Big Fun 3 Tb.pdf

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TEACHER’S EDITION

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Share in your students’ success. Watch them enjoy learning English and new skills. Big Fun prepares students for a natural

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and positive experience with language:

• Communication: because young children like to express their interests and ideas

• CLIL: because young children are learning English and so much more

• 21st Century Skills: because young children need to be prepared for the world that awaits them

ISBN-13: 978-0-13-344524-4 ISBN-10: 0-13-344524-5

• Assessment for Learning: because EAN

awareness and confidence lead to success.

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TEACHER’S EDITION

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Mario Herrera Barbara Hojel

Visit us at pearsonELT.com/BigEnglish

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A Letter from the Authors . Components . . . . . . . . . . . The Big Ideas behind Big Fun Program Features . . . . . . . A Student Book Unit . . . . . Tips for Teachers . . . . . . . . Time Guidelines . . . . . . . . . Scope and Sequence . . . . . .

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1 At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1 2 Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T13

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3 Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T25 4 Recycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T37 5

Eating Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T49

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Our Things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T61

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Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T73

8 Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T85 9

Show Time! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T97

Audio Scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T102 Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T112 Letters Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T114 Show Time Invitation . . . . . . . . . . . . . . . . . . . . . . . . . . . T122

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A Letter from the Authors Hello! Welcome to the world of BIG Fun. We hope you

will enjoy using this extraordinary program!

Mario Herrera

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Big Fun also introduces math concepts, provides prereading and beginning reading and writing activities, and highlights values while putting them into practice. Big Fun includes projects, where children use all the English they know to learn and talk about amazing topics from nature.

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Playing is big in Big Fun! Children practice what they are learning by singing, reciting chants and poems, and playing games.To keep the classroom experience vibrant, we offer suggestions for small, large, and whole group activities.

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The language in each unit is presented through themes children are familiar with. Such themes provide foundations for the vocabulary and sentence structures that students learn in each unit. Big Fun also has engaging songs that use the language from the unit.

To top it all off, children participate in the assessment process throughout the year as they prepare for the end-of-year performance called Show Time, which parents can attend to witness what their children have learned during the year. The most important thing is to have big fun in the classroom! Enjoy teaching English! Barbara Hojel Mario Herrera

Barbara Hojel

Mario Herrera holds a BA in Education The contains eightauthored engaging units andStudent an MABook in TEFL. He has and with developmentally appropriate and fun themeco-authored bestselling ELT programs related activities. worldwide, including Balloons, Pockets, Parade, Biglong. English, Cool Each unitBackpack, is 12 pages A bugand mascot Chat, which range from preschool to Fun leads children through many activities. Big presents vocabulary context two25 different secondary school inlevels. Heinhas years scenes at the same time the target language is of experience training teachers and TK travels around the world on behalf of introduced. Children learn the vocabulary as Pearson Education conducting seminars photographs in isolation, fi nd the vocabulary and workshops with large numbers illustrated in the scene, andwon thenseveral match.Then of participants. He has children practice the target academic awards. language, substituting in the key vocabulary.

Barbara Hojel has an MA in education from The Johns Hopkins University and The Student Book contains eight engaging units over 34 years of experience teaching very with developmentally appropriate and fun themeyoung activities. children and training teachers. She related has led workshops and trained teachers Each unitthe is 12 pagesShe long. A bug mascotand around world. has authored leads children through many Big Fun co-authored material for activities. very young presents vocabulary in context in two different learners: Pockets, Hip Hip Hooray Starter scenes at the same time the target language is Level, My ABC Storybook, Buttons, English TK for Me! Storybooks, Balloons, and the My introduced. Children learn the vocabulary as English Bookinseries. Shefind hasthe also written photographs isolation, vocabulary material for teachers: EFL/ESL Class Then illustrated in the scene, and then match. Starters,practice Poems, the andtarget Fingerplays. children language, substituting in the key vocabulary.

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Components Student Book with CD-ROM

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The Student Book contains eight units with developmentally appropriate and fun theme-related activities. Each unit is 12 pages long. After each unit, students are guided to the Show Time unit, where they keep track of what they are learning in preparation for a final, end-of-year show. Big Fun presents target language in context. A cute insect mascot (ant in Level 1, cricket in Level 2, and caterpillar in Level 3) leads the children through their practice activities. Press-outs or Cutouts a and Stickers provide additional fun and enhance psychomotor skill development. Mario Herrer Barbara Hojel Skills that young learners need are systematically introduced so that, by the end of Level 3, they are able to read and write words and simple sentences. Theme-related Little Books promote children’s interest in reading and provide an important home-school connection. A well-developed math curriculum presents numbers 1–3 in Level 1, 1–20 in Level 2, and 1–100 in Level 3. Children develop basic math skills, beginning with shape recognition, followed by counting and, finally, sequencing. The Amazing nature segment allows students to explore an aspect of nature, with a hands-on project to extend learning.The learning. The CD-ROM includes various fun theme-related activities as well as the Little Book animations.

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Workbook with Audio CD

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CD-ROM

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WORKBOOK

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The Workbook gives children focused reinforcement and extension. It canENGLISH be completed in class or as homework. A variety of activities recycle the vocabulary and language structures. The accompanying Audio CD contains the Little Book audio tracks and the songs and chants from the Student Book. Together with their families, children can read the stories, sing, and chant along with the Audio CD as they demonstrate the gestures they have learned in class. WORKBOOK

Share in your students’ success. Watch them enjoy learning English and new skills. Big Fun prepares students for a natural and positive experience with language:

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Communication:

CLIL:

21st Century Skills: bec

Assessment for Learning: b

ISBN-13: 978-0-13-344527-5 ISBN-10: 0-13-344527-5

uccess.

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Mario Herrera Barbara Hojel

Visit us at pearsonELT.com/BigEnglish

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DURING PAGE 25 1 Look, predict, and draw. Listen.

A5,

A36 Predict Together Display page 25. Point to the pictures on the page and have children look at them carefully. Then draw a family and a house on the board. Say: We live with our family in our house. Our house is our... Encourage children to say: home! Children may use their native language if necessary.

• • • • •

To To To To To

predict unit topic identify and name parts of a house review numbers 1–20 review shapes understand and follow simple commands

The Teacher’s Edition contains full-size Student Book pages and provides step-by-step, teacher-friendly lesson plans. The first two pages of each unit give an overview of content and materials. The lessons follow a three-step plan for using each Student Book page: Before, During, and After. The Teacher’s Edition contains photocopiable letters to students’ families that explain what the children are learning and that enable the families to understand and support their children’s growth. The ActiveTeach contains an interactive version of the Student Book, resource material for teachers, and a Songs video, including TPR gestures and movements for teachers and children to follow.There follow. There is also a wonderful Show Time video, which demonstrates how to set up the end-of-year show. In addition, it includes the Little Book animations, songs, chants, and Picture Cards. Vocabulary

Then play Audio A5. Have children listen. Encourage them to mime the actions with you. At the end of the song, have children insert the topic in the final verse of the song: Fun with our (family at home)!

hello, good-bye, tree house, bedroom, living room, house, home, family, look, predict, draw, listen, find, raise (your hand)

Language

This is (a tree house). Find the beds.

Next, have children close their books. Distribute drawing paper and crayons. Ask children to draw one thing they think will appear in the unit and that is not on page 25. Then hold up children’s drawings and name the vocabulary items children predict will appear.

Materials

Class Audio CD, calendar, Happy Caterpillar puppet, white paper (one sheet per child), crayons, twenty milk cartons, plastic bags

Check Predictions Encourage children to look through the unit to check if their predictions were correct. Have them clap if they see the word they predicted.

BEFORE PAGE 25

Sing the “Good Morning Song”

A3 Play the audio. Have children sing along.

Calendar Work A4 Work daily with a large classroom calendar. Have Happy Caterpillar point to the day on the calendar. Ask: What day is today, Happy Caterpillar? It is (Monday). Have the class repeat after Happy Caterpillar. Then play the audio and have children listen. Play the audio again and encourage them to join in singing as best they can. Praise all efforts.

Home

Play the Target Song “My House” to expose children to the new vocabulary. Use Happy Caterpillar to model the questions and answers in the song. Sing the song and do the actions that go with it. Have children listen attentively. Next, play the audio again. Have children raise their hands when they hear the words they just learned: tree house, bedroom, living room, and house.

AFTER PAGE 25 Number Train Give children twenty small milk cartons or boxes with the tops cut off and labeled with the numbers 1 to 20. Have them work together to place these “train cars” in sequential order. Finally, count all the train cars, point to the number on each, and check if they were sequenced correctly.

5 & A3

HOME

11 Look, predict, and draw. Listen.

Sing the “Good-bye Song”

A7 Have children sing and wave good-bye.

Portfolio Remember to put letter-sized or smaller student work into each student’s Portfolio Envelope. Help children decide what work they want in their Portfolio. See Workbook page 21.

Find the beds!

EXTRA ACTIVITY Counting Shapes Divide the class into four teams and assign a shape (circle, square, triangle, or rectangle) to each. Challenge teams to find at least five small items with their shape in the classroom. Provide each team with a plastic bag and have them put the items they find inside the bag. Then have each team count the items with their shape and report to the class.

UNIT 3

Unit Preview; FIND IT in the unit: beds

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ISBN-13: 978-0-13-343756-0 ISBN-10: 0-13-343756-6

Mario Herrera Barbara Hojel

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READING AND WRITING WORKBOOK

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Next, have children open their books again to page 25. Point to the picture cues on the page and teach the four items that appear there: tree house, bedroom, living room, and house. Say: This is (a tree house). Have children repeat the words after you.

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Do the Find It! Activity Point to Happy Caterpillar and read his speech bubble: Find the beds! Have children look for beds in the unit. (Beds can be found on pages 25, 26, 27, 28, and 36.)

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Unit Opener Objectives

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Interleaved Teacher’s Edition with ActiveTeach

Reading and Writing Workbook The Reading and Writing Workbook offers additional letter, pre-reading, and pre-writing practice for Level 3. Illustrations and photographs provide strong visual support.

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Class Audio CD

B22 SB p. 65, Pre-reading Prac tice B23 Unit 6 Littl e Book At the Store B24 SB p. 69, Math B25 “My Crayon Box” B26 “Amazing Peacock” Unit 7, Anima ls B27 Target Son g “Animals Eve rywhere” B28 SB p. 74, Vocabulary B29 SB p. 74, Language B30 SB p. 75, Vocabulary B31 SB p. 75, Language B32 SB p. 76, Language B33 TE p. T76 , Conversation B34 SB p. 77, Pre-reading Prac tice B35 “Values Are Important” (Par t 3) B36 Unit 7 Littl e Book At the Zoo B37 SB p. 81, Math B38 “I Can Cou nt by Tens” Unit 8, Places B39 Target Son g “Places” B40 SB p. 86, Vocabulary B41 SB p. 86, Language B42 “Weather Song” B43 SB p. 87, Vocabulary

B44 SB p. 87, Language B45 SB p. 88, Language B46 TE p. T88 , Conversation B47 Unit 8 Littl e Book Camping B48 SB p. 93, Math B49 “Caterpillar s and Butterfl ies” Unit 9, Show Time! B50 “Show Tim e”

Mario Herrera Barbara Hojel

Original songs and chants will delight both teachers and children.Vocabulary structures, conversations, listening activities, and Little Book narrations are also included on the Audio CD.

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3 CLASS AUDIO CD A

Copyright Ⓒ 2014 by Pearson Education, Inc. All rights reserved. Pearson Education, 10 Bank Street, White Plains, NY 10606 Printed in the United States of America. ISBN 9780133437614

ISBN 0-13-343 761-2; 978-0-13 -343761-4 Copyright © 2014 by Pear son Education , Inc. All rights reser Pearson Educ ved. ation, 10 Bank Street, White Plains, NY 1060 Printed in the United States 6 1234567 of America. 8 9 10- V0J120 19 18 17 16 15 14

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Class Audio

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Posters

Picture Cards

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Five posters per level provide additional reinforcement of important concepts. The Show Time Posters will help teachers pull together children’s ideas and create a fantastic year-end show!

3 ENGLISH Can I help you?

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© 2014 by Pearson Education,

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h www.pearsonELT.com/BigEnglis Inc.

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s. ts’ succes your studen learning Share in m enjoy Watch the new skills. English and

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al for a natur res students age: with langu Big Fun prepa experience en like and positive se young childr cation: becau ideas Communi interests and their ss ng to expre en are learni se young childr CLIL: becau so much more children English and : because youngawaits them ury Skills 21st Cent the world that prepared for se need to be ning: becau ss. nt for Lear succe ssme to Asse ence lead and confid awareness

Plush puppets, one per level, help teachers model the language using the adorable Student Book mascots.

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Mario Herrera Barbara Hojel

3 The DVD program entertains as it educates. It contains three elements: 10 songs per level that showcase gestures (TPR), the Little Books—which DVD come to life as Animated Stories— and the Show Time video, which demonstrates to teachers how to prepare for the end-of-the-year show.These show. These three elements are also found in the ActiveTeach.

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A set of Picture Cards with photos provides fun ways to recycle and practice target vocabulary. The Picture Cards also appear in the ActiveTeach.

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Companion Website Since Big Fun is the steppingstone to Big English, visit www.pearsonelt.com/bigenglish for more information on the program and a preview of what’s to come!

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Happy Caterpillar

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The Big Ideas behind Big Fun Young learners need to acquire knowledge and skills to live successfully in today’s increasingly complex world. Big Fun presents language and engages children in activities embedded within the four “C’s” that are foundational for 21st Century Skills: Critical thinking/problem solving, Creativity/innovation, Communication, and Collaboration. The Teacher’s Edition supports the development of these skills through fun and challenging activities.

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Language Development

21st Century Skills

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Big Fun teaches young children English in the same way they learn their native tongue—by making sure they listen, imitate, repeat, and begin to speak on their own. Starting with basic vocabulary and target language, children learn English in the context of eight engaging themes. They learn about math, reading and writing readiness, values, and nature as they practice their motor skills and have fun doing creative projects. Children learn English, transfer knowledge, and become critical thinkers.

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Children enjoy learning as they use English in meaningful ways. Once children can understand and follow directions, understand what others are saying, and be understood, they are communicating. Big Fun helps students reach this language development goal by means of simple conversation practice and memorable songs included in the audio program. Additional songs and chants in the Teacher’s Edition enrich the overall program.

Reading and Writing Readiness

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Readiness helps children master the skills that are the bases for reading and writing in English. By the end of Level 2, children will have learned a few letters and sounds, and, by the end of Level 3, they will have begun to read and write words. Since English is not a phonetic language, children will learn sight words and how to sound out words. They will be able to read simple sentences and write a few sentences. A Reading and Writing Workbook supports and extends these skills.

Young Learners English (YLE) Children are guided to learn listening and speaking skills for practical use in natural contexts. The dialogues introduced in each unit begin preparation for the kinds of listening and speaking assessments in the YLE exams.

Competency-based Education (CBE) Big Fun features competency-based activities that promote learning through discovery and the development of life skills within the following formative areas: Personal and Social Development, Physical Development and Health, Mathematical Thinking, Language and Communication, Artistic Expression and Appreciation, and Discovering Our World. Big Fun helps young children achieve autonomy and develop critical thinking skills, enabling them to integrate successfully into the real world.

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Program Features Amazing! and Projects

Theme-related Little Books offer children interesting and entertaining reading and provide an important home-school connection. Parents will be delighted to see how much their children are learning and can share in the process. The Little Books are also provided as “Animated Stories” on the CD-ROM that children can take home. They show the same language and vocabulary in the Little Books, but the scenes come alive with movement and music! Teachers can also use these stories in class by playing the DVD video or by accessing them on the ActiveTeach.

Amazing! is a special feature focusing on nature, with a gentle introduction of CLIL (Content and Language Integrated Learning). Amazing! is divided into two parts. The first part showcases close-up photographs to engage children and make them want to learn about the topic.Teachers topic. Teachers can also bring in real objects for children to observe, touch, smell, listen to, or taste. The second part offers a project page where children can make something to enhance their understanding of the previous lesson.

Values

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Little Books

Show Time

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Encouraging values in young children is as important as teaching skills in the classroom! Teachers are given illustrated scenarios throughout the Student Book, plus songs, chants, and games, to help convey the meaning of a particular value to children. By the time children finish Level 3, many will be able to talk about the values in a meaningful way.

Show Time assesses children’s progress and invites collaboration in an end-of-the-year show for friends and parents. Based on principles of Assessment for Learning, children review what they have learned throughout the year, as a step toward reflecting on their own learning. Their awareness that they are learning and their understanding about when they need to ask for help are the first steps in helping children assess their own learning. Children record what they liked best after completing each unit in the unit Wrap-up. In Unit 9 the teacher uses these personal responses to plan the show. The Show Time Poster helps teachers organize all the children’s ideas. Then the class makes background scenery and costumes, and everyone enjoys Show Time!

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A Student Book Unit A

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OUR THINGS

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2 Listen and say. Find and match.

What are you looking for?

1 Look, predict, and draw. Listen.

cell phone

backpack

UNIT 6

Unit Preview; FIND IT in the unit: backpacks

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B20

3 Listen and say. Find and match.

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necktie

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Cut out, listen, and paste.

Additional vocabulary and language practice is provided. Cutouts provide more fun and help develop psychomotor skills.

big

bigger

long

longer

tall

taller

fast

faster

necklace

hat

Vocabulary Presentation: necktie, ring, necklace, hat; hat; above; Language Review: prepositions of location Language Presentation: Where is (my) (necklace)? I don’t know./It’s (above) your bed.

UNIT 6

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Pre-reading Practice: Vv, Qq, Yy, Ww; discriminating sounds

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Vocabulary Presentation: long, tall, fast; Vocabulary Practice: big; ring, necktie, action figure, car Language Presentation: My ring is (big). My ring is (bigger).

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5 Listen and cross out the picture that has a different initial sound.

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Vocabulary Presentation: necktie, ring, necklace, hat; above; Language Review: prepositions of location Language Presentation: Where is (my) (necklace)? I don’t know./It’s (above) your bed.

It’s on your head! Where is my hat?

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Vocabulary Presentation: cell phone, tablet, laptop, backpack Language Presentation: What are you looking for? I’m looking for my (cell phone).

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laptop

Find the backpacks.

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Children continue to develop reading readiness by identifying uppercase and lowercase letters and discriminating initial sounds.

Target language is introduced and practiced with half of the new vocabulary. Children play games and sing songs.

I’m looking for my cell phone.

tablet

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A new context is used to review the target structure presented on the previous page. Children are introduced to the second half of the new target vocabulary, which is related to the vocabulary learned on the previous page.

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The unit opener includes a “Find It” vocabulary item that children search for throughout the unit. Children use picture clues to predict the unit theme, and they work on academic skills such as reasoning and critical thinking.

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Trace letters. Cut out and paste.Trace, read, and color.

It`is`a`red It`is`a`pink 66

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That is a big yo-yo!

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Pre-reading and Pre-writing Practice: Vv, Qq, Yy, Ww; simple sentences Values: Be neat.

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Reading and writing development continues in Level 3. Children trace uppercase and lowercase letters. They also read and write simple sentences. There is a section on the Reading and Writing Readiness page in the Teacher’s Edition where values are presented and reinforced with a task.

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B23

At the Store

Copyright © 2014 by Pearson Education, Inc.

What are you looking for?

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I’m looking for a restaurant!

What are you looking for?

I’m looking for hats.

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B24

7 Listen and say. Count and write the numbers.

The hats are next to the sweaters.

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I’m looking for my daughter.

Here I am! I’m hungry.

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Amazing! provides an introduction to CLIL using nature photography. Students are asked to take a closer look at the natural world that surrounds them.

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Math Connection: Numbers 70–89; sets of 10

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UNIT 6

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Critical Thinking: Feathers help male peacocks get attention. Science Words: peacock, feather

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Make an Eco-collage

A project extends the learning from Amazing! It helps develop problemsolving skills, creativity, and imagination.

Thank you.

Look closely. Cut out and paste cutouts in order.

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Children identify and trace numbers. They count from 1 to 100 and start to tell time.

70=

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Copyright © 2014 by Pearson Education, Inc.

Each unit has a pull-out Little Book with audio support. Role-plays and Animated Stories on the CD-ROM, the DVD, and ActiveTeach provide extensions.

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Ask, answer, and check.

hat necktie

necklace

ring

Where is my cell phone?

Wow! What is it? Spor

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laptop

tablet

cell phone

The Wrap-up revisits language and vocabulary. Then children go to the Show Time page, choose their favorite activity from the unit, and draw or write a personal response.

backpack

It’s in the backpack.

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GO TO UNIT 6

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Review; Assessment Vocabulary Presentation: for Learning box, ball, hoop, jungle gym; Vocabulary Practice: scissors, markers shelves, paper; Language Practice: What are they? They are (balls). Review: What is this? It’s a (marker).

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Page 105

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TIPS FOR TEACHERS Create an environment for learning. Make sure children can access materials on their own. You can label shelves and containers of the materials with symbols or shapes so children know where to put away the items. This makes dealing with materials easier. Create a Helper chart. This chart will help teach children responsibilities. You can do this daily by picking names at random so children get different tasks.

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Create a Classroom Rules chart. This chart will remind children how you expect them to behave. Keep the rules positive and simple, for example: We are all friends; We use inside voices; We walk in class; We help each other; We keep our classroom neat.

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Create a Portfolio for each student. Portfolios are a very visual and concrete way of assessing children’s progress throughout the year. In their portfolio, they will keep work they feel good about and that shows their progress. As children advance through the program, they will become more aware of what to include in the portfolio.

PE AR

Plan, plan, plan! Read your Teacher’s Edition before you plan your week. It will give you an overview of what materials are needed and ideas for activities that you can add to your own. Use icons for quick reference. The following icons appear throughout the Big Fun Student Books and Teacher’s Editions.

Find It!

21st Century Skills

Math

Show Time

Speaking

Workbook

Home-School Connection

Portfolio

Competency-based Education

Game

Art

Audio

Assessment for Learning

Project

Amazing

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Time Guidelines The Student Book can be taught one unit per month. If you teach 30 minutes each day, five days a week, follow the white section of the chart below. The gray section shows how to teach more. If you teach fewer days a week, spend less time on each section of the lesson.

2

3

Wednesday

Thursday

AFTER + WB

BEFORE, DURING, AFTER

WB or Extra Activity + BEFORE, DURING, AFTER WB Homework

WB or Extra Activity + BEFORE, DURING, WB Homework AFTER

AFTER + WB

Practice BEFORE, DURING

Reading Readiness BEFORE, DURING

Target Language BEFORE, DURING

AFTER + WB

AFTER + WB

Target Language BEFORE, DURING

AFTER + WB

WB or Extra Activity + BEFORE, DURING, WB Homework AFTER

WB or Extra Activity + BEFORE, DURING, WB Homework AFTER

WB or Extra Activity + WB Homework

Reading and Writing Readiness BEFORE, DURING

Little Book BEFORE, DURING

Math BEFORE, DURING

BEFORE, DURING, AFTER

AFTER + WB

AFTER + WB

WB or Extra Activity + BEFORE, DURING, WB Homework AFTER

WB or Extra Activity + BEFORE, DURING, WB Homework AFTER

Amazing BEFORE, DURING

Project BEFORE, DURING, AFTER

WB or Extra Activity + BEFORE, DURING, WB Homework AFTER

AFTER + WB

WB or Extra Activity + BEFORE, DURING, WB Homework AFTER

WB = Workbook The WB can be done in class or taken home as homework, in which case an Extra Activity can be done in class.

FM_BF_TE3.indd 13

Friday

Opener BEFORE, DURING

AFTER + WB

4

Tuesday

SO N

1

Monday

PE AR

Weeks

Wrap-up BEFORE, DURING, AFTER BEFORE, DURING, AFTER

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Scope and Sequence Unit and Theme

Topics and Themes

Communication Objectives

School workers; school workers’ tasks; places at school; days of the week; numbers (zero to nineteen); action verbs

Identify and name school workers; describe school workers’ tasks; identify location of people (upstairs, downstairs, inside, outside); identify and trace numbers 1–19; count to 19; count sets of ten; understand and follow simple commands

2 Feelings

Feelings/healthy habits; parts of the body; numbers (twenty to twenty-nine); action verbs

Identify and name feelings; identify and name healthy habits; identify and trace numbers 20–29; count to 29; count sets of ten; understand and follow simple commands

3 Home

Parts of a house; furniture items; numbers (thirty to thirtynine); action verbs

Identify and name parts of a house; identify and name furniture items; identify location of family members in a house; identify activities families do at home; indicate location of furniture items; identify and trace numbers 30–39; count to 39, count sets of ten; understand and follow simple commands

4 Recycle

Recyclable items; art supplies; numbers (forty to forty-nine); action verbs

Identify and name recyclable items; identify and name art supplies; communicate what one is using; express needs; communicate what one is making; identify and trace numbers 40–49; count to 49; count sets of ten; understand and follow simple commands

5 Eating Out

Food and drinks; tableware; food categories; numbers (fifty to sixty-nine); action verbs

Identify and name people and items in a restaurant; identify and name food and drinks; identify and name tableware items; order in a restaurant; learn the possessive adjective your; categorize food; express likes and dislikes; identify and trace numbers 50–69; count to 69; count sets of ten; understand and follow simple commands

6 Our Things

Things/belongings; numbers (seventy to eighty-nine); action verbs

Identify and name belongings; communicate what one is looking for; indicate location of things; use possessive adjectives; compare things; identify and trace numbers 70–89; count to 89; count sets of ten; understand and follow simple commands

7 Animals

Zoo animals; numbers (ninety to one hundred); action verbs

Identify and name zoo animals; describe animals; describe animals’ actions; use time expressions in relation to zoo tasks; identify and trace numbers 90–100; count to 100; count sets of ten; understand and follow simple commands

8 Places

Places; outdoor activities; telling time; action verbs

Identify and name places; express wants; identify and name outdoor activities; identify and name types of weather; use sequence words (first, then, last); describe means of transportation; tell time (o’clock); understand and follow simple commands

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PE AR

SO N

1 At School

4/21/14 5:06 PM

Target Language

Reading and Writing Readiness

CLIL Math

CLIL Amazing! Nature and Science

Value

Where is the (secretary)? (She) is in the (office).

Identify and trace uppercase and lowercase letters Ff, Ss, Mm, and Aa; identify initial sounds /f/, /s/, /m/, and /æ/; trace words and use rebuses to read simple phrases; practice motor skills; practice visual discrimination

Numbers (1–19)

Observing how bees work together to make a honeycomb

Respecting others

Are you OK? Yes, I am. I’m (amazed)./No, I am not. I’m (sad).

What are you doing? I’m (exercising).

Identify and trace uppercase and lowercase letters Ll,Tt, Pp, and Ee;; identify initial sounds: /l/, /t/, /p/, and /3/; read phrases using words and rebuses; practice motor skills; practice visual discrimination

Numbers (20–29)

Observing how animals protect themselves

Staying healthy

Where is (Sister)? (She) is (in the hallway). What is (she) doing? (She) is (playing with a ball).

Where is the (bed). It is (in the bedroom).

Identify and trace uppercase and lowercase letters Nn, Cc, Gg, and Ii;; identify initial sounds /n/, /k/ /g/, and /І/; trace words and use rebuses to read simple sentences; practice motor skills; practice visual discrimination

Numbers (30–39)

Observing that spiders make webs to catch food

Respecting differences

Identify and trace uppercase and lowercase letters Hh, Rr, Bb, and Oo; Oo; identify initial sounds /h/, /r/, /b/, and /c/; trace words and use rebuses to read simple sentences; practice motor skills; practice visual discrimination

Numbers (40–49)

Observing how seeds travel

Not wasting things

Identify and trace uppercase and lowercase letters Jj, Kk, Dd, and Uu; identify initial sounds / /, /k/, /d/, and / /; trace words and use rebuses to read simple sentences; complete words by writing the initial letter; practice motor skills; practice visual discrimination

Numbers (50–69)

Observing patterns in nature

Helping each other

SO

PE AR

What are you using? I’m using What are you making? We’re (tape). making (a duck). What do you need? I need (glue).

N

Who is (he)? (He) is the (music teacher). What does the (janitor) do? (He) (cleans the school).

Ω

May I have (a menu), please? Yes, What do you want to (drink)? I want (water), please. of course. Is this your pizza? Yes, it is.Thank Do you like (milk)? Yes, I do./No, you./No, it isn’t. I don’t. What do you want for (the main dish)? I want (chicken), please. What are you looking for? I’m looking for my (cell phone). Where is (my necklace)? I don’t know./It’s (above) your bed.

My ring is (big). My ring is (bigger).

Identify and trace uppercase and lowercase letters Vv, Qq,Yy, and Ww; identify initial sounds /v/, /kw/, /y/, and /w/; trace words and use rebuses to read simple sentences; practice motor skills; practice visual discrimination

Numbers (70–89)

Observing how feathers help male peacocks get attention

Being neat

Do you see the (kangaroos)? Yes, I do. They’re (fast)! What are the (monkeys) doing? They are (eating). They’re hungry!

(In the morning), the zookeeper (opens the zoo).

Identify and trace uppercase and lowercase letters Xx and Zz; identify initial sound /3ks/ and final sound /ks/; identify initial sound /z/; trace words and read simple sentences; practice motor skills; practice visual discrimination

Numbers (90–100)

Observing life around a coral reef

Working as a team

Where do you want to go? I want to go to the (mountains). What can we do? Let’s go (hiking). Today is (sunny).

(First), we can go (hiking). What time is it? It’s (2) o’clock. I see (a plane). It is (big).

Trace and write words; read simple sentences; write simple sentences; practice fine motor skills; practice visual discrimination

Tell time (o’clock)

Observing that caterpillars make cocoons and then become butterflies

Sharing

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Topics and Key Vocabulary School Workers: principal, secretary, English teacher, music teacher, gym teacher, janitor, gatekeeper, bus driver

Communication Objectives

UNIT 1

Places at School: classroom, office, bathroom, playground

N

Understand and follow simple commands

Identify location of people: upstairs, downstairs, inside, outside

SO

Describe school workers’ tasks

Identify places at school

PE AR

Identify and name school workers

Days of the Week Numbers: N umbers: zero to nineteen

Action Verbs: run, jump, walk, hop, clap, sleep, wiggle, sing, dance, march, turn around, wave, shake, stretch, stand up, sit down, look, predict, draw, listen, say, find, match, guess, teach, clean, open, close, drive, help, play, learn, tap, trace, cross out, scratch, roar, cut out, paste, read, respect, count, stick, blink, stomp, work, build, make, fold, tape, paint, bend, ask, answer, check Nature and Science Words: bee, honeycomb

Target Language and Structures Who is (he)? (He) is the (music teacher). What does the (janitor) do? (He) (cleans the school).

T1A

Where is the (secretary)? (She) is (in the office).

Content Connections Math: Identify and trace numbers: 1–19

Art Make bees

Identify and count sets of 10

Music: Sing and act out songs

Count to 19

Move and dance to music

Nature and Science: Observe how bees work together to make a honeycomb

Language Arts: Say and act out chants Role-play

Overview

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Reading and Writing Readiness

Amazing and Project Observe how bees work together to make a honeycomb

Practice motor skills

Project: Make Bees

Practice visual discrimination Identify and trace uppercase and lowercase letters: Mm, Ss, Ff, Aa

Identify initial sounds: /m/, /s/, /f/, /æ/ Trace words and use rebuses to read phrases

Who Is She?

PE AR

SO

UNIT 1

N

Little Book

Home-School Connection Take home the Little Book Use props to role-play at home

Take home Show Time drawings

Competency-based Education Competency work within the following formative areas: Mathematical Thinking: Use numbers in diverse situations to draw on the principles of counting; Math page, p. T9

Language and Communication: Obtain information through diverse forms of oral expression; Vocabulary pages, pp. T2–T3

Values Respecting others

UNIT 1 Overview

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Unit Opener

the action and i ic the child. Continue the rocedure or the rest o the actions and ith other children.

DURING PAGE 1

Objectives

exchange greetings redict unit to ic identi y school or ers understand and ollo si

A5, A8

le co

ands

Vocabulary

hello, good-bye, bus driver, music teacher, English teacher, run, jump, walk, hop, clap, sleep, wiggle, sing, dance, march, turn around, wave, shake, stretch, stand up, sit down, look, predict, draw, listen

Language

Do we find (a music teacher) at school? Find the bus drivers. Class Audio CD, a y Cater illar u a er, encils, Port olio Envelo es

BEFORE PAGE 1

et,

Predict Together Dis lay age and have children loo at the ictures. As Where can we find these people? hey ay say it in their native language i they cannot say it in English Yes, very good. We can find these people at school. What do you think this unit will be about? Encourage children to ans er School. hen lay Audio A . ave children listen. Encourage the to i e the actions ith you. At the end o the song, ill in the issing ord Fun with (school)! ext, have children close their boo s. and out a er and encils and invite children to dra one ore erson or school or er that they i agine ill a ear in the unit based on the to ic they ust redicted. hen inished, invite children to hold u their dra ings and na e the ite that they dre .

PE AR

Materials

1 Look, predict, and draw. Listen.

N

o o o o

SO

• • • •

Sing the “Good Morning Song” a y Cater illar elco e children to class. urn to the u et and say Good morning, Happy Caterpillar! I am glad to see you. ave hi ans er Good morning, teacher and children. hen encourage children to say Good morning.

