this?”

Elicit: “This is Eve. This is the mum.”

Track 49 page 58 Story time!

Dialogue Narrator: Jesus creates the first family.

Adam: I’m Adam. I’m dad.

Eve: Hi! I’m Eve. I’m mum.

Adam: We have two children. We love our children!!!

Cain: Hi, I’m Cain and this is my brother, Abel.

Eve: I love my family.

Adam: Thank you, Jesus, for our family!!!

More ideas!

Distribute cardboard paper to each student. Ask them to glue a picture of their family. Then allow them time to decorate the cardboard to make a portrait.

Activity: Ask SS to go to the cut-outs section (p. 121) and cut out the invitation card to give to their parents. Prepare a special class.

Special invitation

Look and Match Activity: SS look and match the pictures to the corresponding names. This is a very easy activity to introduce SS to reading.

From: To: My family

More ideas!

Come to the Open Class!!!

Draw a house as a greeting card and have SS draw the family members or make a frame and bring a picture of their family to share with the class how ther families are composed.

This is a great opportunity to show your students’ parents what the kids have learnt and what they have been doing in English class.

Above all, it is a nice opportunity for the SS to enjoy the class with their parents as a family activity.

Remember to have everything well organized when they arrive.

Project Materials: In advance, ask your SS to bring clothes that belong to different family members, or you can bring some clothes too.

Chant Activity: Ask SS to go to page 61. Tell them they are going to listen to a chant. Play the CD and mime the new vocabulary. Before listening again say and mime “I eat”. Encourage them to imitate what you are doing. At the part “The Bible I read”, bring a Bible to the class.

Warm up: Remember that this is project time so it requires some kind of research. Ask your SS to sit down next to you. Tell them in L1 how your family is composed, then encourage them to ask each other who they live with.

54

UNIT 4

Play the CD again, encourage your SS to mime the actions while listening.

Have them listen to the chant again, but this time, encourage them to say it with you.

Track 51 page 62 Review Listen and tick Alex: What a nice photo! This is my dad and my mum.

This is my beautiful sister, and this is me, Alex.

Track 50 page 61 Chant Let’s say the chant. Ready?

In the kitchen I eat.

In the bedroom I sleep.

In the bathroom I brush my teeth.

In the living-room The Bible I read.

Listen, say and match Activity 2: Tell your SS that David does not know where some of his family members are. Explain that they are going to listen to some noises and that they should say where each member of David’s family is. Press pause after the noise to give students time to guess the part of the house.

Listen again, but this time, ask your SS to match the family members to the correct part of the house.

Track 52 page 63 Listen, say and match David: Where is mum…?

Narrator: ….in the kitchen.

David: Where is dad?

Narrator: ... in the living-room.

David: And my grandpa?

Narrator: … in the garage.

David: Where is grandma?

Narrator: … in the bathroom.

David: And where is my sister?

Narrator: … in the bedroom.

Lesson 5 (pages 62 & 63) Review Objectives: To review and reinforce unit 4.

Target language: • Family members.

• This is …

• House: kitchen, bedroom, living-room, bathroom, garage.

• Where is/are …?

This section can be used to evaluate students’ progress.

Listen and tick: Activity 1: Explain to your SS that Alex is looking at a photo album. Explain to SS that they should identify which photo Alex is referring to. SS focus on the three photos. Play the CD, SS listen and tick the picture. Play the CD again if necessary.

Feedback: It is a good idea to check the review activities individually in order to see each student’s progress.

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UNIT 5

UNIT 5: “THE FARM”

Lesson 1 (pages 64 & 65) Lesson 1

Aims: At the end of this unit students will be able to…

• name farm animals and pet.

• classify farm animals and pets.

• identify and name new colours.

• review colours.

• count from 1 to 20.

• sing new songs and chants.

• practise the structures: “What’s this?”, “This is …”, “It’s …”

• be aware that Jesus created the animals.

Objctives: At the end of this lesson students will be able to…

• name some farm animals.

• say a prayer.

Target language: • Farm animals: cow, horse, pig, duck, sheep, hen.

• What is it?

• It’s a … (sheep) Receptive language • How many…?

• -s plural morpheme: eg: pigs

Target language: • Farm animals: cow, horse, pig, duck, sheep, hen.

• Pets: dog, cat, fish, parrot.

• Numbers: 1 to 20.

Recycled language • What’s this?

• It’s … (a cow) • Numbers.

Recycled language • What’s this?

• It’s

Materials • The coursebook.

• The coursebook CD. • Flashcards: Farm animals.

Receptive language • Do you have a pet?

UNITS

FUNCTIONS

Unit 5 Farm Animals

• Naming animals.

• Classifying farm animals and pets.

• Describing animals.

• Naming new colours.

• Counting: 1 to 20.

LANGUAGE / GRAMMAR

• What’s this?

• It’s… .

• How many …?

Warm up:

VOCABULARY

Step 1: Stick the cow and pig flashcards on the board. Point to the cow and say: “It’s a cow”. Ask students (SS) to repeat: “It’s a cow.” Do the same with the other farm animals.

• Farm animals: cow, horse, pig, duck, sheep, hen.

• Pets: dog, cat, fish, parrot.

• Colours: pink, black, white.

• Recycling: colours.

• Numbers: 1 to 20.

Step 2: Point to the cow again and ask: “What’s this?” Elicit answers from your SS. Stick three more farm animal flashcards on the board and repeat step 1 and 2.

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UNIT 5

Extension: If the class has internalized the vocabulary, this is your opportunity to review colours. Hold up either the book or a flash-card and say:”What’s this?”. Encourage SS to answer “It’s a (cow)”. Then, ask: “What colour is it?” Elicit answers: “It’s black and white.”

This activity can be done with the rest of the farm animal flashcards.

Listen and point Activity: Ask SS to go to page 64. Explain to them that Kelly and David are visiting Kelly’s grandpa, who has a farm.

Play the CD. SS listen and point to the correct picture. Play the CD again if necessary.

Say Put a picture of Jesus and some farm animal and pet flashcards on the board. Emphasize that Jesus created the animals and we are very happy for that. Say: “Let’s thank Jesus for the animals.”

Say: “Thank you Jesus for the animals and pets.” Ask SS to repeat.

Introduce the prayer on page 65 and have them repeat the phrases after you.

Unit 5 Track 53 pages 64 and 65 The Farm Kelly: David, Look!!!

David: What is it?

Kelly: It’s a cow. It’s black and white.

David: Listen! A sheep and a horse Kelly: Look at the ducks!!! How many are there?

David: One, two, three, four, and five ducks!!!

Grandpa: What’s that noise?

David: Oh no, It’s my dog.

Kelly: He’s hungry. Give him a bone!

Everybody: Ha, ha.

Track 54 page 65 Prayer Thank you Jesus for this day.

Thank you for farm animals and pets.

Amen.

Once SS have listened and pointed to the pictures, ask questions to check comprehension and to practise the target language. Hold up the book and point to a farm animal and say: “What’s this?” Elicit complete answers such as “It’s a (cow).”

Lesson 2 (pages 66, 67, 68 & 69)

What’s missing Activity: Ask SS to go to the sticker section. Have them focus on the picture they need to complete. Once they put the stickers on the corresponding place, check and practise the target language, pointing to the animals you have introduced in this lesson. Say “What is it?”

Objectives: At the end of this lesson students will be able to…

• • • •

57

Name some farm animals.

Name colours.

Describe animals Sing a song.

UNIT 5

Target language: • Farm animals: cow, horse, pig, duck, sheep, hen.

• What is it?

Track 55 page 66 Listen and number Narrator: number 1: It’s a horse.

Narrator: number 2: It’s a cow.

Narrator: number 3: It’s a duck.

Narrator: number 4: It’s a cat.

Narrator: number 5: It’s a sheep.

Recycled language • What’s this?

• It’s … (a cow) • Colours Materials • The course book.

• The course book CD. • Flashcards: Farm animals.

Additional activity Play a guessing game Objective: To reinforce vocabulary Divide the class into two groups.

Hold up a farm animal flashcard, behind a sheet of paper and gradually slide it off to reveal the picture. The first student to name the animal wins a point for his/her group.

Continue playing the game if your SS are having fun.

If you want to be a little more challenging, once the student has named the animal you can ask: “What colour is it?”

Play (page 66) What is it?

Warm up: Explain to your students (SS) that David and Kelly are playing a guessing game and invite them to play. Ask a volunteer to come to the front. Show him/her a farm animal flashcard. Explain that he/she has to imitate the sound of that animal so that the rest of the class can guess the animal. After the student imitates the sound, say: “What is it?”

The first student who names the animal has the opportunity to go to the front and imitate another animal sound.

