Teacher’s "Guide A Day At The Zoo"

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Unit 10 ENERAL OBJECTIVE$€:::» • Master the sound of the letter.

• Introduce the vocabulary.

• work with the story.

—SPECIFIC OBJECTIVES MINI STORY Elmer the Elephant • Introduce the /e/ and tne

put the letter with the /e/ sound on Elmer the

/é/sounds • Introducethe vocabulary.

BIG BOOK STORY' Elmer the Elephant

elephant's cage. Eddie draws the letter with the /e/ sound and puts it on Elmer's cage. Elmer sees the letter with the lei sound on his cage, and he is happy.

• Acquire basic structures • Recognize the sequence

• Establish locations.

• Identify vocabulary.

of the story.

• Identify story elements.

• Answer to different kind

of questions

VALUES IN COMPETENCE • Teacn tne importance of one of these core values: Love, Respect, Honesty, æsponsibility, and Tolerance

SPEaAL ACTIVITIES • carry out activities to reinforce the lessons taught, especially tne sounds of the letters and tne wn-questlons.

WORKBOOK Focus on Phonics • Identify tne initial sound.

• Identity tne form of tne letter:capital and

lowercase • Increase vocabulary.

• Discriminate tne sounds.

• Listen to and pronounce

tne sounds BASIC CONCEPTS • Introduce tne basic concepts presented in eacn unit 100

MINI STORY There is a boy. His name is Eddie. Eddie is going to

• Introduce the initial sound of the letter.

• Read the mini story aloud.

• Present the nouns witn pictures, illustrations, or real objects.

• Present tne verbs witn gestures or actions • Ask circling questions.

• Guide the development of the sequence of tne story.

BIG BOOK STORY • Refer to the Big Book "A Day at the Zoo", page 22.

• Read the story aloud.

• Guide tne development of tne sequence of the story.

• Listen to the CD. • Role-play the story.

• Retell the story.

VALUES IN COMPETENCE LOVE: Elephants love to socialize with their family and friends.

Show that love make people and animals happy.

SPECIAL ACTIVITIES • Total Physical Response (TPR): Use gestures for the verbs is, put, draw, see, and want Practice these actions witn the students, write these verbs on the board, and ask questions related to them.

• Touch Your Ear: Show the students where is the ear. Remind tnem of tne body part "ear". Ask them to touch their ears. Check that every student remembers what is "ear". Reinforce tne /é/ sound.

101

4

Unit 10 Workbook Use Flashcards

Focus on Phonics DAV t

DAV •

DAV a

DAV S

Oral Skills

Visual/Auditory Skills

Motor Shills

Visual Shills

Present tne illustrations ana realia (real Objects).

Practice vocabulary

• Work with tne workbooks

Produce the 'e/ and /é/

• Nameeach picture

sounas

• Circle vocabulary (ask questions).

• Listen to the /el and /é/

sounds • Follow Instructions on

pages 146-147.

• Walk on the letter form on the floor.

• Draw the letter in the air

uslng body parts • Open workbooksand follow instructions on

pages 148-149-150151 (handwriting).

• Put all the cards witn tne letters in a basket • Put all the pictures of animals on anotner basket • Have cnildren searcn and find tne letter E and tne elepnant

000 000 ' 000 000

000 000 000 000

BOOK CLOSED

COO 000 000 000

000 000 000 0?)

E

e

DAV 2 Oral Activities • Review the vocabulary.

• Incluae the letter E and tne /e/sound • Circle vocabulary.

Examples: "IS tnis an egg?"

"IS this an elbou?"

fil

Ee —Ee

EO

Ee

Bonus Activity!

The Post Office: Ask tne students to bring construction paper, scissors, and glue Make envelopes of differentcolors, and address tnem to a loved one, like mom or dacl Empnasize on tne word "envelope".

102 101

Unit 10 BASIC CONCEPTS Zoo Animals Objectives Name tne zoo animals.

Match the names witn tne animals

Use tne names in a poem.

Review Yes/No questions

Review "Wh" questions witn "Wnat," "wno," "Wnere," "wnose," and "How many".

• Practice the structure "Tnere is" and "Tnere are".

Use pictures from Classroom's Illustration CD

Workb00K page 152

Activities • Create a scenery of a circus on a table in tne center of tne room • Ask students to bring miniature zoo animals to scnooL • Present a picture of a zoo animal, say tne name, nave students observe and repeat the name.

• Have students present their miniature animals, it it matcnes tne picture say:

"l have a 102

103

Unit 10 Activities Let students present in groups tneir animals and place them jn tne indicated spot on the scenery identified witn the animal's name.

After tne animals are grouped, identify eacn group orally, and place tne name of tne animal in front of tne group. Have students read and repeat tne names several times Teach the poem:"My Day at the Zoo".