Check Predictions ave children li through the ages o the unit to chec their redictions. ave children cla i they see the school or er they redicted. hen dis lay age again. Point to the ictures on the age and as Do we find a music teacher at school? Do we find a bus driver at school? Elicit a ir ative ans ers in each case. Continue the rocedure or the rest o the ictures.

Actions Whisper Game Invite a child to the ront and his er a a iliar action to hi her run, jump, walk, hop, clap, sleep, wiggle, sing, dance, march, turn around, wave, shake, stretch, stand up, or sit down. Invite hi her to er or the action, and have the rest o the class call out the na e o

ext, oint to the to le t icture and as children hat they see. Elicit children, musical instruments, teacher, etc. Point to the o an and tell children She is a music teacher. ave children re eat a ter you. Continue the rocedure ith the rest o the ictures.

A3 Play the audio and have

inally, lay the arget Song Peo le at School A to ex ose children to the ne vocabulary.

T1

Encourage children to i ic your gestures or the song. As each target ord is entioned, have children u in lace. Encourage the to cla at the end o the song. Do the Find It! Activity Point out a y Cater illar ith the bus driver and say Find the bus drivers. Encourage children to li through the Unit ages. Re eat Find the bus drivers. here are bus drivers on ages , , , and .

AFTER PAGE 1 Sing the “We Have Finished Chant”

A6 Play the audio and invite children to oin in

ith the actions. Play the audio a second ti e and have children oin in hen they can. Sing the “Good-bye Song”

A7 Play the audio. Invite children to sing along

and

ave good bye.

Portfolio ather letter sized or s aller or throughout the year or Port olios or Level . Use the Stic ers envelo e as the Port olio. Attach one Port olio Stic er to each envelo e and rite the child s na e on it. Add to the Port olio or that children eel good about and that sho s their rogress. See

or boo

age .

EXTRA ACTIVITY School Tour a e children on a tour o the school. Introduce the to each school or er in turn and say hat they do This is (Ms. Thompson). (She) is the (music teacher). Encourage children to greet each erson they eet.

At School

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5&A

AT SCHOOL

8

1 Look, predict, and draw. Listen.

PE AR

SO

N

A

1

Find the bus drivers.

UNIT 1

Unit Preview; FIND IT in the unit: bus drivers

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1

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A9–10

2 Listen and say. Find and match.

principal

Who is he?

He is the music teacher.

secretary

English teacher

music teacher 2

Vocabulary Presentation: principal, secretary, English teacher, music teacher; Review: inside, outside Language Presentation: Who is (he)? (He) is the (music teacher).

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Vocabulary

Sing the Target Song

A8 Play the arget Song Peo le at School.

Sing the uestions and have a y Cater illar sing the ans ers. Sho the a ro riate Picture Card each ti e a erson is entioned.

Objectives

identi y school or ers re eat na es o school or ers revie inside and outside revie the days o the ee understand and ollo si le co

DURING PAGE 2 A9, A10

ands

Vocabulary

school, principal, secretary, English teacher, music teacher, inside, outside, days o the ee , listen, say, find, match, guess

Language

Who is (he)? (He) is the (music teacher).

Materials

BEFORE PAGE 2

Play Audio A . Point to each erson in turn have children do the sa e. Say the or have children re eat. ext, have childr Is the principal Continue the r rest o the eo le. hen sho to trace a line ro the to the corres onding Encourage children to index inger be ore they the rocedure rinci al secretary English teacher usic teacher

PE AR

Class Audio CD, a y Cater illar u et, principal, secretary, English teacher, and music teacher Picture Cards, a large calendar ith the days o the ee , encils

2 Listen and say. Find and match.

N

o o o o o

SO

• • • • •

Vocabulary Presentation old u each Picture Card in turn and na e it principal, secretary, English teacher, and music teacher.. ave a y Cater illar na e the a ter you. hen invite children to re eat the na es. ext, oint to yoursel and say I am (an)… Pause and elicit English teacher. Sing “How Many Days?”

A4 Dis lay a large calendar and have children

Use the u et to say the dialogue that goes ith the scene Who is he? He is the music teacher.. Play Audio A and oint to the teacher corres onding illustrations as children re eat the target language. ho ho ho ho

is is is is

AFTER PAGE 2 Guess Who! Invite a child to the ront and give hi her one o the our Picture Cards, ensuring that the rest o the class does not see it. Invite hi her to act out the erson on the card. Invite hi her to use ro s in the classroo to hel . As children Who is (he)? Invite the to guess hich erson is being acted out (He) is the (music teacher). Continue the rocedure or the rest o the Picture Cards and ith other children. See

or boo

age .

EXTRA ACTIVITY Make Me Guess Sho a Picture Card or one o the school or ers to the children ithout loo ing yoursel . Invite a volunteer to i ersonate the school or er on the card and have you guess hich erson it is. Continue the rocedure or all the Unit Picture Cards.

she She is the rinci al. she She is the secretary. she She is the English teacher. he e is the usic teacher.

loo at it. Point to each day o the ee , have a y Cater illar say the day, and have children re eat a ter hi . hen lay the audio and have children oin in hen they can. ave the u et oint to each day as it is entioned.

UNIT 1

T12 T2

:39 AM

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Vocabulary

DURING PAGE 3 A11– A13

o o o o o

identi y school or ers re eat na es o school or ers describe school or ers tas s revie inside, outside, upstairs, downstairs understand and ollo si le co ands

Vocabulary

school, principal, secretary, English teacher, music teacher, gym teacher, janitor, gatekeeper, bus driver, inside, outside, upstairs, downstairs, listen, say, find, match, teach, clean, open, close, drive, help, play, learn, sing

Language

Materials

Class Audio CD, a y Cater illar u Unit Picture Cards, encils, ball

BEFORE PAGE 3

et,

Vocabulary Presentation old u each Picture Card and have a y Cater illar say the na e o the corres onding erson. ave children re eat a ter the u et. hen hold u each Picture Card again and have children say the na e and i ic the action. Sing the Target Song

A8 Play the arget Song Peo le at School

and have children listen attentively and oin in hen they can. Each ti e a erson at school is entioned, hold u the corres onding Picture Card.

T3

gy

teacher

anitor gate ee er bus driver

ext, oint to each erson in turn and as What does a bus driver do? Elicit a si le action or each erson. hen oint to the scene and say the dialogue that goes ith it What does the janitor do? He cleans the school school. Play Audios A and A and oint to the corres onding scenes as children re eat the target language.

PE AR

Is the (English teacher) (upstairs) or (downstairs)? (He) is (upstairs). What does the (janitor) do? (He) (cleans the school).

N

• • • • •

Play Audio A . Point to the hotos o the vocabulary ite s, na e the , and have children re eat the a ter you. ext, oint to the scene and as Is the English teacher upstairs i e cli bing stairs or downstairs i e descending stairs hen oint to the u er section o the icture and then to the lo er section. Elicit He is upstairs! ext, oint to the bus driver and as Is the bus driver inside or outside? Elicit Outside.. Continue to as about the location o each erson. hen sho children ho to trace a line ro the hoto o each erson at school to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil.

SO

Objectives

3 Listen and say. Find and match.

hat does the gy teacher do She teaches us exercises and ga es. hat does the anitor do e cleans the school. hat does the gate ee er do e o ens and closes the gate. hat does the bus driver do She drives the school bus.

hat does the rinci al do She hel s the teachers. hat does the secretary do She hel s the rinci al. hat does the English teacher do e teaches us English. hat does the usic teacher do e lays the iano. e hel s us learn to sing.

AFTER PAGE 3 Name the School Worker Attach the Unit Picture Cards to the board and give a descri tion o a school or er (She drives the school bus). ave children oint to the a ro riate Picture Card and say the na e o the school or er. Continue the rocedure or all the Picture Cards. See

or boo

age .

EXTRA ACTIVITY School People Ball Toss ave children stand and or a circle. Sho a icture o a school or er and toss a ball to a child. Invite the child to na e the erson and have the rest o the class re eat (English teacher). hen invite the child to toss the ball to a class ate and have hi her say hat the corres onding school erson s tas s are (She teaches us English). el children hen needed. Continue until all children have artici ated.

At School

M01_B

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1– 1

3

A1

3 Listen and say. Find and match. Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

gym teacher

Principal

janitor

What does the janitor do?

He cleans the school.

gatekeeper

bus driver

UNIT 1

Vocabulary Presentation: gym teacher, janitor, gatekeeper, bus driver; upstairs, downstairs Language Presentation: What does the (janitor) do? (He) (cleans the school).

M01_BIFU_SB_03_7447_U01.INDD 3

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3

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A 14

4 Listen, trace, and say.

4

Vocabulary Presentation: classroom, office, bathroom, playground; Vocabulary Practice: secretary, principal, gym teacher, janitor Language Presentation: Where is the (secretary)? She is (in the office).

M01_BIFU_SB_03_7447_U01.INDD 4

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Practice

DURING PAGE 4 4 Listen, trace, and say.

A14 Dis lay age . Point to the school

• • • •

o o o o

identi y and na e school or ers identi y location o school or ers ractice visual discri ination understand and ollo si le co ands

Vocabulary

school, classroom, office, bathroom, playground, secretary, principal, gym teacher, janitor, listen, trace, say, look, guess, run, tap

Language Materials

Class Audio CD, a y Cater illar u encils, Unit Picture Cards

BEFORE PAGE 4

AFTER PAGE 4

Sing the Target Song A8 Dis lay the Picture Cards one by one and elicit the na e o each school or er. hen distribute the Picture Cards rando ly to children and have the or a circle. Play Audio A and have children oin in hen they can. Each ti e a school or er is entioned, ause the audio and have the child ith the corres onding Picture Card hold it u or everyone to see. ext, redistribute the Picture Cards and re eat the exercise.

PE AR SO

Where is the (secretary)? (She) is (in the office).

or ers, na e the , and have children re eat a ter you. Re eat the rocedure ith classroom, office, bathroom, and playground. ext, lay the audio. ave children listen. Play the audio again. Encourage children to ollo and trace the aths ro the or ers to the corres onding laces. inally, as Where is the secretary? Encourage a volunteer to ans er She is in the office. Continue ith the re aining school or ers.

N

Objectives

et,

School Workers Review old u the secretary, principal, gym teacher, and janitor Picture Cards in turn. As children Who is (he)? Elicit (He) is the (janitor). hen, i ossible, ta e children or a short tri around the school re ises to teach classroom, office, bathroom, and playground. a e a y Cater illar ith you and have hi say the na es o the laces. ave children re eat. or each lace, hold u the a ro riate Picture Card o the school or er. Say The (secretary) is (in the office). ave children re eat a ter you.

Look and Guess Divide the class into t o tea s A and B. Invite a child ro tea A to co e u . his er a school or er and have the child i e the actions o that or er. Encourage children on tea A to try to guess the or er. I they do so, they in a oint or their tea . Re eat the rocedure until all school or ers have been identi ied, alternating tea s. he tea ith the ost oints ins the ga e. See

or boo

age .

EXTRA ACTIVITY Run and Tap! Attach the Picture Cards to the board and have children or t o lines on the other side o the roo . Call out the na e o a school or er and invite the irst child in each line to race to and ta the corres onding Picture Card. nce a child has ta ed the correct Picture Card, have those t o children go to the bac o their lines. Re eat the rocedure until all children have artici ated.

UNIT 1

Vocabulary Presentation: box, ball, hoop, jungle gym; Vocabulary Practice: scissors, markers shelves, paper; Language Practice: What are they? They are (balls). Review: What is this? It’s a (marker).

T12 T4

16:19

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Reading Readiness

DURING PAGE 5 A15

Vocabulary

moon, milk, monkey, lollipop, sandwich, sun, seal, banana, farmer, fish, carrot, fan, alligator, ant, apple, nest, listen, cross out, scratch, roar

Language

Does (lollipop) start with (/m/)? (No!) Cross out the (lollipop).

Materials

BEFORE PAGE 5

Initial Sounds rite Mm on the board and as children to tell you the na e o the letter. Say Does this letter say M when it talks? No, it says / M like other! Dis lay ictures or moon, monkey, and milk. Say the ords and have children re eat. hen sho a icture o a lolli o and elicit its initial sound l . As children Is this sound the same or different? Elicit that it is di erent. Introduce the letters Ss, Ff, and Aa in the sa e ay, each ti e having children discri inate the sounds and using a icture that re resents each letter sound.

T5

or boo

age .

EXTRA ACTIVITY Scratch for M! Roar for L! ave children stand and or a se icircle. Say a list o ords, so e that begin ith the sound and so e that do not. each scratch by i ic ing a on ey scratching its ar its. ave children scratch or each ord that begins ith and stay still or each ord that does not. Re eat the rocedure or ords beginning ith l . each children to roar li e a lion or each ord beginning ith l .

oon il on ey lolli o sand ich sun seal banana ar er ish carrot an alligator ant a le nest

PE AR

Class Audio CD, a y Cater illar u et, ictures o the Phonics ords ro the lesson, Unit Picture Cards, encils

ave children loo at age . Point to the u er le t box and say the initial sound. ave children re eat the sound a ter you. hen lay the irst art o the audio and have children re eat each ord. As children Which word has a different sound? Elicit Lollipop. Does lollipop start with /m/? Elicit No! ave a y Cater illar dra an in the air and have hi say Cross out the lollipop. Invite children to air dra an be ore crossing out the lolli o ith a encil. Re eat the rocedure or the rest o the initial sounds.

N

• o identi y initial sounds , s, , æ • o discri inate initial sounds • o identi y u ercase and lo ercase letters Mm, Ss, Ff, Aa • o understand and ollo si le co ands

5 Listen and cross out the picture that has a different initial sound.

SO

Objectives

See

AFTER PAGE 5

Sounds All Around rite Mm, Ss, Ff, and Aa on the board. Dis lay the Unit Picture Cards and have children na e the one by one. A ter each icture, as Does secretary begin with /m/? Elicit No. No. Continue the rocedure or the rest o the initial sounds. Elicit Yes hen you say /s/. I the Picture Card does not re resent any o the letters, have children call out No!

At School

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A15

5 Listen and cross out the picture that has a different initial sound.

`F f

SO

N

S` s

PE AR

M` m

A a UNIT 1

Pre-reading Practice: Mm, Ss, Ff, Aa; discriminating sounds

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5

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Trace letters. Cut out and paste.Trace and read.

6

S`s

M`m

A`a

6

a a

PE AR

a a

SO

N

F`f

Pre-reading and Pre-writing Practice: Ff, Ss, Mm, Aa; rebuses Values: We respect others.

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Cutouts for Unit 1 page 6

page 10

Cutouts for Unit 1 DURING PAGE page 6 page 6 10

Reading and Writing Readiness Objectives

fish, sandwich, monkey, ant, sun, moon, flower, snake, trace, cut out, paste, read, respect

Language

What letter is this? It is the letter (M). What is this? A (sun).

Z02_BIFU_SB_03_7447_U11.indd 109

Z02_BIFU_SB_03_7447_U11.indd 109

Materials

Direct children to the section at the botto o the age and have the read the ord a. ave the say the ord hile a y Cater illar air dra s it. Invite children to i ic hi . ext, have children trace the irst a and ocus on the rebus beside it. As What is this? A sun sun.. Re eat the rocedure or the re aining rebuses.

Z02_BIFU_SB_03_7447_U11.indd 109

PE AR

Class Audio CD, a y Cater illar u et, Cutouts, usic CD, Alphabet Poster, Values Poster, a er, encils, glue, scissors

Z02_BIFU_SB_03_7447_U11.indd 109

BEFORE PAGE 6

Dis lay age and oint to each letter. ave children say the sound or each. ave a y Cater illar air dra each letter in turn. As What letter is this? It is the letter M . ave children i ic hi . hen invite children to trace the letters. ext, guide children to the Cutouts. ave children say each ord re resented. ave the loo bac at the letters and atch each Cutout to the corres onding letters. inally, children stic the Cutouts in lace.

N

Vocabulary

6 Trace letters. Cut out and paste. Trace and read.

SO

• o identi y and trace u ercase and lo ercase letters Ff, Ss, Mm, Aa • o trace the ord a • o read hrases using ords and rebuses • o learn the value e res ect others • o understand and ollo si le co ands

Sounds Fun! n the board, rite Ff, Ss, Mm, and Aa. Revie their sounds as a class. hen lay usic or children to dance to. A ter a e o ents, have a y Cater illar ta a encil on your des to get children s attention. ave hi oint to Mm on the board. Children sto dancing and a e the sound as loudly as they can until a y Cater illar ta s the des again or children to continue dancing. Re eat the rocedure to revie the re aining three sounds.

AFTER PAGE 6

Alphabet Poster Dis lay the Alphabet Poster and invite our children to co e to the ront and ind the letters Ff, Ss, Mm, and Aa res ectively and a e the sound o each letter. ave the class i ic the . Invite our ore children to co e u to ind the corres onding icture on the Poster or each letter. As each icture is identi ied, have the class call out the na e o the ite .

VALUES ACTIVITY Value: We respect others A16 Dis lay the Values Poster and as children hat they see. Elicit that the boy is o ening the door or the girl. Say The boy is showing respect. ext, role lay the scene on the Poster by having a y Cater illar o en the classroo door or you to go through. Say Thank you, Happy Caterpillar! hen invite airs o children to re eat the rocedure.

109

Distribute a er and encils. Invite children to dra a icture o so eone they res ect their o , dad, sister, brother, etc. hen as What do we do to show respect? Elicit ideas such as open the door, 109 let others speak, and so on. inally, lay the audio. ave children oin in singing. 109

See

or boo

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age . 3/21/14 12:23 PM

EXTRA ACTIVITY 109 Alphabet Song Sing the song and have children oin in hen they can. Re eat the song several ti es. 3/21/14 12:23 PM

A, B, C, D, E, , , , I, , K, L, M, , , P, , R, S, , U, and , , , , and . o I no y ABCs. Co e along and sing ith

e.

UNIT 1

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3/2

Who Is She?

A17

SO 1 3/21/14 11:39 AM

22

1. 2. 3. 4.

T7

Who Who he? is ishe?

the HeHeis isthe gym teacher. gym teacher.

What does What does do? hehedo?

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AUDIO SCRIPT Who Is She? eacher his is our ne riend, o o o. o o o ho is he Carol e is the gy teacher. o o o hat does he do Carol e teaches us ga es. Carol e s dancing o o o e re dancing, too.

A17

PE AR

This is our new friend, Tomoko.

We’re dancing, too.

HOME-SCHOOL CONNECTION Encourage children to ta e their boo s ho e to share ith their a ilies. Since this boo covers several to ics, including ne class ates, school, and gy class, there are any things to tal about. he children in the story dance ith hoo s. Children ay en oy dancing ith hoo s at ho e, too.

teaches HeHe teaches games. ususgames.

33

4

He’s dancing!

This frien

We’re dancing, too.

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SHOW TIME PREPARATION ell children that role laying the story is so ething they can do as art o the end o the year Sho i e Re ind children that they are learning English or s ea ing in class and at ho e, but also or their Sho i e celebration. It is i ortant or the to have a context or their learning that they can understand.

At School

BF_TE3_U01.indd 30

Who

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

N

A17

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Little Book

DURING THE LITTLE BOOK A17

1. ave children turn to age . Sho the ho to tear out the age ro the boo and old it in hal to a e a Little Boo .

Objectives o o o o o

asse ble a Little Boo listen to and read a story role lay a story revie school or ers understand and ollo si

le co

ands

Vocabulary

2. Previe the story ith the class. Sho children each age and as What do you see? ave children na e eo le, colors, sha es, and other things. Praise all e orts. 3. Revie the conventions o the Little Boo s ith students the title is on the ront age the age nu bers hel you ind your lace the ictures hel tell the story and the dra ings o the characters next to the lines tell you hich characters are s ea ing.

N

gym teacher, hoops, friend, games, page, number, title, teach, dance, guess

Language

Who is (he)? (He) is the (gym teacher). What does he do? He teaches us games. He’s dancing. We’re dancing, too.

SO

• • • • •

Who Is She?

4. Play the audio hile you sho children the ages. Don t oint or gesture ust let children listen and loo at the ages.

Materials

5. Play the audio again. his ti e, oint to the dra ings next to the lines that sho ho is s ea ing. Point to the ictures to hel clari y eaning.

BEFORE THE LITTLE BOOK

6. Chec co rehension. Point to di erent things in the story and as Who is he? Who ith is she? What does she do? Provide hel ans ers hen needed.

Sing the Target Song

PE AR

Class Audio CD, a y Cater illar u et, Unit Picture Cards, D D or Active each, a er, crayons

A8 Be ore singing the arget Song Peo le

at School, hold u each Picture Card in turn. ave a y Cater illar say each ord and have children re eat a ter hi . hen lay the audio and have children oin in hen they can. old u the corres onding Picture Card each ti e a school or er is entioned.

AFTER THE LITTLE BOOK

Role-play Role lay ith the u et to rein orce story co rehension. Use the gym teacher Picture Card as a ro to act out the story. ry to i itate the voices o the characters on the audio. Invite our children to the ront and assign a character to each one. ave children i e the actions hile you say the lines. Re eat ith other children. ext, you ay invite advanced children to role lay the story and say the lines. Praise all children or their e orts.

Home-School Connection ave children ta e the story ho e to share ith their a ilies. Children can loo at the ictures to re e ber the story and role lay ith their a ilies. Play the DVD As a inal re ard, sho children the ani ated version o the story on the Big Fun D D or in the Active each. See

or boo

age .

EXTRA ACTIVITY Guess the School Worker and out a er and crayons. o around the class, sho a Picture Card o a school or er, and his er the na e to each child. Invite each to a e a dra ing o that erson at school. hen inished, invite a child to the ront and have hi her sho his her icture to the rest o the class. Invite hi her to as the rest o the class Who is (he)? Encourage the rest o the class to guess hich erson it is (He) is the (art teacher)! nce the erson has been guessed, invite another child to the ront and continue the rocedure.

UNIT 1

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Big Fun 3 Unit 1 Page 9

Math

Sing the “Counting to 19 Chant” ave a y Cater illar say Zero and have children re eat. Air dra a and have children i ic you. Re eatBig the Fun 3rocedure or nu bers Unit 1 Unit 2 Unit 3 Page 9 21 33 in to . Play the audio and dra Page each nu Page ber the air in turn. Play it again and invite children to i ic your actions and oin in hen they can. A18

Objectives • • • • • •

o o o o o o

revie nu bers count to count sets o ten ractice visual discri ination revie days o the ee understand and ollo si le co

Big Fun 3

Unit 1 Unit 2 9 DURING PAGE Page 9 Page 21

Unit 3 Page 33

N

7 Listen and say. Count, stick, and trace.Unit 4

Play the audio. ave a y Cater illar say the nu bers and invite children to re eat a ter hi . Page 45

Language

This is a set of ten markers. How many markers do you see?

Materials

ten eleven t elve thirteen ourteen i teen Unit sixteen seventeen 4 eighteen Page 45nineteen

PE AR

Class Audio CD, a y Cater illar u et, yarn, Stic ers, a large calendar ith the days o the ee

Numbers 0 to 19 Section o a large ortion o the classroo ith yarn. Point to the s ace and as How many children are there? Say Zero and invite children to re eat a ter you. hen invite a child to the ront, ta hi her lightly on the shoulder, and say One! ave the rest o the class re eat a ter you. ave hi her enter into the sectioned o art o the classroo . hen invite another child to the ront and elicit Two ro the class. Continue the rocedure until Nineteen. Each ti e, count ro One and have the class oin in.

T9

A19

SO

number, listen, say, count, stick, trace, roar, scratch, jump, clap, hop, blink, stomp, days o the ee

Unit 3 Page 33

AFTER PAGE 9 Sing “How Many Days?”

A4 Dis lay a large calendar and have children

loo at it. Point to each day o the ee , have a y Cater illar say the day, and have children re eat a ter hi . hen lay the audio and have children oin in hen they can. ave the u et oint to each day as it is entioned. See

ands

Vocabulary

BEFORE PAGE 9

Unit 2 Page 21

Z03_BIFU_SB_03_7447_USTICKERS.INDD 1

ave children loo at the age and direct the to the colored ar ers at the to . Count the Unit 4 as a class As ar ers How many markers Page 45 do you see? Ten. Ten. hen air dra the nu ber and have children i ic you. ext, oint to the irst icture o ten ar ers and say This is a set of ten markers markers. Point the e ty s ace or eleven and elicit ho any are needed. Direct children to the Stic ers and have the locate the one that illustrates the correct nu ber. el the count the ar ers as a class be ore having children stic the Stic ers in lace. ext, have children trace the nu ber. Continue the rocedure or the rest o the nu bers. inally, have children oint to and call out each nu ber in unison. Z03_BIFU_SB_03_7447_USTICKERS.INDD 1

Z03_BIFU_SB_03_7447_USTICKERS.INDD 1

or boo

age .

EXTRA ACTIVITY Actions Dance ave children stand u . Call out actions, such as roar, scratch, jump, clap, hop, blink, and stomp, and a nu ber o ti es to re eat each action (Roar fifteen times!) ave children carry out the action or the s eci ied nu ber o ti es. 24/03/14 21:52

24/03/14 21:52

24/03/14 21:52

At School

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8– 1

9

A1

7 Listen and say. Count, stick, and trace.

11

12

13

14

15

16

17

1

19

PE AR

10

SO

N

=10=

Math Connection: Numbers 0–19; sets of 10

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UNIT 1

9

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Look closely. Cut out and paste the cutouts in order.

PE AR

SO

N

8

10

Critical Thinking: Bees work together to make a honeycomb. Science Words: bee, honeycomb

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page 6

Amazing

Cutouts for Unit 1 page 6

page 10

Drawing Honeycombs! ell children that a honeyco b is a s ecial sha e ade o six sides. Dra a hexagon on the board and say This is a honeycomb. Count the sides o the sha e as a class. hen hand out a er and invite children to dra a honeyco b, using your 109odel on the board to hel the . hen inished, have children hold u their dra ings or the rest o the class to see.

DURING PAGE 10

page 10

Objectives

bee, honeycomb, honey, look, cut out, paste, work, build, make

Z02_BIFU_SB_03_7447_U11.indd 109

Language

This is a honeycomb. Bees work together to make a honeycomb. They build honeycombs to store honey. Do you like honey? Yes, I do./No, I don’t.

Materials

Dis lay age . Point to the honeyco b and say This is a honeycomb.. ave children re eat honeycomb a ter you. Say Bees work together to make a honeycomb. They build honeycombs to store honey.. hen sho a ar o honey. Say This is honey. As children Do you like honey? ext, direct children to the Cutouts or age . Encourage children to cut the out and to ut so e glue on the bac o each icture. hen as 109 children to aste the Cutouts in the shaded areas in the corres onding order he bee lands on a lo er to ic u nectar. Bees or together to a e honeyco bs. Peo le ta e the honey out o the honeyco bs and store it in ars to eat. 3/21/14 12:23 PM

PE AR

Z02_BIFU_SB_03_7447_U11.indd 109

Z02_BIFU_SB_03_7447_U11.indd 109

N

Vocabulary

8 Look closely. Cut out and paste the cutouts in order.

SO

• o a reciate nature • o observe details • o observe ho bees or together to a e a honeyco b • o revie school or ers • o understand and ollo si le co ands

Class Audio CD, a ar o honey, Cutouts, Unit Picture Cards, a er, crayons, sheets o colored a er, scissors, glue

AFTER PAGE 10

Sing the Target Song

BEFORE PAGE 10

Sing the “Amazing Nature” Song A20 ave children stand and or a circle. Play the audio and use i e hen a ro riate. ave children i ic you. hen lay the audio again and invite children to oin in hen they can. Who Makes Honey? Sho children a ar o honey. Say Mmm and rub your tu y. Invite children to i ic you. Elicit hat is in the ar or tell children that it is honey. hen as Who makes honey? Ma e a buzzing sound and retend to ly around the roo . Elicit Bees. ell children that they are going to learn about honey and bees today.

3/21/14 12:23 PM

See

or boo

age .

109

EXTRA ACTIVITY

3/21/14 12:23 PM

Busy Bees Assign hal o the class to be bees and the other to be lo ers. and out a sheet o colored a er to each lo er and have the stand around the classroo . Invite each bee to buzz around the classroo and ta each lo er to start the rocess o a ing honey. nce all bees have visited each lo er, have the congregate at the ront o the class and i e a ing a honeyco b and honey. hen inished, have children s itch roles.

A8 Play Audio A and invite children to oin in

singing hen they can. Sho the corres onding Picture Card each ti e a school erson is entioned. hen invite volunteers ho are ready to sing ith the audio to er or the song. Invite each child to sing the na es o the school or ers as you hold u the a ro riate Picture Cards. At the end, a laud all children.

UNIT 1

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Project

to store honey in A honeycomb. inally, as children Do bees work together or alone? Elicit that they or together.

DURING PAGE 11

• • • •

o o o o

do an art and science ro ect ollo directions use ine otor s ills revie days o the ee

Vocabulary

bee, honeycomb, days o the ee , nose, tail, body, black, fold, tape, paint, stick, bend, cut, make, work, see

Materials

Class Audio CD, a y Cater illar u et, a ar o honey, egg cartons, blac and blue i e cleaners, blac and yello te era aint, scissors, ta e, crayons, aintbrushes, a large calendar ith the days o the ee , usic CD

BEFORE PAGE 11

Honey and Bees Review Dis lay a ar o honey and have a y Cater illar as children Who makes honey? Elicit Bees and dra a hexagon on the board. Point to it and as children hat bees a e

T11

Fly and Buzz ave children hold their bees. Play so e usic and encourage the to ly around the roo and buzz li e bees.

1. old the iece o egg carton so that the egg sections or a rounded sha e. a e it closed. Say Fold and tape. 2. Paint the bee yello and ait or the aint to wait dry. Say Paint the bee yellow and wait.

PE AR

Who makes honey? Bees. Do bees work together or alone? Fold and tape. Paint the bee yellow and wait. Paint the bee’s nose and tail black. Make stripes. Bend and tape. Cut and tape. How many bees do you see? Two.

Sing the “How Many Days?” Song a y Cater illar as children What day is it today? Invite a child to the ront and have hi her oint to and say the corres onding day. ave the rest o the class re eat the day a ter hi her. hen lay the audio and invite children to oin in hen they can. ave a y Cater illar oint to each day as it is entioned. A4 Dis lay the calendar and have

SO

Language

Make Bees Be ore class, asse ble the art su lies needed or the ro ect. ou ill need egg cartons, blac and yello te era aint, aintbrushes, scissors, ta e, and blac and blue i e cleaners. Cut the to s o o the egg cartons and discard the . Cut the botto s into arts, t o egg sections in each art, and give one to each child. Sho children age and read the Bees. hen sho title o the ro ect aloud Make Bees. children ho to ollo these ste s

N

Objectives

AFTER PAGE 11

3. Paint the nose and tail blac . Say Paint the black bee’s nose and tail black. 4. a e t o stri s o as ing ta e and aint the blac . ait or the to dry and have children ta e the to a e the bee s stri es. Say Make stripes. 5. Bend blue i e cleaners to a e the on. Say Bend and tape.

ings. a e

6. Cut blac i e cleaners or antennae. a e the on. Say Cut and tape. Point to a y Cater illar and read his s eech bubble aloud How many bees do you see? ave children count the bees on the age and say the ans er aloud Two.

At School

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PE AR

SO

N

Make Bees

How many bees do you see?

UNIT 1

Amazing Project: Make bees from an egg carton. Science and Art Connections

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11

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Ask, answer, and check.

janitor

gatekeeper

secretary

principal

English teacher

He is the janitor. He cleans our school.

PE AR

Who is he?

bus driver

SO

gym teacher

music teacher

N

9

GO TO

12

Review; Assessment for Learning

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Page 100

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Objectives

• o assess vocabulary and language learned in the unit • o re are or Unit Sho i e • o use Assess ent or Learning to re lect on their o n learning • o understand and ollo si le co ands

Vocabulary

BEFORE PAGE 12

PE AR

Who is (he)? (He) is the (janitor). What does the (janitor) do? He (cleans our school). Where is the (secreatary)? (She) is (in the office).

ave children loo at the irst icture on the banner. As Who is he? Elicit He is the janitor. janitor. hen as What does he do? Direct children to the icture belo to hel the ans er. Lead the into saying He cleans our school. school. Invite children to li bac to the ocabulary ages to ind a icture o the anitor and chec their ans er. ext, have children chec the box beside the anitor. Continue the rocedure or the rest o the school or ers. Cla or a ob ell done

SO

Language

Class Audio CD, a y Cater illar u Port olio Envelo es, a er, crayons

DURING PAGE 12 9 Ask, answer, and check.

janitor, gym teacher, music teacher, gatekeeper, bus driver, secretary, principal, English teacher, ask, answer, check

Materials

Think about Learning Revie Unit age by age. ave children loo at each age attentively and re ind the hat they learned on each, or exa le What is this? What do you see? Who is (he)? What does (he) do? Where is the (secretary)? What letter is this? How many markers do you see? Do bees work together? Encourage children to cla i they li ed the age or to a e a sad ace i they didn t.

et,

Stop and Sing Revisit the songs and chants ro Unit Audios A , A , A , A , A , A , A , A and A . hen invite a volunteer to the ront. ave hi her say Stop! hen he she hears a song that he she li es. Play the audio and encourage the hole class to sing along. ou ay re eat the rocedure ith other children and songs.