Colour and say Activity: Ask SS to open their books to page 67. Explain to them that there are four puzzles and that they have to find out what animal is hidden in each square. To reveal the hidden animal they need to colour in the dotted parts.

Once they finish colouring, check as a whole class. Say: “What is it?” Elicit from students what the animal in each square is.

Say: “What animal is number one?” And so on.

Extension: Ask SS individually about the colour of their animals.

Say: “What colour is your duck?”

Listen and number Warm up: Ask SS to open their books to page 66. Have students look at the activity. Point to one of the squares and say: “What is it?” Encourage students to guess what animal it is. Do this with the different squares.

Activity: Continue working on the same page. Play the CD. SS listen and number the pictures in the order they hear.

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UNIT 5

Play Play an animal mime game Warm up: Ask your SS to open their books to page 69. Point to the “Play activity”. Tell them that David and Kelly are playing a mime game. Have SS focus on the pictures and encourage them to find out what animal David is miming.

Activity: Start playing as a whole class. You mime an animal and ask “What is it?” SS answer. Encourage SS to practise the target language, “It’s a (duck).”

Then, divide the class into small groups and have them sit in a circle on the floor. One student mimes an animal and the rest of the group tries to guess. The first student who names the animal has the chance to go to the middle and mime another one.

Sing Activity: Tell SS that they are going to learn a new song. Explain that it is about a grandpa who has a farm. Students listen to the verses. As they listen, they look at and point to the pictures of the grandpa and animals mentioned.

Play the CD again, pausing after each line for SS to repeat.

More ideas!

If you want to have much more fun, divide the class into two groups, on the left and the right sides of the classroom. Play the CD again. One half (the one on the right) starts singing the first stanza. The other half joins in with the sound of the animals.

Then do the same with the second stanza but the left half starts singing.

This song can be practised many times by choosing different animals.

CD Track 56 page 68 I’m grandpa, I have a farm I have a hen and a duck The hen says chook, chook The duck says quack, quack I have a hen and a duck

I’m grandpa, I have a farm I have a sheep and a pig The sheep says baa, baa The pig says oink, oink I have a sheep and a pig

I’m grandpa, I have a farm I have a horse and a cow The horse says hee, hee The cow says moo, moo I have a horse and a cow

I’m grandpa, I have a farm I have a dog and a cat The dog says woof, woof The cat says meow, meow I have a dog and a cat.

Draw and say: My pet What’s your pet?

Warm up: Stick the pet flashcards (dog, cat, parrot and fish) on the board to introduce the concept of pets. Explain that pets are animals that you can have and take care of at home.

Point to the picture and say, “It’s a (dog).” Have students repeat.

After you have named all the pets, point to one flashcard and ask: “What is it?” Elicit complete answers, “It’s a (cat).”

Activity 1: Ask SS to open their books to page 69. Show them the frame and encourage them to draw and colour their pets.

Activity 2: Ask a volunteer to go to the front to show his/her pet. Ask: “What is your pet?” Encourage the student to use the target language: “It’s a dog”. If it is necessary to correct, do it by modelling. “It’s a dog.” Repeat. If SS do not know how to name their pets, just name them and ask them to repeat.

If you don’t have enough time, assign the activity as homework and check it the following class.

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UNIT 5

Lesson 3 (pages 70, 71, 72, 73 & 74)

More ideas!

Objectives: At the end of this lesson students will be able to…

• Name numbers from 1 to 20.

• Identify and name animals.

• Say a new chant.

• Identify Jesus as the creator of the animals.

Target language: • Numbers: 1 to 20 • How many?

• Pets: dog, cat, parrot, fish, rabbit.

• Farm animal: cow, horse, pig, duck, sheep, hen.

Recycled language • Numbers: 1 to 12 • Farm animals.

Materials • The course book.

• The course book CD. • Flashcards: numbers.

Ask SS to close their eyes. Stick the number flashcards on the board at random without following a sequence of numbers.

Take out one of the number flashcards. SS open their eyes.

Say: “What number is missing?” Students answer. Repeat the activity to complete the review.

Listen, Count and say Warm-up: Tell your SS to open their books to page 70. Say: “Open your book to page 70, please.”

Point to the hen and its eggs. Tell them they are going to hear numbers. Play the CD. SS listen, count and say the numbers aloud.

Play the CD again and pause to give them enough time to repeat.

Track 57 page 70 Listen, count and say Narrator: One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

Warm up: Stick the number flashcards on the board. Include only the numbers from 1 to 12 that students (SS) have seen in the previous units. Point to the numbers and say each one for your SS to repeat.

Point to the numbers and lead SS to count up to 12 in the target language. Then encourage them to count backwards from 12 to 1.

Point to the different numbers. Have SS say the numbers as a whole class or individually.

Listen and connect the numbers Activity: Say: “Open your book to page 71, please.” Point to the picture and explain to your SS that they have to listen and connect the numbers they hear in order to find out what animal it is.

IMPORTANT! This activity must be done with the CD since the numbers are not organized in sequence, so SS need to pay particular attention to the listening.

Once they finish, say: “What is it? It’s a cock!”

Stick the hen and the cock flashcards on the board. Point to the hen and say: “It’s a hen.” Point to the cock and say: “It’s a cock.”

Remember!

Don’t forget that your SS are already familiar with the concept of numbers. Your main objective is to teach them how to name the numbers in English!

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UNIT 5

Say a chant Objective: To emphasize that Jesus is the creator of the animals.

He created the animals to make us happy.

Activity: Teach the chant on page 74 to your SS. Ask SS to open their books to page 74. Tell them they are going to learn a chant.

Have your SS focus their attention on the numbers and pictures.

Play the CD. SS listen and point. Play the CD again. SS count and name the animal that is mentioned.

Play the CD and encourage your SS to repeat the chant softly, loudly, in groups, pairs, going faster and faster each time.

Track 58 page 71 Listen and connect the numbers Narrator: ten – fourteen– sixteen – thirteen – twenty – fifteen – thirteen - nineteen – eighteen – twelve – eleven – seventeen.

Count and write. Then say How many …?

Warm up: Say: “Open your book to page 72” Elicit what SS can see in the picture to review animal words. Say: “Point to a cat, please.”

Students look at the picture and point to one of the cats. Then say: “How many cats?” Hold up your book and say: “Let’s count the cats.

One, two, three, …” Repeat this, but mention other animals to model the activity.

Activity: Tell SS that they should help Kelly’s grandpa count his animals. SS count and write the number in the appropriate square.

Once they finish, correct as a class. Say: “How many (cows)?” SS answer.

Track 60 page 71 Say Chant 1, 2, 3. What is the animal? It’s a sheep.

1, 2, 3, and 4.What is it? It’s a horse.

1, 2, 3, 4, 5, and 6. What is it? It’s a pig.

7,8, 9, and 10. What is it? It’s a hen.

Jesus, Jesus creates all, all the animals in the world

Listen and point Warm up: Bring some colour flashcards or use crayons to review the colours. You can use some of the activities mentioned in the previous units. Then ask SS to open their books to page 74. Point to the fishbowl. Say: “This is a fish. The fish is pink”. Do the same with the other. Introduce and reinforce the colour pink, white and black.

Activity. Ask SS to listen to the CD and point to the fish that they hear.

Additional activities!

Game Preparation: None Step 1: Go to the playground or clear an open space in the classroom. Ask SS to stand up. Explain that you are going to say a number and that they have to form groups with the number of members mentioned. Call out numbers from 1 to 15.

Play it several times. Then call out numbers from 10 to 20.

Track 59 page 74 Listen and point David: Look Kelly! My fish is black and white.

Kelly: Nice! My fish is pink.

David: Cool!

61

UNIT 5

Materials • The course book.

• The course book CD. • Flashcards: numbers (1 to 20), farm animals, pets.

• Sheets of paper.

• Aquarium poster • Two boxes.

• Two fishing rods.

Game: Match numbers Preparation: Distribute a sheet of papers to each of your SS. Ask them to draw a chart with 6 squares. If it is necessary draw the chart on the board.

Step 1: Tell them that you are going to play Match numbers.

Ask your SS to write on each square a number from 1 to 20 or if you want to concentrate on the numbers that you have already taught, ask them to write numbers from 12 to 20. Call out a number, for example 13. All the SS who have written that number on their bingo card should cross it out. The first student who crosses out all the numbers on his/her card is the winner.

Warm up: Elicit the new vocabulary using the number flashcards.

Show each flashcard in turn and elicit the word. Students (SS) say the number in chorus, then in groups. Stick the number flashcards on the board. Point to each of the number flascards in turn. SS say the number together as a whole class.