Work in the workbook on pages 152, 153, 154 and 156

Fundion Words "Is this a "This is my

7" "Yes, it is" "No, it's not" (Kind of animal)

P.Q.A. (Personalized Questions and Answers) • Students will bring pictures or stuffed zoo animals to tne class • They will present their zoo animal saying: "This is a • The teacher will ask yes/no questions and Either/or questions to reinforce student's comprehension.

• Students will place tneir animals on tne table decorated with a zoo scene in groups.

(animal) in this group." "Tnere are • Tne teacher will say: "There is a (number) (animal) in tnjs group " • Tne teacher will work witn "There is" and "Tnere are" witn all oftne groups • Using tne animal, tne teacner will ask "Wn" questions sucn as: "What is this?"

"Whose (animal) is this?"

"Whereare the (group of animals)?"

"Whereare the "Howmany (name of animal)are there?"

• The students will count aloud together and answer.

• The students will count aloud togetner and answer.

• Tne teacner will continue tne questions and answer witn yes/no questions, and "Wn" questions.

"Is this a pet?" (Signaling to the owner) "Is this a pet or a farm animal?"

"Is this a zoo animal?"

"Is this a farm animal or a zoo animal?"

104 103

Unit 10 . .A.

ersonalizedQuestionsand Ansv•ers

• Use these questions witn several animal sounds.

• Ask "wh" questions: "What kind of animal is this?"

"Where are the (kind of animal)?

"Where are the (kind of animal)?"

"Where are the (kind of animal)?"

• Use the statement and question: "There is a (animal) on the table. " "Is there a (animal) on the table?" (animaDon the table. " "There are (number)

Use the Poems, Songs and Games CD evew day

Poem: My Day at the Zoo I will always remember my day at the zoo, Monkeys were jumping up and down, Zebras ran back and forth, Gorillas nit tneir cnest, The lions gave big roars, The elephants spouted water, I ate cotton candy and popcorn, Oh! What a wonderful day I nad at tne zoo.

BASIC CONCEPTS Sight Words Objectives • Identify, practice reading frequency sight words in sentences Use frequency words in sentences.

To practice Yes/No and "Wh" questions "What?" "wno?" "wnere?"

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105

Unit 10 Use pictures from Classroom's Illustration CD

CINDY

Workb00K page 155

Activities Paste flash cards witn tne words to be studied on tne board.

Point to the words and read aloud several times Give tne flasn cards to several students.

Say the words for students witn tne card. Have students raise cards and read aloud. Have the wnole class repeat orally.

Writesentences on tne board witn signt words included. Underline the sight words and read tne sentences aloud.

Send students go to tne board individuallyto identify tne signt word in the sentences whicn tne teacner dictates Make several large dices and write tne signt words on them Throw tne dices on the floor for the students to read tne word tnat stays on tne top Work in tne workbook on page 155.

.A.

ersonalizedQuestionsand An

• Use students in the class to illustrateeach of the statementsand say tnem aloud.

Ask yes/no questions to help the students to reinforce comprehension.

• Ask "Wh" questions witn the questions words "What?" "wno?" "Where?"

106 105

Unit 11 BASIC CONCEPTS Places in my Community Objectives Describe the names of the places in tne community Explain when tney go to those places

Apply the names in a song Use tne structures "want to" and "needs to".

Use Yes/No questions

Workbook page 158

Workbook page 159

Activities • Present illustrations of different places in a community.

• Identify tne names orally for students to observe and repeat • Use yes/no questions to ensure comprehension.

• Give tne illustrations to the students for them to present to tne class saying: every "l goto day ot tne week place

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107

tie-rd

Unit 11 Activities Teacn the song "Tnis is the way".

Sing the song using tne illustrations.

Place tne pictures on the board to form patterns, repeat, and practice.

• Work in the workbook on pages 158, 159, 160 and 167.

Function Words "What is this?"

"Where is the

"Here is the "This is a

" "Thereis the "That is a

ersonalized Questions and Answe

• .A.

Present tne structure, "wants to go" Explain tne meaning in tne students' native language.

• Give several students pictures of places in tne community. Have them say (name of place)'. "l want to go to the • The teacher asks yes/no questions using you, he, she, after eacn student's presentation.

• Present tne structure "is going to".

• Followtne same steps for introducingtne previous structures • Practice tne structure "wantsto," "needs to," "has to," "is going to," witn gestures

use the Poems, Songs and Games CD evew day

Song: Let's Go Let's go to the supermarket Supermarket, supermarket Let's go to tne supermarket Every Monday morning Note: Change the name of the place and the date untilall of the places are included.

108 107

Unit 11 OBJECTIV • Master tne sound of tne letter • Introduce tne vocabulary • Work witn tne story.

...SPECIFIC OBJECTIVES• MINI STORY

Jake the Jaguar • Introduce the /d3/ sound.

• Introduce tne vocabulary.

BIG BOOK STORY

Jake the Jaguar

• Identify vocabulary.

• Acquire basic structures • Recognize tne sequence of tne story.

• Identify story elements.