N

Wrap-up

AFTER PAGE 12

,

Prepare for Show Time! Point out the ascot ith the lo er at the botto o the age. Direct children to age . el children decide hat they li ed ost ro Unit . Say What I liked most from Unit 1 was learning about bees! Use an excited voice as you oint to the bees on the A azing age . Encourage children to dra hat they li ed ost ro Unit a song or chant, the Little Boo story, the A azing ro ect, or ust a ord. Reassure the that any ersonal res onse is ine Revisit their ideas ro hin about Learning.

Children Decide! A ter children co lete their dra ings, invite the to dis lay the . old u a dra ing and say (Andrea) liked learning (school workers). (Daniel), did you also like that? What did you like, then? Provide English language su ort hen needed. Re eat the rocedure ith the re aining dra ings. a e notes on children s re erences so you can deter ine hat to include in the end o the year sho . Home-School Connection ave children ta e ho e their dra ings to sho a ily e bers. el children ractice tal ing about their or so they can use English hen they sho it to their a ilies. Sing the Target Song o consolidate hat children have learned in the unit, lay the arget Song Peo le at School. irst, ractice the conversation ith a y Cater illar. hen encourage children to oin in and sing their art. A8

Portfolio ave children revie the things in their Port olio Envelo e to date. al to each child s lace and have hi her sho you his or her avorite or . Ma e sure children ut all ages bac inside their Port olio. See

or boo

age

.

UNIT 1

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Topics and Key Vocabulary Feelings: amazed, happy, sad, sleepy, excited, mad, scared, sick

Communication Objectives

UNIT 2

PE AR

SO

Identify and name healthy habits

Understand and follow simple commands

Healthy Habits: brush teeth, take a shower, eat healthy food, wash hhands, ands, comb hair, exercise

N

Identify and name feelings

Parts of the Body

Action Verbs: take a nap, play soccer, climb a tree, have a picnic, claw, sting, prick, charge, protect, mold Nature and Science Words: quills, hedgehog, tusks, elephant, claws, tiger

Numbers: twenty to twenty-nine

Target Language and Structures Are you OK? Yes, I am. I’m (amazed)./No, I am not. I’m (sad).

T2A

What are you doing? I’m (exercising).

Content Connections Math: Identify and trace numbers: 20–29

Art: Make hedgehogs

Identify and count sets of 10

Music: Sing and act out songs

Count to 29

Move and dance to music

Nature and Science: Observe how animals protect themselves

Language Arts: Say and act out chants Role-play

Overview

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Reading and Writing Readiness

Amazing and Project

Identify and trace uppercase and lowercase letters: Ll, Tt, Pp, Ee

Observe how animals protect themselves Project: Make Hedgehogs

Identify initial sounds: /l/, /t/, /p/, /3/

Read phrases using words and rebuses Practice motor skills Practice visual discrimination

Are You OK?

PE AR

SO

UNIT 2

N

Little Book

Home-School Connection Take home the Little Book Use props to role-play at home

Take home Show Time drawings

Competency-based Education Competency work within the following formative areas: Social Development: Develop sensitivity toward the feelings of others; Little Book page, p. T20

Discovering Our World: Make observations about living creatures in nature; Amazing page, p. T22

Values Staying healthy

UNIT 2 Overview

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Unit Opener

DURING PAGE 13 A5, A21

o o o o o

exchange greetings redict unit to ic identi y eelings revie days o the ee understand and ollo si

le co

ands

Vocabulary

feelings, happy, sad, mad, excited, days o the ee , look, predict, draw, listen

Language

Is she (happy), or is she (sad)? Find the sleepy children.

Materials

BEFORE PAGE 13

Sing the “Good Morning Song” A3 Play the audio and have a y Cater illar elco e children to class. urn to the u et and say Good morning, Happy Caterpillar! I am happy to see you. ave hi ans er Good morning, teacher and children.. hen encourage children to say Good morning. Sing “How Many Days?”

A4 Dis lay a large calendar and have children

loo at it. Point to each day o the ee , have a y Cater illar say the day, and have children re eat a ter hi . hen lay the audio and have children oin in hen they can. ave the u et oint to each day as it is entioned.

T13

Check Predictions ave children li through the ages o the unit to chec their redictions. ave children cla i they see a eeling they redicted. hen dis lay age again. Point to the sco ling child on the age, i ic hi , and have children do the sa e. As the class Does he feel mad? Elicit an a ir ative ans er. hen as Is mad a feeling? Again, elicit an a ir ative ans er. Re eat the rocedure or the rest o the children ictured on the age.

PE AR

Class Audio CD, a y Cater illar u et, a large calendar ith the days o the ee , Port olio Envelo es, a er, crayons

ext, have children close their boo s. and out a er and crayons and invite children to dra one ore eeling that they i agine ill a ear in the unit based on the to ic they ust redicted. hen inished, invite children to hold u their dra ings and na e the ite that they dre .

N

• • • • •

Dis lay age and have children loo at the ictures. ave the say ho each child a ears to be eeling. hen as the hat they thin the unit to ic is. hey ay say it in their native language i they cannot say it in English. hen lay Audio A . ave children listen. Encourage the to i e the actions ith you. At the end o the song, ill in the issing ord Fun with (feelings)!

SO

Objectives

1 Look, predict, and draw. Listen.

ext, oint to the child on the ar le t and as Is she happy, or is she sad? Elicit that she is ha y because she is s iling. Say happy and have children re eat a ter you. Continue the rocedure ith the rest o the children ictured on the age. inally, lay the arget Song My eelings A to ex ose children to the ne vocabulary. Encourage children to i ic your gestures or the song. As each target ord is entioned, have children u in lace. Encourage the to cla at the end o the song.

Do the Find It! Activity Point out a y Cater illar ith the slee y cater illar and read hat he says Find the sleepy children. Encourage children to li through the Unit ages. Re eat Find the sleepy children. here are slee y children on ages , , and .

AFTER PAGE 13 Say the “We Have Finished Chant”

A6 Play the audio and invite children to oin in

ith the actions. Play the audio a second ti e and have children oin in hen they can. Sing the “Good-bye Song”

A7 Play the audio. Invite children to sing along

and

ave good bye.

Portfolio Re e ber to ut letter sized or s aller student or into each student s Port olio Envelo e. el children to decide hat or they ant in their Port olio. See

or boo

age

.

EXTRA ACTIVITY Happy and Sad Portraits Distribute a sheet o a er and crayons to each child. or airs and say Sad face! ave all children a e a sad ace and invite the to use hal o the sheet o a er to dra a icture o their artner ith a sad ace. hen inished, have the sho their icture to the rest o the class. hen say Happy face. Re eat the rocedure, having children dra their artner ith a ha y ace.

Feelings

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A 5& 2

FEELINGS

1 Look, predict, and draw. Listen.

PE AR

SO

N

1

A

2

Find the sleepy children.

UNIT 2

Unit Preview; FIND IT in the unit: sleepy children

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2–2 3

A2

2 Listen and say. Find and match.

sad

N

Yes, I am. I’m amazed.

SO

happy

Are you OK?

PE AR

amazed

sleepy 14

Vocabulary Presentation: amazed, happy, sad, sleepy Language Presentation: Are you OK? Yes, I am. I’m (amazed)./No, I am not. I’m (sad).

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Vocabulary

DURING PAGE 14 A22, A23

• o identi y eelings • o re eat na es o eelings • o understand and ollo si

le co

ands

Vocabulary

feelings, amazed, happy, sad, sleepy, listen, say, find, match

Language

Are you OK? Yes, I am. I’m (amazed)./No, I am not. I’m (sad).

Materials

BEFORE PAGE 14

Play Audio A . ave a y Cater illar oint to each eeling in turn and have children do the sa e. Say the ords and have children re eat. ext, have children loo at the scene. Point to each erson in turn and as Is (she) happy? Elicit No, (she) is (sad). Continue the rocedure ith the rest o the eo le. hen sho children ho to trace a line ro the hotos o the eelings to the corres onding illustrations in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil. a azed ha

y

sad

slee y

Use the u et to say the dialogue that goes ith the scene Are you OK? Yes, I am. I’m amazed.. Play Audio A and oint to the corres onding hotos as children re eat the target language. As each eeling is entioned, change your ex ression to sho each eeling. ave children i ic you.

PE AR

Class Audio CD, a y Cater illar u et, amazed, happy, sad, and sleepy Picture Cards, encils

2 Listen and say. Find and match.

SO N

Objectives

AFTER PAGE 14

Vocabulary Presentation old u each Picture Card in turn, i ic the e otion, and have children do the sa e. ave a y Cater illar na e each eeling in turn and invite children to re eat a ter hi . ext, s ile and say I am… Pause and elicit happy! Re eat the rocedure or the re aining three eelings.

Are Are Are Are

you you you you

K K K K

es, I a es, I a o, I a o, I a

.I .I not. not.

Guess the Feeling Invite a child to the ront and give hi her one o the our Picture Cards, ensuring that the rest o the class does not see it. Invite hi her to act out the eeling on the card. ave the rest o the class guess hich eeling it is. Continue the rocedure or the rest o the Picture Cards and ith other children. See

or boo

age

.

EXTRA ACTIVITY Make Me Guess Sho a Picture Card or one o the eelings to the children ithout loo ing yoursel . Invite volunteers to a e a ace that corres onds to the e otion. uess hich eeling it is. Continue the rocedure or the re aining Picture Cards.

a azed. ha y. I sad. I slee y.

Sing the Target Song “My Feelings”

A21 Play the arget Song. Sing the uestions

and have a y Cater illar sing the ans ers. Sho the a ro riate Picture Card each ti e a eeling is entioned.

UNIT 2

Vocabulary Presentation: excited, mad, scared, sick; Language Practice: Are you OK? Yes, I am. I’m (excited). Language Presentation: What are you doing? I’m (exercising). We’re (playing soccer).

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Vocabulary

DURING PAGE 15 A24– A26

le co

ands

Vocabulary

feelings, amazed, happy, sad, sleepy, excited, mad, scared, sick, take a nap, exercise, play soccer, climb a tree, have a picnic

Language

Are you OK? Yes, I am. I’m (excited). What are you doing? I’m (exercising). We’re (playing soccer). Class Audio CD, a y Cater illar u Picture Cards, encils

BEFORE PAGE 15

et, Unit

Vocabulary Presentation old u each Picture Card and have a y Cater illar say the na e o the corres onding e otion in a voice ex ressive o the eeling. ave children re eat a ter the u et, i itating his tone o voice. hen hold u each Picture Card again and have children na e the eeling. Sing the Target Song “My Feelings”

A21 Play the arget Song and have children

listen attentively and oin in hen they can. Each ti e a eeling is entioned, hold u the corres onding Picture Card.

T15

excited

ad

scared sic

ext, lay Audio A and have children listen and oint to the hotos as they re eat the target language. Are Are Are Are

you you you you

K K K K

es, I a . I excited. o, I not. I ad. o, I not. I scared. o, I not. I sic .

PE AR

Materials

Play Audio A . Point to the hotos o the vocabulary ite s, na e the , and have children re eat a ter you. ext, oint to the scene and elicit hat children can see. As Who is excited? ave children oint to the corres onding scene in the illustration. hen sho children ho to trace a line ro the hotos o the e otions to the corres onding illustrations. Encourage children to trace lines ith their index inger be ore they do so ith a encil.

N

• o identi y eelings • o re eat na es o eelings • o understand and ollo si

3 Listen and say. Find and match.

SO

Objectives

AFTER PAGE 15

ext, oint to each scene in turn and i ic the activities that are being carried out laying soccer, cli bing a tree, etc. ave children co y your actions as a y Cater illar na es the in turn. ave children re eat the na es o the activities a ter hi . ave hi oint to each erson in turn. Play Audio A and oint to the corres onding scenes as children re eat the target language. hat hat hat hat hat

are are are are are

you you you you you

Have Big Fun Talking! ave a y Cater illar odel the conversation ith A27 Play the audio.

i e.

A: Are you K B: o, I not. I sic . My head hurts. A: I sorry. Let s call you other ave children ta e turns co ing to the ront to role lay the dialogue ith a y Cater illar. ave children re eat the lines a ter you. See

or boo

age

.

EXTRA ACTIVITY What Are You Doing? Invite a child to the ront. his er an activity to hi her ta e a na , exercise, lay soccer, cli b a tree, have a icnic. Invite hi her to act it out or the rest o the class to guess. Re eat the rocedure ith other children.

doing I cli bing a tree. doing I ta ing a na . doing e re laying soccer. doing e re having a icnic. doing I exercising.

Feelings

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4–2

6

A2

3 Listen and say. Find and match.

scared

PE AR

mad

SO

N

excited

sick

UNIT 2

Vocabulary Presentation: excited, mad, scared, sick; Language Practice: Are you OK? Yes, I am. I’m (excited). Language Presentation: What are you doing? I’m (exercising). We’re (playing soccer).

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A30

4 Listen and color Mom’s face.

16

Vocabulary Presentation: brush my teeth, take a shower, eat healthy food, wash my hands, comb my hair, exercise Vocabulary Practice: happy, mad; Review: parts of the body; Language Presentation: What are you doing? I’m (brushing my teeth).

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Practice

DURING PAGE 16 4 Listen and color Mom’s face.

A30 Mi e brushing your teeth and have

o o o o o

identi y and na e eelings identi y and na e healthy habits ractice visual discri ination revie arts o the body understand and ollo si le co

ands

Vocabulary

brush my teeth, take a shower, eat healthy food, wash my hands, comb my hair, exercise, happy, mad, scared, sleepy, sick, amazed, excited, sad, jump, clap, run, walk, swim, wiggle, arts o the body, listen, color

Language

What are you doing? I’m (brushing my teeth).

Materials

BEFORE PAGE 16

Sing the “Feelings Song” ave a y Cater illar sho the Picture Cards one by one and have children call out the corres onding eeling. ext, introduce tired. Run in lace and then i e being very tired. Sit do n and say I am tired! ave children i e being tired. inally, lay the audio. Use ex ression and gesture and have children i ic you. A28

Sing the “Let’s Wiggle!” Song ave a y Cater illar oint to your hands and as you What are these? Say They are my... Pause and elicit fingers. Re eat the rocedure or the rest o the arts o the body. hen lay the audio and touch each body art as it is entioned. ave children i ic your actions. A29

AFTER PAGE 16

PE AR

Class Audio CD, a y Cater illar u et, Unit Picture Cards, crayons, Feelings Poster, sheets o a er in di erent colors, a er, te era aint, aintbrushes

N

• • • • •

children ollo your exa le. ave a y Cater illar as you What are you doing? Say I’m brushing my teeth. ave children re eat a ter you. Re eat the action again and have children say the hrase again. ollo the sa e rocedure or take a shower, eat healthy food i e eating an a le , wash my hands, comb my hair, and exercise.. ext, direct children to age and have the loo at the irst icture. Elicit hat they see. hen lay the audio and have children say hat the girl is doing. ave the loo at the aces belo the irst scene. Say This is Mom. Mom. ave the say hat eeling she is sho ing in each case. ext, as Is Mom happy or mad? Elicit She is happy. Say Color the happy face face. Re eat the rocedure or the re aining ictures.

SO

Objectives

Sing the Target Song “My Feelings”

A21 Dis lay the Picture Cards one by one and

elicit the na e o each eeling. hen distribute the Picture Cards rando ly to children and have the or a circle. Play Audio A and have children oin in hen they can. Each ti e an e otion on a Picture Card is entioned, ause the audio and have the child ith the corres onding Picture Card hold it u or everyone to see. ext, redistribute the Picture Cards and re eat the activity. Feelings Poster Dis lay the Feelings Poster and oint to each ord in turn. ave a y Cater illar say the ord, and invite children to re eat a ter hi , a ing the a ro riate ex ression each ti e. hen invite a child to atch one eeling ith a icture. ave the child say the eeling be ore ointing to the corres onding icture. Re eat the rocedure or all the ords.

ext, as a child Are you OK? Invite the child to choose a eeling ro the Poster and re ly (No), I am (mad)! Re eat the rocedure ith other children. See

or boo

age

.

EXTRA ACTIVITY Painting Our Feelings old u sheets o a er o di erent colors and as children How does (red) make you feel? Do you feel (excited)? (happy)? (sad)? ave the hold u their hand to indicate hat they eel. hen distribute a sheet o hite a er, te era, aint, and a aintbrush to each child. Assign a eeling to everyone in the class and have the act it out to ensure understanding. ext, invite each child to aint his her assigned eeling. inally, call out each eeling and have the children assigned that eeling hold u their art or . Assign a section o the classroo all or each eeling and dis lay children s or . Praise all children.

UNIT 2

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Reading Readiness

DURING PAGE 17 A31

Vocabulary

lion, lollipop, lamb, moon, telephone, tiger, sun, toothbrush, pencil, pizza, police officer, fish, elephant, egg, envelope, dog, listen, cross out

Language Does

oon start with /l/?

Materials

BEFORE PAGE 17

Initial Sounds rite Ll on the board and as children to tell you the na e o the letter. Say Does this letter say L when it talks? No, it says /l/! ave children re eat a ter you. Dis lay ictures or lion, lollipop, and lamb. Say the ords and have children re eat. hen sho a icture o the oon and elicit its initial sound (/m/). As children Is this sound the same or different? Elicit that it is di erent. Introduce the letters Tt, Pp, and Ee in the sa e ay, each ti e having children discri inate those sounds and using a icture that re resents a di erent one.

T17

lion lolli o oon la b tele hone tiger sun toothbrush encil ish izza olice o icer envelo e egg ele hant dog

or boo

age

.

EXTRA ACTIVITY Doggy in the Window ave children stand and or a circle. Invite one child to stand in the center o the circle to be the doggy. Sing the song and have the child in the center o the circle act li e a dog. Re eat the song several ti es and have children ta e turns being the doggy. o uch is that doggy in the indo , (woof woof he one ith the aggly tail o uch is that doggy in the indo , (woof woof) I do ho e that doggy s or sale.

PE AR

Class Audio CD, a y Cater illar u et, ictures o the honics ords ro the lesson, encils, Unit Picture Cards

ave children loo at age . Point to the u er le t box and say the initial l sound. ave children re eat the sound a ter you. hen lay the irst art o the audio and have children re eat a ter each ord is heard. ext, as children Which word has a different sound? Elicit moon. As Does oon start with /l/? Elicit No! ave a y Cater illar dra an in the air and have hi say Cross out the moon.. Invite children to air dra an be ore crossing out the oon ith a encil. Re eat the rocedure or the rest o the initial sounds.

N

• o identi y initial sounds l , t , , 3 • o discri inate initial sounds • o identi y u ercase and lo ercase letters Ll, Tt, Pp, Ee • o understand and ollo si le co ands

5 Listen and cross out the picture that has a different initial sound.

SO

Objectives

See

AFTER PAGE 17

Sing the “Feelings Song” ave a y Cater illar sho the Picture Cards one by one and have children call out the corres onding eeling. hen lay the audio. Use ex ression and gesture and have children i ic you. Play the audio again and have children oin in hen they can. A28

Feelings

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A31

5 Listen and cross out the picture that has a different initial sound.

P p

SO

N

T t

PE AR

L l

E e UNIT 2

Pre-reading Practice: Ll, Tt, Pp, Ee; discriminating sounds

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Trace letters. Cut out and paste.Trace, write, and read.

6

T`t

P`p

E`e

18

a a

PE AR

SO

N

L`l

I'm excited!

Pre-reading and Pre-writing Practice: Ll, Tt, Pp, Ee; rebuses Values: We stay healthy.

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page 18

page 22

Cutouts for Unit 2 Reading and Writing Readiness

DURING page 18 PAGE 18 page 22

Objectives

Vocabulary

lion, tent, pizza, elephant, pencil, tiger, lollipop, tree, healthy, exercise, take a shower, eat healthy food, comb my hair, brush my teeth, respect, trace, cut out, paste, read, write

Language

6 Trace letters. Cut out and paste. Trace, write, and read.

ave children loo at age and oint to each letter in turn. As What letter is this? It is the letter L . ave the say the sound or each. ave a y Cater illar air dra each letter. ave children i ic hi . hen, invite children to trace the letters. ext, guide children to the Cutouts. ave children na e each Cutout. ave children loo bac at the letters and atch each Cutout to the corres onding letter. Children stic the Cutouts in lace. Z02_BIFU_SB_03_7447_U11.indd 111

PE AR SO N

• o identi y and trace u ercase and lo ercase letters Ll, Tt, Pp, Ee • o identi y initial sounds l , t , , 3 • o trace the ord a • o read hrases using rebuses • o learn the value e stay healthy • o understand and ollo si le co ands

What letter is this? It is the letter (L). What is this? It is (a pencil). What is the girl doing? She is riding her bike. Exercise keeps us healthy. It is good for us. What do you do to stay healthy? I (ride a tricycle).

Z02_BIFU_SB_03_7447_U11.indd 111

Direct children to the section at the botto o the age and have the ocus on the ord a. ave the say the ord as a y Cater illar air dra s it. Invite children to i ic hi . ext, have the trace the irst a and ocus on the icture beside it. As What is this? Elicit It is a pencil. Re eat the rocedure or the lion. inally, invite children to rite a next to lollipop and tree and read the rebuses aloud.

Z02_BIFU_SB_03_7447_U11.indd 111

Materials

Class Audio CD, a y Cater illar u et, Cutouts, a icture o a lion, tent, izza, and ele hant, encils, scissors, glue, Values Poster, a s onge, a toothbrush, an a le, a co b, a tricycle, a er, crayons Z02_BIFU_SB_03_7447_U11.indd 111

BEFORE PAGE 18

Guess the Sound! Shu le ictures o a lion, tent, izza, and ele hant and, ithout loo ing at the , sho one to the class. As children to a e the initial sound o the ord in unison ithout saying the ord. hen guess the ord and have children a ir or re ect your guess. inally, loo at the icture and say the ord all together.

AFTER PAGE 18

VALUES ACTIVITY Value: We stay healthy A16 Dis lay the Values Poster and as children hat they see. As What is the girl doing? Lead children into saying She is riding her bike. Say Exercise keeps us healthy. It is good for us. hen dis lay a toothbrush and i e brushing your teeth. Say I am… Pause and elicit brushing my teeth. Say Brushing our teeth keeps us healthy. ave children re eat. Continue the rocedure ith a s onge or take a shower, an a le or eating healthy food, and a co b or combing my hair.

hen as Who wants to stay healthy? ave volunteers co e to the ront and assign a tricycle as a child to bring one to school , a toothbrush, a s onge, an a le, or a co b to each one. Say Go! ave the children use their ob ect to sho a healthy habit. A ter a e inutes, say Stop! Invite other children to the ront to re eat the rocedure. Distribute a er and crayons and invite children to dra a icture o the selves doing a healthy activity. Dis lay the ob ects at the ront to hel the . hen inished, as What do you do to stay healthy, (Juan)? Elicit I (ride a tricycle). inally, lay Audio A and have children oin in hen they can. See

or boo

age

.

EXTRA ACTIVITY

11

3/21/

111

3/21/14 12:23 PM

111

Sound Pictures Divide the class into our grou s and assign a sound l , t , , or 3 to each. ive each grou a sheet o a er and crayons and invite each grou to dra 111 as any ite s as ossible that begin ith its assigned sound. ave children loo at their boo or ideas. hen inished, have grou s hold u their dra ings or the rest o the class to see. 3/21/14 12:23 PM

3/21/14 12:23 PM

UNIT 2

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Are You OK?

A32

SO No, I am not. I want to play.

1 3/21/14 11:42 AM

AUDIO SCRIPT Are You OK?

A32

1.

ina Are you K Paul o, I a not. I ant to lay. 2. ina Loo at the ant. Paul h, I see it. 3. ina Are you K Paul es, I a azed 4. Paul Are you K osh and Anna es, e re K ur ball is not

T19

22

PE AR

Are you OK?

Yes, we’re OK. Our ball is not!

Lookatat Look theant. ant. the

Oh, Oh, I I seeit.it. see

Areyou you Are OK? OK?

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HOME-SCHOOL CONNECTION Encourage children to ta e their Little Boo s ho e to share ith their a ilies. Since this boo covers a lot o to ics, including school, ball ga es, science ants , and eelings, there are any things to tal about. he children in the story use a agni ying glass to exa ine an ant. Children ill ant to do this at ho e ith their a ilies.

Yes, Yes, I’mI’m amazed! amazed!

33

4

Are you OK?

Are you OK?

Yes, we’re OK. Our ball is not!

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SHOW TIME PREPARATION ell children that role laying the story is so ething they can do as art o the end o the year Sho i e Re ind children that they are learning English or s ea ing in class and at ho e, but also or their Sho i e celebration. ave children exa ine things ith a agni ying glass and say ho they eel amazed, happy, or excited, and so on.

Feelings

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Are

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

N

A32

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Little Book

DURING THE LITTLE BOOK A32

1. ave children turn to age . Sho the ho to tear out the age ro the boo and old it in hal to a e a Little Boo .

Objectives • • • • •

o o o o o

asse ble a Little Boo listen to and read a story role lay a story revie eelings understand and ollo si

Are You OK?

le co

ands

Vocabulary

2. Previe the story ith the class. Sho children each age and as What do you see? ave children na e eo le, colors, sha es, eelings, and other things. Praise all e orts.

Materials

4. Play the audio hile you sho children the ages. Don t oint or gesture ust let children listen and loo at the ages.

BEFORE THE LITTLE BOOK

5. Play the audio again. his ti e, oint to the dra ings o the characters that sho ho is s ea ing. Point to the ictures to hel clari y eaning.

PE AR

Class Audio CD, a y Cater illar u et, Unit Picture Cards, D D or Active each, a ball, a agni ying glass

SO

Are you OK? No, I’m not. I want to play. Look at the ant. Are you OK? Yes. I’m amazed!

N

Language

3. Revie the conventions o the Little Boo s ith children the title is on the irst age the age nu bers hel you ind your lace the ictures hel tell the story and the ictures o the characters next to the lines tell you hich characters are s ea ing.

ball, ant, amazed, happy, mad, sad, scared, sleepy, sick, excited, page, number, title, see, play

Sing the Target Song “My Feelings”

A21 Be ore singing the song, hold u each

Picture Card in turn. ave a y Cater illar say each ord and have children re eat a ter hi . hen lay the audio and have children oin in hen they can. old u the corres onding Picture Card each ti e a eeling is entioned.

6. Chec co rehension. Point to di erent arts o the story and as uestions. urn to age . As Is Paul OK? No, he is not. He wants to play play. urn to age . What does he see? An ant. urn to age Is he OK, now? Yes! He is amazed.

AFTER THE LITTLE BOOK Role-play Role lay ith the u et to rein orce story co rehension. Use a ball and a agni ying glass as ro s to act out the story. ry to i itate the voices o the characters on the audio. Invite our children to the ront and assign a character to each one. ave children i e the actions hile you say the lines. Re eat ith other children. ext, you ay invite advanced children to role lay the story and say the lines. Praise all children or their e orts. Home-School Connection ave children ta e the story ho e to share ith their a ilies. Children can loo at the ictures to re e ber the story and role lay ith their a ilies. Play the DVD As a inal re ard, sho children the ani ated version o the story on the Big Fun D D or in the Active each. See

or boo

age

.

EXTRA ACTIVITY Are You OK? ave a y Cater illar hold u a Picture Card or only you to see. ave hi as you Are you OK? Say No, I am not. I am… Pause and a e an angry ex ression. ave the rest o the class guess the eeling mad. hen invite a child to the ront and have a y Cater illar sho a di erent Picture Card to hi her. Re eat the rocedure until all the e otions have been revie ed.

UNIT 2

T20

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Math

o o o o o o o

identi y nu bers identi y sets o count to Big Fun 3 Unit 1 revie nu bers Page 9 ractice visual discri ination revie sha es understand and ollo si le co ands

DURING PAGE 21 Unit 2 Unit 3 Page 21

How many (sets of ten) do you see? Happy Caterpillar has twenty paintbrushes.

Play Audio A and invite children to oin in singing hen they can. hen lay Audio A . ave a y Cater illar say the nu bers and invite children toUnit re 4 eat a ter hi . t enty t enty one t enty t o t enty three t enty our t enty ive Unit 4 t 45 enty six t enty seven t enty eight Page t enty nine

PE AR

Class Audio CD, a y Cater illar u et, a ball, Stic ers, our sheets o a er ith a circle, rectangle, triangle, or s uare dra n on each

Unit 4 Numbers 20 to 29 Page 45 Say One and have children re eat a ter you. hen, toss a ball to the u et and have hi say Two.. ave children re eat. ave the u et toss the ball bac to you. Say Three. Continue the rocedure until you reach Twenty-nine. hen have children or a circle. ave the toss the ball around the circle and call out nu bers. ave the rest o the class re eat each nu ber until they reach Twenty-nine. Provide hel hen needed. Z03_BIFU_SB_03_7447_USTICKERS.INDD 1

T21

7 Listen and say. Count, stick, and trace.

Page 45

Materials

BEFORE PAGE 21

A33, A34

SO

Language

or boo

age

.

EXTRA ACTIVITY

Vocabulary

rectangle, triangle, circle, square, number, listen, say, count, stick, trace

See

Page 33

N

Objectives • • • • • • •

Say theBig “Counting Fun 3 to 19 Chant” AFTER PAGE 21 Unit 1 Unit 2 Unit 3 ave a y Page Cater illar say Zero and have Page 9 Page 21 33 Sing the “Shape Song” children re eat. Air dra a and have children A35 Play the audio and, a ter each verse, ause i ic you. Re eat the rocedure u to Nineteen. it. Air dra the sha e that is being described and Play the3audio and dra each nu ber in the air Big Fun Unit 1 Unit 2 Unit 3 elicit hat it is ro the class. Play the audio a in turn. and i ic Page 9 Play it again Page 21 invite children Page 33 to second ti e and have children oin in hen your actions and oin in hen they can. they can. A18

Dis lay age and as How many sets of ten do you see? Two Two. ave children count the irst set o aintbrushes ith you. Elicit Ten. Re eat ith the second set. hen oint to the nu ber and have children say it aloud. Say Happy Caterpillar has twenty paintbrushes paintbrushes. ext, sho the Stic ers or age . ave children count the aintbrushes on each Stic er and then aste it in the corres onding shaded area. inally, oint to the nu ber on the alette. ave children count the aintbrushes and encourage the to trace the nu ber. Re eat the rocedure ith the nu bers to . hen have children trace the nu bers. Re eat the rocedure or and . inally, have children oint to and call out each nu ber in unison. Z03_BIFU_SB_03_7447_USTICKERS.INDD 1

Z03_BIFU_SB_03_7447_USTICKERS.INDD 1

Shape Hunt Dis lay sheets o a er ith a triangle, a s uare, a rectangle, or a circle dra n on each. Elicit the na e o the sha e, have a y Cater illar air dra it, and invite children to i ic hi . ext, divide the class into our grou s and assign a sha e to each one. ave grou s ta e turns going around the classroo trying to ind ob ects that corres ond to their sha e. Ensure that there is a su icient nu ber o sha ed ite s in the roo . ave children lace the sha es on your des hen they are ound. 24/03/14 21:52

24/03/14 21:52

24/03/14 21:52

Feelings

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3–3

4

A3

7 Listen and say. Count, stick, and trace.

25

PE AR SO

20

21

N

=20=

23 24 22

26 27

2

29 UNIT 2

Math Connection: Numbers 20–29; sets of 10

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8

22

Look closely. Cut out and paste.

Critical Thinking: Animals protect themselves. Science Words: quills, hedgehog, tusks, elephant, claws, tiger

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page 18

page 22

Cutouts for Unit 2

Amazing

page 18

page 22 DURING PAGE 22

Objectives

a reciate nature observe details observe ho ani als rotect the selves understand and ollo si le co ands

8 Look closely. Cut out and paste.

Vocabulary

quills, hedgehog, tusks, elephant, claws, tiger, claw, sting, prick, charge, protect, look, cut, paste Z02_BIFU_SB_03_7447_U11.indd 111

Language

How does (a hedgehog) protect itself? It has (quills).

Materials

Class Audio CD, a y Cater illar u et, a large lea sha e cut out o green a er, a icture o a cat, a icture o a bee, Cutouts, Unit Picture Cards, scissors, glue

How Do Animals Protect Themselves? old u a y Cater illar and as hi Happy Caterpillar, how do you protect yourself? Place the u et on a large lea cut ro green a er. ave hi say I protect myself with the color of my body. When I am on a green leaf, you cannot see me. As children i the u et is the sa e color as the lea and elicit an a ir ative ans er. hen hold u a icture o a cat. As children How does a cat protect itself? I needed, oint to its cla s. Say A cat has claws. ave children re eat. Ma e a cla sha e ith your hand and retend to extend your cla s li e a cat. ave children i ic you. ext, hold u a icture o a bee, elicit hat it is, and re eat the rocedure. ave children identi y its stinger as its rotection.

BF_TE3_U02.indd 59

ext, oint to the icture belo and have children ocus on the tus s. old out your ar s and a e ists. ave children do the sa e. Say tusks and have children re eat a ter you. As children What animal has tusks? Elicit An elephant has tusks. tusks. Re eat the rocedure or claws and tiger tiger.. inally, direct children to the Cutouts and have the lace each one next to its rotection echanis . Chec the order as a class by having children call out the rotection echanis and the ani al. ave children stic the Cutouts in lace. 3/21/14 12:23 PM

PE AR

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BEFORE PAGE 22

ave children loo at the icture o the hedgehog on age . Say its na e and have children re eat a ter you. hen oint to its body and as How does a hedgehog protect itself? Encourage children to oint to its uills. Say It has quills.. ave children re eat a ter you. a e a encil and rod yoursel lightly on the ar . Say Ouch! Quills hurt! ext, oint to the to right icture and elicit Quills.. As children again What animal has quills? Elicit Hedgehog. Hedgehog. 111

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N

o o o o

SO

• • • •

Protect Yourself! ave children stand. Say Claw! and extend your ingers to a e a cla ing otion li e a cat. ave children i ic you. hen say Sting! and oint out ards ith your index ingers. ave children i ic you. Re eat the rocedure or Prick! by ta 111 ing your index inger on your hand and Charge! by creating tus s ith your ar s and ists. Call out the actions a e ti es to a iliarize children ith the . hen have children al around the roo . Call out the actions at rando and have children carry the out. 3/21/14 12:23 PM

111

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or boo

age

.