Lesson 4 (pages 74, 75 & 76) Additional activity

Objectives: At the end of this lesson students will be able to…

• Name numbers from 1 to 20.

• Identify and name animals.

• Count animals and pets.

• Identify an animal by its description.

• Describe animals.

Game: Fish grouping Preparation: Distribute a sheet of paper to each of the SS. Ask them to fold it in half and then fold it in half again -so there are 4 parts-. Draw a fish on the board and tell them that it is your pet. Have them copy the fish on the sheet of paper they have folded and ask them to cut out the fish. They will obtain 4 fish.

Target language: • Numbers: 1 to 20 • How many?

• Colours: black, white, pink.

Step 1: Clear an open space in the classroom where SS can work. Divide the class into groups of five members each at least. Tell them you are going to call out a number and they have to form a group of that number of fish. Repeat the activity to continue practicing numbers from 1 to 20.

Recycled language • Numbers: 1 to 20.

• Farm animals.

• Pets.

• Colours.

62

UNIT 5

Listen and colour Preparation: Prepare in advance an aquarium poster. Include fish with the colour you are going to review and the new ones you are going to introduce (pink, violet, white and black) First point to one fish and say: “It’s white.” Ask them to repeat.

Continue till SS repeat all the colours.

It is a good idea to introduce also the colour “violet” since it is a friendly word and it is mentioned in the listening.

Narrator: Narrator: Narrator: Narrator: Narrator: Narrator:

Number Number Number Number Number Number

fifteen is violet. sixteen is black. seventeen is pink. eighteen is yellow. nineteen is black. twenty is white

Check the activity as a whole class. Say: “What colour is number ten?” SS answer in chorus or individually.

More ideas!

Match Ask your SS to go to page 75. Give SS instructions. Say: “Point to the parrot”. Repeat this with the rest of the pictures. Ask your SS to take a crayon. Say: “Show me your crayon.” Point to the parrot. “Draw a line from the parrot to its house.” Allow SS time to do the task.

Game: Chinese Whispers SS form a line. Whisper to the first student in line a colour, for example, “It’s white”. He/she whispers the message to the next person and so on. The last student in the line says the message aloud and goes to the blackboard to point to the white fish, for instance.

Additional activity.

Once they finish, ask your SS yes/no questions to practise the target language. Point to the parrot and say: “Is it a horse? SS answer: “No” Say: “Is it a parrot?” SS say: “Yes”

Listen and colour Point to the activity. Tell SS that they should colour the fish according to the instructions. Students listen to the CD and colour the fish.

Pause after they listen to each number to allow SS time to colour the fish.

Production.

Point to the parrot and Say: “What is it?” Elicit complete answers: “It’s a parrot.”

Track 61 page 74 Listen and colour Narrator: Number ten is orange Narrator: Number eleven is orange.

Narrator: Number twelve is pink.

Narrator: Number thirteen is yellow.

Narrator: Number fourteen is violet.

Lesson 5 (pages 76 & 77) Objectives: At the end of this lesson students will be able to…

• Identify animals.

• Name animals.

• Classify animals into farm animals or pets.

• Follow commands.

• Recognize Jesus as our Creator.

63

UNIT 5

Target language: • What is it?

• Is it …?

• Farm animals and pet.

• How many?

• Colours

Ask SS to put the animal cutouts on their desk.

Play the CD. SS listen and follow the story. Play the CD again, but ask SS to hold up the animal cut-out that is mentioned.

Ask questions to check comprehension. Point to Jesus and say: “Who is it?” SS answer: “It is Jesus”. Say: “He is the creator.”

Repeat. Point to Adam. Then point to the pig and say: “What is it?”

SS answer. Then ask: Is it a farm animal or a pet? Encourage them to answer.

Recycled language • Farm animals.

• Pets.

• Colours.

Track 62 page 76 Story time!

Listen Narrator: Jesus creates the animals.

Jesus: Look at the animals, Adam! Name them!

Adam: This is a pig and this is a sheep.

Adam: This is a horse and this is a cow.

Adam: And look! My cat and my dog.

Adam: Thank you, Jesus, for the animals. My new friends!

Receptive language • Is it a pet or a farm animal?

Materials • The course book.

• The course book CD. Warm up Drawing in the Air Use your finger to draw a pet or a farm animal in the air. Students (SS) follow your trace attentively and try to guess which animal it is by asking: “Is it a (fish)?” SS continue asking questions until they name the animal. If they find it difficult, you can make the animal’s sound.

Listen and tick Finally, focus your SS attention on the activity.

SS listen to the CD again and tick what they hear.

Correct as a whole class.

Story time!

Activity: Ask SS to open their books to page 76. Say: “It’s story time!” SS focus on the story page. Show them the first character and say: “Look! This is Jesus! Jesus creates the animals.” If necessary you can put a picture of Jesus on the board and the animal flashcards around it to reinforce the concept of Jesus as creator. Then point to Adam and say: “This is Adam!” Say: “Point to Jesus. Point to Adam.”

64

UNIT 5

Receptive language • Is it a pet or a farm animal?

Extra activity

Materials • The course book.

• The course book CD. • White paper plates –one per student- or the mask cut-outs.

• Strip of elastic.

• Coloured paper, crayons, glitter, glue, etc.

Act it out: Assign SS different roles to act out the story.

Extra activity: Draw a chart on the board. Display a picture of a farm in one of the squares and a picture of a house on the other. Show SS a flashcard and ask a volunteer to come to the front. Say: “What is it?” The student answers. Say: “What colour is it?” The student answers. Say: “Is it a farm animal or a pet?”

The student answers. If he/she answers correctly tell him/her to stick the flashcard on the appropriate square. Repeat this with the rest of the animal flashcards.

Warm up: Hold up an animal flashcard, it can be a farm animal or a pet.

Play the true/ false game.

Say true or false sentences about the picture, for example, “It’s a parrot.” If it is correct, students (SS) turn their thumb up. If it is wrong, SS turn their thumb down, or they simply say yes/ no.

Continue trying to practise what you have taught. “It’s white/ It’s a pet.”

Lesson 6 (pages 78, 79, 80 & 81) Aims: At the end of this lesson students will be able to…

• Identify animals.

• Name animals.

• Classify animals into farm animals or pets.

• Follow commands.

• Recognize Jesus as our Creator.

Additional activity Continue working with the flashcards, but now ask SS to answer your questions. This activity has been designed to promote oral production. “What is it? What colour is it? Is it a pet or a farm animal?” Encourage your SS to participate. You can do it as a whole class or you can ask them individually.

Target language: • What is it?

• Is it …?

• Farm animals and pets.

• How many…?

• Colours.

Project Remember that this is project time so it requires some kind of research. In advance explain to SS that they are going to make animal masks/ finger puppets. Therefore ask them to bring the necessary materials to the class. Ask them to find out about one of the animals they have learnt to name in English and to bring some pictures to the class to have more ideas to decorate the masks/ finger puppets.

Recycled language • Farm animals.

• Pets.

• Colours.

65

UNIT 5

Listen and Say Tell your SS to open the book to page 79. Tell them that they are going to learn a chant. SS listen to the chant. Play the CD again, but pause before the animal noise to make SS perform the sound.

Divide the class into two groups: A and B. Group A says the first part of the verse and group B makes the noise. For example: Group A: “The cat says…” Group B: “Meow, meow”. You can arrange the groups in such a way that the weak students form part of group B so they won’t hesitate to say some part of the chant. Then do it the other way around.

Finally play the CD and encourage your SS to say the chant all together.

Option 1: Animal masks Step 1: Give each student a white paper plate or SS can cut out the mask in the cut-outs (p. 127). Ask SS to draw and decorate the animal’s face on the card. They can use coloured paper, crayons, glitter, etc.

Step 2: Help SS punch two holes through the sides. Thread a strip of elastic through each hole and tie so that the mask fits the student’s head.

Step 3: Once they finish, ask volunteers to go to the front to talk about their masks with the class. For example, “It’s yellow and I’m a duck.”

Play Tell SS that you want to hear the sound of the animal you mention, but if you say “duck” only the SS with the duck masks must make the sound.

Track 63 page 79 Listen and Say: Chant: The cat says meow, meow The dog says woof, woof The cow says moo, moo The hen says chook, chook Froggy says croak, croak They all say meow, woof, moo, chook, croak.

More ideas!

Game: A variation of Simon says Tell your SS that you will give commands and they have to follow the command in the following way. You say: “Cows, sit down.” Only those SS with the cow masks sit down.

Review

Option 2: “Finger Puppets” Step 1: SS go to the cut-outs where they cut out and paste the finger puppets (p. 129).

Step 2: Once they finish, they can play a guessing game in pairs.