• Answer to different kind of questions VALUES IN COMPETENCE • Teacn the importance of one of tnese core values: Love, Respect, Honesty, Responsibility, and Tolerance

SPEaAL ACTIVITIES • Carry out activities to reinforce the lessons taugnt, especially tne sounds of tne letters and

tne wn-questions WORKBOOK

Focus on Phonics • Identify tne initial sound.

• Identify tne form of tne letter: capital and lowercase.

• Increase vocabulary.

• Discriminate the sounds.

• Listen to and pronounce

the sounds BASIC CONCEPTS • Introduce tne basic concepts presented in eacn unit 108

MINI STORY

Jake the Jaguar wants to find the letter with the

/d3/ sound in the jungle. He goes from tree to tree.

He could not find the letter with the /d3/ sound, so he goes to sleep on a tree limb to rest.

• Introduce tne initialsound of tne letter • Read tne mini story aloud.

• Establisn locations • Present the nouns witn pictures, illustrations, or real objects • present tne verbs witn gestures or actions.

• Ask circling questions.

• Guide tne development of tne sequence of tne story.

BIG BOOK STORY

• Refer to tne Big Book "A Day at tne Zoo".

• Read tne story aloud.

• Guide tne development of tne sequence of tne story.

• Listen to the CD. • Role play tne story.

• Retell tne story.

VALUES IN COMPETENCE RESPECT: Jaguars are big wild cats Tney watcn and follow tneir pray. Never go near tne cage. Respect wild animals

snow tne importanceof being respectful witn wild animals.

SPEaAL ACTIVITIES • Total Physical Response (TPR): Use gestures for

tne verbs want, tind, go, could not, find, sleep, and rest Practice these actions witn tne students, writethese verbs on tne board, and ask questions related to tnem.

• Juice Party: Bring your favorite juice to class to practice pronunciation and reintorce tne /j3/ sound.

109

Unit 11 Workbook Use Flashcards

Focus on Phonics Oral Shills • Present tne illustrations and realla (real objects).

• Practice vocabulary.

• Produce tne sound.

• Circle vocabulary(ask questions).

DAV a

DAV S

Visual/Auditory

Motor Shills

Visual Shills

Skills

• walk on the letterform

DAV

DAV t

• work witn tne workD00kS

• Name each picture • Listen to tne /cÜ sound.

• FOIIOWInstructions on

pages 161-162

on tne floor.

• Draw the letter in tne air using DOdy parts

• Open workb00KSand follow instructions on pages 163 (handwriting).

• Put all tne cards witn the letters In a basket • Put all the pictures of animals on anotner basket • Have children searcn and find tne letterJ and tne Jaguar.

BOOK CLOSED o

0

DAV a Oral Activities • Review tne vocabulary.

• Include tne letterJ and tne /dZ/ sound.

• Circle vocabulary.

Examples:

"IS tnis a jackeP" "IS tnls a jeans?

Bonus Activity!

Jar Storage: Take a Jar witn a "J" sticker to the classroom. The students will cut littlepapers and draw a J on tnern You willstep In front of tnem witn tne jar, and ask tnem to Introduce tne paper witn tne "J" In It Put tne Jar in a visible Place for them to see Empnasize on the word "jar.

109 110

Unit 11 e%CENERAL OBJECTIV • Master the sound of the letter.

• Introduce the vocabulary.

• Work witn the story.

PECIFIC OBJECTIV • MINI STORY Queenie the Quail • Introduce tne /d3/ sound.

• Introducetne vocabulary.

BIG BOOK STORY Queenie the Quail • Identify vocabulary.

• Acquire basic structures • Recognize tne sequence of tne story.

• Identity story elements.

• Answer to different kind of questions VALUES IN COMPETENCE

• Teacn tne importanceof one of these core values: Love, Respect, Honesty,

There is a bird named Queenie, who likes to put the letter with the /q/ sound on her head. She goes to another bird to show her the letter with the /q/ sound. The other bird laughs at her. Queenie doesn't think it is funny, so she gets angry.

Introduce the initialsound of tne letter Read tne mini story aloud.

Establisn locations. present tne nouns witn pictures, illustrations, or real objects • Present tne verbs witn gestures or actions • Ask circling questions • Guide tne development of tne sequence of tne story.

• • • •

BIG BOOK STORY

Responsibility, and

• Refer to the Big Book "A Day at tne Zoo".

• Read the story aloud.

Tolerance.

• Guide the development of tne sequence of tne story.

SPEaAL ACTIVITIES • Carry out activities to reinforce tne lessons taugnt, especially the sounds of tne letters and tne wn-questions.

WORKBOOK Focus on Phonics • Identify tne initialsound.

• Identify tne form of tne letter: capital and lowercase.

• Increase vocabulary.

• Discriminate tne sounds.

• Listen to and pronounce tne sounds BASIC CONCEPTS • Introduce the basic concepts presented in eacn unit

110

MINI STORY

• Listen to the CD. • Role play the story.