3/21/14 12:23 PM

EXTRA ACTIVITY Mr. Hedgehog ave children stand and or a circle. Say the rhy e and have children oin in hen they can. Re eat it several ti es. ood orning, Mr. edgehog. And ho are you, today he orning s ine. he sunbea s shine. e ho e you ve co e to stay. e love your bright eyes t in ling, And your shiny ric les, too. So s all and round, u on the ground, o unny to be you.

AFTER PAGE 22

Sing the Target Song “My Feelings” and invite children to oin in singing hen they can. Sho the corres onding Picture Card each ti e a eeling is entioned. hen invite volunteers ho are ready to sing ith the audio to er or the song. Invite each child to sing the eelings as you hold u the a ro riate Picture Cards. At the end, a laud all children. A21 Play Audio A

UNIT 2

T12 T22

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Project

DURING PAGE 23 Make Hedgehogs Be ore class, asse ble the art su lies needed or the ro ect. ou ill need bro n clay or lay dough, tooth ic s, glue, and googly eyes. Sho children age and read the title o the ro ect aloud Make Hedgehogs. ave children or in airs. el children ollo these ste s

o o o o

do an art and science ro ect ollo directions use ine otor s ills revie the days o the ee

Vocabulary

hedgehog, quills, tiger, claws, bee, stinger, elephant, tusks, clay, eyes, toothpicks, hands, mold, glue, stick, wash

Language

Materials

Class Audio CD, a y Cater illar u et, ictures o a tiger, a hedgehog, an ele hant, and a bee, bro n clay or lay dough, tooth ic s, googly eyes t o er child , glue, a large calendar ith the days o the ee

BEFORE PAGE 23

Animal Protection Review old u a icture o a hedgehog and elicit hat it is. hen as How does a hedgehog protect itself? Elicit It has quills. Continue the rocedure or the ictures o a tiger, an ele hant, and a bee. ext, invite children to stand. Sho a icture o an ani al and invite children to al around the roo and i e the rotective echanis o the corres onding ani al.

T23

2.

lue the eyes. Say Glue the eyes.

3. Stic tooth ic s all over the hedgehog. Say Stick toothpicks.

Point to a y Cater illar and read his s eech bubble aloud Wash your hands afterward. afterward hen they have inished or ing, have children ash their hands.

AFTER PAGE 23

PE AR

How does a (hedgehog) protect itself? It has (quills). Mold the clay. Glue the eyes. Stick toothpicks. Wash your hands afterward.

1. Mold the clay into the sha e o a hedgehog. Say Mold the clay.

N

• • • •

SO

Objectives

Guess the Animal Divide the class into t o tea s and have the or t o lines in ront o the board. Attach the ictures o the hedgehog, tiger, bee, and ele hant to the board. hen give a descri tion o ho an ani al rotects itsel I have (big tusks) to protect myself. Invite the t o children at the ront o the lines to race to touch the corres onding ani al. he irst child to touch the correct ani al ins a oint or his her tea . ave those children then go to the bac o their line. Continue the rocedure until all ani als have been revie ed.

Sing the “How Many Days?” Song a y Cater illar as children What day is it today? Invite a child to the ront and have hi her oint to and say the corres onding day. ave the rest o the class re eat the day a ter hi her. hen lay the audio and invite children to oin in hen they can. ave a y Cater illar oint to each day as it is entioned. A4 Dis lay the calendar and have

Feelings

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PE AR

SO

N

Make Hedgehogs

Wash your hands afterward.

UNIT 2

Amazing Project: Make hedgehogs with clay and toothpicks. Science and Art Connections

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Ask, answer, and check.

Are you OK?

scared

sleepy

N

amazed

SO

mad

happy

PE AR

9

sick

sad excited

No, I am not. I’m mad.

GO TO

24

Review; Assessment for Learning

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Wrap-up

Encourage children to cla i they li ed the age or to a e a sad ace i they didn t.

DURING PAGE 24 • o assess vocabulary and language learned in the unit • o re are or Unit Sho i e • o use Assess ent or Learning to re lect on their o n learning • o understand and ollo si le co ands

Vocabulary

feelings, mad, happy, amazed, scared, sleepy, sick, sad, excited, ask, answer, check

9 Ask, answer, and check.

ave children loo at the scene and elicit hat ha ened. he boy s glasses bro e . Role lay the dialogue ith a y Cater illar. hen invite t o children to role lay the sa e dialogue or the class, using ex ression. ext, direct children to the banner, say each eeling, and have children re eat a ter you ex ressively.

N

Objectives

Class Audio CD, a y Cater illar u et, Port olio Envelo es, encils, a er, crayons

inally, invite t o children to the ront. ave one child as Are you OK? ave the other re ly Yes, I am. I’m happy.. Say the ans er hen needed and have the child re eat a ter you. ave the child and the rest o the class a e a ha y ace. ext, say Check the box for happy happy. Encourage children to dra a chec ar in the a ro riate box. Continue the rocedure, having children co e to the ront to role lay the dialogue or the re aining eelings. Cla or a ob ell done

BEFORE PAGE 24

AFTER PAGE 24

SO

Language

Materials

PE AR

Are you OK? (No, I am not.) I’m (mad). What letter is this? How many paintbrushes do you see? How does a hedgehog protect itself?

Stop and Sing Revisit the songs and chants ro Unit Audios A , A , A , A , and A . hen invite a volunteer to the ront. ave hi her say Stop! hen he she hears a song that he she li es. Play the audio and encourage the hole class to sing along. ou ay re eat the rocedure ith other children and songs.

Think about Learning Revie Unit age by age. ave children loo at each age attentively and re ind the hat they learned on each, or exa le Look. Is the girl OK? What are the children doing? What letter is this? How many paintbrushes do you see? How does a hedgehog protect itself?

Prepare for Show Time! Point out the ascot ith the lo er at the botto o the age. Direct children to age . el children decide hat they li ed ost ro Unit . Say What I liked most from Unit 2 was learning about how animals protect themselves! Use an excited voice as you oint to the A azing age . Encourage children to dra hat they li ed ost ro Unit a song or chant, the Little Boo story, the A azing ro ect, or ust a ord. Reassure the that any ersonal res onse is ine Revisit their ideas ro hin about Learning.

Children Decide! A ter children co lete their dra ings, invite the to dis lay the . old u a dra ing and say (Paola) liked (making hedgehogs). (Daniel), did you also like that? What did you like, then? Provide English language su ort hen needed. Re eat the rocedure ith the re aining dra ings. a e notes on children s re erences so you can deter ine hat to include in the end o the year sho . Home-School Connection ave children ta e ho e their dra ings to sho a ily e bers. el children ractice tal ing about their or so they can use English hen they sho it to their a ilies. Sing the Target Song “My Feelings” o consolidate hat children have learned in the unit, lay the arget Song. irst, ractice the conversation ith a y Cater illar. hen encourage children to oin in and sing their art. A21

Portfolio ave children revie the things in their Port olio Envelo e to date. al to each child s lace and have hi her sho you his or her avorite or . Ma e sure children ut all ages bac inside the Port olio. See

or boo

age

.

UNIT 2

T12 T24

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Topics and Key Vocabulary Parts of a House: kitchen, living room, bedroom, bathroom, hallway, stairs, closet, dining room

Communication Objectives

Indicate location of furniture items

Indicate location of family members in a house

Understand and follow simple commands

UNIT 3

Furniture Items: bed, stove, sofa, toilet, fridge, TTV, V, lamp, sink

N

Identify and name furniture items

SO

Identify activities families do at home

PE AR

Identify and name parts of a house

Action Verbs: raise (your hand), start, have fun, crawl, drink, talk, take care, do, cook, catch, glue, hang Nature and Science Words: spider, web, fly

Numbers: thirty to thirty-nine

Target Language and Structures Where is (Baby)? (He) is (in the bedroom). Where is (Sister)? (She) is (in the hallway). What is (she) doing? (She) is (playing with a ball).

T3A

Where is the (bed)? It is (in the bedroom).

Content Connections Math: Identify and trace numbers: 30–39

Art: Make spiders

Count to 39

Music: Sing and act out songs

Identify and count sets of 10

Move to music

Nature and Science: Observe that spiders make webs to catch their food

Language Arts: Say and act out chants Role-play

Overview

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Reading and Writing Readiness

Amazing and Project Observe that spiders make webs to catch their food

Identify initial sounds: /n/, /k/, /g/, /І/

Project: Make Spiders

Trace letters: Nn, Cc, Gg, Ii

Practice motor skills Practice visual discrimination

Trace words and use rebuses to read simple sentences

Where Is Meg?

PE AR

SO

UNIT 3

N

Little Book

Home-School Connection Take home the Little Book Take home Show Time drawings

Talk about house and furniture items at home Sing songs and say chants at home

Competency-based Education Competency work within the following formative areas: Social Development: Develop sensitivity toward the needs, viewpoints, and feelings of others; Values section, p. T30

Language and Communication: Identify characteristics of the writing system; Reading and Writing Readiness page, p. T30

Values Respecting differences

UNIT 3 Overview

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Unit Opener

DURING PAGE 25 A5, A36

o o o o o

redict unit to ic identi y and na e arts o a house revie nu bers revie sha es understand and ollo si le co ands

Vocabulary

hello, good-bye, tree house, bedroom, living room, house, home, family, look, predict, draw, listen, find, raise (your hand)

Language

This is (a tree house). Find the beds.

Materials

BEFORE PAGE 25

Sing the “Good Morning Song” ave children sing along.

A3 Play the audio.

Calendar Work or daily ith a large classroo calendar. ave a y Cater illar oint to the day on the calendar. As What day is today, Happy Caterpillar? It is (Monday). ave the class re eat a ter a y Cater illar. hen lay the audio and have children listen. Play the audio again and encourage the to oin in singing as best they can. Praise all e orts. A4

T25

Home

BF_TE3_U03.indd 66

ext, have children close their boo s. Distribute dra ing a er and crayons. As children to dra one thing they thin ill a ear in the unit and that is not on age . hen hold u children s dra ings and na e the vocabulary ite s children redict ill a ear.

PE AR

Class Audio CD, classroo calendar, a y Cater illar u et, hite a er one sheet er child , crayons, t enty il cartons, Port olio Envelo es, lastic bags

hen lay Audio A . ave children listen. Encourage the to i e the actions ith you. At the end o the song, have children insert the to ic in the inal verse o the song Fun with (my home)!

N

• • • • •

Predict Together Dis lay age . Point to the ictures on the age and have children loo at the care ully. Say Our house is our... Encourage children to say home! hen say Houses have many… Encourage children to ans er rooms. Invite the to na e roo s in a house. Children ay use their native language i necessary.

SO

Objectives

1 Look, predict, and draw. Listen.

Check Predictions Encourage children to loo through the unit to chec i their redictions ere correct. ave redicted. the cla i they see the ite they redicted ext, have children o en their boo s again to age . Point to the icture cues on the age and teach the our ite s that a ear there tree house, bedroom, living room, and house. Say This is (a tree house) house). ave children re eat the ords a ter you. Play the arget Song My ouse to ex ose children to the ne vocabulary. Use a y Cater illar to odel the uestions and ans ers in the song. Sing the song and do the actions that go ith it. ave children listen attentively. ext, lay the audio again. ave children raise their hands hen they hear the ords they ust learned tree house, bedroom, living room, and house.

Do the Find It! Activity Point to a y Cater illar and read his s eech bubble Find the beds! ave children loo or beds in the unit. Beds can be ound on ages , , , , and .

AFTER PAGE 25 Number Train ive children t enty s all il cartons or boxes ith the to s cut o and labeled ith the nu bers to . ave the or together to lace these train cars in se uential order. inally, count all the train cars, oint to the nu ber on each, and chec i they ere se uenced correctly. A7

Sing the “Good-bye Song” ave children sing and ave good bye.

Portfolio Re e ber to ut letter sized or s aller student or into each student s Port olio Envelo e. el children decide hat or they ant in their Port olio. See

or boo

age

.

EXTRA ACTIVITY Counting Shapes Divide the class into our tea s and assign a sha e circle, s uare, triangle, or rectangle to each. Challenge tea s to ind at least ive s all ite s ith their sha e in the classroo . Provide each tea ith a lastic bag and have the ut the ite s they ind inside the bag. hen have each tea count the ite s ith their sha e and re ort to the class.

19/04/14 00:15

5 & A3

HOME

11 Look, predict, and draw. Listen.

PE AR

SO

N

6

A

3

Find the beds!

UNIT 3

Unit Preview; FIND IT in the unit: beds

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7–3

8

A3

2 Listen and say. Find and match.

bedroom

She is in the kitchen.

SO

living room

PE AR

Where is Mom?

N

kitchen

bathroom 26

Vocabulary Presentation: kitchen, living room, bedroom, bathroom; Review: family members Language Presentation: Where is (Baby)? (He) is in the (bedroom).

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• o identi y roo s in a house • o re eat na es o roo s in a house • o indicate the location o a ily e bers in a house • o revie a ily e bers • o revie ets • o understand and ollo si le co ands

Vocabulary

kitchen, living room, bedroom, bathroom, Mom, Dad, Baby, Brother, Grandma, cat, start, have fun, listen, say, find, match

Language Materials

Class Audio CD, beanbag, usic CD, kitchen, living room, bedroom, bathroom, hallway, and stairs Picture Cards, encils, a y Cater illar u et, a ot, a to el, a illo , a boo , a s oon, a blan et, a bottle o sha oo

BEFORE PAGE 26 Vocabulary Presentation closet Dra a house on the board. As

2 Listen and say. Find and match.

Play Audio A . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. Underline each ord ith your inger as you na e each ite . ext, invite children to ind the itchen, living roo , bedroo , and bathroo in the scene. hen sho children ho to trace a line ro the itchen to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil. Re eat the rocedure ith living room, bedroom, and bathroom.. bathroom

PE AR

What is this? It is the (kitchen). Where is (Baby)? (He) is (in the bedroom).

A37, A38

What is this? It is a house. ext, dis lay the kitchen, living room, bedroom, and bathroom Picture Cards. old u the cards as you say the ords. hen hold u the kitchen Picture Card. As What is this? a y Cater illar ans ers It is the kitchen. ave children re eat kitchen a ter a y Cater illar. Re eat the rocedure ith living room, bedroom, and bathroom.

itchen

living roo

here is Baby e is in the bedroo . here is the cat It is in the bathroo . It is laying ith so e yarn Say the “We Have Finished Chant”

A6 Play the audio and have children oin in.

Invite the to sing and do the actions that go ith the song.

AFTER PAGE 26 Target Song “My House”

DURING PAGE 26

N

Objectives

Hot Potato Attach the kitchen, living room, bedroom, and bathroom Picture Cards to the board. ave children sit in a circle. ive a child a beanbag, hich ill be the hot otato. Play so e usic and have children ass the hot otato around. Sto the usic. a e a roo in a house (Kitchen). Invite the child ith the beanbag to stand u and oint to the corres onding card on the board. Re eat ith the re aining cards. Play several rounds.

SO

Vocabulary

bedroo

bathroo

Ex lain to children that Mom, Dad, Grandma, and Grandpa are a ectionate na es or Mother, Father, Grandmother, and Grandfather. ext, oint to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene Where is Mom? She is in the kitchen. Play Audio A and oint to the scene as children re eat.

A36 Play the arget Song My

ouse to ex ose children to the ne vocabulary. Dis lay the bedroom, hallway, stairs, and living room Picture Cards around the roo . Use a y Cater illar to odel the uestions and ans ers in the song. e sings the children s art. al around the roo and have a y Cater illar oint to the cards as they are entioned in the song. ave children listen and loo attentively. See

or boo

age

.

EXTRA ACTIVITY Where Can You Find This? Attach the kitchen, living room, bedroom, and bathroom Picture Cards to the board at children s eye level. old u a ot and as Where can you find this? ave a y Cater illar ans er In the kitchen! Re eat ith other ob ects a to el, illo , boo , s oon, blan et, bottle o sha oo, and so on. hen ose the sa e uestions to the children. Acce t all logical ans ers.

here is Mo She is in the itchen. here is rand a She is in the living roo .

Vocabulary Presentation: hallway, stairs, closet, dining room; Review: upstairs, downstairs Language Presentation: Where is (Sister)? (She) is (in the hallway). What is (she) doing? (She) is (playing with a ball).

UNIT 3

T12 T26

:45 AM

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Vocabulary

Target Song “My House”

A36 Attach the bedroom, hallway, stairs, and

o identi y roo s and arts o a house o re eat na es o roo s and arts o a house o revie a ily e bers o revie ets o indicate the location o a ily e bers in a house • o identi y activities a ilies do at ho e • o understand and ollo si le co ands

Vocabulary

kitchen, living room, bedroom, bathroom, hallway, stairs, closet, dining room, upstairs, downstairs, ball, cat, dog, water, Sister, Baby, Mom, Grandma, Dad, Brother, play, crawl, sleep, drink, talk, read, take care, eat

Language

Vocabulary Presentation Dra a house on the board. As What is it? It is a house. Say Let’s learn other rooms and parts of a house. old u the hallway, stairs, closet, and dining room Picture Cards. a e the ne ords and have children re eat a ter you.

T27

3 Listen and say. Find and match.

Play Audio A . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. ext, invite children to ind the hall ay, the stairs, the closet, and the dining roo in the scene. hen sho children ho to trace a line ro the hoto o the hall ay to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil.

PE AR

Class Audio CD, hallway, stairs, closet, dining room, bedroom, and living room Picture Cards, a y Cater illar u et, encils, so t ball, hite a er one sheet er child , crayons

BEFORE PAGE 27

A39– A41

hall ay stairs closet dining roo

Where is (Sister)? (She) is (in the hallway). What is (she) doing? (She) is (playing with a ball).

Materials

DURING PAGE 27

N

• • • • •

SO

Objectives

living room Picture Cards to the board. Play the arget Song and oint to the cards as they are entioned. Use a y Cater illar to odel the uestions and ans ers. e sings the children s art. ave children listen and loo attentively.

ext, have children atch the re aining hotos ith the corres onding ictures. Point to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene Where is Baby? He is crawling up the stairs! Play Audios A and A as children re eat.

and oint to the scene

here is Sister She is u stairs. She is in the hall ay. hat is she doing She is laying ith a ball. here is Baby e is on the stairs. hat is he doing e is cra ling u the stairs here is the cat It is in the closet. hat is it doing It is slee ing. here is Mo She is in the dining roo . hat is she doing She is drin ing ater and tal ing to rand a.

here is Dad e is u stairs. e is in the bedroo . hat is he doing e is reading. here is Brother e is in the living roo . hat is he doing e is ta ing care o Baby here is the dog It is in the itchen. hat is it doing It is eating. here is rand a She is in the dining roo . hat is she doing She is eating and tal ing to Mo Vocabulary Practice Dis lay age . Invite a child to co e u . As Where is (Mom)? (She) is (in the kitchen). Re eat ith other a ily e bers and other children and or age .

AFTER PAGE 27 Upstairs, Downstairs Dis lay age . As Is Dad upstairs or downstairs? ave a y Cater illar ans er Upstairs. hen thro a so t ball to a child. As Is Sister upstairs or downstairs? Elicit Upstairs. Re eat ith other a ily e bers and other children. Play several rounds. See

or boo

age

.

EXTRA ACTIVITY My House Distribute dra ing a er and crayons. Encourage children to dra their ho es. inally, invite children to co e u and sho their dra ings to the rest o the class. ave the na e the roo s in their ho es.

Home

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9–4

1

A3

3 Listen and say. Find and match.

hallway

stairs Where is Baby? closet He is crawling up the stairs! dining room

UNIT 3

Vocabulary Presentation: hallway, stairs, closet, dining room; Review: upstairs, downstairs Language Presentation: Where is (Sister)? (She) is (in the hallway). What is (she) doing? (She) is (playing with a ball).

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27

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2–4

3

A4

4 Listen, look, and match.

sofa

N

stove

sink

PE AR

SO

bed

28

Vocabulary Presentation: bed, stove, sofa, sink, toilet, fridge, TV, lamp; Vocabulary Practice: bathroom, bedroom, kitchen, dining room Language Presentation: Where is the (bed)? It is in the (bedroom).

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Practice

A42, A43

bed, stove, sofa, sink, toilet, fridge, TV, lamp, bathroom, bedroom, living room, kitchen, dining room, listen, look, match, trace, find, sing

Language

. Point to

It is a bed. here is the bed It is in the bedroo . It is a stove. here is the stove It is in the itchen. It is a so a. here is the so a It is in the living roo . It is a sin . here is the sin It is in the bathroo .

SO N

ands

Vocabulary

ext, distribute encils and encourage children to trace a line ro each ite to the shaded area in the corres onding roo .

What is this? It is (a bed). Where is the (bed)? It is in the (bedroom).

Materials

Play Audio A and have children ind the closet, the la , the toilet, the ridge, and the in the roo s at the botto o the age. Invite volunteers to ans er each uestion by co leting the sentence It is in the…

PE AR

Class Audio CD, a y Cater illar u et, ictures o a bed, a stove, a so a, a sin , a la , a toilet, a ridge, and a , encils, bedroom, kitchen, bathroom, and living room Picture Cards

BEFORE PAGE 28

4 Listen, look, and match.

Dis lay age . Play Audio A the ictures as children re eat.

Objectives

• o identi y and na e urniture ite s • o indicate location o urniture ite s • o understand and ollo si le co

Re eat the rocedure ith kitchen/stove, bathroom/sink, and living room/sofa.

DURING PAGE 28

What Is This? old u the icture o the bed. As What is this? a y Cater illar ans ers It is a bed. ave children re eat bed a ter a y Cater illar. Re eat ith stove, sofa, and sink. ext, attach the ictures o the bed, stove, so a, sin , la , toilet, ridge, and to the board at children s eye level. Invite a child to co e u . a y Cater illar oints to a icture and as s the child What is this? he child ans ers It is (a bed). Re eat ith the rest o the ictures and other children.

ind ind ind ind ind

the the the the the

closet. here is the closet la . here is the la toilet. here is the toilet ridge. here is the ridge . here is the

Target Song “My House”

A36 Play the audio. Sing the song along

ith a y Cater illar. e sings the children s art. Play the audio again and encourage children to oin in as best they can. Praise all e orts. See

or boo

age

.

EXTRA ACTIVITY Let’s Sing! Sing the ollo ing song to the tune o e s a olly ood ello .

or

he stove is in the itchen. he la is in the living roo . he closet is in the bedroo . Everything is in lace he table is in the dining roo . he sin in the bathroo . he ridge is in the itchen. Everything is in lace

AFTER PAGE 28

The Bed Is in the Bedroom Place the bedroom, kitchen, bathroom, and living room Picture Cards around the roo . ave children sit in a circle. al around the circle. Sto and ta a child on the shoulder. and hi or her the icture o the bed. Say The bed is in the bedroom. ave the child al around the roo and loo or the bedroom Picture Card. Encourage hi or her to hold u the card and the icture and say The bed is in the bedroom.

UNIT 3

T12 T28

:45 AM

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Reading Readiness

DURING PAGE 29 A44

• o identi y u ercase and lo ercase letters Nn, Cc, Gg, Ii • o identi y initial sounds n , , g , І • o discri inate initial sounds • o understand and ollo si le co ands

Vocabulary

letter, nurse, nest, nine, lion, cat, cake, car, banana, fish, garden, gate, guitar, ice cream, iguana, igloo, truck, listen, cross out

Point to the letters Nn, Cc, Gg, and Ii and have children identi y the . hen oint to the hotos in each box, na e the ite s, and have children re eat a ter you. Exaggerate the beginning sounds. ext, lay Audio A . Distribute encils. Encourage children to cross out the ord that has a di erent initial sound in each grou o our. Be ore the activity, dra a big on the board and say Cross out.

This is big (N). This is small (n). (N) is for (nose).

Materials

SO

nurse nest nine lion cat banana ca e car ish garden gate guitar ice crea iguana igloo truc

Language

inally, have volunteers say crossed out in each grou .

BEFORE PAGE 29

AFTER PAGE 29

A29 Sing this song to get children started. Play

the audio and encourage children to oin in as best they can. Praise all e orts.

N Is for Nose rite the letter Nn on the board. Point to u ercase N and say This is big . Point to lo ercase n and say This is small n. hen oint to your nose and say nnose starts with the /n/ sound. is for nose. ave children re eat nnnose a ter you, exaggerating the n sound. ollo the sa e rocedure ith the letters Cc, Gg, and Ii and ords that begin ith each letter.

T29

hich icture they

See

or boo

age

.

EXTRA ACTIVITY Same or Different? Say a air o ords nnnine/nnnurse. Exaggerate the initial sounds. ave children cla i the ords have the sa e initial sound and as the to re ain silent i the ords have di erent initial sounds. Re eat ith other airs o ords and the n , , g , and І sounds.

PE AR

Class Audio CD, encils, cra t stic s, sandbox

Sing the “Let’s Wiggle!” Song

N

Objectives

5 Listen and cross out the picture that has a different initial sound.

Trace Letters a e children to the layground. ave the stand around the sandbox. and a stic to a child and say nnest starts with the /n/ sound. Encourage the child to rite the u ercase and lo ercase letter Nn. Re eat the rocedure ith other children and the letters Gg, Cc, and Ii.

“Let’s Make Letters!” Song

A45 Ex lain to children that they

ill a e letters ith their bodies. Set urniture aside and divide children into grou s o our. Play the audio, sing along, and have children listen. Play the audio again. At the end o the song, ill in the blan ith a letter and encourage children to or it ith their bodies.

Home

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A44

5 Listen and cross out the picture that has a different initial sound.

G g

SO

N

C` c

PE AR

N` n

I` i UNIT 3

Pre-reading Practice: Nn, Cc, Gg, i; discriminating sounds

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29

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Trace letters. Cut out and paste.Trace and read.

6

C`c

G`g

I`i

. .

PE AR

It`is`a It`is`a

SO

N

N`n

It is a period.

30 T6 Pre-reading and Pre-writing Practice: Nn, Cc, Gg, i; rebuses and simple sentences Values: We respect differences.

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page 30

page 34

Cutouts for Unit 3

Reading and Writing Readiness

DURING PAGE 30 page 30 page 34

AFTER PAGE 30

Objectives

identi y and trace letters Nn, Cc, Gg, Ii discri inate initial sounds read and rite si le sentences ractice ine otor s ills learn a value e res ect di erences use language to ex ress a value understand and ollo si le co ands

6 Trace letters. Cut out and paste. Trace and read.

Point to the letters Nn, Cc, Gg, and Ii and have children identi y the What letter is this? It is the letter (N).. ext, distribute encils and encourage children to trace the letters. Z02_BIFU_SB_03_7447_U11.indd 113

Vocabulary

letter, sound, nurse, cat, girl, igloo, differences, trace, cut out, paste, read, respect, care

Z02_BIFU_SB_03_7447_U11.indd 113

Language

ext, have children cut out the Cutouts and ut a s all a ount o glue on the bac o each. Ex lain they ill have to aste each Cutout under the letter the ord begins ith.

Z02_BIFU_SB_03_7447_U11.indd 113

PE AR

What letter is this? It is the letter (N). (N) is for (nose). It is a car. It is a period. We respect differences.

Materials

Class Audio CD, a y Cater illar u et, Cutouts, scissors, glue, encils, Values Poster, hite a er one sheet er child , crayons Z02_BIFU_SB_03_7447_U11.indd 113

BEFORE PAGE 30

hen hold u the Cutouts or age . Point to each Cutout. a e the ite s and have children re eat a ter you nurse, cat, girl, and igloo. igloo. Exaggerate the beginning sounds.

N

o o o o o o o

SO

• • • • • • •

Yes or No rite the letters Nn, Cc, Gg, and Ii on the board. Point to the and have children identi y the . ext, say is for nnnose. Exaggerate the beginning sound. ave a y Cater illar say Yes! hen say C is for nnnest. ave a y Cater illar say No! ext, have a y Cater illar say C is for cccar . Invite a volunteer to say Yes! or No! I his or her ans er is correct, have the class cla . Re eat several rounds ith the letters Nn, Cc, Gg, and Ii and other children.

ext, direct children s attention to the ords and rebuses belo the letters and Cutouts. Encourage children to trace the ords. hen read the irst sentence aloud ith the class. Underline each ord and oint to the rebus as you read It is a car car. hen have the class read both sentences aloud. Invite volunteers to read the sentences. inally, read the s eech bubble It is a period. ave children re eat a ter you and oint to the eriods at the ends o the sentences. Ex lain that e al ays use a eriod at the end o a sentence. ave children trace the eriods.

VALUES ACTIVITY Value: Respecting Differences Dis lay the Values Poster. ave children sit in a se icircle. Point to the value Respect differences. Read it aloud and have children re eat a ter you. hen oint to the t o children. Say Look, at the boys’ drawings. They are bicycles. Point to the bi e on the le t. hen invite a child to co e u , and as What color is this bike? It is red. hen oint to the bi e on the right What color is this bike? It is purple. Very good! The two drawings are bikes, but they are113 different. One is red, and the other one is purple. The two bikes are pretty! These boys respect differences! We respect differences, too!

3/21/14 12:23 PM

ext, have children go bac to their seats. 113 Distribute dra ing a er and crayons. Encourage the boys to dra a toy car and the girls a doll. ext, invite a air o girls to the ront and have the sho their dolls to the rest o the class. Describe each doll and then as Are the dolls 113 The dolls are different, different? Yes! hen say and they are very pretty. Encourage the children to cla and then say We respect differences. 3/21/14 12:23 PM

3/21/14 12:23 PM

Re eat ith a air o boys. Continue until all children have sho n their dra ings to the class. Praise all e orts. See

or boo

age

.

EXTRA ACTIVITY “Values Are Important” (Part 1)

A16 Play the audio and have children listen.

Play the audio again and encourage children to sing along as best they can. Praise all e orts.

UNIT 3

T30

:45 AM

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113

3/21/14 12:23 PM

Where Is Meg?

A46

SO Hello, Pam. Meg is in our living room.

1 3/21/14 11:45 AM

22

Where Is Meg?

1. Pa Mo roo 2. Pa Meg 3. Pa Meg 4. Meg Pa

T31

ello, is Meg here ello, Pa . Meg is in our living . Meg, I here. here are you I here. ind e hat are you doing I a coo ing. I coo ing in y itchen. In your living roo h

Meg, here. Meg, I’mI’mhere. Whereare areyou? you? Where

here. I’mI’mhere. Findme! me! Find

Whatare are What youdoing? doing? you

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AUDIO SCRIPT A46

PE AR

Hello, is Meg here?

In your living room? Oh!

HOME-SCHOOL CONNECTION Encourage children to ta e their Little Boo s ho e to share ith their a ilies. his boo is about children laying and about roo s in a house. he girls in the story lay ith a stove ade out o a cardboard box. Children ay en oy a ing a stove out o a box and laying ith their a ily e bers at ho e.

I am I am cooking. cooking.

33

4

I’m cooking in my kitchen.

Hello, is Meg here?

In your living room? Oh!

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SHOW TIME PREPARATION ell children that role laying the story is so ething they can do as art o the end o the year Sho i e Re ind children that they are learning English or s ea ing in class and at ho e, but also or their Sho i e celebration. Encourage the to use art su lies, clothes, ro s, and the stove they ade as they role lay.

Home

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Wher

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

N

A46

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Little Book

is entioned and invite a child to co e u and oint to it.

DURING THE LITTLE BOOK • • • •

o asse ble a Little Boo o listen to and read a story o role lay a story o revie a ily e bers and roo s in a house • o understand and ollo si le co ands

Vocabulary

hello, living room, kitchen, bathroom, bedroom, dining room, box, play, do, cook, find

Language

Materials

Sing the Target Song “My House”

A36 Be ore you sing the arget Song, attach the

bedroom, hallway, stairs, and living room Picture Cards to the board at children s eye level and dra a tree house and a next to the cards. a e each ite and invite children to co e u and oint to it. hen lay the audio. Use a y Cater illar to odel the conversation. ave children listen. Sto the audio every ti e an ite

BF_TE3_U03.indd 79

1. Care ully tear out the age along the and old it in hal to a e a Little Boo .

argin

2. Previe the story ith the class. Sho children each age and as What do you see? Children can na e eo le, colors, sha es, and clothes. 3. Point to the title and say This is the title. The title of the story is “Where Is Meg?” Point to the nu bers on each age or children to identi y the age nu bers. ext, oint to the ictures next to the lines. his ill hel children no ho is s ea ing This is what Mom says. This is what Meg says. This is what Pam says.

Class Audio CD, a y Cater illar u et, hallway, stairs, bedroom, and living room Picture Cards, ta e, large box, ive ediu sized boxes, colored a er, crayons, art su lies, bloc s, D D or Active each

BEFORE THE LITTLE BOOK

Where Is Meg?