Student A shows his/her partner only three of the finger puppets.

Student B tries to guess which is missing.

Listen and circle SS open their books to page 80. Focus your SS’s attention on the farm scene. Tell them that they are going to listen to the description of different animals. They have to circle the appropriate picture.

Correct this activity individually to check your SS’s progress.

66

UNIT 5

Track 66 page 80 Review Listen and circle CD ● A white sheep. ● A black and white cow. ● A red and yellow parrot. ● A pink pig. ● A black horse. ● An orange fish.

• • • •

Kelly: How many sheep? David: Only three.

Kelly: And horses? David: Five. Two black and three white.

Kelly: How many dogs? David: Four, four dogs.

Kelly: How many fish? David: Hmmm! Let me think, fourteen.

• Kelly: And Froggy? David: Only one!!! Ha, ha, ha.

Game: Stick a picture of a farm and a picture of a house on the board to make SS classify the animals into farm animals and pets.

Hold up an animal flashcard. Ask as many questions as possible.

For example: “What is it?” SS answer “A cow”. Ask: “What colour is it?” SS answer: “Black and white.” Ask: “Is it a pet or a farm animal?” SS answer: “A farm animal.” Once they have described the picture stick the picture on the blackboard bellow the picture of the farm.

Listen and write the number Tell your SS that Kelly’s grandpa wants to know how many animals he has and David is going to help him. Explain that they should write the number in the appropriate square.

Track 65 page 80 Listen and write the number How many ….?

CD ● Kelly: How many parrots? David: Thirteen, thirteen parrots. ● Kelly: How many cats? David: Sixteen, sixteen cats. ● Kelly: How many hens? David: Fifteen, fifteen hens. ● Kelly: How many ducks? David: Twenty, twenty ducks. ● Kelly: How many cows? David: Eighteen, eighteen cows. ● Kelly: How many cocks? David: Two, two cocks. ● Kelly: How many pigs? David: Eleven.

Additional activity!

Take out all the flashcards except for the farm and the house. Divide the class into two groups. One student from each group goes to the front. Put the animal flashcards on the desk. Tell them that you are going to say farm animal or pet. If you say pet, the SS have to pick up a picture of a pet and stick it on the board. Then ask them individually “What animal is it?” Continue with the rest of the SS.

67

Unit 6

Unit 6: “My Town”

Lesson 1 pages (82, 83, 84 & 85)

Aims: At the end of this unit students will be able to…

• Name city places, jobs and means of transport.

• Sing new songs and say chants.

• Identify and practise the structures: “This is …” and “That’s …” and “He’s …” and “She’s…”

• Bear in mind that Jesus protects us wherever we are.

Objectives: At the end of this lesson students will be able to…

• Name city places.

• Say a chant.

• Recognize the pronouns “He” and “She”.

Target language: • City places: church, hospital, police station, fire station, school.

• What’s this? /What’s that?

• It’s …

Target language: • City places: church, hospital, police station, fire-station, school.

• Jobs: pastor, doctor, police officer, fireman, teacher, bus driver.

• Means of transport: bus, ambulance, police car, fire truck.

• This is …(a church) / That is … (a church) • He’s/ She’s … (a police officer) • Where is (he)?

Receptive language • Where…?

• This is …

Recycled language • What’s this?

• It’s … (a school.)

Recycled language • What’s this?

• This is …

UNITS

Unit 6 My town.

FUNCTIONS

• Naming city places.

• Naming Jobs.

• Describing uniforms.

• Naming means of transport.

LANGUAGE / GRAMMAR

Materials • The course book.

• The course book CD. • Flashcards of jobs and city places.

VOCABULARY

• City: church, hospital, police station, fire• This is …(a church) station, school.

• He’s …(a • Jobs: pastor, policeman) doctor, police • She is … (a officer, fireman, doctor) teacher, bus driver, • This is … (an chef. ambulance) • Means of • That is … transport: bus, • Where is (he)? ambulance, police car, fire truck.

Warm up: Show students (SS) pictures of a teacher and a school. SS are familiar with this vocabulary. Ask them: “Who is she? She is a teacher.” Then show the school flashcard and say: “What is it?” Encourage SS to answer “It’s a school.” Then show them the hospital flashcard and say: “This is a hospital.” Hold up the doctor flashcard and say: “This is a doctor!” Ask SS to repeat.

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Chant: Tell SS that they are going to learn a chant. SS listen to the chant in silence. Play the CD again and pause after each line so that SS can repeat the phrase. Ask your SS to stand up and try to act out what they are saying. First say the chant and model it. For example: Everywhere I go (you should walk around the class) everywhere I stay (You should stay still) Jesus takes care of me (Hug yourself.) He sends an angel (with your hands imitate wings like an angel) To be with me (point to yourself ).

Listen and Point Tell SS that David’s mother is driving him to school. Explain that David will see different places in the city. Ask them to open the book to page 82 and focus their attention on the scene.

Tell SS to listen to the CD and point to the pictures they hear.

CD Track 66 pages 82 & 83 Listen and Point CD Mum: Come on David, it’s school time!

David: Ok, mum. I’m going …

Mum: Get into the car, sweetie, please!

David: What’s that?

Mum: Oh! It’s the fire station David: Oh, look! That’s the hospital and he is my doctor.

Mum: Yes, you’re right! David, look that’s the police station.

David: … and the church.

Mum: OK, here we are!

David: Where?

Mum: At school, David, and she’s your teacher.

Track 67 page 83 Chant: Everywhere I go, Everywhere I stay, Jesus takes care of me, He sends an angel To be with me!

1. What’s this?

Cut, listen and glue Tell your SS that Kelly and her mum are taking a walk around the city. Ask SS to go to the cutouts (p. 131). SS cut out the pictures of the different city places.

Tell them to open their books to page 84. Ask SS to look at the scene and listen to the CD. Tell them they will listen again and glue the cutouts in the order they hear. Pause if necessary to allow SS time to glue the cut-outs. Once they finish pasting, listen again to check.

Activity: Tell SS to go to the sticker section. Point to the hospital and ask “What is this?” Encourage SS to answer:”This is the hospital.”

Tell your SS to put the sticker in the correct place. Continue doing this with the rest of the places.

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Track 69 page 85 Listen, number and say WHAT’S THAT? Narrator: Number one: David: What’s that, Kelly?

Kelly: Let me see. That is the hospital.

Narrator: Number two: Kelly: What’s that, David?

David: That is the church.

Narrator: Number three: David: Look Kelly! That is the fire station.

Narrator: Number four: Kelly: And that is the police station.

Narrator: Number five: David: Look Kelly! That is the school.

Track 68 page 84 Cut, listen and glue CD Narrator: Number 1 Kelly’s Mum: Let’s have a walk, Kelly. Look, darling! This is the hospital.

Narrator: Number two: Kelly: Look, Mum! This is the church.

Narrator: Number three: Kelly’s mum: Look Kelly! This is the fire station.

Narrator: Number four: Kelly: And mum! This is the police station.

Narrator: Number five: Kelly’s mum: Look Kelly! This is the school.

2. What’s that?

Lesson 2 (pages 86 & 87)

Listen, number, and say Warm up: Play a variation of I spy Hold up a flashcard of one of the places taught, for example, the police station. Cover the flashcard with a piece of paper. Slowly slide off the piece of paper so that SS can see only a small part of the picture. Say: “What’s this?” Encourage SS to guess.

Stick some flashcards on the board, such as the hospital, the school , etc. Hold up a flashcard and say: “This is the police station”.

Then point to the hospital flashcard stuck on the board and say: “That is the hospital”. Repeat the procedure to emphasize the use of “This” and “That”.

Ask SS to open their books to page 85. Tell them that David and Kelly are using their binoculars to see some city places that are away from them.

Objectives: At the end of this lesson students will be able to…

• Name city places.

• Name jobs.

• Recognize the personal pronouns “He” and “She”.

• Ask and answer about where people are.

• Sing a song.

Target language: • City places: church, hospital, police station, fire station, school.

• Jobs: Teacher, doctor, police officer, fireman, pastor, chef.

• What’s that?

• It’s … .

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Listen and point Warm up: Explain to SS that they are going to learn about different jobs. Stick the job flashcards on the board. Point to one of them and say: “She is a teacher.” Ask them to repeat. Do this with the different jobs. Remember that at the same time you should introduce the use of “He” and “She”.

Ask SS to open their books to page 86. Have them focus their attention on the scene.

Tell your SS that David and Kelly are having a special class today.

Tell them that their parents are going to visit their class.

Explain to your SS that they are going to listen to the CD and that they should point to the correct picture.

SS listen and point.

Play the CD again, but this time pause before the job is said to encourage your SS to name it first.