• Retell tne story.

VALUES IN COMPETENCE LOVE: Love yourself and snow love to otners. Quails are special, beautiful birds; you are special too. snow tne importance ot self-esteem SPECIAL ACTIVITIES • Total Physical Response (TPR): Use gestures for the verbs name, like, put, go, snow, laugh, and think Practice these actions witn the students, write these verbs on tne board, and ask questions related to them.

• Queens Day: Bring papers, newspapers, cartons, etc., to make a crown tor a queen (girls), or for your mother, aunt, sister (boys), and reinforce tne /q/ sound.

111

Unit 11 Workbook

Focus on Phonics

Use Flashcards

DAV 1

DAV'

DAV a

DAV S

Oral Shills

Visual/Auditory Skills

Motor Shills

Visual Shills

• Present tne illustrations anc reana (real objects).

• Practice vocabulary.

• Produce tne NJ sound • Circle vocabulary(ask questions).

• work witn tne workb00kS

• Nameeacn picture • Listen to the 'W sound.

• Follow instructions on

pages 164-165

• Walk on tne letter form on tne floor.

• Draw tne letter in the air

using body parts • Open workbooks and follow instructions on pages 166 (handwriting).

• Put all the cards witn tne letters in a basket • Put all tne pictures of animals on anotner basket • Have children search and find the letter Q and tne quail

Qq Qq Oq QA

BOOK CLOSED

DAV 2 Oral Activities • ReviewtrE vocaouary.

• Include tne letter Q and

tneNJ sourn • Circle vocabulary.

Examples: "IS trus a queen?"

"IS tnjs a quill?'

Bonus Activity! paper, and Make students cut tne snape of a question mark (?) on a construction Question-it-Ali: glue it to a construction paper of a contrasting color. you need an answer because Explain wnat is a question, and tell tnem tnat you ask questions wnen you aon•t know

111

112

Unit 11 BASIC CONCEPTS Tansportation Objectives • Identify the names of different types of transportation.

Describe the kind of vehicle used for eacn one.

Use tne names in sentences.

Review tne use of the structures "wants to" and "needs to".

Use tne structures "has to" and "is going to".

Use pictures from Classroom's Illustration CD

Workbook page 168

Activities • Present a setting tnat includes a road, the sea, and air space witn clouds • Identity tne areas witn the students saying: "This is a road. " "This is the sea." "This is the river." "This is the sky. " • Review tne locations on tne scenery several times; use yes/no questions to ensure comprehension.

• Explain that tnere are different kinds of transportation: for land, water, and air. Tnere are also different types of vehicles. (Wnat we move about in).

• Prepare miniature vehicles on cardboard to present to the students Then ask: "Where should the vehicle be placed? On land, air, or water?"

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113

Unit 11 Aeivities Place the vehicles in the area it belongs.

Point to tne vehicles and identitythe names orally. Practice repeating several times. Use yes/no questions to ensure comprehension.

Use "Wh" questions for students to identify the locations and vehicles.

Place the vehicles on the board to make patterns. Repeat tne patterns, and ask what follows or what's missing Place the names in patterns and practice reading also.

• Identify and practice repeating tne patterns orally.

Ask for tne locations of the vehicles Have students bring pictures of different types of vehicles, to classify and paste on a white cardboard. Orally nave students present tneir classifica-tions to the class.

Work in the workbook on pages 168, 169 and 174.

Function Words "The

transportation. "

is a (an)

vehicle

kind of transportation

.A. (PersonalizedQuestionsand An • Ask yes/no and "wh" questions witn the structures "wants to go" and "needs to go," using tne names of places in tne community.

Present the structure "has to go".

Explain tne meaning in tne students' native language • Give several pictures of different types of transportation Eacn student will present his picture and say: "l nave to go in a (type of transportation). " • Tne teacner willfollow up asking yes/no questions using the pronouns he, she, you.

• Present the structure "is going to go".

Followthe same steps used for the introductionof "has to go".

113 114

it 12 BASIC CONCEPTS Tnings I Can Do Objectives Describe action words • Illustrateand use action words in sentences.

• Use tne listed verb witn the structures "wants to," to," "has to," "likes to," and "prefers to".

"is going

Use pictures from Classroom's Illustration CD

Real

Workbook page 176

Activities • • • •

Make a list of action words and add illustrations Practice identifying the words and pictures several times Write tne words on one side, and the illustration by its side.

Read tne words aloud witn the group and nave students matcn it witn the actions.

• Mix up the words and the illustrationsand number tne list of action words, and the list of pictures witn illustrations Have the students matcn tne words witn tne action by drawing a line from the picture to the word.

• Act out the actions listed as the teacher calls the names • Work in tne workbook on pages 176, 177 and 178

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4

Unit 12

Function Words "l can "Canyou

"Yes,I can." or "No,I can't"

lized Questionsand Answe say: Present tne structure witn a student coming to tne front of tne class to "l want to stand, "as ne acts it out Review the meaning in tne students' native language Ask yes/no, and either/orquestions about the statement "Doyou want to stand?"