4. Play the audio hile you sho ages. ave the listen.

PE AR

What is this? It is (a box). Who is this? It is (Mom). Meg is in our living room. Where are you? I’m here. Find me. What are you doing? I am cooking.

A46

SO N

Objectives

AFTER THE LITTLE BOOK Role-play Role lay the story ith a y Cater illar. ext, invite three children to co e u . Assign a character to each, say the lines, and have children re eat a ter you. Provide the ith a box so they can use it as a toy stove as they role lay. Home-School Connection ave children ta e the story ho e to share ith their a ilies. Children can loo at the ictures to re e ber the story and role lay ith their a ilies. Play the DVD As a inal re ard, sho children the ani ated version o the story on the Big Fun D D or in the Active each. See

or boo

age

.

children the

5. Play the audio again. his ti e, oint to the ictures next to the lines that sho ho is s ea ing on each age. Point to the scenes and anto i e to hel clari y eaning. 6. Chec children s co rehension. Point to the di erent ite s and characters and as What is this? It is (a box). Who is this? It is (Mom) (Mom). ext, oint to the irst scene. Say Pam wants to play with Meg. Who opens the door? Mom. Where is Meg? In the living room. urn to age . As What does Meg say? Find me! Dis lay age . As What is Meg doing? She is cooking. inally, turn to age . Point to the box and as What is this? It is a stove. Where is the stove? In the living room. hen say Pam and Meg are playing with a toy stove in the living room. Where can we find a real stove? Encourage children to ans er In the kitchen!

EXTRA ACTIVITY Build a Room Cover the inside o ive ediu sized boxes ith di erent colored a er. ell children that each box ill be a roo in a house bedroo , dining roo , bathroo , living roo , or itchen. Divide the class into ive grou s. Provide a box and assign a roo to each grou . Provide bloc s and art su lies or children to dra and urnish their roo s.

UNIT 3

T32

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Math

ext, ut thirty lastic or s on a table. ave children stand around the table and have the count the or s ith you 1, 2, 3,... 30! Say We Fun 3 hen have thirty Big forks! a e three sets o ten or s and ut a rubber band around each set. Say Each set has ten forks. We have three sets of ten forks each. Let’s count by tens. Ready? Big Fun 10,3 20, 30. How many forks do we have? Encourage children to ans er Thirty forks. Unit 1 Page 9

Objectives • • • • •

o o o o o

learn nu bers count to count sets o ten revie sha es understand and ollo

Unit 1 Page 9

si

Vocabulary

le co

ands

Big Fun 3 Unit 1 Page 9

Unit 2 Page 21

Unit 2 Page 21

Unit 2 Page 21

Unit 3 Page 33

DURING PAGE 33 Unit 3 Page 33

N

number, fork, set, listen, say, count, stick, trace, run

Language

A48

Materials

Unit 4 Page 45

ave children count the or s at the to o the age along ith you. Say Let’s count the forks by tens: 10, 20, 30… 30 forks! ext, oint to the nu ber and as What number is this? Invite a volunteer to ans er 30! Very good! This is the number 30. 30. ave children re eat thirty a ter you. hen oint to a y Cater illar on the age and say Look! Happy Caterpillar has three sets of ten forks each each.. old u the three sets you used in the revious activity. Say Each set has ten forks. forks. inally, as How many forks does Happy Caterpillar have? Encourage children to ans er Thirty!

Unit 4 Page 45

Z03_BIFU_SB_03_7447_USTICKERS.INDD 1

Z03_BIFU_SB_03_7447_USTICKERS.INDD 1

BEFORE PAGE 33 Sing the “Shape Song”

A35 Play the audio and have children listen.

Play the audio again. Pause a ter each sha e s descri tion and have children guess the sha e. inally, lay the audio again and encourage children to oin in singing as best they can. Praise all e orts. Z03_BIFU_SB_03_7447_USTICKERS.INDD 1

Say the “Thirties Family Chant”

A47 Play the audio and have children listen.

Play the audio and invite children to chant along. Be ore the chant, rite the nu bers to on the board and oint to the as they are entioned in the audio.

T33

Unit 4 Page 45

PE AR

Class Audio CD, lastic or s, three rubber bands, encils, Stic ers, lashlight, kitchen, living room, bedroom, bathroom, hallway, stairs, closet, and dining room Picture Cards

7 Listen and say. Count, stick, and trace.

SO

We have thirty forks. Each set has ten forks. Let’s count by tens. How many forks do we have? Thirty forks.

Unit 3 Page 33

can count by tens and then count the individual or s. ext, have children stic the Stic ers in the correct boxes. hen have the count the or s in each box on the age. inally, sho children ho to trace the nu bers to , irst ith their index inger and then ith a encil.

AFTER PAGE 33 Flashlight Fun! Play a nu bers guessing ga e. urn o the lights and ull do n the shades so the roo is dar . hen turn on a lashlight and dra big nu bers, ro to , on the all. See i children can guess the nu bers correctly TIP: Hints

In the lashlight un ga e you can give children hints to a e it easier, such as I am writing a number between 30 and 39.

24/03/14 21:52

24/03/14 21:52

24/03/14 21:52

Play the audio. ave children listen and re eat as they oint to the corres onding nu ber on the age. thirty thirty one thirty t o thirty three thirty our thirty ive thirty six thirty seven thirty eight thirty nine hen sho the Stic ers or age . ave children count the or s on each Stic er. Re ind children that each set has ten or s, so they

See

or boo

age

.

EXTRA ACTIVITY On the Count of Three! a e children to the layground. Put the bedroom, bathroom, living room, dining room, hallway, closet, stairs, and kitchen Picture Cards around the layground. ave children stand in a circle in the center o the layground. hen say On the count of three, let’s all run to the kitchen. Ready? One, two, three, kitchen! ave children race and loo around the layground or the kitchen Picture Card. Re eat the rocedure ith the re aining cards.

Home

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7–4

8

A4

7 Listen and say. Count, stick, and trace.

35 M03_BIFU_SB_03_7447_U03.indd 33

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31

32

34 33

37

39

PE AR

30

SO

N

=30=

36

3

Math Connection: Numbers 30–39; sets of 10

UNIT 3

33

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Look closely. Cut out and paste the cutouts in order.

PE AR

SO

N

8

34

Critical Thinking: Spiders catch food in their webs. Science Words: spider, fly, web

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Cutouts for Unit 3 page 30

Amazing

Sing the “Spider Web Song”

Cutouts for Unit 3 A49 Play the audio. ave children listen as you sing actions. hen lay the audio and page 30 and do the page 34

encourage children to do the actions ith you. Encourage the to oin in singing as best they can. Praise all e orts.

Objectives • • • • •

o o o o o

page 34

a reciate nature Cutouts for Unit 3 observe details DURING PAGE 34 page 34 learn ho s iders catch ood inpage their30 ebs ractice ine otor s ills understand and ollo si le co ands

spider, fly, web, food, catch, make, look, cut out, paste

Language

Z02_BIFU_SB_03_7447_U11.indd 113

Spiders catch food in their webs. Spiders eat flies.

Materials

Class Audio CD, a y Cater illar u et, ictures or dra ings o a s ider, a s ider eb, and a ly, Cutouts, scissors, glue, string, chal , s onge ball

BEFORE PAGE 34 Sing the “Amazing Nature” Song Z02_BIFU_SB_03_7447_U11.indd 113

8 Look closely. Cut out and paste the cutouts in order.

Dis lay age . Say Look at the spider. It makes a web to catch flies.. Spiders catch food in their webs.. ave children oint to the s ider and to the eb. ave the re eat spider and web a ter you. ext, sho the Cutouts or age . Describe each Cutout. ave children cut out the ictures. As the to ut a s all a ount o glue on each Cutout. Children ill have to aste the113 Cutouts in order ly, ly caught in the eb, s ider eats the ly.

PE AR

Z02_BIFU_SB_03_7447_U11.indd 113

SO N

Vocabulary

A20 Play the audio and have children listen.

Play the audio again and encourage children to sing along as best they can. Praise all e orts.

Build Background Attach the ictures o a s ider, a eb, and a ly to the board at children s eye level. Point to each ite and na e it. ave children re eat a ter you. hen ex lain that s iders a e ebs to catch their ood. hen have a y Cater illar say Spiders eat flies. ave hi oint to the ly on the board. ave a y Cater illar as children Do you eat flies? No!

3/21/14 12:23 PM

AFTER PAGE 34

Let’s Make a Giant Spider Web! a e children to the layground. ave the or ive concentric circles. Pass out string and guide the in assing it around in such a ay that the class or s a giant s ider eb.

Catch Flies! Dra a giant s ider eb on the layground ith chal . ne child is the s ider and the rest are lies. and a s onge ball to the s ider. ave the lies run around the s ider eb. he s ider cannot leave the eb. he s ider has to thro the ball and hit a child. I the ball hits a child, he or she gets caught by the s ider and has to u into the eb. Continue laying until the s ider has caught several lies. Play several rounds so children ta e turns being s iders and or lies. See

or boo

age

.

113

EXTRA ACTIVITY 3/21/14 12:23 PM

Sing the “Eensey Weensy Spider Song” Sing the song and do the actions. ave 113 children listen. hen sing it again and encourage children to do the actions and to sing along ith you as best they can. Praise all e orts. 3/21/14 12:23 PM

Eensey eensey s ider ent u the ater s out. (move your fingers to simulate a walking spider) Do n ca e the rain And ashed the s ider out. (wiggle your fingers to simulate rain) ut ca e the sun And dried u all the rain. (draw a sun on the board) And eensey eensey s ider ent u the s out again. (move your fingers to simulate a walking spider)

UNIT 3

T12 T34

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Objectives

• o do an art ro ect • o tal about s iders • o learn ho s iders a e ebs to catch their ood • o use ine otor s ills • o understand and ollo si le co ands

Vocabulary

spider, pom-pom, legs, ceiling, look, say, make, bend, glue, stick, hang

Materials

DURING PAGE 35

Class Audio CD, o o s one bigger than the other, t o er child , i e cleaners cut in hal eight halves er child , glue, string, scissors, glue gun o tional , and googly eyes t o er child , ta e, hite cards, scissors, ar ers, candy, Unit Picture Cards, ictures o a s ider, a s ider eb, and a ly

BEFORE PAGE 35

Revisit the “Spider Web Song” A49 Play the audio. Sing the song and do the actions. Play the audio again. Invite children to do the actions ith you. Encourage the to sing along as best they can. Praise all e orts.

T35

Home

BF_TE3_U03.indd 84

Make Spiders Be ore class, asse ble the aterials needed or the ro ect. ou ill need o o s, i e cleaners cut in hal , glue, string, and googly eyes. Sho children age and read the title o the ro ect aloud Make Spiders.

PE AR

What are these? They are spiders. Glue the pom-poms. Stick the legs into the body. Bend the legs. Glue the eyes. Hang your spider from the ceiling!

ave the child ro tea A na e the ite s in order. I his or her res onse is correct, the child ins a oint or his or her tea . I not, the child ro ea B has a chance to ans er. Continue laying. During the second round, the child ho gets to ans er irst is the child ro ea B. Play several rounds ith other airs. he tea ith the ost oints ins the ga e.

SO

Language

Look and Say Divide the class into t o tea s A and B. Invite a e ber o each tea to co e u . Sho the children the ictures o a s ider, a eb, and a ly brie ly, one at a ti e. As the t o children to loo at the ictures and try to re e ber the order in hich they a eared.

N

Project

hen sho

children ho

to ollo

these ste s

I you notice that glue does not ee all the aterials together, you ight ish to use a glue gun and hel children asse ble their s iders. Ma e sure children do not touch the glue gun . ave children loo at the ceiling, and as What are these? They are spiders!

AFTER PAGE 35 Spider or Candy? Be ore class, dra our s iders and our ieces o candy on hite cards and cut the out. Move urniture aside and have children sit in a circle. As children to close their eyes, and ta e the s iders and candies rando ly in the center o the circle. Put a Picture Card ro Unit on to o each s ider or candy. Invite a child to choose a card. ave hi or her na e the ite de icted on the card. I the res onse is correct, invite the child to li t u the card. I there is a s ider under the card, have the child leave the card on the loor and ut the s ider on to o it. I there is a candy, the child gets a real iece o candy and can ta e the card. Continue laying until all ite s have been identi ied. Play several rounds.

1. lue t o o o s together. he s aller one ill be the s ider s head. he larger one ill be the s ider s body . Say Glue the pom-poms. 2. Stic the ends o eight i e cleaner halves into the larger o o . Say Stick the legs into the body body. 3. Bend the i e cleaners. Say Bend the legs. 4. lue the eyes onto the s aller o Glue the eyes.

o . Say

Point to a y Cater illar and read his s eech bubble aloud. Underline each ord as you read Hang your spider from the ceiling! hen oint to the ceiling. lue a string onto the larger o o o each s ider and use ta e to hang the s iders ro the ceiling.

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Hang your spider from the ceiling!

PE AR

SO

N

Make Spiders

UNIT 3

Amazing Project: Make hanging spiders. Science and Art Connections

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35

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Dad Mom

closet cat

fridge

bed

sofa

PE AR

Where is Dad?

stove

N

Ask, answer, and check.

SO

9

He is in the living room.

GO TO

36

Review; Assessment for Learning

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Objectives

• o assess vocabulary and language learned in the unit • o re are or Unit Sho i e • o use Assess ent or Learning to re lect on their o n learning • o understand and ollo si le co ands

Vocabulary

Dad, Mom, closet, cat, stove, fridge, bed, sofa, ask, answer, check

Language

Materials

Class Audio CD, encils, crayons, a y Cater illar u et, Port olio Envelo es

BEFORE PAGE 36

9 Ask, answer, and check.

SO

Elicit each o the vocabulary ite s ictured on the banner Who is (he)? (He) is (Dad). What is this? It is (a closet).. ext, oint to the boy and the girl and read the s eech bubbles Where is Dad? He is in the living room.

Songs and Chants Revisit the Songs and Chants ro Unit Audios A , A , A , and A . Divide the class into our grou s and assign a song to each one. Play the audios and encourage each grou to sing along and do the actions.

BF_TE3_U03.indd 87

DURING PAGE 36

ext, elicit the second ite on the banner Mom. Invite a air o children to co e u . ave one child as the uestion Where is Mom? ave the second child loo into the house and ans er She is in the bedroom bedroom. hen as the class to chec o the ictures o Mo and Dad in their boo s because they have already as ed and ans ered uestions about the . Continue the activity ith the re aining ite s on the banner and other airs o children. inally, cla or a ob ell done

PE AR

Who is (he)? He is (Dad). What is this? It is (a closet). Where is (Dad)? (He) is (in the living room). Where is (Sister)? (She) is (in the hallway). What is (she) doing? (She) is (playing ball). Where is the (bed)? It is (in the bedroom). Is (N) for (nnnest)? Yes. Is (N) for (ggguitar)? No. Spiders catch food with their webs.

Think about Learning Revie Unit age by age ith children. ave the loo at each age attentively and re ind the hat they learned on each, or exa le Look. Where is (Mom)? (She) is (in the kitchen). Where is (Sister)? (She) is (in the hallway). What is (she) doing? (She) is (playing ball). Where is the (bed)? It is (in the bedroom). Is (N) for nnnest ? Yes. Is (N) for ggguitar ? No! Spiders catch food with their webs. Encourage children to cla i they li ed the age or to a e a sad ace i they didn t.

N

Wrap-up

AFTER PAGE 36 Prepare for Show Time! Point out the ascot ith the lo er at the botto o the age. Direct children to age . el the thin o hat they li ed ost ro Unit . Say I liked how spiders make webs to catch their food! Say this ith a very excited voice and s ile as you oint to the s ider on age . Encourage children to dra hat they

li ed ost ro Unit a song or chant, the Little Boo story, the A azing age, the ro ect, or ust a ord. Reassure the that any ersonal res onse is ine Revisit their ideas ro hin about Learning. Children Decide! A ter children co lete their dra ings, invite the to dis lay the . old u a dra ing and say (Betty) liked (to trace numbers and to count to thirty-nine)! (Jimmy) what is your favorite part of Unit 3? Provide English language su ort hen needed. Re eat the rocedure ith the re aining dra ings. a e notes on children s re erences so you can deter ine hat to include in the end o the year sho . Home-School Connection ave children ta e ho e their dra ings to sho a ily e bers. el children ractice tal ing about their or so they can use English hen they sho it to their a ilies. Sing the Target Song “My House” o consolidate hat children have learned in the unit, lay the arget Song. irst, ractice the uestions and ans ers ith a y Cater illar. hen encourage children to oin in and sing their art. A36

Portfolio ave children revie the things in their Port olio Envelo es to date. al to each child s lace and have hi or her sho you his or her avorite or so ar. Ma e sure children ut all ages bac inside the Port olio. See

or boo

age

.

UNIT 3

T12 T36

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Topics and Key Vocabulary Communication Objectives

Express needs

Communicate what one is using

Understand and follow simple commands

UNIT 4

N

Identify and name art supplies

SO

Communicate what one is making

PE AR

Identify and name recyclable items

Recyclable Items and Art Supplies: tape, paper plates, boxes, string, paint, paintbrushes, sticks, glue, newspaper, balloons, plastic bottles Numbers: N umbers: forty to forty-nine

Action Verbs: recycle, use, touch, tell, need, hit, break, fall, rush, collect, apply, spin, pop, remove, add, poke, tie, grow, waste, fly, travel, land, bloom, flip, attach Nature and Science Words: seed, seedling, flower

Target Language and Structures What is this? It is (a plastic bottle).

What do you need? I need (glue).

What are these? They are (paintbrushes).

What are you making? We are making (a duck).

What are you using? I’m using (tape).

Content Connections Math: Identify and trace numbers: 40–49 Count to 49 Identify and count sets of 10 Nature and Science: Observe how seeds travel

Music: Sing and act out songs Move to music Language Arts: Say and act out chants Role-play

Make a spinning helicopter

T4A

Overview

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Reading and Writing Readiness

Amazing and Project

Identify initial sounds: /h/, /r/, /b/, /c/

Observe how seeds travel Project: Make a Spinning Helicopter

Practice motor skills

Practice visual discrimination

Trace letters: Hh, Rr, Bb, Oo Trace words and use rebuses to read simple sentences

We Need Books!

PE AR

SO

UNIT 4

N

Little Book

Home-School Connection Take home the Little Book Take home Show Time drawings

Talk about recycling, art supplies, and crafts at home Sing songs and say chants at home

Competency-based Education Competency work within the following formative areas: Discovering Our World: Take care of the environment and propose solutions for its conservation; Unit Opener page, p. T37

Mathematical Thinking: Use numbers in diverse situations to draw on the principles of counting; Math page, p. T45

Values Not wasting things

UNIT 4 Overview

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T4B

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Unit Opener

DURING PAGE 37 A5, A51

o o o o

redict unit to ic identi y and na e recyclable ite s sort recyclable and non recyclable ite s understand and ollo si le co ands

Vocabulary

can, string, plastic bottles, newspaper, paper, toilet paper roll, paper plate, box, egg carton, jar, month, look, predict, draw, listen, recycle

Language

Find string! Is it recyclable? Yes, it is./No, it is not.

Materials

BEFORE PAGE 37

Sing the “Good Morning Song” ave children sing along.

A3 Play the audio.

Calendar Work or daily ith a large classroo calendar. ave a y Cater illar oint to the day on the calendar. As What day is today, Happy Caterpillar? It is (Monday). ave the class re eat a ter a y Cater illar. Introduce the ord month. Point to the onth and say What month is it? It is (September). hen lay the audio and have children listen. Play the audio again, sing the song, and encourage children to oin in as best they can. Praise all e orts. A50

T37

ext, have children close their boo s. Distribute dra ing a er and crayons. As children to dra one recyclable thing they thin ill a ear in the unit that is not on age . hen hold u children s dra ings and na e the ite s children redict ill a ear.

PE AR

Class Audio CD, a y Cater illar u et, a er, crayons, t o e ty cans, string, Port olio Envelo es, classroo calendar, recyclable and non recyclable aterials

hen lay Audio A . ave children listen. Encourage the to i e the actions ith you. At the end o the song, have children insert the to ic in the inal verse Fun with (recycled things)!

N

• • • •

Predict Together Dis lay age . Point to the recycling box and say Look at all the things in the box. Do you think we can use them to make other things? Encourage children to ans er Yes! Point to the recycling sy bol and say We can… them! Encourage children to co lete the sentence ith the ord recycle.. hey ay use their native language i necessary.

SO

Objectives

1 Look, predict, and draw. Listen.

Check Predictions Encourage children to loo through the unit to chec i their redictions ere correct. ave redicted. the cla i they see the ite s they redicted ext, have children o en their boo s again to age . Point to the ite s, na e the , and have children re eat cans, string, toilet paper rolls, paper plate, newspaper, plastic bottles, egg carton. Say We can recycle these things to make something nice! Play the arget Song Recycling to ex ose children to the ne vocabulary. Use a y Cater illar to odel the uestions and ans ers. Sing the song and do the actions. ave children listen attentively. Play the audio again. ave children u in lace hen they hear the ne ords string, plastic bottles, newspaper, paper plates, and cans.

Do the Find It! Activity Point out a y Cater illar and read his s eech bubble Find string! ave children loo or string in the unit. String can be ound on ages , , , , and Little Boo age .

AFTER PAGE 37 Telephone Conversation Be ore class, a e a tele hone using t o e ty cans and string. hen direct children s attention to the children on age . Say Look, the children are using a telephone like this one. Model a si le conversation ith a y Cater illar. Invite a air o children to co e u . Encourage the to use the tele hone and have a si ilar conversation to the one you acted out ith a y Cater illar. Continue ith other airs. Sing the “Good-bye Song” ave children sing and ave good bye.

A7 Play the audio.

Portfolio Re e ber to add to the Port olio or that children eel good about and that sho s their rogress. See

or boo

age

.

EXTRA ACTIVITY Is It Recyclable? Place several recyclable and non recyclable things, such as lastic bottles, egg cartons, and organic garbage, on a table. ave children stand around the table. Point to the ite s and as It is recyclable? ave the ans er Yes, it is or No, it is not. inally, have children ut the recyclable ite s in a recycling bin and the others in a astebas et.

Recycle

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5 & A5

RECYCLE

1 Look, predict, and draw. Listen.

PE AR

SO

N

1

A

4

Find string!

UNIT 4

Unit Preview; FIND IT in the unit: string

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37

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2–5

3

A5

2 Listen and say. Find and match.

tape What are you using?

I’m using tape.

paper plates

boxes

string 38

Vocabulary Presentation: tape, paper plates, boxes, string Language Presentation: What are you using? I’m using (tape).

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Vocabulary

around the roo and loo or the ta e. hen the child inds it, have hi or her ans er It is (on the table). Continue in the sa e anner ith the other ob ects. Play several rounds changing the locations o the ob ects.

Objectives o o o o o o o

identi y recyclable ite s re eat na es o recyclable ite s co unicate hat one is using ex ress ants revie re ositions identi y the location o ob ects understand and ollo si le co

DURING PAGE 38 A52, A53

ands

Vocabulary

Language

What is this? It is (tape). What are these? They are (paper plates). What are you using? I’m using (tape). Where is the (tape). It is (on the table).

Materials

Class Audio CD, ta e, a er lates, boxes, string, encils, a y Cater illar u et, another u et, tape, boxes, paper plates, and string Picture Cards, blac lastic bag, blind old

BEFORE PAGE 38

sticks Vocabulary Presentation

Play Audio A . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. Underline each ord ith your inger as you na e each ite . ext, invite children to ind the ta e, a er lates, boxes, and string in the scene. hen sho the ho to trace a line ro the hoto o the ta e to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil. Re eat the rocedure ith the a er lates, boxes, and string.

PE AR SO

tape, paper plates, boxes, string, on, next to, under, in front of, behind, use, listen, say, find, match, want, touch, tell

2 Listen and say. Find and match.

N

• • • • • • •

Place ta e, a er lates, so e boxes, and string on a table. ave children stand around the table. old u the ta e and as a y Cater illar What is this? It is tape. ave children re eat tape a ter a y Cater illar. Re eat the rocedure ith paper plates, boxes, and string.

Where Is It? Place the ta e, the a er lates, boxes, and string in di erent laces around the roo or children to ractice re ositions. As a child Where is the (tape)? ave hi or her al

ta e

a er lates boxes

string

ext, oint to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene What are you using? I’m using tape. Play Audio A and oint to the scene as children re eat. hat hat hat hat

are are are are

you you you you

using using using using

I I I I

using using using using

ta e. a er lates. boxes. string.

AFTER PAGE 38 Have Big Fun Talking!

A54 Be ore the activity dra

a u et, a lay house, and a robot on the board. Play the audio and have children listen. Point to each ite as it is entioned in the audio. hen lay the

audio and use a y Cater illar and another u et to odel the conversation. inally, invite one boy and t o girls to co e u and act out the conversation. Encourage the to oint to the corres onding ite s on the board. Re eat the rocedure ith other children. G1: B1:

hat do you ant to a e e ant to a e u ets. hat do you ant to a e G1: e ant to a e a lay house. hat do you ant to a e G2: e ant to a e a robot. Target Song “Recycling”

A51 Play the arget Song Recycling to ex ose

children to the ne vocabulary. Dis lay the tape, boxes, paper plates, and string Picture Cards around the roo . Use a y Cater illar to odel the uestions and ans ers in the song. e sings the children s art. al around the roo and have a y Cater illar oint to the cards as they are entioned in the song. ave children listen and loo attentively. See

or boo

age

.

EXTRA ACTIVITY Touch and Tell Put ta e, a a er late, a box, and string inside a blac lastic bag. Invite a child to co e u , and blind old hi or her. ave the child ta e an ob ect ro the bag. As What is it? I his or her ans er is correct, he or she gets to ta e the ob ect ith hi or her. I not, the child has to ut it bac in the bag. Play several rounds.

Vocabulary Presentation: paint, paintbrushes, sticks, glue Language Presentation: What do you need? I need (glue). What are you making? We’re making (a duck).

UNIT 4

T12 T38

:06 PM

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Vocabulary

cards as the ite s are entioned in the song. Use a y Cater illar to odel the uestions and ans ers in the song. e sings the children s art. ave children listen and loo attentively.

Objectives

identi y and na e art su lies re eat na es o art su lies ex ress needs co unicate hat one is a ing understand and ollo si le co

A55– A57

ands

Vocabulary

paint, paintbrushes, sticks, glue, listen, say, find, match, need, make

Language What What What What

is this? It is (paint). are these? They are (paintbrushes). do you need? I need (glue). are you making? We’re making (a duck).

3 Listen and say. Find and match.

Play Audio A . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. ext, invite children to ind the aint, aintbrushes, stic s, and glue in the scene. hen sho the ho to trace a line ro the hoto o the aint to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil. ext, have the atch the re aining hotos ith the corres onding illustrations. aint

Materials

aintbrushes stic s glue

Point to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene What do you need? I need paintbrushes.

BEFORE PAGE 39

Play Audio A and oint to the scene as children re eat.

PE AR

Class Audio CD, aint, aintbrushes, stic s, and glue, a y Cater illar u et, tape, boxes, paper plates, glue, paintbrushes, sticks, paint, and string Picture Cards, encils, so t ball

Vocabulary Presentation ave children sit in a circle. Put aint, aintbrushes, stic s, and glue in the center o the circle. old u the aint and as a y Cater illar What is this? It is paint. ave children re eat paint a ter a y Cater illar. Re eat the rocedure ith the rest o the ite s. Target Song “Recycling”

A51 Attach the paint, paintbrushes, sticks,

glue, tape, boxes, paper plates, and string Picture Cards to the board. Play the arget Song Recycling. ave a y Cater illar oint to the

T39

a ing a duc . a ing a co . a ing a

DURING PAGE 39

N

o o o o o

SO

• • • • •

hat are you a ing e re hat are you a ing e re hat are you a ing e re bunny. o hat s great

hat hat hat hat

do do do do

you you you you

need need need need

I I I I

need need need need

aint. aintbrushes. stic s. glue.

ext, lay Audio A . ave children listen and re eat. Encourage the to oint to the grou o children or ing on each ro ect as it is entioned on the trac .

AFTER PAGE 39 Vocabulary Practice Attach the Unit Picture Cards to the board at children s eye level. ave children sit in a se icircle. and a so t ball to a child. Say Hit the (boxes). ave the child thro the ball and hit the corres onding card. Re eat the sa e rocedure ith other cards and children. Play several rounds. See

or boo

age

.

EXTRA ACTIVITY Duck, Duck, Goose Invite children to sit in a circle. al around the circle, lightly ta ing each child on the shoulder as you say Duck. hen you ta a child s shoulder and say Goose, that s a signal or the child to stand u and chase you around the circle. he ob ect o the ga e is or you to run around the circle and sit in the child s lace be ore the child tags you. I you are tagged be ore sitting do n, re eat the rocedure. I you sit be ore being tagged, the child ho is standing al s around the circle, ta ing shoulders. Play the ga e over and over, giving any children a turn to ta shoulders.

Recycle

M04_B

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5–5

7

A5

3 Listen and say. Find and match.

What do you need? paint I need paintbrushes. paintbrushes

sticks

glue

UNIT 4

Vocabulary Presentation: paint, paintbrushes, sticks, glue Language Presentation: What do you need? I need (glue). What are you making? We’re making (a duck).

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39

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A58

4 Listen and circle the piñata. Listen again and circle the materials.

E

40

Vocabulary Presentation: plastic bottles, newspaper, balloons; Vocabulary Practice: tape, boxes, paper, sticks, paint Language Practice: What are you making? I’m making (a piñata). What do you need? I need (newspaper).

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Practice

DURING PAGE 40 A58

o o o o

identi y and na e recyclable aterials identi y and na e art su lies ex ress needs understand and ollo si le co ands

Vocabulary

piñata, plastic bottles, newspaper, balloons, tape, boxes, paper, sticks, paint, glue n , listen, circle v , hit, break, fall, rush, collect, make, need, apply, glue v , pop, remove, paint v , add, poke (holes), tie, hang

Language

Materials

Class Audio CD, a y Cater illar u et, dra ing or icture o a i ata, dra ing or icture o a bro en i ata, encils, balloons, bo ls, atered do n glue, ta e, aintbrushes, ne s a er stri s, aint, colored a er, i e cleaners, scissors, string, blind old, large ooden stic , candy

BEFORE PAGE 40

AFTER PAGE 40

Let’s Make a Piñata Divide the class into three grou s. Be ore the activity, asse ble all the aterials you ill need or each grou balloons, bo ls, stri s o ne s a er, ta e, atered do n glue, aintbrushes, aint, colored a er, and i e cleaners. Assign an ani al to each grou bird, cat, or ish. Ex lain to the children ho to ollo these ste s

PE AR

This is a piñata. What are you making? I’m making (a piñata). What do you need? I need (newspaper).

ext, have children loo at the list o aterials. Point to the aterials and read the list as you underline the ords ith your index inger. ave children re eat a ter you. Play the audio again, ause a ter each aterial, and have children circle the ones needed to a e the i ata. Encourage volunteers to say hich aterials they circled plastic bottles, tape, balloons, paper, and paint.

N

• • • •

Dis lay age . Say Look! Here we have two piñatas. Listen and circle the correct piñata. Play the audio and have children listen attentively. Encourage children to say hat i ata they circled The teddy bear!

SO

Objectives

4 Listen and circle the piñata. Listen again and circle the materials.

What Is a Piñata? Sho children the icture o a i ata. ave a y Cater illar say This is a piñata. At parties children take turns hitting it with a stick. ave a y Cric et i e hitting the i ata. hen sho a dra ing o a i ata that has been bro en. ave a y Cric et say When it breaks, candy falls out, and children rush to collect it.

1. Blo u a balloon and lace it inside a bo l so that it stands u hile a lying the glue. A ly atered do n glue to the balloon ith a aintbrush. Say Apply glue. 2. hen glue the stri s o ne s a er, leaving the end uncovered. Let dry. Say Glue newspaper strips. 3. hen it is dry, a ly another layer o ne s a er stri s. Let dry. Say Glue more newspaper strips. Let dry.

4. Po the balloon and re ove it. Say Pop the balloon. Remove it. 5. Paint the i ata ith the aintbrush. Let dry. Say Paint your piñata. 6. Add eatures to the i ata using colored a er and i e cleaners. Say Add (features). 7. Po e t o s all holes into the to o the i ata on both sides o the to hole. Run a iece o string through these holes. Say Poke two holes. Run string. 8. ie the ends together to or a loo , hich can be used to hang the i ata. Say Tie the string. Form a loop. 9. inally, hang children s i atas to decorate the roo . Say Let’s hang the piñatas! Sing the Target Song “Recycling”

A51 Play the audio. Sing the song along

ith a y Cater illar. e sings the children s art. Play the audio again and encourage children to oin in as best they can. Praise all e orts. See

or boo

age

.

EXTRA ACTIVITY Break the Piñata Be ore class, a e a i ata and ill it ith candy. ang the i ata, invite a child to co e u , and blind old hi or her. and the child a large ooden stic and encourage hi or her to hit the i ata. Continue ith other children until the i ata brea s. Encourage children to ic u the candy.

UNIT 4

T12 T40

:06 PM

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Reading Readiness

with the /h/ sound. ave children re eat hhhorse a ter you, exaggerating the h sound. Say is for horse.