Once they finish, check as a whole class by pointing and asking: “Who is she?” Elicit answer: “She is a doctor”.

Receptive language • Where…?

• That’s …

• What’s his/her job?

Recycled language • What’s this?

• It’s … (a school.)

Materials • The course book.

• The course book CD. • A city poster.

Warm up: Display a city poster. It can be one from a magazine or you can photocopy the one in the book. With students (SS), brainstorm places that you can find in a city. As SS mention the places stick the city place flashcards on the board.

Extension: Ask about the colour of the buildings. Say: “What colour is the police station?” In this way you allow SS to integrate and recycle the concepts they have seen during the year. Do not forget that repetition and association are very important for language acquisition at this age.

Track 70 page 86 Listen and point CD: Teacher: Hello, children! Today we have a special class.

Kelly!? Kelly: Hi, friends! This is my grandpa. He’s a pastor. And this is my mum. She is a doctor.

Teacher: David! Your turn!

David: Hello, friends! OK. This is my dad. He is a police officer. And this is my mum. She is a chef.

Teacher: Meg? Meg: And this is my dad. He is a fireman.

Additional Activity Game: Where are you?

Objectives: To introduce the concept of he, she, where.

Divide the class into two groups: A and B. Ask one volunteer from group A to go to the front. Whisper in his/her ear that he/she is at the hospital, for instance. The student should mime different actions to allow SS from his/her group to guess where he/she is. Once he/ she finishes miming ask: “Where is he/she?” SS should answer “At the hospital”. If group A names the place correctly, they win a point.

If they do not guess, group B has the opportunity to guess and they win the point if it is correct. Do the same with the other group.

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Listen and circle the letter Ask SS to continue working on page 87, on the activity “circle the letter” Warm up: Stick the job flashcards on the board. Point to each of them and ask SS to identify them.

After SS identify each job. write the alphabet on the board.

Ask a volunteer to go to the front. Point to the first flashcard and say: “What’s his/her job?” The student identifies and names the job correctly, for example “teacher”. Ask the student:”What’s the first letter?” The student points to a letter in the alphabet and then he/ she writes it next to the corresponding job.

Activity: SS look at the different jobs in the activity “Circle the letter” Point to each picture and say: “He/She is a …” allow SS to answer. SS read the letters under each job and circle the correct initial.

Then they listen to the CD and check their work.

Once SS finish, ask them individually about the different jobs.

Point to David and say: “What’s his job?” Encourage your SS to say “He is a police officer.” This activity is suitable to practise the use of “He” and “She”. Continue checking with the rest of the class.

More ideas!

Bowling Divide the class into two or three groups. Each group should stand in a line. In front of the teams, place plastic bottles to which you have attached a job flashcard with a rubber band.

One student should try to knock down one pin. If he/she does it, ask him/her: “What’s the job on the bottle?” If the student answers correctly, he/she wins a point for his/her group. Continue playing till SS have enough practice and fun!

Track 71 page 87 Listen and circle I’m a police officer.

I’m a fireman.

I’m a teacher.

Sing Warm-up: Tell SS that they are going to learn a new song. Select the job flashcards according to the jobs that are mentioned in the song. Hold up one flashcard and say: “Who is it?” SS answer. Do the same with the rest of the flashcards selected. Ask your SS to cut out the job flashcards in their cut-outs.

Tell SS that they are going to listen to a new song and that they should raise the job flashcard that is mentioned in the song.

Listen to the song again, but this time encourage SS to say the job that corresponds to that part of the verse while you press pause.

Teach SS the song and invent some actions they can do while they sing. Play the track again. SS join in singing and doing the actions you invented.

You can also divide the class into different groups and each group can sing a different stanza.

Cut and glue Warm up: Say: “Open your book to page 87.” Point to the Cut and glue activity. Point to one of the characters and say: “Who is it?”

SS answer. Continue doing this with the rest of the characters. Then, tell your students that Kelly, David, and Alex are playing and talking about different jobs and that they should help them dress up.

Activity: Tell SS to go to the cutouts (p. 131). SS cut the cutouts and glue them on the character they choose.

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Lesson 3 (pages 89, 90 & 91)

Track 72 page 88 Sing Fire! Fire!

Here I am.

I’m the fireman Ready to help. …

Help! Help!

Here I am.

I’m the police officer Ready to help. …

Miss, miss.

Here I am.

I’m the teacher Ready to help. ….

Waaaah! Waaaaah!

Here I am.

I’m the doctor Ready to help. …

I’m the Pastor.

Here I am.

I teach the Bible And about Jesus’ s love.

Objectives: At the end of this lesson students will be able to: • Name means of transport.

• Identify and use demonstrative pronouns in the singular form.

• Say a chant.

Target language: • Means of transport • What is this/that?

• This / That is … .

Receptive language • Where…?

• Jesus creates …

• Rest Recycled language • What’s this?

• It’s … (a school) • Jobs.

• City places.

Materials • The course book.

• The course book CD. • Job, city places, transportation flashcards.

Warm up Miming job review: Stand in a circle with students (SS). Mime an action related to one of the jobs taught. Encourage SS to guess the job by asking: “What’s my job?” Change the action. Encourage SS to guess the next job. Ask a volunteer to stand in the circle and to mime another job.

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Cut, listen and glue Warm up. Stick some transportation cards on the board and keep some of them on the desk. Hold up one transportation card and say: “This is a police car.” Point to the blackboard and say: “That is an ambulance.” Repeat this with each of the flashcards. Emphasize the use of “This” and “That”.

Then, hold up a transportation flashcard and say: “What’s this?”

SS answer. Point to a transportation flashcard stuck on the board and say: “What’s that?” SS answer.

Activity: SS go to the cut-outs and cut out the pictures. Tell them to pick up the glue and say: “Show me the glue.” SS perform the action.

Explain that they are going to listen to the CD and glue the cutout according to what they hear. Pause after each sentence to allow SS to glue the cut-out.

Play the CD

Track 74 page 89 Chant Listen and say Beep, beep, beep, beep On the school bus we are.

Bus driver, please, drive, drive, drive till at home we arrive.

Listen and match Warm up: Stick the transportation flashcards on the board. Point to each one and teach the new words. Remember to practise and reinforce the use of “that” in this part of the lesson.

SS open their books to page 90 and focus their attention on the pictures.

Play the CD and ask SS to point to the pictures they hear.

Track 73 page 89 Cut, listen and glue CD: ● This is an ambulance. ● That is a police car. ● That is a school bus. ● This is a fire truck.

Track 75 page 90 Listen and match CD: I’m a police officer and that is the police car.

I’m a doctor and that is the ambulance.

I’m a fire man and that is the fire truck.

I’m a bus driver and that is the school bus.

Correct as a whole class first. Point to number one and elicit answers from your SS. Model if necessary: “This is an ambulance.”

Then, check individually to monitor each student’s progress.

Hold up the book and point to the means of transport and ask: “What’s this?” SS answer.

Play the CD again and pause so that SS can name each form of transportation.

Chant Tell SS they are going to learn a new chant. Arrange the chairs so that students can imagine they are on a bus. Ask them to have a seat. Make the sound of the bus horn and play the role of the driver.

Play the chant and make gestures as if you were driving them home.

Listen again and encourage SS to say the chant.

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Story time!

Warm up: Say: “It’s story time!” Ask SS to sit around you. Stick the picture of Jesus on the board. Point to the picture of Jesus and say: “Jesus has a lot of jobs. Ask SS to open their books to page 92. SS focus on the story page. Show them the first square and say: “Look! Jesus has a lot of professions/jobs.” Point to the next square and either mime or use some of the doctor’s equipment and say “He is a doctor.” Show a Bible and point to the following square and say: “He is a pastor.” Use some of your school supplies to illustrate the idea of being a teacher and say: “He is a teacher.” Hug your students and say: “He is our friend.” Point to the last square and say: “And He is our Saviour and king.”

Activity: Tell SS that they are going to listen to the story and point to the pictures they hear. Play the CD again and pause so that SS can name the different jobs, for example: “Jesus is a …” -pauseSS say “doctor”.

Then, ask questions to check comprehension. Point and ask “What’s his job?” Encourage SS to answer.

Look and say Ask your SS to open their books to page 91. SS focus their attention on the scene. Explain that they have to find the professional you mention. Ask your SS questions to practise the target language.

Say: ”Where is the doctor?” SS answer “She is (at the hospital).”

Continue asking questions and encourage them to point to the picture if they do not feel confident to say the word.

Lesson 4 (pages 92 & 93) Objectives: At the end of this lesson students will be able to…

• Name jobs.

• Recognize and use the personal pronouns “He” and “She”.