"Doyou want to sit?"

"Doyou want to sit or stand?"

Ask wn questions "What do you want to do?"

"Who wants to stand?"

"Where do you want to stand?"

Change tne statement to he or she. "He/she wants to stand "Act it out Ask yes/no questions and either/orquestions "Does he want to stand?"

"Does he want to sit?"

"Does he want to sit or to stand?"

• Choose two other verbs to practice tne structure with "wants to".

Use the same steps to develop tne structure Illustratethe yes/no questions and the "wh" questions Preferably work on one to two structures clearly.

Use different verbs witn eacn structure; be sure to use all of tne listed verbs

116 115

Unit 12

•V

ERAL • Master tne sound of tne letter.

• Introduce tne vocabulary.

• Work with tne story.

ECIFIC OBJE MINI STORY Ox and Yak • Introduce tne /ks/ and tne

/j/ sounds • Introduce the vocabulary.

BIG BOOK STORY Ox and Yak • Identity vocabulary.

• Acquire basic structures • Recognize the sequence ot tne story.

• Identity story elements • Answer to different kind of questions VALUES IN COMPETENCE • Teacn the importance of one of these core values: Love, Respect, Honesty, æsponslbillty, and Tolerance

ACTIVITIES • Carry out activities to reinforce tne lessons taugnt, especially tne sounds of tne letters and tne wn-questions

WORKBOOK Focus on Phonics • Identity the initial sound.

• Identity the torm of the letter: capital and lowercase.

• Increase vocabulary.

• Discriminate the sounds • Listen to and pronounce

tne sounds BASIC CONCEPTS • Introaucethe basic concepts presented in

eacn unit 116

MINI STORY There are some children who are visiting the zoo.

The children want to show the ox and the yak the and the W sounds. They do not letters with the have the letters, so the zoo keeper makes the letters

for them. The children show the letters to the ox and

the yak. They stand quietly and look at the letters.

• Introducethe initialsound ot tne letter • Read tne mini story a10Ud. • Establjsn locations • Present tne nouns witn pictures, illustrations, or real objects • Present tne verbs witn gestures or actions • Ask circling questions

• Guide tne development ot tne sequence ot tne story.

BIG BOOK STORY • Refer to tne Big Book "A Day at the Zoo" • Read tne story aloud.

• Guide tne development of tne sequence of the story.

• Listen to tne CD. • Role play tne story.

• Retell tne story.

VALUES IN COMPETENCE RESPECT: You never know wnat will be a wild animal's

reaction Please don't touch tnern

snow tne importanceof being respectful witn wild animals

SPECIAL ACTIVITIES • Total Physical Response (TPR): Use gestures for tne verbs visit, want, snow, do not, nave, make, and stand. Practice tnese actions witn tne students, write these verbs on tne board, and ask questions related to tnern • Coloring a Xylophone: Color a xylopnone using different colors, and reinforce the /ks/ sound.

• Yogurt Party: Bring your favorite yogurt to eat in

class, and reinforce tne W sound.

117

Unit 12 Workbook

Focus on Phonics DAV 1

DAV

Oral Shills • Present tne Illustrations and realla (real objects).

• Practice vocabulary.

• Produce tne DC/sound.

• Circle vocabulary (ask

Visual/Auditory Skills • Work witn tne workbooks

Name eacn picture • Listen to tne m sound.

questions).

Follow instructions on

pages 170-171.

Use Flashcards DAV 4

DAV S

Motor Skills

Visual Shills

• Walk on tne letterform on tne floor.

Draw tne letter in the air using body parts • Open workb00kS and follow instructions on pages 172 (handwriting).

Put all tne cards witn tne letters in a basket • Put all tne pictures of animals on anotner basket • Have cnildren search and find the letterX and tne Ok

DAV 2 Oral Activities Review tne vocabulary.

• Include the letterX and tne rx/ sound.

• Circle vocabulary Examples: "IS tnls a xylopnone?"

"IS tnls an X-ray?"

Bonus Activity!

My First X-Ray:Take an X-Ray image to class and snow it against a lamp or lignt to each student Explain that an X-Ray snows tne bones inside a person You can also have children put their open hands over a blank sneet ot paper and another student or tne teacher outline tnem witn a marker. Draw tne bones inside witn a pencil or gray crayon Cut the snape of tne nanas and paste their first X-Ray drawing to a black sheet of construction paper.

118 117

Unit 12 BASIC CONCEPTS Healthy Food Objectives • Identify tne names of nealtny food.

• Classify tne food into food groups.

Use the names in phrases and sentences.

Use the structures "There is" and "There are" in sentences.

Use "like" and "prefer" in sentences.

Use pictures from Classroom's Illustration CD

Workbook page 182

Adivities • cnoose one of the food groups to work witn.