• o identi y u ercase and lo ercase letters Hh, Rr, Bb, Oo • o discri inate initial sounds • o understand and ollo si le co ands • o use ine otor s ills

Vocabulary

letter, big, small, horse, lion, hen, hat, toothbrush, rain, ring, rabbit, barn, bananas, baby, pizza, ox, ostrich, octopus, eggs, listen, cross out, catch, say This is big ( ). This is small (h). ( ) is for (horse). Does (rabbit) start with the (/r/) sound?

Sing the “Months of the Year” Song

A50 Sing this song to get children started.

Play the audio and have the listen. Point to the onths on the classroo calendar as they are entioned in the song. ext, lay the audio again and invite children to oin in singing as best they can. Praise all e orts. H Is for Horse rite the letters Hh on the board. Point to u ercase H and say This is big . Point to lo ercase h and say This is small h. hen hold u the icture o a horse and say hhorse starts

T41

5 Listen and cross out the picture that has a different initial sound.

Point to the letters Hh, Rr, Bb, and Oo and have children identi y the . hen oint to the hotos in each box, na e the ite s, and have children re eat a ter you. Exaggerate the beginning sounds.

ext, lay Audio A . Distribute encils. Encourage children to cross out the ord in each grou o our that has a di erent initial sound. Be ore the activity, dra a big on the board and say Cross out. out.

Class Audio CD, classroo calendar, encils, lay dough, so t ball, icture o a horse, a rabbit, a baby, and an ox

BEFORE PAGE 41

A59

PE AR

Materials

See

or boo

age

.

DURING PAGE 41

SO

Language

ollo the sa e rocedure ith the letters Rr, Bb, and Oo and ords that begin ith each letter.

N

Objectives

Listen, Catch, and Say ave children sit in a circle. Say hhorse starts with the /h/ sound. hro a ball to a child and have hi or her say Yes or No. Re eat ith other ords and children and the sounds h , r , b , c .

horse lion hen hat toothbrush rain ring rabbit barn banana baby izza ox ostrich octo us eggs

inally, have volunteers say hich icture they crossed out in each grou o our.

EXTRA ACTIVITY “Little Peter Rabbit” Song Say the ord rrrabbit. As Does rrrabbit start with the /h/ sound? No! Does it start the /b/ sound? No! Does it start with the /r/ sound? Yes! Very Good! Rabbit starts with the /r/ sound. ext, teach children Little Peter Rabbit. Little Peter Rabbit ad a ly u on his nose. Little Peter Rabbit ad a ly u on his nose. Little Peter Rabbit ad a ly u on his nose, So he li ed it, And it le a ay. Encourage children to exaggerate the r sound in rrrabbit as they sing.

AFTER PAGE 41

Play Dough Letters Distribute lay dough. rite the letters Hh, Rr, Bb, and Oo on the board. Point to the letter Hh and say hhen starts with the /h/ sound. Point to the hen on age . hen encourage children to a e the letters Hh using lay dough. Re eat the rocedure ith the letters Rr, Bb, and Oo.

Recycle

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A59

5 Listen and cross out the picture that has a different initial sound.

B b

SO

N

R r

PE AR

H h

O` o UNIT 4

Pre-reading Practice: Hh, Rr, Bb, Oo; discriminating sounds

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41

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Trace letters. Cut out and paste.Trace and read.

6

R`r

B`b

O`o

PE AR

It`is`a`bed . It`is`a`hen .

SO

N

H`h

42

I’m sleepy!

Pre-reading and Pre-writing Practice: Hh, Rr, Bb, Oo; simple sentences Values: We don’t waste things.

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page 42

Reading and Writing Readiness

page 46

Cutouts for Unit 4

DURING PAGE 42 page 42

AFTER PAGE 42

page 46

Objectives

identi y and trace letters Hh, Rr, Bb, Oo discri inate initial sounds read and rite si le sentences ractice ine otor s ills learn a value e don t aste things use language to ex ress a value understand and ollo si le co ands

6 Trace letters. Cut out and paste. Trace and read.

Point to the letters Hh, Rr, Bb, and Oo and have children identi y the What letter is this? It is the letter (R). ext, distribute encils and encourage children to trace the letters.

Vocabulary

letter, house, rabbit, ball, octopus, bed, hen, sleepy, plants, egg carton, wasteful, water v , grow, recycle, waste, trace, cut out, paste, read

Language

Materials

Z02_BIFU_SB_03_7447_U11.indd 115

Z02_BIFU_SB_03_7447_U11.indd 115

ext, have children cut out and ut a s all a ount o glue on the bac o each Cutout. Ex lain that children ill have to aste each Cutout under the letter the ord begins ith. ext, direct children s attention to the ords and rebuses belo the letters and Cutouts. Encourage the to trace the ords and eriods. hen read the irst sentence aloud ith the class. Underline each ord and oint to the rebus as you read It is a bed. hen have the class read both sentences aloud. ext, invite individuals to read the sentences aloud.

Z02_BIFU_SB_03_7447_U11.indd 115

Class Audio CD, a y Cater illar u et, chal , beanbag, Cutouts, scissors, glue, encils, Values Poster, hite a er one sheet er child , crayons, egg cartons one er child , aint, aintbrushes, classroo ob ects

BEFORE PAGE 42

hen hold u the Cutouts or age . Point to each Cutout. a e the ite s and have children re eat a ter you house, rabbit, ball, and octopus. octopus Exaggerate the beginning sounds.

PE AR

What letter is this? It is the letter (R). It is a bed. It is a hen. I’m sleepy. We don’t waste things.

115

Z02_BIFU_SB_03_7447_U11.indd 115

N

o o o o o o o

SO

• • • • • • •

VALUES ACTIVITY Value: We Don’t Waste Things Dis lay the Values Poster. ave children sit in a se icircle. Point to the value We don’t waste things. Read it aloud and have children re eat a ter you. hen oint to the boy on the Poster. Say Look at the boy. He is watering the plants. The plants are growing in an egg carton! The boy is not wasteful. He recycles material.

Jump to the Letter a e children to the layground and have the stand in a circle. rite giant letters on the ground in rando order or Hh, Rr, Bb, and Oo. ext, thro a beanbag to a child and say Jump to the big R. ave the child u and stand on the u ercase R. Re eat the rocedure ith the re aining letters and other children. Play several rounds.

inally, read the s eech bubble I’m sleepy. ave children re eat a ter you and oint to the bed at the end o the irst sentence. Ex lain that a y Cater illar is slee y and ants to go to bed. ave children i e sleepy along ith you.

3/21/14

ext, have children go bac to their seats, and distribute dra ing a er and crayons. Encourage 115 children to dra so ething to sho ho they don t aste things and they recycle the . hen children inish, invite the to co e u and sho their dra ings to the rest o the class. Encourage the to say I don’t waste things.

3/21/14 12:23 PM

115 Continue until all children have sho n their 115 dra ings. Praise all e orts. 3/21/14 12:23 PM

See

or boo

age

.

3/21/14 12:23 PM

EXTRA ACTIVITY We Don’t Waste Things! Be ore class, have each child bring an egg carton to class. Place aint and aintbrushes in the center o each table. Encourage children to aint their egg cartons. Let dry. hen collect the cartons and say We don’t waste things. Look! Start utting classroo aterials such as bloc s, counters, a er cli s, and so on inside the egg cartons. Say Let’s keep our materials in here!

UNIT 4

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:06 PM

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We Need Books!

A60

SO Yes!

1 3/21/14 12:06 PM

22

We Need Books!

1. Kids Can you hel us, Mo Mo es 2. Mo e need boo s to hold the tent do n. 3. Mo hat else do you need Dana e need ore boo s. 4. Dana han s, Mo e love boo s. Mi e And ashlights

T43

Weneed needbooks bookstoto We holdthe thetent tentdown. down. hold

What else What else dodo you need? you need?

M04_BIFU_SB_03_7447_U04.indd M04_BIFU_SB_03_7447_U04.indd 44 44

AUDIO SCRIPT A60

PE AR

Can you help us, Mom?

And flashlights!

HOME-SCHOOL CONNECTION Encourage children to ta e their Little Boo s ho e to share ith their a ilies. his boo is about t o children ho lay inside a ho e ade tent. hey use boo s to hold their tent do n. At the end, they discover that reading boo s is un Children ay en oy a ing a tent at ho e, too.

We N

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

N

A60

Weneed need We morebooks. books. 3 3 more

4

Thanks, Mom! We love books.

Can you us, Mom

And flashlights!

3/21/14 M04_BIFU_SB_03_7447_U04.indd 43 3/21/14 12:07 12:07 PM PM

SHOW TIME PREPARATION ell children that role laying the story is so ething they can do as art o the end o the year Sho i e Re ind children that they are learning English or s ea ing in class and at ho e, but also or their Sho i e celebration. Encourage children to act out this story, hich they ay resent to their arents and riends during Sho i e.

Recycle

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Little Book

A60

asse ble a Little Boo listen to and read a story role lay a story understand and ollo si

le co

ands

Vocabulary

books, Mom, tent, flashlight, need, help, hold down, love, read

Language

4. Play the audio hile you sho ages. ave the listen.

Class Audio CD, a y Cater illar u et, ta e, boxes, a er lates, glue, aintbrushes, stic s, aint, string, lastic bottles, cans, ne s a er, buttons, blan et, boo s, D D or Active each, usic CD

BEFORE THE LITTLE BOOK

3. Point to the title and say This is the title. The title of the story is “We Need Books!” Point to the nu bers on each age or children to identi y the age nu bers. ext, oint to the ictures next to the lines. his ill hel children no ho is s ea ing This is what Dana and Mike say. This is what Mom says. This is what Dana says. This is what Mike says.

Sing the Target Song “Recycling” A51 Be ore you sing the arget Song, lace the ollo ing ite s around the roo ta e, boxes, a er lates, glue, aintbrushes, stic s, aint, string, lastic bottles, cans, ne s a er, and buttons. Play the audio and use a y Cater illar to odel the conversation. ave children listen. Sto the audio every ti e a recyclable ite is entioned and invite a child to oint to it.

children the

5. Play the audio again. his ti e, oint to the ictures next to the lines on each age to sho ho is s ea ing. Point to the scenes and anto i e to hel clari y eaning.

PE AR

Materials

2. Previe the story ith the class. Sho children each age and as What do you see? Children can na e eo le, colors, sha es, and clothes.

SO

We need books! Can you help us, Mom? What else do you need? We need more books. Thanks, Mom! We love books.

argin

N

o o o o

We Need Books!

1. Care ully tear out the age along the and old it in hal to a e a Little Boo .

Objectives • • • •

AFTER THE LITTLE BOOK

DURING THE LITTLE BOOK

6. Chec children s co rehension. Point to the di erent ite s and characters and as What is this? It is (a box). What are these? They are (Mom). (books). Who is this? It is (Mom) ext, oint to the irst scene. Say Dana help. urn to age . and Mike need Mom’s help books. As What do they need? They need books Encourage children to co lete the sentence They need books to hold their… down. ave children say tent! Dis lay age . Who says “We need more books”? Dana. urn to age . Point to the lashlight. What is this? It is a flashlight. Say The kids are using the flashlight to… Encourage children to say read books!

Role-play lay the story ith a y Cater illar. ext, invite children to co e u . Assign a character to each, lay the audio, and have children re eat. Provide the ith ro s so they can a e a tent as they role lay. A60 Role

Home-School Connection ave children ta e the story ho e to share ith their a ilies. Children can loo at the ictures to re e ber the story and role lay ith their a ilies. Play the DVD As a inal re ard, sho children the ani ated version o the story on the Big Fun D D or in the Active each. See

or boo

age

.

EXTRA ACTIVITY Book Hunt! ide boo s around the roo . Divide the class into t o tea s A and B. Put t o boxes on a table. Label the A and B. Say At the count of three, start looking for books around the room. ave children ut the boo s they ind in the corres onding box. Say Ready? 1, 2, 3. Go! Play so e usic as children go on a boo hunt. Sto the usic and count the boo s in each box. he tea that collected the ost boo s ins the ga e.

UNIT 4

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Math

Let’s count by tens. Ready? 10, 20, 30, 40. How many markers do we have? Encourage children to ans er Forty markers.

DURING PAGE 45

Objectives o o o o

learn nu bers count to count sets o ten understand and ollo

Unit 4 Page 45

si

le co

ands

Vocabulary

Z03_BIFU_SB_03_7447_USTICKERS.INDD Z03_BIFU_SB_03_7447_USTICKERS.INDD 1 Z03_BIFU_SB_03_7447_USTICKERS.INDD 1 1

number, marker, set, listen, say, count, stick, trace, bring, circle v

Language

Class Audio CD, orty nine ar ers, our rubber bands, encils, Stic ers, beanbag, so t ball

BEFORE PAGE 45 Say the “Forties Family Chant”

A61 Play the audio and have children listen.

Play the audio again and invite children to chant along. Be ore the chant, rite the nu bers to on the board and oint to the as they are entioned in the audio.

ext, ut orty ar ers on a table. ave children stand around the table and have the count the ar ers ith you 1, 2, 3,... 40! Say We have forty markers! hen a e our sets o ten ar ers and ut a rubber band around each set. Say This is a set of ten markers. old u the our sets and say Each set has ten markers. We have four sets of ten markers each.

T45

Recycle

A62

7 Listen and say. Count, stick, and trace. 24/03/14 21:52

24/03/14 21:52

24/03/14 21:52

Dis lay age . ave children count the ar ers at the to o the age along ith you. Say Let’s count the markers by tens: 10, 20, 30, 40 markers! ext, oint to the nu ber and as What number is this? Invite a volunteer to ans er 40! Very good! This is the number 40 40. ave children re eat forty a ter you. hen oint to a y Cater illar on the age and say Look! Happy Caterpillar has four sets of ten markers each. As How many markers does Happy Caterpillar have? Encourage children to ans er Forty!

PE AR SO

Let’s count the markers by tens. What number is this? This is the number 40. Happy Caterpillar has four sets of ten markers each. How many markers does Happy Caterpillar have? Forty!

Materials

Unit 4 Unit 4 Page 45 Page 45

N

• • • •

Play the audio. ave children listen and re eat as they oint to the corres onding nu ber on the age.

AFTER PAGE 45 Bring Me Markers ave children sit in a circle. Put our sets o ten ar ers each and nine individual ar ers in the center o the circle. hro a beanbag to a child. Say Bring me (forty-three markers). ave the child hand you the ar ers and invite the class to count the ar ers along ith you. I the nu ber is correct, have the cla . As the child to ut the ar ers bac in the center o the circle. Continue laying several rounds ith other children. See

or boo

age

.

EXTRA ACTIVITY Circle the Number rite the nu bers to on the board in rando order. ave children sit in a se icircle. Roll a ball to a child and have hi or her circle a nu ber. Say Circle the number (45 . ave the class cla i the child circles the correct nu ber. Continue laying until all nu bers have been circled. Play several rounds.

orty

orty one orty t o orty three orty our orty ive orty six orty seven orty eight orty nine

hen sho the Stic ers or age . ave children count the ar ers on each Stic er. Re ind children that each set has ten ar ers, so they can count by tens and then count the individual ar ers. ext, have children stic the Stic ers in the correct boxes and have the count the ar ers in each box on the age. inally, sho children ho to trace the nu bers to , irst ith their index inger and then ith a encil.

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1–6

2

A6

40

=40

PE AR SO N

7 Listen and say. Count, stick, and trace.

41

42

43 44

45 46

47

4

49

Math Connection: Numbers 40–49; sets of 10

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UNIT 4

45

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Look closely. Cut out and paste.

PE AR

SO

N

8

46

Critical Thinking: Seeds can travel. Science Words: seed, seedling, flower

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Objectives • • • • •

o o o o o

a reciate nature observe details learn ho seeds travel ractice ine otor s ills understand and ollo si

le co

ands

Vocabulary

seed, seedling, flower, trees, water, bird, parachute, helicopter, wind, water, fall, fly, travel, grow, land, bloom, spin, twirl, look, cut out, paste

Encourage the to oin in singing as best they can. Praise all e orts.

Some trees have spinning, or helicopter, seeds. Dra or sho a icture o a a le tree. old u the icture o a helico ter. Point to the leaves o the tree and to the helico ter. Say This is a maple tree. The seeds of this tree are spinning, or helicopter, seeds. They spin and twirl. Do the ove ents and have children i e the ith you. Some seeds fall into the water and the Cutouts for Unit 4 water takes them away.. Dra a river and so e page page 46 seeds traveling in 42 the ater. inally, say Some other seeds need the help of birds to travel from one place to another.. Dra so e cherries on a tree and a bird eating the .

Blooming Flowers Distribute hite a er and crayons. ave children dra one lo er each. Invite children to sho their lo ers to the rest o the class. ext, lay ivaldi s S ring ro The Four Seasons. Say This piece of music is called “Spring.” Ex lain to children that s ring is the season o the year in hich lo ers bloo or gro . ave children hold u their lo ers as the usic lays, and encourage the to s uat. hen as the to stand u little by little and inally bloo li e lo ers.

SO

Language

The dandelion seeds have a kind of “parachute.” Point to the arachute. The wind carries the seeds away. Then the seeds land on the ground and start growing in another place.

N

Amazing

This is (a seed). Seeds can travel.

Cutouts for Unit 4 TIP: Traveling Seeds page 42 page 46

Materials

BEFORE PAGE 46 Sing the “Amazing Nature” Song

PE AR

Loo on the eb or videos on ho Class Audio CD, ictures o a dandelion, a seeds travel. ere is an exa le arachute, a a le tree, and a helico ter, htt youtu.be hc xaBz Cutouts, scissors, glue, CD ith ivaldi s S ring Cutouts for Unit 4 ro The Four Seasons, hite a er one sheet er child , crayons, usical instru entspage lute, DURING 42 page 46 PAGE 46 triangle, dru , and ta bourine , seeds, atering can, ot ith so e soil

A20 Play the audio and have children listen.

Play the audio again and encourage children to sing along as best they can. Praise all e orts.

Build Background Dra a seed, a seedling, and a lo er on the board. Point to each and na e it. ave children re eat a ter you. hen ex lain that a seed turns into a seedling and then into a lo er. inally, sho the ictures o a dandelion and a arachute. Say This a dandelion. This is a dandelion seed. Seeds don’t have feet or wings, but they are good travelers. Some seeds fly.

Z02_BIFU_SB_03_7447_U11.indd 115

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AFTER PAGE 46

8 Look closely. Cut out and paste.

Dis lay age . ext, sho the Cutouts or age . ave children cut out the ictures. As children to ut a s all a ount o glue on each Cutout. Children ill have to aste the Cutouts o the lants or lo ers a le tree, dandelion lo er, il thistle next to the corres onding seeds.

Z02_BIFU_SB_03_7447_U11.indd 115

Sing the “Seeds Can Travel” Song ave children listen as you 115 sing and do the actions. hen lay the audio and encourage children to do the actions ith you. A63 Play the audio.

3/21/14 12:23 PM

See

or boo

age

.

EXTRA ACTIVITY Musical Seeds a e children to the layground. a e a atering can. ave children sit in a circle, and ut a ot illed ith soil in the center o the circle. hen invite a child to ut so e seeds in the ot and ater the . Invite a child to lay the dru as his or her class ate is atering the seeds. hen have another 115 child ater the seeds and invite a class ate to lay the triangle. ext, invite a third child to ater the seeds and have a class ate lay the lute. inally, invite another child to ater the seeds and a class ate to lay the ta bourine. Re eat several ti es until all 115 children have had the o ortunity to either ater the seeds or lay a usical instru ent. 3/21/14 12:23 PM

3/21/14 12:23 PM

UNIT 4

T12 T46

19/04/14 00:28

• • • •

o o o o

do a science ro ect tal about ho seeds travel use ine otor s ills understand and ollo si le co

ands

Vocabulary

seed, seedling, helicopter, flower, wind, fly, half, paper clip, make, travel, cut out, fold, flip over, attach, drop, observe, spin, make

Language

Materials

Sho children age and read the title o the ro ect aloud Make a Spinning Helicopter. Helicopter hen sho

Class Audio CD, icture o a helico ter, a y Cater illar u et, ta e, scissors, hite stri s o construction a er one er child , a er cli s one er child , t o a er lates, t o s all boxes, string, aint, aintbrushes, stic s, glue, bag

BEFORE PAGE 47

Revisit the “Seeds Can Travel” Song A63 Play the audio. Sing the song and do the actions. Play the audio again. Invite children to do the actions ith you. Encourage the to sing along as best they can. Praise all e orts.

T47

Make a Spinning Helicopter Be ore class, asse ble the aterials needed or the ro ect. ou ill need stri s o hite construction a er one er child , a er cli s one er child .

children ho

1. Cut out a stri o

to ollo

AFTER PAGE 47 What Are You Using? Place ta e, t o a er lates, t o s all boxes, string, aint, aintbrushes, so e stic s, and glue in a bag. Secretly choose one aterial and i e using it. ave children guess hich aterial you are using. nce they guess, ta e the aterial ro the bag and sho it to the class. Encourage the to chant as they i e using the aterial (Tape, tape), you are using (tape). Continue until all ite s have been identi ied. Sing the “Let’s Wiggle!” Song ra u the day. Play the audio, sing along, and do the ove ents. Encourage children to oin in. Invite the to sing and do the ove ents as best they can. Praise all e orts. A29 Sing this song to

these ste s

a er. Say Cut out.

PE AR

Cut out. Fold in half. Fold to the right. Flip it over. Fold and flip over. Attach a paper clip. Drop the helicopter. Observe how it spins. It spins like a spinning seed!

DURING PAGE 47

N

Objectives

Spinning Seeds Attach the icture o a helico ter to the board. ext, dis lay age and oint to the s inning seed. Say Happy Caterpillar, do you remember this seed? Yes! It is a spinning seed. Very good! This seed spins around like a helicopter. Point to the helico ter on the board. Start s inning around and encourage children to s in along ith you.

SO

Project

2. old the stri o half. 3. old the to the right. right.

a er in hal . Say Fold in

iece to the right. Say Fold to

4. li the stri over. Say Flip it over. 5. Re eat or the other side. 6. Attach a a er cli to the botto . Say Attach a paper clip clip. Point to a y Cater illar and read his s eech bubble aloud. Underline each ord as you read It spins like a spinning seed! inally, su ervise children as they dro their helico ters ro a high lace a staircase or a second loor and observe ho they s in.

Recycle

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g n i H n n e i p l i S copte a e k a M r

PE AR

SO

N

It spins like a spinning seed!

UNIT 4

Amazing Project: Make a spinning helicopter, drop it, and observe. Science and Art Connections

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47

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paintbrushes

glue paint

tape sticks

N

Ask, answer, and check.

paper plates

SO

9

boxes

string

PE AR

What are you using?

I’m using glue.

GO TO

48

Review; Assessment for Learning

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• o assess vocabulary and language learned in the unit • o re are or Unit Sho i e • o use Assess ent or Learning to re lect on their o n learning • o understand and ollo si le co ands

Vocabulary

glue, paint, paintbrushes, sticks, tape, paper plates, boxes, string, travel, use, need, make, ask, answer, check

Language

Materials

Class Audio CD, glue, aint, aintbrushes, ne s a er, encils, crayons, stic s, ta e, a er lates, boxes, string, hite a er one sheet er child , a y Cater illar u et, Port olio Envelo es

BEFORE PAGE 48

Guess the Song Revisit the Songs and Chants ro Unit Audios A , A , A , and A . Play a e notes and have children guess the song. hen lay all the songs and invite children to sing along and do the actions that go ith each one.

Think about Learning Revie Unit age by age ith the children. ave the loo at each age attentively and re ind the hat they learned on each. Dis lay ages and . Encourage children to

BF_TE3_U04.indd 111

9 Ask, answer, and check.

ave children i agine they are going to a e a i ata. Distribute glue, aint, aintbrushes, and ne s a er. al around the roo and as a child What are you making? I’m making a piñata. piñata As a child holding glue What are you using? I’m using glue.. As children holding nothing What do you need? I need (newspaper). (newspaper). hen dis lay age . Elicit each o the vocabulary ite s ictured on the banner What is this? It is (glue). What are these? They are (sticks).. ext, oint to the t o boys and read (sticks) their s eech bubbles What are you using? I’m using glue glue.. ave children re eat a ter you. As the class to chec o the icture o glue.

PE AR

What are you using? I’m using (tape). What do you need? I need (glue). What are you making? We’re making (a duck). Is ( ) for (hhhorse)? Seeds can travel.

DURING PAGE 48

N

Objectives

read the s eech bubbles What are you using? I’m using tape. What do you need? I need glue. What are you making? We’re making (a duck). hen dis lay age . As Is ( ) for (hhhorse)? Yes. Is ( ) for (tttoothbrush)? No. Sho the A azing age. Say Look at the seeds. Seeds can travel. What makes them travel? Continue in the sa e anner ith the other ages. Encourage children to cla i they li ed the age or to a e a sad ace i they didn t.

SO

Wrap-up

ext, oint to the child holding the glue and the stic s. Invite a air o children to co e u . Distribute the corres onding ro s. ave one child as the uestion What are you using? ave the second child ans er I’m using sticks. ave their class ates re eat, and as the to chec o the icture o the stic s. Continue the activity ith the re aining ite s on the banner and other airs o children. inally, cla or a ob ell done

AFTER PAGE 48 Prepare for Show Time! Point out the ascot ith the lo er at the

botto o the age. Direct children to age . el the thin o hat they li ed ost ro Unit . Say I liked the spinning helicopters. Say this ith a very excited voice and s ile as you dis lay the Pro ect age . . Encourage children to dra hat they li ed ost ro Unit a song or chant, the Little Boo story, the A azing age, the ro ect, or ust a ord. Reassure the that any ersonal res onse is ine Revisit their ideas ro hin about Learning. Children Decide! A ter children co lete their dra ings, invite the to dis lay the . old u a dra ing and say (Bridget) liked (the Little Book). (Rob), did you like that, too? Provide English language su ort hen needed. Re eat the rocedure ith the re aining dra ings. a e notes on children s re erences so you can deter ine hat to include in the end o the year sho . Home-School Connection ave children ta e ho e their dra ings to sho a ily e bers. el children ractice tal ing about their or so they can use English hen they sho it to their a ilies. Sing the Target Song o consolidate hat children have learned in the unit, lay the arget Song. irst, ractice the uestions and ans ers ith a y Cater illar. hen encourage children to oin in and sing their art. A51

Portfolio ave children revie the things in their Port olio Envelo es to date. al to each child s lace and have hi or her sho you his or her avorite or so ar. Ma e sure children ut all ages bac inside the Port olio. See

or boo

age

.

UNIT 4

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Topics and Key Vocabulary Food and Drinks: pizza, spaghetti, ice cream, cake, water

Communication Objectives

Identify and name food and drinks

Express likes and dislikes

Identify and name tableware items

Categorize food Understand and follow simple commands

PE AR

Order in a restaurant

UNIT 5

Tableware: menus, napkins, straws

N

Learn the possessive adjective your

SO

Identify and name people and items in a restaurant

Food Categories: main m ain dishes, vegetables, drinks, desserts

Numbers: fifty to sixty-nine Action Verbs: eat out, order, wait, decorate, carry, press, dip, rub Nature and Science Words: patterns

Target Language and Structures This is (a table). He is a waiter. She is a waitress. This is (pizza). These are (straws). May I have (napkins), please? Yes, of course. Is this your (pizza)? Yes, it is. Thank you./No, it isn’t.

Do you like (milk)? Yes, I do./ No, I don’t. What do you want for (the main dish)? I want (chicken), please.

What do you want to (drink)? I want (water), please.

Content Connections Math: Identify and trace numbers: 50–69

Art: Make a snowflake

Count to 69

Music: Sing and act out songs

Identify and count sets of 10

Move to music

Nature and Science: Observe patterns in nature

Language Arts: Say and act out chants Role-play

T5A

Overview

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Reading and Writing Readiness

Amazing and Project Observe patterns in nature

Identify initial sounds: / /, /k/, /d/, / /

Trace words and use rebuses to read simple sentences

Discriminate initial sounds

Complete words by writing the initial letters

Ω

Project: Make a Snowflake

Trace uppercase and lowercase letters: Jj, Kk, Dd, Uu Lunch with Grandma

PE AR

SO

UNIT 5

Practice visual discrimination

N

Little Book

Practice motor skills

Competency-based Education

Home-School Connection Take home the Little Book Take home Show Time drawings Talk about eating out at home

Sing songs and say chants at home Use props to role-play at home

Competency work within the following formative areas: Personal and Social Development: Understand the external rules and conventions that regulate one’s conduct in different settings; Values section, p. T54

Artistic Expression and Appreciation: Represent real or imaginary characters and situations through play or dramatic expression; Little Book page, p. T56

Values Helping each other

UNIT 5 Overview

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T5B

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Unit Opener

DURING PAGE 49

AFTER PAGE 49

1 Look, predict, and draw. Listen.

A5 Predict Together

Language

hen lay Audio A . ave children listen. Encourage the to i e the actions ith you. At the end o the song, have children insert the to ic in the inal verse Fun with (food)!

Materials

ext, have children close their boo s. Distribute dra ing a er and crayons. As children to dra things they thin ill a ear in the unit that are not on age . hen hold u children s dra ings and na e the vocabulary ite s children redict ill a ear.

• o redict unit to ic • o identi y and na e eo le and ite s ound in a restaurant • o understand and ollo si le co ands restaurant, table, chair, tablecloth, plate, fork, knife, waiter, waitress, menu, cake, work, carry, look, predict, draw, listen

PE AR

SO

This is (a menu). He is a waiter. She is a waitress. They work at a restaurant. Find the menus.

N

Vocabulary

Dis lay age . Point to the scene and say Look at the people. Look at the chairs and table. We find these people and things at a… Encourage children to co lete the sentence restaurant! Children ay use their native language i needed. hen say I eat out at restaurants with my family and friends.

Objectives

Class Audio CD, a y Cater illar u et, a er, crayons, Port olio Envelo es, lastic tray, dis osable late and cu , ta e, classroo calendar

Check Predictions Encourage children to loo through the unit to chec i their redictions ere correct. ave redicted. the cla i they see the ite they redicted

BEFORE PAGE 49

ext, have children o en their boo s again to age . Point to the ite s, na e the , and have children re eat a ter you table, chairs, tablecloth, plate, fork, knife, menu, cake, waiter, waitress, tray.

Sing the “Good Morning Song” ave children sing along.

A3 Play the audio.

Calendar Work A50 ave a y Cater illar oint to the day and the onth on the calendar. As What day is today, Happy Caterpillar? It is (Monday). ave the class re eat a ter a y Cater illar. hen oint to a onth and as What month is it? (January). hen lay the audio and sing Months o the ear. ave children listen. hen lay the audio again, sing the song, and encourage children to oin in as best they can. Praise all e orts.

T49

Eating Out

BF_TE3_U05.indd 114

hen oint to the an and o an. Say He is a waiter. She is a waitress. They work at a restaurant. ave children re eat waiter and waitress a ter you. Do the Find It! Activity Point out a y Cater illar and read his s eech bubble Find the menus. ave children loo or enus in the unit. Menus can be ound on ages , , , , and Little Boo ages , , and .

Sing “At the Restaurant” and lay the audio. Use a y Cater illar to odel the uestions and ans ers in the song. Sing the song and have children listen attentively. ext, lay the audio again. Encourage children to oin in singing as best they can. Praise all e orts. B1 Dis lay age

Sing the “Good-bye Song” ave children sing and ave good bye.

A7 Play the audio.

Portfolio ather letter sized or s aller student or throughout the year or Port olios or Level . Add to the Port olio or that children eel good about and that sho s their rogress. See

or boo

age

.

EXTRA ACTIVITY Waiters and Waitresses Be ore the activity ta e a dis osable late and cu to a lastic tray. Dis lay age . Point to the aiter and the aitress and na e the . ave children re eat a ter you. ext, lace the tray on a table. Say Let’s be waiters and waitresses. old u the tray in one hand and al around the roo , carrying the tray. hen say Now you carry the tray. Invite volunteers to co e u and try to carry the tray ith one hand. I they can t, invite the to hold it ith both hands. ave the class cla i the aiters and aitresses can al a e ste s carrying the tray ith only one hand.

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5&B

1

EATING OUT

1 Look, predict, and draw. Listen.

Find the menus.

PE AR

SO

N

A

5

UNIT 5

49

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B2–4

2 Listen and say. Find and match.

menus

May I have napkins, please? Yes, of course.

napkins

water

ic

straws 50

Vocabulary Presentation: menus, napkins, water, straws Language Presentation: May I have (a menu), please? Yes, of course.

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• • • • •

o o o o o

identi y and na e ood and drin s identi y and na e table are ite s re eat na es o table are ite s order in a restaurant understand and ollo si le co ands

Vocabulary

menus, napkins, water, straws, listen, say, find, match, have

Language

What is this? It is (water). What are these? They are (menus). May I have a menu, please? Yes, of course.

Materials

BEFORE PAGE 50

DURING PAGE 50 B3, B4

2 Listen and say. Find and match.

Play Audio B . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. Underline each ord ith your inger as you na e each ite . ext, invite children to ind the enus, na ins, ater, and stra s in the scene. hen sho the ho to trace a line ro the enus to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil.

PE AR

Class Audio CD, menus, napkins, water, straws, pizza, spaghetti, ice cream, and cake Picture Cards, a y Cater illar u et, ta e, t o enus ade out o cardboard and agazine cutouts, na ins, lastic cu , ater, stra s, encils, ictures or dra ings o il , sou , ish, ater elon, and salad

Re eat the rocedure ith the na ins, the glass o ater, the stra s, and other children. Play several rounds.