• Ask and answer about jobs.

• Recognize Jesus as our savior and king.

Target language: • Jobs: Teacher, doctor, pastor, chef.

• What’s his job?

• It’s …

Track 76 page 92 Story time.

Listen and point.

Narrator: Jesus has a lot of professions. He is a doctor.

He is a pastor . He is a teacher. He’s our friend. And He is our Saviour and King.

Receptive language • Saviour, King.

Recycled language • Jobs Materials • The course book.

• The course book CD.

Look, match, listen, and check Activity: Ask SS to open the book to page 93. Explain to them that they should match the picture of Jesus to the jobs that were mentioned on the CD. Check as a whole class.

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Lesson 5 (pages 94 & 95)

Remember to ask your SS in advance about the materials that they should bring to carry out the project.

Step 1: Tell SS that they are going to make job puppets. Ask them to draw a face on the paper bag. Then, tell them that they should draw the uniform according to the job they want to illustrate. SS work individually or in groups to help each other. SS can decorate the puppets using crayons, colored paper, glitter, etc.

Game: Once SS finish making the job puppets, tell them that they are going to play a game.

Step 1: Leave a space at the front of the classroom or go to the playground. Cut out 5 big circles (you can use newspaper or you can draw the circles on the floor using a piece of chalk).

Step 2: Stick different city places on each circle; for example on one circle stick a school, on another a police station and so on.

Step 3: Tell SS you are going to name a job and all the SS who have made that job puppet should go to the appropriate place and say the name of the place aloud. For example, if you say ”Teacher” all the SS with the teacher puppet have to go to the school circle and shout “school”. Once you finish you can ask a volunteer to call out different jobs.

Objectives: At the end of this lesson students will be able to…

• Name jobs, city places and means of transport.

• Identify and use demonstrative pronouns in the singular form.

Target language • What’s this?

• It’s … (a school) • Jobs.

• City places.

• Means of transport.

• What is this/that?

• This / That is …

• Colours.

Materials • The course book.

• The course book CD. • Jobs, City places, Transportation flashcards.

• Paper bags.

• Shoe box.

• Glue.

• Scissors.

Option 2 My city Step 1: Explain to SS that they are going to make a city box using the shoe box they brought from home. SS stand the box on its side and paint the street and the sky inside.

Step 2: They select some of the city cut-outs from the cut-out section. They cut and glue them into the shoe box using the flaps to make a city scene.

Step 3: Ask SS to describe their city in front of the class or to the partner; for example: “This is a police car. That’s the hospital. The doctor is at the hospital.”

Project: Remember that this is project time so it requires some kind of research.

Option 1: Jobs Tell SS that the following class they are going to do a Project about jobs. Ask them to find out about their parents’ jobs and if they can, they should bring pictures or equipment to illustrate the profession.

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Target language • He / She is ….

• It’s … (a school) • Jobs.

• City places.

• Means of transport.

• What is this/that?

• This / That is …

• Colours.

Chant Pre-stage: Tell SS that they are going to learn a new chant.

Play the CD. SS listen in silence. Ask them to listen again, but this time they mime the job they hear.

Listen once more, but pause to allow SS to repeat each phrase or just to say the job aloud. Finally encourage them to say the complete chant with you while they make gestures to illustrate each phrase.

Track 77 page 95 Chant Listen and say At the hospital I see my doctor.

In the street, the police officer is.

At school I meet my friends, And at church We gather and pray.

Materials • The course book.

• The course book CD. Review Listen and circle Students (SS) look at the pictures. Tell them that some children are talking about their parents’ jobs.

SS listen and circle the picture according to what they hear. Then correct as a whole class.

After checking, point to the correct picture and practise the target language, say: “He is a doctor, she is a doctor.”

Lesson 6 (pages 96, 97 & 98) Objectives: At the end of this lesson students will be able to…

• Review and integrate jobs, city places, and means of transport.

• Name jobs, city places, and means of transport.

• Identify and use demonstrative pronouns in the singular form.

• Identify and use the personal pronouns “He” and “She”.

Track 78 page 96 Review Listen and circle ● She is a teacher. ● He is a doctor. ● She is a police officer.

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SPECIAL DAYS

Special Days

Match and say SS continue working on the same page. Tell SS that they should find out where the characters are. SS should trace a line from the character to the place. Allow them time to do the activity.

Check the activity by asking questions like “Where is Kelly?” And encourage them to answer: “She is at the hospital.”

Listen and tick Stick a transportation card on the Say: “This is a police car. That is concept of “This” and “That” several books. SS look at the pictures. Play according to what they hear.

Special Day 1: Christmas Warm up: Stick on the board the scene of Jesus’ birth. In their mother tongue, elicit from your students (SS) what the picture is about. Point to baby Jesus and ask “Who is he?” Do the same with Mary and Joseph. Ask: “Who is she?” then “Who is he?” Ask SS what they know about Christmas. Take this opportunity to tell your SS that Jesus gave His life for us. You can explain this in the children’s mother tongue.

Elicit from your SS what they like about Christmas.

Activity: Tell SS to go to pages 98 and 99 and listen to the story silently. If possible assign roles to different kids to act out the story.

board and hold up another. an ambulance.” Repeat the times. Tell SS to open their the CD. SS listen and circle

More ideas!

Track 79 page 97 Listen and tick CD 1. She is a teacher and this is a car.

2. He is a driver and that is a school bus.

3. He is a fireman and this is a fire truck.

This simple play can be performed at the end of the school year as a special contribution from the English class. SS can be taught to repeat the lines as they are very simple.

Story Time: Listen and act it out!

SPECIAL DAYS Special Day 1 Track 80 page 98 Listen and act it out It’s Christmas time!

The three wise men: Look, a new star! Let’s follow the star!

Shepherds: Look! Angels!

Angel: Follow us!

Angel: Look! This is Jesus our Saviour!

Narrator: Days later…

The three wise men: Our gifts for the King.

David: Merry Christmas!!!

Additional activity Game Tic-Tac-Toe Play a tic-tac-toe. Stick the job, city places, and transportation flashcards on the board. Divide the class into two groups. Ask a student from group A to choose a flashcard. He/ She should name the picture; for example: “It’s a police car.” If it is correct, take out the flashcard and draw a cross in its place. Ask a student from group B to choose a flashcard. Proceed in the same way. The first group that has three crosses or noughts in a row is the winner. If you want to make the game a little more difficult you can stick the flashcards on the board face down so SS have to guess. It’s a variation of a memory game and tic-tac-toe.

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SPECIAL DAYS

Cut the cards Warm up: bring some Christmas cards to the class. Ask your SS if they like sending and receiving cards. Explain that it is very nice to receive Christmas cards from friends.

Tell your SS that they are going to make a card and they can give it to anyone they want.

Activity: Ask SS to go to the cut-out section (p. 135) and tell them to cut out the card. Once they have finished, tell them to colour it as beautiful as possible. Then encourage them to write the name of the person they want to give the Christmas card to. There is an illustration of Jesus’s birth to be coloured in.

Look and colour Ask SS to open their books to pages 100 and 101. Hold up your book and tell SS Kelly is on holiday. Elicit what they can see in the picture. Allow SS time to mention the different animals. Once they have identified them, tell SS colour the animals.

Call a volunteer and ask him: “What colour are the dogs? How many apples? What colour are they?” and so on.

Count and write Help Kelly to find SS are asked to find and tick the elements selected.

Draw, colour, and say Show SS a holiday postcard or a photograph of a place where you have spent your holidays. Ask your SS to draw their favourite place to go on holiday. Allow them time to carry out the activity. Monitor and help SS, making sure that it is not too difficult or demanding.

Encourage SS to show the picture to the class and if they feel confident they can name the family members that they have included in the picture, the name of the holiday resort, etc.

Sing Activity: Tell SS they are going to learn a new song. This song can be used at the end of the year celebration at school. SS listen to the song. The song has repeated sound patterns so it is very easy to learn.

Track 81 page 99 Listen and sing We wish you a Merry Christmas We wish you a Merry Christmas We wish you a Merry Christmas And a Happy New Year!

Special Day 3: Mother’s Day Listen and draw Show a picture of Kelly’s mother. Ask students (SS): “Who is she?” Encourage your SS to answer: “The mum.” Then ask children the name of their mothers. Encourage them to express their feelings towards them. You can do this in the students’ native language.

Activity: Tell your SS that mother’s day is a special day to pamper their mothers. Explain that Kelly wants to prepare a special breakfast for her mother. Ask SS to open their books to page 103 and help Kelly prepare the breakfast. SS listen to the CD and draw the items mentioned on the breakfast tray.

Special Day 2:Happy Holidays!