• Tell tne students tne name of the food group.

• Present the examples of foods in miniature plastic pictures or realia.

• Have students observe and practice repeating tne names several times • Use yes /no questions to ensure comprehension.

• Give pictures, plastic objects, or realia to various students • Have tne students stand and say: "This isa (food)."

• Practice asking and answering orally about the names of tne foods • Present tne otner food groups in similar steps

118

119

4

Unit 12 Activities Draw tnree circles on the board and give a name to eacn group.

Give samples of foods to various students; call tne name of tne food and nave the students go to tne board and place tne sample in tne circle of tne correct food group.

• Form groups of eacn food group witn students, for tnem to role play. aloud, Draw circles on the floor for students to stand In, and say their food group and also call out their food's name.

Make a fruit salad, a vegetable salad, or samples of meats for students to taste.

• Work in tne workbook on pages 182, 183, 188 and 189.

alized

ons and Answers

prepared • Concentrate on one of tne food group circles that tne students nave witn tne plastic toy food.

• Give examples of fruits and vegetables.

• Choose a fruit that is the only one in the circle "Is there an Say: "There is an apple in this group." Point to the apple. Tnen ask: apple in the group?"

• Then ask: "Whereis the apple?" A student picks up tne toy apple and says "Here is the apple!" an • Take advantage and ask: "Who has the apple?" "Does he (she) have apple

(or a pear)?" etc.

• Choose fruits tnat are repeated and group them. For example: grapes in the circle. " Students count tne grapes.

Say: "There are • Use eltner example. bananas in this circle. " Count tnem and ask: "How many "Thereare

are there?"

• Use yes/no questions • After working witn tne examples, nave students identify tne fruits in tne circle using "There Is" and "Tnere are".

• While working witn tne food groups, introduce tne statements: "Doyou like "Doyou prefer or do you prefer "Doyou like • snow the students tne miniature toy food and ask these questions Tnen, let tnem choose one to ask their classmates if they like it, or if tney prefer one or tne other.

120 119

Unit 12 f"CENERAL OBJECTIVESö"tD • Master tne sound of the letter.

• Introduce tne vocabulary.

• Work witn tne story.

PECIFIC OBJECTI MINI STORY Vernie the Vulture • Introduce tne N/ sound.

• Introduce tne vocabulary

BIG BOOK STORY Vernie the Vulture • Identify vocabulary • Acquire basic structures.

• Recognize tne sequence of tne story.

• Identify story elements.

• Answer to different kind of questions

VALUES IN COMPETENCE • Include Tolerance as a core value to be taught along witn Love, Respect, Responsibility, and Honesty.

SPEaAL ACTIVITIES • carry out activities to reinforce tne lessons taugnt, especially the sounds ot tne letters and tne WtHÄuestions.

WORKBOOK Focus on Phonics • Identify tne initial sound.

• Identify tne form of the letter: capital and lowercase.

• Increase vocabulary • Discriminate tne sounds • Listen to and pronounce

the sounds.

BASIC CONCEPTS • Introduce the basic concepts presented in

eacn unit

MINI STORY Vernie the vulture needs to find the letter with the

tv/sound. He goes to a tree, but he does not find the letter with the tv/sound. Next, Vernie flies to the floor and there is the letter with the /v/sound.

Vernie flies away with it.

• Introduce the initial sound of tne letter.

• Read tne mini story aloud.

• Establisn locations.

• Present tne nouns witn pictures, illustrations, or real objects.

• Present tne verbs witn gestures or actions • Ask circling questions.

• Guide tne development of tne sequence of tne story.

BIG BOOK STORY • Refer to tne Big Book "A Day at tne Zoo" • • • •

Read tne story aloud.

Guide tne development of tne sequence oftne story.

Listen to the CD. Role play the story.

• Retelltne story

VALUES IN COMPETENCE TOLERANCE: You like to eat healtnyfood. Vultures like to eat from tne garbage

snow tne importanceof being tolerant witn other's manners and customs.

SPECIAL ACTIVITIES • Total Physical Response (TPR): Use gestures for the verbs need, find, go, do not, fly. Practice these actions witn tne students, write tnese verbs on tne board, and ask questions related to them.

• Creating a Volcano: Create a super volcano using modeling clay to nave fun, and reinforce tne N/ sound.

121

it 12 Workbook

Focus on Phonics

use Flashcards

DAV t

DAV •

DAV 4

oral Shills

Visual/Auditow

Motor Shills

• Present the Illustrations ana realia (real Objects).

• Practice vocabulary.

• Producethe sound • Circle vocabulary(ask questionsX

• Work witnthe W'orkD00kS

• Nameeacn picture • Listen to tne N/ sound.

• Follow Instructions on

pages 179-180.

BOOK CLOSED

• Walk on tne letterform on tne floor.

• Draw tne letter in tne air using b0dY parts • Open workbooksana follow instructions on pages 181 (handwriting).