N

Objectives

ater, and so e stra s around the roo . Put a table in the center o the roo . ave children al around the roo . As a child to loo or the enus Find the menus and put them on the table, please. Encourage the child to shout Menus! hen he or she inds the . ave hi or her ut the enus on the table.

SO

Vocabulary

Presentation iceVocabulary cream Attach the menus, napkins, water, and straws

Picture Cards to the board. ave children sit in a se icircle. Point to the menus Picture Card and as a y Cater illar What are these? They are menus. ave children re eat menus a ter a y Cater illar. Re eat the rocedure ith napkins, water, and straws.

On the Table Be ore class, a e t o enus ith cardboard and agazine cutouts. hen hide the enus, the na ins, a lastic cu ith

Re eat the rocedure stra s. enus

na

ins

ith na

ater

ins,

ater, and

stra s

AFTER PAGE 50 Target Song “Eating Out”

B2 Play the arget Song Eating

ut to ex ose children to the ne vocabulary. Attach the ictures or dra ings o il , sou , ish, ater elon, and salad and the pizza, spaghetti, cake, ice cream, napkins, and straws Picture Cards to the board. Use a y Cater illar to odel the uestions and ans ers in the song. e sings the children s art. ave a y Cater illar oint to the ictures and cards as they are entioned in the song. ave children listen and loo attentively. See

or boo

age

.

EXTRA ACTIVITY May I Have…? Attach the menus, napkins, water, and straws Picture Cards to the board at children s eye level. Invite a child to the board. hen have a y Cater illar as the child May I have a menu, please? Encourage the child to ta e the corres onding card and hand it to a y Cater illar. ave the child ans er Yes, of course. Re eat ith the re aining cards and other children. Play several rounds.

ext, oint to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene May I have napkins, please? Yes, of course. Play Audio B and oint to the scene as children re eat. May I have a enu, lease es, o course. May I have na ins, lease es, o course. May I have ater, lease es, o course. May, I have a stra , lease es, o course.

Vocabulary Presentation: pizza, spaghetti, ice cream, cake Language Presentation: Is this your (pizza)? Yes, it is./No, it isn’t.

UNIT 5

T12 T50

:12 PM

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Vocabulary

DURING PAGE 51 B5, B6

o o o o o o

identi y and na e ood ite s re eat the na es o ood ite s order ood in a restaurant learn ossessive ad ectives say Thank you and You’re welcome understand and ollo si le co ands

Vocabulary

pizza, spaghetti, ice cream, cake, menus, napkins, water, straws, thirsty, your, may, have, listen, say, find, match

Language

Materials

Class Audio CD, a y Cater illar u et, Unit Picture Cards, encils, lastic cu ith ater, hite a er, ta e, ar er, beanbag

BEFORE PAGE 51

Vocabulary Presentation Put a table in the center o the roo . ave children stand around the table. Put the pizza, spaghetti, ice cream, and cake Picture Cards on the table. old u the pizza Picture Card and as a y Cater illar What is this? It is pizza. Yummy! ave children re eat pizza a ter a y Cater illar. Re eat the rocedure ith spaghetti, ice cream, and cake.

T51

Eating Out

izza

s aghetti ice crea

ca e

Point to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene Is this your pizza? Yes, it is. Thank you. you. Play Audio B and oint to the hotos as children re eat.

PE AR

What is this? It is (pizza). Is this your (pizza)? Yes, it is./No, it isn’t. May I have some ice cream, please? Yes, of course. Here it is. Thank you. You’re welcome.

ext, have the atch the re aining hotos ith the corres onding illustrations.

N

• • • • • •

Play Audio B . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. ext, invite children to ind the izza, s aghetti, ice crea , and ca e in the scene. hen sho the ho to trace a line ro the hoto o the izza to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil.

SO

Objectives

3 Listen and say. Find and match.

Is this your izza es, it is. han you. Is this your s aghetti o, it isn t. Is this your ice crea es, it is. han you. Is this your ca e o, it isn t. May I have so e ice crea , lease es, o course.

AFTER PAGE 51

Have Big Fun Talking! ave children listen, and act out the conversation ith a y Cater illar. Play the audio again. Invite a boy and a girl to co e u , re eat the lines, and act out the conversation. Provide the ith ro s to use as they role lay. Re eat ith other airs. B7 Play the audio.

B: I very thirsty. May I have a glass o ater, lease G: es, o course. ere it is. B: han you. G: ou re elco e Vocabulary Practice Cover the bac o each Unit Picture Card ith hite a er and rite a nu ber to on each card. ave children sit in a circle. Put the cards ith the nu bers acing u in the center. hro a beanbag to a child Find the number (8). he child should ind the card, turn it around, and sho it to the class What (is it)? (It is pizza.) Re eat the rocedure ith the re aining cards and other children. Play several rounds, changing the nu bers on the cards. Target Song “Eating Out”

B2 Place the pizza, spaghetti, cake, ice cream,

napkins, menus, and straws Picture Cards around the roo . Play the audio. Use a y Cater illar to odel the uestions and ans ers. ave children listen and oint to the cards as they are entioned. See

or boo

age

.

EXTRA ACTIVITY Sing “This Is the Way I Order…” Sing to the tune o ere e o Round the Mulberry Bush. his is the ay I order izza, rder izza, rder izza. his is the ay I order izza, hen I eat out. May I have izza, lease s o en Re eat or the ords water, spaghetti, ice cream, and cake.

M05_B

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B5–6

3 Listen and say. Find and match.

Is this your pizza?

ice cream

PE AR

spaghetti

Yes, it is. Thank you.

SO

N

pizza

cake Vocabulary Presentation: pizza, spaghetti, ice cream, cake Language Presentation: Is this your (pizza)? Yes, it is./No, it isn’t.

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UNIT 5

51

3/21/14 12:12 PM

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B8

4 Listen and circle the food the customer orders. Vegetables

Drinks

52

PE AR

SO

N

Main Dishes

Dessert

Vocabulary Presentation: main dish, vegetable, drink, dessert Language Presentation: What do you want for (the main dish)? I want (chicken), please. What do you want to (drink)? I want (water), please.

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Practice

Cater illar hold u the di erent ictures o ood and drin s and as individuals Do you like (corn)? Encourage each child to ans er Yes, I do./No, I don’t.

Objectives

identi y and na e ood ite s ex ress li es and disli es loo at a enu categorize ood order at a restaurant understand and ollo si le co

DURING PAGE 52 B8

ands

Vocabulary

menu, main dish, vegetables, drinks, dessert, chicken, spaghetti, corn, salad, milk, juice, water, ice cream, fruit salad, listen, circle, order, eat, drink, want, like

Language

Materials

Dis lay age . Say Look at the menu. Here are the (main dishes). Point to the ictures, na e the , and have children re eat a ter you (Chicken).. Play the audio and have children listen attentively. ext, lay the audio again. ave children listen and then circle the ood the custo er orders. W: Are you ready to order C: es, I a . W: hat do you ant or the ain dish chic en or s aghetti C: I ant chic en, lease. W: hat do you ant or the vegetable corn or salad C: Corn, lease. W: hat do you ant to drin C: hat do you have W: e have il , uice, or ater. C: I ant il , lease. W: hat do you ant or dessert ice crea or ruit salad C: Let e thin . I ant ruit salad, lease. And ice crea , too

PE AR

This is (chicken). Are you ready to order? Yes, I am. What do you want for (the main dish)? I want (chicken), please. What do you want to (drink)? I want (water), please. Do you like (chicken)? Yes, I do./No, I don’t.

4 Listen and circle the food the customer orders.

N

o o o o o o

SO

• • • • • •

Class Audio CD, a y Cater illar u et, dra ings or ictures o chic en, corn, s aghetti, ca e, salad, glass o il , uice, ater, ice crea , and ruit salad, co y o enu ro Student Boo age , tablecloth, lastic table are late, s oon, or , ni e, glass, and a er na in, encils, note ad, menu e late one co y er child , crayons, Food Poster

BEFORE PAGE 52 Do You Like…? old u the icture o chic en. As a y Cater illar Do you like chicken? No, I don’t. hen sho hi the icture o ca e. As Do you like cake? Yes, I do! Yummy! hen have a y

Ma e a co y o the enu on age . Put a tablecloth on a table. Set the table and invite a air o children to co e u . Play the audio and have children re eat and role lay the conversation. Provide the aiter ith a note ad and encil so he can rite hat the custo er orders.

AFTER PAGE 52 Let’s Make a Menu Ma e co ies o the menu e late one er child . Distribute enus and crayons. ave children dra ain dishes, vegetables, drin s, and desserts on their enus. hen have the share their enus ith the rest o the class. ave children na e the ood ite s on their enus. Provide English language su ort as needed. Sing the Target Song “Eating Out” ith a y Cater illar. e sings the children s art. Play the audio again and encourage children to oin in as best they can. Praise all e orts. B2 Play the audio. Sing the song along

See

or boo

age

.

EXTRA ACTIVITY Touch the Food Attach the Food Poster to the board at children s eye level. Divide the class into t o tea s A and B. ave each tea line u single ile at the bac o the classroo . a e a ood ite and have the irst child in line or each tea run u and touch the corres onding ood. he irst child to touch the correct ood ins a oint or his or her tea . Play several rounds. he tea ith the ost oints ins the ga e. inally, invite a air o children to the ront. ave one child be the aiter aitress. Invite hi or her to as Can I help you? Encourage the custo er to oint to a ood ite and ans er I want (milk), please. Re eat ith other airs.

UNIT 5

T12 T52

:12 PM

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DURING PAGE 53 B9

Vocabulary

letter, big, small, jacket, jar, jump rope, ball, mouse, key, kangaroo, kite, dress, dog, nest, doll, under, umbrella, underwear, hand, listen, cross out

Language

Materials

Class Audio CD, ac et, encils, icture o a boy, icture o a girl

BEFORE PAGE 53

J Is for Jacket rite the letters Jj on the board. Point to the u ercase J and say This is big . Point to the lo ercase j and say This is small . hen ut on your ac et and say This is my jacket. ac et starts with the / / sound. ave children re eat jjjacket a ter you, exaggerating the sound. ollo the sa e rocedure ith the letters Kk, Dd, and Uu and ords that begin ith each letter.

T53

ac et elly ball u ro e ouse ey ite angaroo dress nest dog doll under u brella under ear hand

inally, have volunteers say hich icture they crossed out in each grou o our.

PE AR

This is big (J). This is small (j). ac et starts with the / / sound.

ext, lay Audio B . Distribute encils. Encourage children to cross out the ord in each grou o our that has a di erent initial sound. Be ore the activity, dra a big on the board and say Cross out.

N

• o identi y u ercase and lo ercase letters Jj, Kk, Dd, Uu • o discri inate initial sounds • o use ine otor s ills • o understand and ollo si le co ands

Point to the letters Jj, Kk, Dd, and Uu and have children identi y the . hen oint to the hotos in each box, na e the ite s, and have children re eat a ter you. Exaggerate the beginning sounds.

SO

Objectives

5 Listen and cross out the picture that has a different initial sound.

AFTER PAGE 53

Listen and Point rite the letters Jj, Kk, Dd, and Uu on the board at children s eye level. Divide the class into t o tea s A and B. ave a child ro tea A co e u . Say a ord, exaggerating the beginning sound kkkite. ave the child oint to the letter the ord begins ith. I the ans er is correct, the child ins a oint or his or her tea . Continue ith the other initial sounds, ords, and children. he tea ith the ost oints ins the ga e.

Listen and Jump rite a letter on the board. Say This is the letter (D). Say a series o ords, e hasizing their beginning sounds. ave children u in lace i they hear a ord that starts ith the d sound dddog. ave the stand still i they hear a ord that does not start ith the d sound kkkite. Re eat ith other sounds and ords. See

or boo

age

.

EXTRA ACTIVITY “Jack and Jill” Sho the icture o a boy and say This is Jack. As Does the name ac start with the /k/ sound? No! Does it start the / / sound? No! Does it start with the /d/ sound? No! Does it start with the / / sound? Yes! Very Good! ac starts with the / / sound. ext, sho the icture o a girl. Say This is Jill. Re eat the rocedure. inally, teach children the ac and ill rhy e. Ω

Reading Readiness

ac and ill ent u the hill o etch a ail o ater. ac ell do n And bro e his cro n. And ill ca e tu bling a ter. Encourage children to exaggerate the sound in Jack and Jill as they sing.

Eating Out

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B9

5 Listen and cross out the picture that has a different initial sound.

D d

SO

N

K k

PE AR

J j

U u UNIT 5

Pre-reading Practice: Jj, Kk, Dd, Uu; discriminating sounds

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53

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Trace letters. Cut out and paste.Trace, write, and read.

6

K`k

D`d

U`u

SO

N

J`j

PE AR

It`is`a` ite. It`is`a` og.

54

Remember the period!

Pre-reading and Pre-writing Practice: Jj, Kk, Dd, Uu; simple sentences Values: We help each other.

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Cutouts for Unit 5 page 54 Reading and Writing Readiness

Cutouts Unit and loo or a crayon.forave hi 5or her hold it u and dictate a sentence It is a crayon. rite the page sentence inside the54 s eech bubblepage and re58 eat the rocedure. Continue in the sa e anner ith other sentences and children.

o o o o o o o o

identi y and trace letters Jj, Kk, Dd, Uu discri inate initial sounds rite and read si le sentences ractice ine otor s ills learn a value e hel each other use language to ex ress a value understand and ollo si le co ands use visual discri ination

Vocabulary

letter, sound, jacket, kitchen, duck, umbrella, trace, cut out, paste, write, read, help, open (the door), decorate

Language

Materials

DURING PAGE 54

page 54

page 58

6 Trace letters. Cut out and paste. Trace, write, and read.

Point to the letters Jj, Kk, Dd, and Uu and have children identi y the What letter is this? It is the letter (J).. Distribute encils and encourage children to trace the letters. hen hold u the Cutouts or age . Point to each Cutout, na e the ite s, and have children re eat jacket, kitchen, duck, umbrella. umbrella. Exaggerate the beginning sounds. ext, have children cut out and ut a s all a ount o glue on the bac o each Cutout. Children aste each Cutout in the shaded area under the letter the ord begins ith. Z02_BIFU_SB_03_7447_U11.indd 117

Z02_BIFU_SB_03_7447_U11.indd 117

PE AR

What letter is this? It is the letter (J). This is big (J). This is small (j). It is (a kite). Remember the period! We help each other.

Cutouts for Unit 5

SO N

Objectives

• • • • • • • •

page 58

ext, direct children s attention to the ords and rebuses belo the letters and Cutouts. Encourage children to trace the ords. ave children loo at the rebuses and rite the issing letter in the last ord o each sentence. inally, have the trace the eriods. Read the irst sentence aloud ith the class. Underline each ord and oint to the rebus as you read It is a kite. Re eat ith the second sentence. hen have the class read both sentences aloud. Invite individuals to read the sentences aloud.

Z02_BIFU_SB_03_7447_U11.indd 117

Class Audio CD, a y Cater illar u et, icture o a boy or girl, ta e, Cutouts, scissors, glue, encils, Values Poster, hite a er one sheet er child , crayons, stic s, glitter, construction a er

Z02_BIFU_SB_03_7447_U11.indd 117

BEFORE PAGE 54 Sentences Attach the icture o a boy or girl to the board and dra a big s eech bubble. ave a y Cater illar hold u a boo and say It is a book. rite the sentence in the s eech bubble and read it aloud. Underline each ord and the eriod as you read. ave children re eat. hen invite a child to stand u , al around the roo ,

inally, oint to a y Cater illar and read his s eech bubble Remember the period! ave children oint to the eriod at the end o each sentence. ave a y Cater illar say Remember to put a period at the end of a sentence. ave children trace eriods in the air.

AFTER PAGE 54 VALUES ACTIVITY Value: We Help Each Other Dis lay the Values Poster. Point to the value We help each other. Read it aloud and have children re eat a ter you. Point to the girl on the Poster Look at the girl. She is opening the door. The teacher has many books. She can’t open the door. The girl is helping the teacher. Distribute dra ing a er and crayons. Encourage children to dra ho they hel another erson either at ho e or school. hen they inish, invite the to sho their dra ings. ave the say We help each other. Sing “Values Are Important” (Part 2)

B10 Play the audio and sing along. Dis lay the

117

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Values Poster and oint to the values children have learned so ar. ave children listen and117 loo attentively. Play the audio again and invite children to sing along as best they can. Praise all e orts.

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See

or boo

age

EXTRA ACTIVITY

.

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Decorate Your 117 Letters Distribute construction a er, stic s, glue, and glitter. rite the letters Jj, Kk, Dd, and Uu on the board. ave children loo at the board, di a stic in the glue, and trace the letter they ant u ercase and lo ercase . ave children s rin le glitter to decorate the letters. hen the letters are dry, invite children to sho the to the class and say This is big (J). This is small (j). 3/21/14 12:23 PM

UNIT 5

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B11

Copyright © 2014 by Pearson Education, Inc.

Lunc Gra

May we have pizza, please?

Wow! It’s Grandpa!

Yes, but wait.

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AUDIO SCRIPT Lunch with Grandma

B11

1.

rand aiter 2. rand aiter 3. rand aiter 4. rand Kids

T55

22

PE AR

SO

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Lunch with Grandma

N

B11

Maywewehave have May spaghetti, please? spaghetti, please?

Yes, but Yes, but wait. wait.

Maywewehave have May chicken, please? chicken, please?

M05_BIFU_SB_03_7447_U05.indd M05_BIFU_SB_03_7447_U05.indd 56 56

a May e have izza, lease es, but ait. a May e have s aghetti, lease es, but ait. a May e have chic en, lease es, but ait. a Sur rise Is this your ood o It s rand a

HOME-SCHOOL CONNECTION Encourage children to ta e their Little Boo s ho e to share ith their a ilies. his boo is about chil dren ho eat out at a restaurant ith their grand other. he aiter ee s the aiting. inally, their grand a ther sho s u , bringing their ood. Children ay en oy eating out ith their a ilies.

Yes, but Yes, but wait. wait.

33

4

Surprise! Is this your food?

Wow! It’s Grandpa!

May we hav pizza, please

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SHOW TIME PREPARATION ell children that role laying the story is so ething they can do as art o the end o the year Sho i e Re ind children that they are learning English or s ea ing in class and at ho e, but also or their Sho i e celebration. Children ay coo so ething at school and then role lay eating out as art o their Sho i e resentation.

Eating Out

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Little Book

B11

asse ble a Little Boo listen to and read a story role lay a story understand and ollo si

le co

ands

Vocabulary

restaurant, Grandma, Grandpa, waiter, boy, girl, food, spaghetti, chicken, pizza, surprise, happy, amazed, eat out, order, wait

Language

4. Play the audio hile you sho ages. ave the listen.

Class Audio CD, pizza, spaghetti, cake, menus, ice cream, napkins, and straws Picture Cards a y Cater illar u et, ictures o izza, s aghetti, and chic en, table, chairs, table are, glasses, encil, note ad, enus, clothes or characters rand a, rand a, aiter, and ids , D D or Active each

BEFORE THE LITTLE BOOK

Sing the Target Song “Eating Out”

B2 Be ore you sing the arget Song, lace

the pizza, spaghetti, cake, menus, ice cream, napkins, and straws Picture Cards around the roo . Play the audio and use a y Cater illar to odel the conversation. ave children listen. Sto the audio every ti e a ood or table are ite is entioned in the song and invite a child to oint to it and hand it to you.

BF_TE3_U05.indd 127

3. Point to the title and say This is the title. The title of the story is “Lunch with Grandma.” Point to the age nu bers and have children say the . ext, oint to the ictures next to the lines. his ill hel children to no ho is s ea ing This is what Grandma says. This is what the waiter says. This is what Grandpa says. This is what the kids say. children the

5. Play the audio again. his ti e, oint to the ictures next to the lines on each age to sho ho is s ea ing. Point to the scenes and anto i e to hel clari y eaning.

PE AR

Materials

2. Previe the story ith the class. Sho children each age and as What do you see? Children can na e eo le, colors, sha es, clothes, ood, table are, and so on.

SO

May we have (pizza), please? Yes, but wait. Surprise! Is this your food? It’s Grandpa!

argin

N

o o o o

Lunch with Grandma

1. Care ully tear out the age along the and old it in hal to a e a Little Boo .

Objectives • • • •

Grandma and the children look, happy or sad? Happy! Are they amazed, too? Yes!

DURING THE LITTLE BOOK

6. Chec children s co rehension. Point to the di erent ite s and characters and as Who is this? (She) is (Grandma). What are these? They are (menus). (menus). ext, oint to the irst scene. Say The boy and the girl are eating out with their grandma. They are looking at their menus. What do they want to eat? Pizza. What does the waiter say? “Yes, but wait.”

AFTER THE LITTLE BOOK Role-play lay the story ith a y Cater illar. ext, invite ive children to co e u . Assign a character to each, lay the audio, and have children re eat. Provide the ith ro s to use as they role lay. B11 Role

Home-School Connection ave children ta e the story ho e to share ith their a ilies. Children can loo at the ictures to re e ber the story and role lay ith their a ilies. Play the DVD As a inal re ard, sho children the ani ated version o the story on the Big Fun D D or in the Active each. See

or boo

age

.

EXTRA ACTIVITY Big Fun!

A2 Play the audio.

ave children arade around the roo . ave the raise their hands and shout Big Fun! every ti e these ords are entioned in the song.

urn to age . What do they want to eat now? Spaghetti. What does the waiter say? “Yes, but wait.” urn to age . What does Grandma order now? Chicken. What does the waiter say? “Yes, but wait.” Dis lay age . Point to rand a. Look at the waiter. Who is this? It is Grandpa! How do

UNIT 5

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Math

hen continue counting the nine individual stra s 51, 52, 53… 59! How many straws do we have? Fifty-nine. rite the nu bers to on the board. Re eat the rocedure ith to . inally, lay the audio. ave children listen and re eat the nu bers. ave a y Cater illar oint to the nu bers on the board.

Objectives o o o o

learn nu bers count to count sets o ten understand and ollo

si

le co

ands

Vocabulary

number, straws, set, listen, say, count, write

N

Language

sixty sixty one sixty t o sixty three sixty our sixty ive sixty six sixty seven sixty eight sixty nine

This is a set of ten straws. Let’s count by tens. We have (fifty-nine) straws! How many straws do you see?

Materials

Let’s Count Straws! rite the nu ber on the board. Say This is the number 50. ave children re eat fifty a ter you. ext, ut stra s on a table. ave children stand around the table and have the count the stra s ith a y Cater illar 1, 2, 3,... 59! Say We have fifty-nine straws! hen a e ive sets o ten stra s each and ut a rubber band around each set. old u one set o stra s and say This is a set of ten straws. B12

old u the ive sets and say Each set has ten straws. We have five sets of ten straws each. Let’s count by tens. Ready? 10, 20, 30, 40, 50.

T57

DURING PAGE 57

7 Listen and say. Count and write the numbers.

Dis lay age . ave children oint to the nu ber . What number is this? Fifty. Let’s count the straws by tens: 10, 20, 30, 40, 50. How many straws do you see? Fifty! ext, direct children s attention to the ur le boxes under the nu ber . Point to the irst box. Say Let’s count the straws in this box by tens: 10, 20, 30, 40, 50. Now let’s count the individual straws: 1, 2, 3, 4. How many straws do you see? Point to the nu ber and have children ans er Fifty-four straws straws. Point to the second ur le box and as How many straws do you see? Fiftythree straws. rite the nu ber on the board. Children co y the nu ber on the line. inally, oint to the third ur le box. ave children count the stra s. rite the nu ber on the board and have children rite it on the line How many straws do you see? Fifty-six straws. inally, oint to the nu ber and re eat the rocedure.

PE AR

Class Audio CD, sixty nine colored stra s, rubber bands, encils, s all cards ith the nu bers to ritten on the , ar er, shoebox, blind old, usic CD

BEFORE PAGE 57

i ty i ty one i ty t o i ty three i ty our i ty ive i ty six i ty seven i ty eight i ty nine

SO

• • • •

AFTER PAGE 57 Listen, Write, Check Be ore class, a e cards ith the nu bers to and ut the inside a shoebox. ave children sit in a circle. Play so e usic and have children al in a circle. Sto the usic and invite a child to the center o the circle. Blind old the child. ave hi or her ta e a nu ber ro the box. As the class What number is this? (63.) ave the child give you the card. Re ove the blind old and as the child to rite the nu ber on the board. ext, sho the card to the child and have hi or her chec i the nu ber on the card is the sa e as the one he or she rote on the board. Continue in the sa e ay ith the rest o the nu bers and other children. See

or boo

age

.

EXTRA ACTIVITY Jump and Count! ave children u in lace as they count ro to . As they u , shout Stop! Invite a child to the board and have hi or her rite on the board the nu ber on hich they sto ed u ing. Encourage the to u and count again, starting ro . Continue in the sa e ay until all nu bers have been ritten on the board.

Eating Out

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B12

7 Listen and say. Count and write the numbers.

=

=

=

=

=

SO

60=

PE AR

=54

N

50=

UNIT 5

Math Connection: Numbers 50–69; sets of 10

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57

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8

58

Look closely. Cut out, match, and paste.

Critical Thinking: We can find patterns in nature. Science Word: patterns

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Amazing

Build Background Put a table in the center o the roo . ave children stand around it. old u an orange and as What is this? It is an orange. Let’s see how it looks inside. Slice the orange in hal and say for Unit 5 It is amazing! Point out Wow! Cutouts Look at the orange. the circles and triangles inside the orange slices page 54 page 58 and say A pattern is something that repeats. Look at the pattern in the orange. Re eat the rocedure ith a le on or li e.

Objectives • • • • •

o o o o o

a reciate nature observe details learn about atterns in nature ractice ine otor s ills understand and ollo si le co

ands

Cutoutshen for say UnitNot 5 only fruits have patterns. Many other things in nature have patterns.. old u the patterns, log, kiwifruit, shell, sunflower, page 54 58and the rattlesna e. Say ictures o thepage zebra thumbprint, alike, look, cut out, match, paste, Now, look at the zebra and the snake. Do they press, collect, observe, dip, rub have patterns? Encourage children to ans er a ir atively. Language Cutouts for Unit 5 This is an orange. Cutouts for Unit 5 Let’s see how it looks inside. DURING PAGE 58 page 54 page 58 page 54 page 58 A pattern is something that repeats. We find patterns in nature.

Materials

PE AR

SO

N

Vocabulary

Class Audio CD, ictures o a zebra and a rattlesna e, orange, le on or li e, ni e, Cutouts, glue, scissors, hite a er, ashable in , lastic containers, agni ying glass, leaves, crayons

8 Look closely. Cut out, match, and paste.

Dis lay age . ext, sho the Cutouts or age . a e the and have children re eat a ter you log, kiwifruit, shell, sunflower sunflower. ave children cut out the ictures. As the to ut a s all a ount o glue on each Cutout. Children ill have to aste the Cutouts o the ite s under the corres onding atterns.

Z02_BIFU_SB_03_7447_U11.indd 117

BEFORE PAGE 58 Sing the “Amazing Nature” Song

A20 Play the audio and have children listen.

Play the audio again and encourage children to sing along as best they can. Praise all e orts. Z02_BIFU_SB_03_7447_U11.indd 117

117

Z02_BIFU_SB_03_7447_U11.indd 117

AFTER PAGE 58 Fingerprint Patterns Distribute hite a er. Place a container ith ashable in in the center o each table. ave children di their right thu b into the in and ress it on the a er. Let dry. hen ex lain that our thu bs have atterns. ave children observe their o n thu b rints. inally, hel children notice that no t o thu b rints are ali e ou ay use a agni ying glass or children to a reciate the atterns better. See

or boo

age

.

EXTRA ACTIVITY Leaf Patterns old u a lea and say This is a leaf. It has patterns, too. Let’s go outside and collect leaves! a e children to the layground and have the collect leaves. Bac in the classroo , distribute hite a er and 117 crayons. ave children ut a lea under the a er and rub it ith a crayon. Encourage children to observe the atterns in their leaves. 3/21/14 12:23 PM

117

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117

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UNIT 5

T12 T58

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Project

sno la e and say This is a snowflake. children re eat snowflake a ter you.

ave

DURING PAGE 59 • • • •

o o o o

do a science and art ro ect tal about atterns in nature use ine otor s ills understand and ollo si le co

ands

Vocabulary

snowflake, triangle, rectangle, window, make, fold, cut, decorate

Language

This is a snowflake. Cut the paper the way you want! Leave some places folded. Open the paper. Look at your snowflake. Decorate a window with snowflakes! Each snowflake has a unique pattern!

SO

2. Cut o the s all rectangle at the to . 3. old the a er again to

Build Background: What Are Snowflakes? Bring in sno related ite s to sho children, or exa le, sno globes, hotogra hs o sno la es ro the Internet, nature agazines, or boo s, etc. Ex lain that in inter, hen the eather is cold, sno alls in so e laces. Sno is or ed by very s all sno la es. Sho the hoto o a

T59

Eating Out

BF_TE3_U05.indd 132

old the a er ahead o ti e so that children only have to cut.

1. old the botto right corner o the a er and old it to the u er le t corner to a e a triangle.

Class Audio CD, sno related ite s, sno globes, hotogra hs o sno la es ro the Internet, nature agazines, or boo s, hite a er one large sheet er child , sa ety scissors one er child , triangles and rectangles cut out o colored a er, usic CD, a y Cater illar u et, ta e, candy or rizes

BEFORE PAGE 59

Sho children age and read the title o the ro ect aloud Make a Snowflake.

a e another triangle.

4. Sho the olded a er to children. Sho the ho to cut it in di erent ays. Say Cut the paper the way you want. want. Encourage the to cut out triangles, straight lines, and circles i the a er is large enough.

Triangles and Rectangles! Cut triangles and rectangles out o colored a er and hide the around the roo . ave children stand in a circle. Play so e usic. ave children hold hands and al around the circle. hen sto the usic and shout Triangles! ave children loo or triangles in the roo . I they ind one, have the ee it. Play the usic again and have children hold hands and al around the circle again. Sto the usic and shout Rectangles! Re eat the rocedure. Play several rounds. ive a rize to the child ho has the ost triangles and rectangles. Target Song

B2 Sing this song to

ra u the day. Use a y Cater illar to odel the uestions and ans ers in the song. Play the audio, and encourage children to try to sing their art. Praise all e orts.

PE AR

Materials

Make a Snowflake Be ore class, asse ble the aterials needed or the ro ect. ou ill need hite a er one large sheet er child and sa ety scissors one er child .

N

Objectives

AFTER PAGE 59

5. Re ind children to leave so e laces olded. Cuts can be ade on both sides and on the corners, but children should avoiding cutting all the ay through. Say Leave some places folded. De onstrate doing one correctly and doing one incorrectly be ore children start cutting. 6. en the a er. Say Open the paper and look at your snowflake! 7. ave so e bac u a er available i so e children have a hard ti e understanding or i they cut all the ay through. ave children sho their sno la es to the rest o the class. Direct children s attention to a y Cater illar on the age. Read his s eech bubble Each snowflake has a unique pattern! inally, ta e children s sno la es to the classroo indo s.

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PE AR

SO

N

Make a Snowflake

Each snowflake has a unique pattern! M05_BIFU_SB_03_7447_U05.indd 59

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UNIT 5

59

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spaghetti

ice cream

cake

napkins

menu

SO

pizza

Ask, answer, and check.

N

9

water

straws

PE AR

May I have pizza, please?

Yes, of course.

GO TO Page 104

60

Review; Assessment Vocabulary Presentation: for Learning box, ball, hoop, jungle gym; Vocabulary Practice: scissors, markers shelves, paper; Language Practice: What are they? They are (balls). Review: What is this? It’s a (marker).

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Wrap-up

Vocabulary

DURING PAGE 60

menus, napkins, water, straws, pizza, spaghetti, ice cream, cake, have, want, begin, find, ask, answer, listen, check

Language

Materials

Class Audio CD, enus, tablecloth, table are, Unit Picture Cards, encils, crayons, a y Cater illar u et, Port olio Envelo es

BEFORE PAGE 60

Revisit the Songs Revisit the songs ro Unit Audios B , B , and B . Divide the class into three grou s. ave one grou sing At the Restaurant, another grou sing Eating ut, and the inal grou sing alues Are I ortant Part .

Think about Learning Revie Unit age by age. ave children loo at each age attentively and re ind the hat they learned on each. Dis lay ages and . Encourage children to read the s eech

BF_TE3_U05.indd 135

ave children i agine they are at a restaurant. Set a table at the ront o the roo . Invite three children to co e u . o ill be the custo ers, and one ill be the aiter aitress. ave the aiter aitress give the enus to the custo ers and have children ractice the Unit dialogues. As the to re eat the lines a ter you. Invite other children to co e u and role lay. So e ay be able to ractice the dialogues ithout your hel .

PE AR

May I have (napkins), please? Yes, of course. Is this your (pizza)? Yes, it is. Thank you. What do you want for (the main dish)? I want (chicken), please. What do you want to (drink)? I want (water), please. Does ( ac et) begin with the / / sound? (Yes!) We can find patterns in nature.

9 Ask, answer, and check.

SO

• o assess vocabulary and language learned in the unit • o re are or Unit Sho i e • o use Assess ent or Learning to re lect on their o n learning • o understand and ollo si le co ands

N

Objectives

bubbles May I have napkins, please? Yes, of course. Is this your (pizza)? Yes, it is. Thank you. hen dis lay age . ave children loo at the enu What do you want for (the main dish)? I want (chicken), please. What do you want to (drink)? I want (water), please. urn to age Does ( ac et) begin with the (/ /) sound? (Yes!) Sho the A azing age We can find patterns in nature. Continue ith the re aining ages. Encourage children to cla i they li ed the age or to a e a sad ace i they didn t.