Warm up: Talk about holidays with your students (SS). Show a holiday postcard and elicit what the picture is about. Ask SS what they like to do during the holidays and where they like to go. Use students’ L1.

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SPECIAL DAYS

Then, teach them the poem and if possible make some copies of it to be pasted on the card.

Track 83 page 103 Listen and draw Kelly: I’ll prepare a special breakfast for mum. She likes sandwiches, orange juice, apples and chocolate cakes.

Poem My teacher is patient, My teacher is nice.

She’s ready to help me Wherever I am.

Chant Teach SS the chant.

Activity: Ask SS to open their books to the cut-out section (p.

139) and tell them to cut out the teacher’s day card. Once they finish, explain to them that they should colour the pictures on the card. Then encourage the children to decorate it. Finally they can write their names.

Track 83 page 103 Chant Listen and say Mum...

You’re nice You’re sweet.

I love you You love me You’re an angel For me!

Ask SS to open their books to the cutout section (p. 137) and tell them to cut out the mother’s day card. Once they finish, explain to them that they should trace the phrase on the card. Then encourage children to decorate it. Finally they can write their names.

Special Day 4: Teacher’s Day Warm up: Tell your students (SS) that you have a special secret to share with them. Explain that it is teacher’s day and they are going to design and decorate a special card for their favourite teacher, but before that they should help David, Alex, Kelly, and Meg find their teacher. Explain to your SS that they should draw a path to connect the characters and their teacher.

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GENERAL REVIEW

GENERAL REVIEW

Listen and number Ask SS to look at the pictures on page 105. Tell SS they are going to listen to six different situations. Ask SS to number the situations in the order they are mentioned. SS write the numbers in the appropriate boxes.

Teacher’s aims: • To review and reinforce the structures and key vocabulary seen throughout the course.

• To integrate what has been taught during the course.

• To practise listening skills.

• To encourage students to use the target language.

• To assess students’ progress.

Track 84 page 105 Listen and number CD Narrator: Number one Mum: Good morning, Kelly! It’s time for school.

Kelly: Good morning, mum.

Narrator: Number two David: Hello, friend!

Child: Hello!

Narrator: Number three Girl: An apple?

Boy: Thank you.

Narrator: Number four Teacher: Good bye!

Children: Bye, bye.

Narrator: Number five Dad: Good night! Have sweet dreams.

Boy: Good night, dad!

Narrator: Number six David: Hello! I’m David!

Target language • Introductory unit to unit 6.

Materials • The course book.

• The course book CD. • Flashcards.

Remember!

The general review can be used as a workbook. You can select the corresponding activities after each unit is developed or you can use the General Review at the end of the course to practise, reinforce and assess what has been taught.

Introduction Warm up: Tell students (SS) you are going to mime some situations and they have to tell you what should be said on each occasion.

For example, enter the classroom waving your hand so that you can elicit from your SS “Hello!” Do this with each of the functions to be reviewed in the first activity.

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Unit 1

Look, write and say How many …?

Have SS look at the picture puzzle. Point to the different objects that you have on the right of the puzzle and ask “What’s this?” SS identify the object and answer.

Give instructions. Tell them “Count the rulers.” SS find and count the rulers and write the corresponding number on the key they have on the right side of the puzzle.

Then ask “How many rulers?” SS answer. If you feel that SS are confident, allow them to work in pairs asking and answering so that they have the opportunity to practise the target language and to check the answers in pairs. Then, check as a whole class.

Listen and circle Warm-up: This is an opportunity to reinforce the use of “What’s this?” and “It’s a … (pencil)”. Children of this age are too young for grammar explanation. However, nearly at the end of the course they should be able to produce the answer in its correct grammar form. To practise the grammar structure, hold up a school supply flashcard. Ask SS “What’s this?” If SS get the answer right, for example, “a pencil”, congratulate them. But repeat the answer in its correct form: “It’s a pencil” encouraging them to repeat.

Additional activity!

Memory game: Divide the class into two groups. Continue working with the same flashcards asking and answering about school supplies. Tell SS to pay attention to the colour of the object. Select a flashcard but do not show it to them. Tell them what it is and ask: “What colour is (the pencil)?” The group has two opportunities to guess. If they do not answer correctly, the other group has the chance to answer the question. The group that answers correctly gets a point. Remember that games also give the opportunity to practise good habits and values. In this particular activity SS should respect turn taking.

Tell SS to open their books to page 106. They listen and circle the corresponding picture.

Track 85 page 106 Listen and circle CD: ● What’s this? It’s ● What’s this? It’s ● What’s this? It’s ● What’s this? It’s

Unit 2 Look and circle Warm up: Write the alphabet on the board. Remember that SS are already familiar with the alphabet in their native language.

Display the orange flashcard on the board. Ask: “What is it?”

SS answer. Ask a volunteer to come to the front. Repeat the same question. If the student answers correctly, ask him to point to the initial of the word in the alphabet that you have already written.

Continue doing this at least with one or two more items.

Activity: Ask your SS to open the book to page 107. Point to the activity. SS look at the pictures. Point to each one and say “What’s this?” SS answer and then read the letters under each picture and circle the correct initial.

Check each student’s activity. Remember that this is one of the tools provided to check your students’ progress.

a green pencil. an orange ruler. a pink eraser. a blue and black pencil-case.

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GENERAL REVIEW

Unit 3

Listen and circle Warm up: Clear a space at the front of the classroom. Tell SS you are going to call out numbers and they should form groups with the same number of members as the number called out.

Once you have reviewed numbers, bring a basket with different food to the class. Describe some fruit for them to guess, for example, “It’s yellow.” If they guess correctly, continue with another fruit.

Then, you can ask a volunteer to take something from the basket and name it. For example, “What’s this? It’s a banana.”

Tell SS that they have to help the clerk at the supermarket. SS listen, count and circle the amount they hear. If it is necessary, pause so that they have time to count and circle the items mentioned. Check by asking: “How many pears?” Then, play the CD again to check.

My body Look, trace and say Students (SS) look at the incomplete bodies. They trace over the different body parts. Hold up the book and point to the missing parts. Ask: “What’s missing?” Encourage SS to answer.

Game: Simon says To have fun you can review the parts of the body playing Simon says. For example, “Simon says touch your nose.” Remind them that if you say touch your nose and they do it, they cannot continue playing.

Review all the commands that were taught: clap, stamp, shake, etc.

Listen and colour SS look at the picture. They listen and colour in the parts of the face according to what they hear.

Listen again and check.

Track 86 page 107 My shopping list CD Mum: Can I have twelve pears, three lemons, and eleven apples, please?

Grosser: Anything else?

Mum: Yes. I want one chocolate cake and two pizzas.

Grosser: OK. Mum: I want four sandwiches and twenty oranges.

That’s all.

Grosser: Here you are.

Mum: Thank you.

Track 87 page 109 Listen and colour CD My hair is black, my eyes are brown, my nose is pink and my mouth is red.

Unit 4 Listen and number Warm up: Ask students (SS) to bring family pictures. Ask volunteers to go to the front to describe their families.

Activity: Tell SS that Meg is visiting her friend David and that they are looking at his photo album. SS look at the picture. Ask SS to number the photos as they are mentioned, writing the numbers next to each picture.

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GENERAL REVIEW

Unit 5

Track 88 page 110 Listen and number David: Look Meg, this is my family. This is my baby brother, Tom, and this is my sister. This is my dad and this is my grandpa. This is my grandma and my mum. I love my family.

Listen and tick Warm up: Display the animal flashcards on the board. Arrange them to play the tic-tac-toe game. Divide the class into two groups, A and B. Allow group A to choose an animal. If they name it correctly, draw a cross. Then do the same with group B, and draw a nought if the answer is right. The first group with three crosses / noughts in a row wins.

Look and say Warm up: Ask some volunteers to go to the front. Explain that they have to mime different actions to allow their classmates to find out in which room of the house they are. Whisper to the student the room to be guessed. Once the student mimes different actions ask to the class:”Where is he/she?” The student who answers correctly has the opportunity to go to the front and act.

Activity: Tell your SS that Froggy is hidden in one of the rooms of the house. Ask SS to open their books to page 111. Tell SS to focus their attention on the different pictures. You can use the activity in different ways according to your aims. Once your SS look at the different rooms, you can ask: “Where is Froggy?” SS answer.

The other way is to help your SS focus their attention on the different pictures asking: “Is Froggy in the bathroom?” SS look at the picture and answer. Continue doing this till SS discover the room where Froggy is.

More ideas!

Noisy farm game Ask a volunteer to go to the front and whisper the name of an animal in his/her ear. The student makes the noise so that the rest can guess what animal it is. You can also divide the class into two groups and ask a volunteer from each group to go to the front.