DAV S Visual • Put antnecaroswttn the letters in a basket • Put all the pictures of anjrnatson anotner

basket Have children searcn ana find the letter V and tne voture

_Vv —

DAV 2 Oral Activities • Review tne vocabulary • Inctuae the letter V and tne M sound.

• Circle vocabulary.

E.Gmples: "IS this a vine?"

"IS tnis a violet?"

Bonus Activity!

Vegetables -vs- Fruits: Take a plcture ot a ouncn of vegetables to Class and pass it on to eacn stuaent Explaln tnat these are vegetables ana tney are different trom fruts Expen wny tney are different from trults ana wnen you eat vegetables Emphasize on tne word "vegetable".

122 121

i'

1

Unit 12 <AENERAL OBJECTIVES> • Master the sound of tne letter.

• Introduce tne vocabulary.

• Work witn tne story.

PECIFIC OBJECTIVE$• MINI STORY

Yacky the Yak • Introduce tne N/ sound.

• Introduce tne vocabulary.

BIG BOOK STORY Yacky the Yak • Identify vocabulary.

• Acquire basic structures • Recognize the sequence of the story.

• Identify story elements • Answer to different kind

of questions

VALUES IN COMPETENCE • Teacn tne importance of one of these core values: Love, Respect, Honesty, æsponsibillty, and Tolerance

SPEaAL ACTIVITIES • Carry out activities to reinforce tne lessons taught, especially tne sounds of tne letters and

tne wn-questions

WORKBOOK Focus on Phonics • Identify tne initial sound.

• Identify tne form of the letter: capital and lowercase.

• Increase vocabulary.

• Discriminate tne sounds.

• Listen to and pronounce

tne sounds

BASIC CONCEPTS • Introducetne basic concepts presented in

eacn unit

122

MINISTORY There are some children who are visiting the zoo.

The children want to show the ox and the yak the

letters with the /ksl and the W sounds. They do not have the letters, so the zoo keeper makes the letters for them. The children show the letters to the ox and the yak. They stand quietly and look at the letters.

• Introduce the initial sound of tne letter.

• Read tne mini story aloud.

• Establisn locations.

• Present tne nouns witn pictures, illustrations, or real objects.

• Present tne verbs witn gestures or actions • Ask circling questions.

• Guide the development of tne sequence of tne story.

BIG BOOK STOW • • • • • •

Refer to the Big Book "A Day at tne Zoo", page 26 Read the story aloud.

Guide tne development of tne sequence of tne story.

Listen to the CD. Role-play tne story.

Retell tne story.

VALUES IN COMPETENCE

HONESTY: Yaks are animalsthat work very nard.

Working nard is a honest attitude.

snow the importanceof being a honest, nard-working individual.

SPEaAL ACTIVITIES • Total Physical Response (TPR): Use gestures for tne verbs visit, want, show, do not, have, make, and stand. Practice these actions witn the students, write these verbs on the board, and ask questions related to them.

• Yogurt Day: Ask students to bring their favorite yogurt to eat in class Reinforce tne Y/ sound.

123

Unit 12 Workbook

Focus on Phonics DAVt Oral

DAV S

DAV a

DAV S

Visual/Auditory Shills

MotorShills

Visual Shills

• Present the illustrations and reaua(real objects) • Practice vocabulary.

• Work witn tne worKb00kS

• Producetne

• Nameeach picture

sound

• Circle vocaouary (ask questions).

Use Flashcards

• Listen to the N/ sound.

• FOIlowinstructionson

pages 184-185

• Walk on tne lettertorm on tne floor • Draw the letterin tneair using b0dy parts • Open workbooksand follow instructions on pages 186-187 (handwriting

• Put all witn tne lettersin a basket • Put all the pictures of animats on anotner basxet • Have children searcn and find tne letterY and tne yak

DAV 2 Oral Activities • Review tne vocabulary.

• Include the letterY ana

tne

sound

• Circle vocabulary.

"IS this a yacnt?"

"IS tnis a yogurt?"

Bonus Activity!

A Toy Called "Yoyo": läke a couple ot yoyos to class, and Show the students now a yoyo works me one stuaent in front, put tne yoyo in nis or ner nanas, and maxe it go down and bounce back Let tne student try to do it alone You Play witn anotneryoyo at the same time Tne rest ot tne students ooserve first, tren you give tne opportunityto others Empnaslze on tne word "yoyo".

124 123

Unit 12 BASIC CONCEPTS Numbers from 11 - 20 Objectives Count sequentially from 1 - 20.

Relate tne quantity to the numeral.

Apply in sentences.

Use tne structures "nave" and "doesn't nave" in sentences.

Use pictures from Classroom's Illustration CD

12 18

6)

Workbook page 190

Activities • Review the numbers aloud from 1 to 10; continue counting aloud witn tne students from 11 to 20.

• Place the numbers on tne board, and point to tne numbers as tne students count aloud.