Students (SS) open their books and look at the pictures. Point to each picture and ask: “What is it?” Remember to congratulate your SS if they say “A pig”, but reinforce the grammar structure by modelling: “It’s a pig”.

SS listen and tick the animals they hear.

Track 89 page 112 Listen, say and tick CD Grandpa: In my farm I have a cow and a sheep. I have a horse and a pig. And I have three parrots.

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GENERAL REVIEW

SS only some part of the picture for them to guess what animal it is. Say: “What is it?”

Ask SS to open their books to page 113. The activity is similar to the one practised orally. Point to one of the squares, then say: “What is it?” Elicit complete answers: “It’s (a duck).” Give commands. Say: “Pick up a red crayon. Show me the crayon.

Draw a line. Connect the two ducks.”

Divide the class into pairs. SS act out the dialogue by asking and answering following the examples in the speech bubbles.

T: What is number 1? SS: It’s a duck.

Connect the numbers Tell SS that they have to find out what animal it is by connecting the dots. It would be good to do this activity as a whole class for linguistic purposes.

Tell SS to pick up a pencil. Try to use as many commands as possible to reinforce them. Say: “Pick up a pencil. Show me your pencil. Connect the numbers and say them aloud.” SS connect the numbers, and name them (1 – 2 – 3 …). Once they finish, say: “What is it?” Elicit complete answers: “It’s (a parrot)”

More ideas!

Unit 6

Objectives: To reinforce the names of the colours.

Allow SS to colour in the parrot. When they finish, invite volunteers to go to the front to describe it.

Look and circle Warm up: Black and white silhouette pictures.

Cut out pictures with the silhouette of the means of transport.

Stick them on the board. Point to them and say: “What is that?”

Divide the class into four groups. Two or three volunteers from each group go to the front. Whisper to the volunteers from the different groups a means of transport. They should mime different actions so that their groups can guess what means of transport it is.

Once they guess, stick the means of transport flashcards on the board and point and ask them to repeat.

SS open their book. They look at the pictures and circle the correct initial.

Look, match and say Game: Animal detectives Objectives: To review vocabulary: farm animals and pets; colours and body parts.

Before the class starts, stick pictures of animals on the different walls of the classroom.

Tell SS they are going to play a game. Explain that you have a farm, but your animals have disappeared. Tell SS that they are the animal detectives and should help you find them. Give them clues for them to guess. For example, say: “It’s white. What is it?” Say: “It has two legs.” SS try to guess. Continue giving clues until they guess what animals are missing.

Listen and match Warm up: Bring pictures to the class to illustrate the different jobs. Choose male and female pictures to practise the pronouns “He” and “She”.

Hold up a picture and say:”She is a doctor.” Repeat. Then, hold up the picture for them to name the job.

Game: I spy Materials: Animal flashcards or animal cutouts from magazines.

Hold up a picture, but cover it with a piece of paper. Show

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GENERAL REVIEW

SS open the book and look at the pictures. They listen to the CD and match the professional and place according to what they hear.

Track 91 page 116 Listen, tick and colour.

Cd: • How many crayons? Six crayons (pause). What colour? Violet (pause).

• How many firemen? One fireman (pause). What colour? Yellow (pause).

• How many apples? Ten apples (pause). What colour? Green (pause).

• How many cakes? Two cakes (pause). What colour? (pause) Brown.

• How many rulers? Eleven rulers (pause). What colour? Pink (pause).

• How many buses? Five buses (pause). What colour? Blue (pause).

• How many cows? Three cows (pause). What colour? Black and white (pause).

• How many fish? Eight fish (pause). What colour?

Orange (pause).

Track 90 page 114 Listen and match CD: ● He is my teacher. He is at church. ● She is my doctor. She is at the hospital. ● She is my teacher. She is at school.

NOTICE: You should take note that Track 90 is printed Track 89 by error.

Wrap-ups Teacher’s aims: To integrate vocabulary and structures.

These activities have been designed to allow students to work at their own pace.

Follow and paint. Then, say Ask students (SS) to go to page 115. Explain to your SS that they should follow the path to paint the school supplies. In order to check, ask your SS: “What colour is the … (crayon)?”

Listen and write Shopping list: Tell SS that they have to complete the shopping list on page 117. SS listen to the CD and write the appropriate number next to each food item.

Listen, tick and paint Tell your SS that they are going to play a game like Where is Willy? but they should pay attention to the item, then to the amount, and finally to the colour.

SS listen to the CD and do the exercise on page 116. To provide your SS enough time to carry out the test, pause after each line.

Track 92 page 117 Listen and write Shopping list Apples: five Pears: seven Oranges: ten 86

Lemons: four Bananas: eight Juice: three boxes Sandwiches: twelve Pizzas: two Cakes: one

GENERAL REVIEW

Vocabulary board game Ask SS to look at the game board in the book. Ask SS “What is number (one)?” and elicit the answer: “It’s (a pencil). Repeat with other squares on the board.

SS work in pairs and ask each other questions about the squares on the board. For example SA:“What’s number six?” SB: “It’s a …”

Play the game.

Ask SS to gather around a desk with the book open on the game board. Choose three SS to demonstrate the game with you. Give each of them a token and a dice. Take turns rolling the dice and moving down the board accordingly. When they land on a square, a student asks a question about the square; for example: “What colour is the parrot?” If a student makes a mistake, he/she moves back to the previous square.

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Larsen-Freeman, D. 2000. Techniques and Principles in Languages Teaching. Oxford University Press.

LIGHTBOWN, P. M. AND SPADA, N. 2008. How Languages are Learned. Oxford: Oxford University Press.

Bibliography

MAGGIOLY, Gabriel. (1996) The Good, The Bad and The ugly. English Teaching Forum (N°2 / 34) AMSTRONG, T. (1994) Multiple Intelligences in the Classroom.

Alexandría, VA. ASCA.

PITLUK, L. (2007) Educar en el jardín maternal. Buenos Aires.

Novedades Educativas.

BERNARD MAINAR. (1985)Desarrollo Intelectual y Aprendizaje.

Zaragoza. Fascimil.

PITLUX, L. (2005) La planificación didáctica en el jardín de infantes.

Rosario. Homo Sapiens.

DENIS, C. (1989) Didáctica del Nivel Inicial. Buenos Aires. El Ateneo.

SANCHEZ INIESTA. (1995) La construcción de aprendizajes en el aula.

Buenos Aires. Magisterio.

Departamento de Educación de la División Sudamericanade la Iglesia Adventista del Séptimo Día. (2007) Pedagogía Adventista.

Buenos Aires.ACES.

WHITE, H. Fundamentals of Christian Education. Biblioteca Electrónica.

ACES.

BREWSTER, J., ELLIS, G. & GIRARD, D. 2007. The Primary English Teacher’s Guide. Penguin English Guides.

Your Six Year Old. Child Development Tracker. Child Development http://www.pbs.org/parents/childdevelopmenttracker/six/index

CAMERON, L. 2008. Teaching Languages to Young Learners.

Cambridge: Cambridge University Press.

Dold, C. M. (2002). General Guide Book for Kindergarten. KEL Ediciones S. A Gadner, H. (1983) Frames of mind: The Theory of Multiple Intelligencies. New York. Basic Books.

HARF, R., ORIGLIO, F., PITLUK, L., ULLUA, J. (2005) ¿Qué pasa con el juego en la educación inicial? Buenos Aires.

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Silvina’s special thanks: I would like to give special thanks to My parents, my husband, Pablo, and my children; Martín and Camila for all their support and patience they had while we were writing this book.

Ana de Morales for believing in me.

My sister in law and colleague; Ana Castro for all her support.

Paola Stessens, my colleague and companion in this journey.

Adriana Morales for her friendship.

The Adventist school where I started teaching.

All the teachers, colleagues and students from whom I learnt a lot.

Notice: This book is dedicated to my dearest children; Martín and Camila.

We would like to thank: • This Publishing Company, ACES, for • believing in education, • giving us the challange to write Best Friends, • choosing our project, • publishing the book.

• Our Editor, Adriana Morales, for • her guidance, • sharing her experience and knowledge, • all her SUPPORT. • All the team that made this dream possible • To all the teachers and kids that will use this book in the future.

• To our families that support us with great love.

• To Our Lord and Saviour Jesus Christ for • the guidance, • love, • inspiration, • motivation, • and passion.

Paola’s special thanks: I would like to give special thanks to …

Adriana Mendez for informing me about this book project.

Silvina Enrico, my colleague.

My parents and my husband for all their support.

Adriana Morales for all her guidance, support and help.

The Adventist school students and teachers from whom I have learnt so much.

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