• Put the students in front of tne class to hold the number and count aloud, individually, then tne wnole class • Eliminate numbers for students to include them as they count Example: 14 16 "etc "12 • Write the names of the numbers on tne board.

124

125

Unit 12 Activities Relate tne numbers witn tne names, read aloud several times.

Use yes/no questions for comprehension.

Put the numbers and names on the board for students to matcn them.

Practice counting aloud witn tne technique clap, number, clap, number, clap, number, clap.

Make patterns on the board for students to identify tnem and repeat tnem orally Work in tne workbook on pages 190, 191 and 197.

Function Words "What'syour IDnumber?" plus

is

rsonalized Questionsand Answers ask: • Give various students numbered illustrationscards from 10 to 20, then " Who has the number • Tne student snould answer: "l have the number Tnen, • Use this questioning to review tne identification of all of tne numbers present the statement: (name) have the number "Doesn't • Ask a yes/no questions

(name) have the number "Does "No,he doesn't " • Then, ask: "Who has the number • A student snould answer: "l nave the number Repeat tnis practice in tne form of a game for students to practice, using "l " nave," "He nas," "l don't nave," "He doesn't nave.

125 126

Unit 12 ("CENERAL OBJECTIVES"' • Master the sound of the letter.

• Introduce tne vocabulary.

• Work witn the story.

PECIFIC OBJECTI MINI STORY Zoomy the Zebra • Introduce the /d3/ sound.

• Introduce the vocabulary.

BIG BOOK STORY Zoomy the Zebra • Identify vocabulary.

• Acquire basic structures.

• Recognize the sequence of the story.

• Identify story elements.

• Answer to different kind of questions.

VALUES IN COMPETENCE • Teach tne importance of one of these core values:

There is a zebra whose name is Zoomy. Zoomy the

zebra is going to run up and down with the letter with the W sound on his neck. Zoomy runs so fast, that he cannot keep the letter on his neck, so the zoo

keeper ties the letter with the W sound to Zoomy's neck with a special rope. Now, Zoomy can run fast again with the letter with the W sound on his neck.

• Introducetne initialsound of the letten • Read tne mini story aloud.

• Establish locations.

• Present tne nouns witn pictures, illustrations, or real objects.

• Present tne verbs with gestures or actions.

• Ask circling questions.

• Guide tne development of the sequence of tne story

Love, Respect, Honesty,

BIG BOOK STORY

Responsibility, and Tolerance

• Refer to tne Big Book "A Day at tne Zoo".

SPECIAL ACTIVITIES • Carry out activities to

reinforce the lessons taugnt, especially the sounds of tne letters and the wn-questions.

WORKBOOK Focus on Phonics • Identify the initial sound.

• Identify tne form of tne letter: capital and lowercase.

• Increase vocabulary.

• Discriminate tne sounds.

• Listen to and pronounce

tne sounds BASIC CONCEPTS • Introduce tne basic concepts presented in

eacn unit 126

MINI STORY

• • • • •

Read tne story aloud.

Guide tne development of the sequence of tne story.

Listen to the CD Role play tne story.

Retell tne story.

VALUES IN COMPETENCE

RESPECT: Zebras like to run just like some children run fast and some run slow Do not laugh.

Show tne importanceot being respectful and avoid bullying or laugning at others SPECIAL ACTIVITIES • Total Physical Response (TPR): Use gestures for the verbs is, go, run, cannot, keep, and tie.

Practice these actions witn tne students, write these verbs on tne board, and ask questions related to tnem.

• Searching for Zippers: Observe and find tnree things in tne classroom with a zipper. Draw and color. Reinforce the m sound.

127

12 Workbook

Focus on Phonics

Use Flashcards

DAV t

DAV'

DAV a

DAV S

Oral Skills

Visual/Auditory

Motor Shills

Visual Shills

Shills

• walk on tne lettertorm on tne floor.

• Present tne illustrations ana realia (real objects).

• Practice vocabulary.

• Produce tne m sound • Circle vocaoutary(ask questions).

• Work witn tne workD00kS

• Nameeach picture • Listentotnemsound • Follow instructions on

pages 192-193

• Draw the letter in tne air using body parts • Open workbooks and follow instructions on

pages 194-195 (handwriting)

OO

OO

oc

00

• Put all the cards witn tne letters in a basket • Put all the pictures of animals on anotner basxet • Have children searcn and find the letter Z and tne zebra

BOOK CLOSED

DAV 2 Oral Activities

7

• Review the vocabulary.

• Include the letterZ and tne m sound.

• Circle vocabulary.

Examples: "IS this a zeppelin?"

"IS tnls a zinnia?"

09•c

Bonus Activity!

Zigag Walking: Take tne students to tne school's open area or to tne basketball court Explain tnem that you can walk in a stralgnt line, but you can aso walk zigzag Explain them how it is to walk zigzag and make tnem followyou; then, tney can ao It one by one, one after tne other. Return to tne classroom

walkingzigzag

127 128