Dis lay age . Elicit each o the vocabulary ite s ictured on the banner What is this? It is (pizza). What are these? They are (napkins) (napkins). Point to the t o boys and read their s eech bubbles May I have pizza, please? Yes, of course course. ave children re eat a ter you. As the class to chec o the icture o izza. ext, invite a air o children to co e u . ave one child sit at the table. he other ill be the aiter aitress. Point to the icture o s aghetti on the banner. Invite the children to role lay the conversation. ave the class chec o the icture o s aghetti. Continue ith the re aining ite s on the banner and other airs o children. hen inished, have the class cla or a ob ell done

AFTER PAGE 60 Prepare for Show Time! Point out the ascot ith the lo er at the botto o the age. Direct children to age . el the thin o hat they li ed ost ro Unit . Say I liked the Little Book! Say this ith a very excited voice and s ile as you dis lay the Little Boo . ave children dra hat they li ed ost ro Unit a song, the Little Boo story, the A azing age, the ro ect, a conversation, or ust a ord. Reassure the that any ersonal res onse is ine Revisit their ideas ro hin about Learning. Children Decide! ave children sho their dra ings. old u a dra ing and say (Juan) liked (the Little Book). (Sean), did you like that, too? Provide English language su ort hen needed. Re eat the rocedure ith the re aining dra ings. a e notes on children s re erences so you can deter ine hat to include in the end o the year sho . Home-School Connection ave children ta e ho e their dra ings to sho a ily e bers. el children ractice tal ing about their or so they can use English hen they sho it to their a ilies. Sing the Target Song o consolidate hat children have learned in the unit, lay the arget Song. irst, ractice the uestions and ans ers ith a y Cater illar. hen encourage children to oin in and sing their art. B2

Portfolio ave children revie the things in their Port olio Envelo es to date. al to each child s lace and have hi or her sho you his or her avorite or so ar. Ma e sure children ut all ages bac inside the Port olio. UNIT 5 See

or boo

age

.

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Topics and Key Vocabulary Communication Objectives Use possessive adjectives

Communicate what one is looking for

Compare things

UNIT 6

Numbers: seventy to eighty-nine

Nature and Science Words: peacock, feather

PE AR

SO

Indicate location of things

Understand and follow simple commands

Action Verbs: look for, dress up, wear, wash, dry, put, spread, get attention, organize, sort

N

Identify and name belongings

Things/Belongings: cell phone, tablet, laptop, backpack, necktie, ring, necklace, hat

Target Language and Structures What is it? It is (a cell phone). What are you looking for? I’m looking for my (cell phone).

T6A

Where is my (necklace)? I don’t know./It’s (above your bed). My ring is (big). My ring is (bigger).

Content Connections Math: Identify and trace numbers: 70–89

Art: Make peacock feathers

Count to 89

Music: Sing and act out songs

Identify and count sets of 10

Move to music

Nature and Science: Observe how feathers help male peacocks get attention

Language Arts: Say and act out chants Role-play

Overview

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Reading and Writing Readiness

Amazing and Project Observe how feathers help male peacocks get attention

Identify initial sounds: /v/, /kw/, /y/, /w/

Trace words and use rebuses to read simple sentences

Project: Make an Eco-collage

Discriminate initial sounds

Practice motor skills

Trace uppercase and lowercase letters: Vv, Qq, Yy, Ww

Practice visual discrimination

At the Store

PE AR

SO

UNIT 6

N

Little Book

Home-School Connection Take home the Little Book Take home Show Time drawings

Talk about one’s belongings at home Sing songs and say chants at home

Competency-based Education Competency work within the following formative areas: Discovering Our World: Make observations about living creatures; Amazing page, p. T70

Artistic Expression and Appreciation: Creatively communicate and express ideas, feelings, or fantasies using different art materials and techniques; Project page, p. T71

Values Being neat

UNIT 6 Overview

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• • • •

o o o o

redict unit to ic identi y and na e things or belongings revie the onths o the year understand and ollo si le co ands

Vocabulary

cell phone, necklace, bracelet, laptop, predict, draw, listen, find

Language

The children have different things. Find the backpacks. This is my favorite thing.

Materials

BEFORE PAGE 61

Sing the “Good Morning Song” ave children sing along.

A3 Play the audio.

Sing the “Five Fingers” Song oving. Play the audio, sing along, and do the actions that go ith it. ave children loo and listen attentively. hen lay the audio again. Encourage children to sing and do the actions. Praise all e orts. B13 Sing this song to get children

DURING PAGE 61 A5, B14

1 Look, predict, and draw. Listen.

Predict Together Dis lay age . Point to the scene and say

T61

ext, have children close their boo s. Distribute dra ing a er and crayons. As children to dra things they thin ill a ear in the unit that are not on age . hen hold u children s dra ings and na e the vocabulary ords children redict ill a ear. Check Predictions Encourage children to loo through the unit to chec i their redictions ere correct. ave the cla i they see the ite they redicted redicted.

PE AR

Class Audio CD, a y Cater illar u et, hite a er one sheet er child , crayons, a bac ac , a cell hone, a nec tie, a ring, a nec lace, tablet Picture Card, s all stu ed toy ani al, Port olio Envelo es, classroo calendar

N

Objectives

Look at the children. Look at the first boy. He is holding something in his hand. Look at the girl. She is wearing something around her neck. Look at the last boy. He is holding something in his hands. The children have different… Encourage children to co lete the sentence things! Children ay use their native language i needed. hen lay Audio A . ave children listen. Encourage the to i e the actions ith you. Play the audio again and encourage children to sing along. At the end o the song, have children insert the to ic in the inal verse Fun with (our things)!

SO

Unit Opener

ext, have children o en their boo s to age . Point to the ite s, na e the , and have children re eat a ter you cell phone, necklace, laptop laptop. Dis lay age and lay the arget Song My hings to ex ose children to the ne vocabulary. Place a bac ac , a cell hone, a nec tie, a ring, and a nec lace around the roo . Put the tablet Picture Card inside the bac ac . a y Cater illar loo s or his tablet as he sings. ave hi oint to the ite s as they are entioned in the song. ave a y Cater illar loo inside the bac ac and hold u the tablet Picture Card at the end o the song, once he has ound it. ave children listen and loo attentively. Do the Find It! Activity Point out a y Cater illar and read his s eech bubble Find the backpacks.

ave children loo or bac ac s in the unit. Bac ac s can be ound on ages , , , , and Little Boo ages , , , and .

AFTER PAGE 61 My Favorite Thing ave a y Cater illar hold u a s all stu ed toy ani al and say This is my favorite thing! hen distribute dra ing a er and crayons. Encourage children to dra their avorite thing or belonging. Invite the to share their dra ings ith the rest o the class. ave the na e the ite . Provide language su ort hen necessary. Praise all e orts. Sing the “Good-bye Song” ave children sing and ave good bye.

A7 Play the audio.

Portfolio ather letter sized or s aller student or to include in children s Port olios. Add to the Port olio or that children eel good about and that sho s their rogress. See

or boo

age

.

EXTRA ACTIVITY Listen and Jump!

A50 Dis lay the classroo

calendar. Point to the onth you ere born in and say My birthday is in (May). Play the audio and oint to the onths as they are entioned in the song. Encourage children to u hen they hear the onth they ere born in. Praise all e orts. Ex lain to children that it does not atter i they do not no the onth they ere born in.

Our Things

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5 & B1

OUR THINGS

1 Look, predict, and draw. Listen.

PE AR

SO

N

4

A

6

Find the backpacks.

UNIT 6

Unit Preview; FIND IT in the unit: backpacks

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61

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5–1 B1 6

2 Listen and say. Find and match.

laptop

SO

tablet

I’m looking for my cell phone.

PE AR

cell phone

N

What are you looking for?

backpack 62

Vocabulary Presentation: cell phone, tablet, laptop, backpack Language Presentation: What are you looking for? I’m looking for my (cell phone).

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Vocabulary

children ho to trace a line ro the cell hone to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil. Re eat the rocedure ith the la to , tablet, and bac ac .

o o o o

identi y and na e belongings re eat na es o belongings co unicate hat one is loo ing or understand and ollo si le co ands

Vocabulary

cell phone, tablet, laptop, backpack, listen, say, find, match, look for

Language

What is this? It is (a cell phone). What are you looking for? I’m looking for my (cell phone).

Materials

BEFORE PAGE 62

Vocabulary Presentation Attach the cell phone, laptop, tablet, and backpack Picture Cards to the board at children s eye level. ave children sit in a se icircle. Point to the cell hone and as a y Cater illar What is this? It is a cell phone. ave children re eat cell phone a ter a y Cater illar. Re eat the rocedure ith laptop, tablet, and backpack.

DURING PAGE 62 B15, B16

tablet la to

2 Listen and say. Find and match.

bac

ac

ext, oint to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene What are you looking for? I’m looking for my cell phone. Play Audio B and oint to the hotos as children re eat. hat are you cell hone. hat are you tablet. hat are you la to . hat are you bac ac .

loo ing or I

loo ing or

y

loo ing or I

loo ing or

y

loo ing or I

loo ing or

y

loo ing or I

loo ing or

y

PE AR

Class Audio CD, a y Cater illar u et, cell phone, laptop, tablet, backpack, necktie, ring, and necklace Picture Cards, a boo , a ur le crayon, a ar er, glue, a u et, encils

cell hone

N

• • • •

SO

Objectives

AFTER PAGE 62

Help Happy Caterpillar! ide the cell phone, laptop, tablet, and backpack Picture Cards in di erent laces around the roo . ave a y Cater illar i e loo ing or his things. As What are you looking for? I’m looking for my cell phone. Encourage children to loo around or a y Cater illar s cell hone. nce a child inds it, have hi or her hand the corres onding card to a y Cater illar. Re eat the rocedure ith the re aining ite s.

Target Song “My Things”

B14 Play the arget Song My hings to

ex ose children to the ne vocabulary. Dis lay the backpack, tablet, cell phone, necktie, ring, and necklace Picture Cards around the roo . ave a y Cater illar sing the song. al around the roo and have a y Cater illar oint to the cards as they are entioned in the song. ave children listen and loo attentively. See

or boo

age

.

EXTRA ACTIVITY Look for Things! Divide the class into t o tea s. ide the cell phone, laptop, tablet, and backpack Picture Cards, a boo , a ur le crayon, a ar er, glue, and a u et in di erent laces around the roo . ave a child ro each tea co e u . Say Look for (a cell phone). ave children loo or the corres onding card or ite around the roo . hen a child inds the ite have hi or her shout (Cell phone)! hen have the child hand the ite to you. he child ins a oint or his or her tea . Re eat the rocedure ith the re aining things. he tea ith the ost oints ins the ga e.

Play Audio B . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. Underline each ord ith your inger as you na e each ite . ext, invite children to ind the cell hone, tablet, la to , and bac ac in the scene.Vocabulary hen sho Presentation: necktie, ring, necklace, hat; above; Language Review: prepositions of location

Language Presentation: Where is (my) (necklace)? I don’t know./It’s (above) your bed.

UNIT 6

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:14 PM

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Vocabulary

DURING PAGE 63 B17, B18

• • • • •

o o o o o

identi y and na e belongings re eat na es o belongings indicate the location o things use ossessive ad ectives understand and ollo si le co

ands

Vocabulary

necktie, ring, necklace, hat, listen, say, find, match

Language

What is this? It is (a necktie). Where is (my) (necklace)? I don’t know./It’s (above) your bed.

Point to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene Where is my hat? It’s on your head head. Play Audio B and oint to the scene as children re eat.

PE AR

Class Audio CD, nec tie, ring, nec lace, hat, cell phone, laptop, tablet, backpack, necktie, ring, necklace, and hat Picture Cards, a y Cater illar u et, ta e, a hula hoo , a a er lo er, a clo n hat, a balloon, a dru , and a ball

Vocabulary Presentation Put on a nec tie, a ring, a nec lace, and a hat. ave a y Cater illar oint to the nec tie and as you What is this? Re ly It is a necktie. ave children re eat necktie a ter you. ollo the sa e rocedure ith ring, necklace, and hat. Target Song “My Things”

B14 Attach the backpack, tablet, cell phone,

necktie, ring, and necklace Picture Cards to the board. Play the audio and have a y Cater illar sing along. Point to the ite s as they are entioned in the song. ave children listen and loo attentively.

T63

ext, have children atch the re aining hotos ith the corres onding illustrations. nec tie ring nec lace hat

Materials

BEFORE PAGE 63

Play Audio B . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. ext, invite children to ind the nec tie, ring, nec lace, and hat in the scene. hen sho children ho to trace a line ro the hoto o the nec tie to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil.

SO N

Objectives

3 Listen and say. Find and match.

here is y nec tie It s in the closet. here is y ring It s under the bed. here is y nec lace It s above your bed. here is y hat I don t no . h, there it is It s on your head

Vocabulary Practice and lay the audio. ave children listen. hen invite a air o children to act out the conversation. ne child ill be the clo n and the other child ill lay the other s role. ave children listen, re eat the lines, and oint to the ite s in the scene. Encourage children to i itate the voices and intonation on the audio. Re eat ith other airs o children. he child role laying the clo n ay ear a clo n s hat. B19 Dis lay age

C: M: C: M: C: M: C: M:

h, no here is y cell hone It s next to the la . here is y co uter It s on the chair. here is y bac ac It s behind the chair. here is y tablet It s on the bed.

AFTER PAGE 63 Look and Point Attach the cell phone, laptop, tablet, backpack, necktie, ring, necklace, and hat Picture Cards to the board at children s eye level. Say I’m looking for my (cell phone). Invite a volunteer to co e u and oint to the corres onding card. ave hi or her na e the ite Cell phone. Continue until all ite s have been identi ied. See

or boo

age

.

EXTRA ACTIVITY Where Is My…? Put on a clo n hat and role lay the hel less clo n. Put the ollo ing ite s in di erent laces around the roo a hula hoo , a a er lo er, a dru , a balloon, and a ball. Ma e a very sad ace and as Where is my (hula hoop)? Invite a volunteer to loo around the roo or the ite . hen the child inds it, have hi or her say It’s (on the table). Retrieve the ite and a e a ha y ace. Re eat the rocedure ith the re aining ob ects. Ma e sure to use the re ositions in, on, under, behind, and above.

Our Things

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7–1 B1 9

3 Listen and say. Find and match.

necklace

It’s on your head!

Where is my hat?

PE AR

ring

SO

N

necktie

hat Vocabulary Presentation: necktie, ring, necklace, hat; above; Language Review: prepositions of location Language Presentation: Where is (my) (necklace)? I don’t know./It’s (above) your bed.

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UNIT 6

63

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B20

4

64

Cut out, listen, and paste.

big

bigger

long

longer

tall

taller

fast

faster

Vocabulary Presentation: long, tall, fast; Vocabulary Practice: big; ring, necktie, action figure, car Language Presentation: My ring is (big). My ring is (bigger).

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Practice

lion is faster! ave children run in lace. Say Run fast! Now, run faster! ave children re eat forbig Unit 6 fast and faster a ter you. inally, Cutouts sho a Cutouts for Unit stu ed toy ani al. Say Thispage (bear) is big. Mi6 e 64 big. hen sho a bigger stupage ed64ani al and say This (bear) is bigger! ave children re eat big and bigger a ter you.

Objectives • • • •

o o o o

identi y and na e belongings co are things use ossessive ad ectives understand and ollo si le co

Cutoutsfor forUnit Unit66 Cutouts

ands

DURING PAGE 64 page 64

page66 66 page

page 64

page70 70 page

Vocabulary

Language

4 Cut out, listen, and paste.

B20 Dis lay age

. Point to the ite s and na e the . ave children re eat a ter you ring, necktie, action figure, car. car. ext, sho the Cutouts or age . Children cut the out and ut so e glue on the bac . As children to aste the Cutouts in the corres onding shaded areas.

SO

My ring is (big). My ring is (bigger). Let’s play dress-up.

Z02_BIFU_SB_03_7447_U11.indd 119

Materials

Z02_BIFU_SB_03_7447_U11.indd 119

Play the audio. ave children listen and loo at the ite s on the age.

PE AR

Class Audio CD, a y Cater illar u et, t o long ieces o string one longer than the other , icture o a rabbit, icture o a lion, t o stu ed toy ani als one bigger than the other , Cutouts, glue, scissors, adult clothes have children bring ro ho e o an s hat, shirt, nec tie, dress, nec lace, ring, etc.

BEFORE PAGE 64

N

big, bigger, long, longer, tall, taller, fast, faster, ring, necktie, action figure, car, dress-up, wear, cut out, listen, paste

Comparing Things old u a iece o string. Say Look, this piece of string is long.. Mi e long. hen sho a longer iece o string. old it u next to the other one so children can see the di erence, and say This piece of string is longer! ave children re eat long and longer a ter you. ext, have t o tall children co e u and co are their heights. Say (Mike) is tall. (Alan) is taller! ave children re eat tall and taller a ter you.

ext, sho the icture o a rabbit and the icture o a lion. Say The rabbit is fast. Mi e ast. The

Z02_BIFU_SB_03_7447_U11.indd 119 Z02_BIFU_SB_03_7447_U11.indd 119

AFTER PAGE 64

Let’s Have Fun Talking! B21 Play the audio. Act out the conversation ith a y Cater illar. Use ro s. Put on the clothes and other ite s as you role lay. ave children listen and loo attentively. A: Let s lay dress u B: reat idea A: ere are y dress u clothes. B: hese clothes are really big A: hey belong to y other and ather. hey are both very tall. B: h, I li e this hat ith lo ers Can I ear it A: course I ant to ear this big red hat.

B: Can I ear the ur le shirt and the orange nec tie A: Sure. I ant to ear the in dress. h page 66 page 70 And I ant to ear the rainbo nec lace page 66 page 70 and the ring. B: ere they are Put the on. hat nec lace is really long. A: It is It al ost touches y toes B: e loo unny. Let s lay ext, invite t o children to co e u . Play the audio and have the re eat the lines and role lay the conversation. Encourage the to use the ro s as they role lay. Re eat ith other airs o children. 119

Sing the Target 119 Song “My Things” B14 Play the audio. a y Cater illar sings the song and children listen. Play the audio again and have children oin in singing as best they can. Praise all e orts 3/21/14 12:23 PM

3/21/14 12:23 PM

119 119

See

or boo

age

.

3/21/14 12:23 PM 3/21/14 12:23 PM

EXTRA ACTIVITY Play Dress-up ave children bring in old clothes, urses, hats, shoes, and so on ro their arents. Encourage children to lay dress u . Allo the to dress u and say ho they are I am (Mother)! hen encourage the to lay reely ith the ro s and clothing.

UNIT 6

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Reading Readiness Objectives

V Is for Violin rite the letters Vv on the board. Point to u ercase V and say This is big . Point to lo ercase v and say This is small v. hen hold u the icture o a violin and say vviolin starts with the /v sound. is for violin. ave children re eat vvviolin a ter you, exaggerating the v sound. ollo the sa e rocedure ith the letters Qq, Yy, and Ww and ords that begin ith each letter.

Vocabulary

DURING PAGE 65

Language

Materials

Class Audio CD, icture o a violin, encils, our large cards, ar ers, ta e, s onge ball

BEFORE PAGE 65

Play the Violin the icture o a violin and say This is a vvviolin.. hen i e laying the violin. Play the Big un he e Song and encourage children to arade around the roo as they i e laying a violin. A2 Sho

T65

5 Listen and cross out the picture that has a different initial sound.

Point to the letters Vv, Qq, Yy, and Ww and have children identi y the . hen oint to the hotos in each box, na e the ite s, and have children re eat a ter you. Exaggerate the beginning sounds.

ext, lay Audio B . Distribute encils. Encourage children to cross out the ord in each grou o our that has a di erent initial sound. Be ore the activity, dra a big on the board and say Cross out out..

PE AR

This is big (V). This is small (v). (V) is for (violin). vviolin starts with the /v/ sound.

B22

N

letter, big, small, violin, van, vest, lamp, queen, quilt, bear, quiet, pen, yo-yo, yarn, yogurt, watermelon, peach, window, waiter, listen, cross out

SO

• o identi y u ercase and lo ercase letters Vv, Qq, Yy, Ww • o discri inate initial sounds • o use ine otor s ills • o ollo si le co ands

AFTER PAGE 65 Hit the Letter! rite the letters Vv, Qq, Yy, and Ww on large cards and attach the to the board. ave children sit in a se icircle. hro a s onge ball to a child and say a ord (Vvvest.) ave the child co e u and hit the corres onding letter. hen as Does vvvest start with the (/v/) sound? Encourage the child to ans er a ir atively. Re eat ith di erent ords and children. See

or boo

age

.

EXTRA ACTIVITY Four Words ave children stand in a circle. Say our ords t ice vvviolin, vvvan, yyyogurt, vvvest. he irst ti e you say the ords, have children listen attentively. he second ti e, encourage children to u in lace hen they hear a ord that has a di erent initial sound. Praise all e orts.

violin van vest la ueen uilt bear uiet en yo yo yarn yogurt ater elon each indo aiter

inally, have volunteers say hich icture they crossed out in each grou o our.

Our Things

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B22

5 Listen and cross out the picture that has a different initial sound.

Y y

SO

N

Q q

PE AR

V v

W w UNIT 6

Pre-reading Practice: Vv, Qq, Yy, Ww; discriminating sounds

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65

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Trace letters. Cut out and paste.Trace, read, and color.

PE AR

SO

N

6

It`is`a`red It`is`a`pink 66

.

That is a big yo-yo!

.

Pre-reading and Pre-writing Practice: Vv, Qq, Yy, Ww; simple sentences Values: Be neat.

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page 64

page 66

page 70

Cutouts for Unit 6 page 64

Reading and Cutouts for Unit 6 Writing page 64 Readiness

page 66

page 70

DURING PAGE 66 page 66

AFTER PAGE 66

page 70

Objectives o o o o o o o

identi y and trace letters Vv, Qq, Yy, Ww discri inate initial sounds read and rite si le sentences ractice ine otor s ills learn a value Be neat use language to ex ress a value understand and ollo si le co ands

Vocabulary

Z02_BIFU_SB_03_7447_U11.indd 119

letter, sound, neat, van, queen, yarn, watermelon, violin, yo-yo, clean, spoons, drawer, trace, cut out, paste, read, color, wash, dry, put Z02_BIFU_SB_03_7447_U11.indd 119

Language

What letter is it? It’s the letter (V). It is a red violin. It is a pink yo-yo. Is the yo-yo big or small? It is big. That is a big yo-yo! We are neat.

Materials

Point to the letters Vv, Qq, Yy, and Ww and have children identi y the What letter is it? It’s the letter (V).. ext, distribute encils and encourage children to trace the letters. hen hold u the Cutouts or age . Point to each Cutout. a e the ite s and have children re eat a ter you van, queen, yarn, and watermelon. watermelon. Exaggerate119 the beginning sounds.

Z02_BIFU_SB_03_7447_U11.indd 119

ext, have children cut out and ut a s all a ount o glue on the bac o each Cutout. 119 Ex lain that children ill have to aste each Cutout under the letter the ord begins ith.

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3/21/14 12:23 PM

ext, direct children s attention to the ords and rebuses belo the letters and Cutouts. Encourage children to trace the ords and the eriods.

PE AR

Z02_BIFU_SB_03_7447_U11.indd 119

6 Trace letters. Cut out and paste. Trace, read, and color.

SO N

• • • • • • •

Class Audio CD, a y Cater illar u et, Cutouts, scissors, glue, encils, Values Poster, hite a er one sheet er child , crayons, s oons, itchen to el, ten tissue boxes covered ith hite a er label each ith a di erent color hite, yello , blue, green, bro n, in , ur le, orange, blac , red

BEFORE PAGE 66 Parade around the Room!

A2 Move urniture aside and have children

stand in a circle. Play the Big un he e Song and have children listen. Encourage the to do the actions in the song along ith you and arade around the roo .

hen read the irst sentence aloud ith the class. Underline each ord and oint to the rebus as you read It is a red… Encourage children to co lete the sentence violin. ave the class read the co lete sentence aloud It is a red violin. violin Re eat the sa e rocedure ith the next sentence. ave children read it aloud It is a pink yo-yo. hen have the children color the violin red and the yo yo in . inally, oint to the yo yo and as Is the yo-yo big or small? Encourage children to ans er It is big. inally say Let’s read what Happy Caterpillar says about his yo-yo. Read the s eech bubble That is a big yo-yo! ave children re eat a ter you.

VALUES ACTIVITY Value: Be Neat Dis lay the Values Poster. ave children sit in a se icircle. Point to the value We are neat. Read it aloud and have children re eat. hen oint 119 to the girl. Say Look at the girl. She washed and dried the spoons. Use ro s to i e the actions. Now, she is putting the clean spoons inside the drawer. Point to the s oons and to the 119 dra er. Say She is neat. 3/21/14 12:23 PM

ext, distribute dra ing a er and crayons. Encourage children to dra so ething to sho ho they are neat. hen invite the to sho their dra ings and say I am neat. Continue until all children have sho n their dra ings. Praise all e orts. 3/21/14 12:23 PM

Sing “Values Are Important” (Part 2)

B10 Play the audio and have children listen.

Play the audio again and invite children to sing along as best they can. Praise all e orts. See

or boo

age

.

EXTRA ACTIVITY Color Hunt Dis lay the tissue boxes. Say Let’s go on a color hunt! ave children loo or ite s o di erent colors and ut the ite s inside the corres onding boxes. inally, e ty the boxes and chec i all the ite s in each box are the sa e color.

UNIT 6

T66

:15 PM

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B23

B23

At the Store

What are you looking for?

I’m looking for hats.

1 3/21/14 12:15 PM

22

At the Store

1. Salescler hat are you loo ing or Sarah I loo ing or hats. 2. Salescler he hats are next to the s eaters. Sarah han you. 3. Mo I loo ing or y daughter. Sarah ere I a . I hungry. 4. Sarah hat are you loo ing or Mo I loo ing or a restaurant

T67

Thehats hatsare arenext next The thesweaters. sweaters. totothe

Thank Thank you. you.

lookingforfor I’mI’mlooking daughter. mymydaughter.

M06_BIFU_SB_03_7447_U06.indd M06_BIFU_SB_03_7447_U06.indd 68 68

AUDIO SCRIPT B23

PE AR

SO

N

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

I’m looking for a restaurant!

HOME-SCHOOL CONNECTION Encourage children to ta e their Little Boo s ho e to share ith their a ilies. his boo is about sho ing and eating out. A o and her daughter go sho ing. he girl is loo ing or hats. A ter going sho ing, they eel hungry and loo or a restaurant. Children ay en oy retending to go sho ing and to eat out ith their a ily e bers at ho e.

At th

HereI am! I am! Here hungry. 3 3 I’mI’mhungry.

4

What are you looking for?

I’m looking for a restaurant!

What are you looking for?

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SHOW TIME PREPARATION ell children that role laying the story is so ething they can do as art o the end o the year Sho i e Re ind children that they are learning English or s ea ing in class and at ho e, but also or their Sho i e celebration. Encourage children to act out this story, hich they ay resent to their arents and riends during Sho i e.

Our Things

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Little Book

B23

le co

ands

Vocabulary

hats, sweaters, next to, thank you, daughter, hungry, restaurant, look for, listen, walk, freeze

Language

Materials

Class Audio CD, backpack, tablet, cell phone, necktie, ring, and necklace Picture Cards, a y Cater illar u et, ictures o or, i available, real s eaters and hats, D D or Active each

BEFORE THE LITTLE BOOK

3. Point to the title and say This is the title. The title of the story is “At the Store.” Point to the nu bers on each age or children to identi y the ages. ext, oint to the ictures next to the lines. his ill hel children no ho is s ea ing This is what the salesclerk says. This is what Sarah says. This is what Mom says. says. 4. Play the audio hile you sho ages. ave the listen.

Sing the Target Song “My Things” B14 Be ore you lay the audio, invite six children to co e u . ive each a Picture Card backpack, tablet, cell phone, necktie, ring, or necklace. Play the audio and have a y Cater illar sing. ave the class listen.

Play the audio again. Encourage the children at the ront to u in lace every ti e their ite is entioned in the song. ou ay re eat the rocedure ith other children.

children the

5. Play the audio again. his ti e, oint to the ictures next to the lines on each age to sho ho is s ea ing. Point to the scenes and anto i e to hel clari y eaning.

PE AR

What are you looking for? I’m looking for (hats). The hats are next to the sweaters. I’m looking for my daughter. Here I am! I’m hungry.

2. Previe the story ith the class. Sho children each age and as What do you see? Children can na e eo le, colors, sha es, clothes, and laces.

N

asse ble a Little Boo listen to and read a story role lay a story revie re ositions understand and ollo si

argin

SO

o o o o o

At the Store

1. Care ully tear out the age along the and old it in hal to a e a Little Boo .

Objectives • • • • •

AFTER THE LITTLE BOOK

DURING THE LITTLE BOOK

6. Chec children s co rehension. Point to the di erent ite s and characters and as What is this? It is (a store). What are these? They are (Mom). ext, oint to the (hats). Who is this? It is (Mom) irst scene. Say Sarah and her mom are at the store. What is Sarah looking for? She’s looking for hats. hats. urn to age . As Where are the sweaters. urn to hats? The hats are next to the sweater age . As What does Mom say? “I’m looking for my daughter. Is Sarah hungry? Mi e being hungry or clarity. Yes! Dis lay age . As What is Mom looking for? She’s looking for a restaurant.

Role-play lay the story ith a y Cater illar. Put the icture o s eaters or the real s eaters on a table and a icture o hats or the real hats next to the s eaters. ext, invite three children to co e u . Assign a character to each child, lay the audio, and have the children re eat the lines. Encourage the to use the ro s as they role lay. Re eat ith other children. B23 Role

Home-School Connection ave children ta e the story ho e to share ith their a ilies. Children can loo at the ictures to re e ber the story and role lay ith their a ilies. Play the DVD As a inal re ard, sho children the ani ated version o the story on the Big Fun D D or in the Active each. See

or boo

age

.

EXTRA ACTIVITY Listen, Walk, and Freeze ave children stand and as the to al in a circle. a e things that can be ound at a store. Ex lain to children that, i they hear an ite that can be ound at a store, they should al . I they hear an ite that cannot be ound at a store, they should reeze. or exa le, say sweaters, books children al . hen say rain children reeze .

UNIT 6

T68

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Math

seventy seventy one seventy t o seventy three seventy our seventy ive seventy six seventy seven seventy eight seventy nine

o o o o

learn nu bers count to count sets o ten understand and ollo

si

le co

ands

Vocabulary

number, crayons, set, look, catch, circle, listen, say, count, write

Language

BEFORE PAGE 69

y Cater illar u

et,

Look, Catch, Listen, Circle! rite the nu ber on the board at children s eye level. Say This is the number 70. ave children re eat seventy a ter you. Continue in the sa e anner ith nu bers to . hen thro a beanbag to a child. Say a nu ber and have hi or her co e u and circle the nu ber on the board. ave the class cla i the nu ber is correct. Re eat ith other children until all the nu bers have been identi ied. B24

hen lay the audio. ave children listen and re eat the nu bers. ave a y Cater illar oint to the nu bers on the board.

T69

Dis lay age . ave children oint to the nu ber . What number is this? 70. Let’s count the crayons by tens: 10, 20, 30, 40, 50, 60, 70. How many crayons do you see? Seventy!

ext, direct children s attention to the t o ur le boxes under the nu ber . Point to the irst box. Say Let’s count the crayons by tens: 10, 20, 30… 70. Now let’s count the individual crayons: 1. How many crayons do you see? Point to the nu ber and have children ans er Seventyone crayons! ave children count the crayons in the second ur le box. rite the nu ber on the board and encourage children to rite it on the line. Point to the second ur le box and as How many crayons do you see? Seventy-nine crayons. crayons

PE AR

Class Audio CD, a beanbag, crayons

DURING PAGE 69

7 Listen and say. Count and write the numbers.

Let’s count the crayons by tens. How many crayons do you see? (Seventy!)

Materials

eighty eighty one eighty t o eighty three eighty our eighty ive eighty six eighty seven eighty eight eighty nine

SO

• • • •

N

Objectives

inally, oint to the nu ber rocedure.

AFTER PAGE 69 Sing “My Crayon Box” old u a red, yello , blue, ur le, in , blac , orange, hite, bro n, or green crayon as each color is entioned in the song. Play the audio again, hold u the corres onding crayons, and encourage children to sing along as best they can. Praise all e orts. B25 Play the audio.

See

or boo

age

.

EXTRA ACTIVITY Write the Missing Number rite the nu bers to on the board, o itting so e nu bers. ave children sit in a se icircle. hro a beanbag to a child and have hi or her co e u and rite the irst issing nu ber. ave the class cla i the child rites the correct nu ber. Continue laying until all nu bers have been ritten.

and re eat the

Our Things

M06_B

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B24

7 Listen and say. Count and write the numbers.

70=

=71

=

=

=

0= UNIT 6

Math Connection: Numbers 70–89; sets of 10

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69

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Look closely. Cut out and paste cutouts in order.

PE AR

SO

N

8

70

Critical Thinking: Feathers help male peacocks get attention. Science Words: peacock, feather

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Cutouts for Unit 6 page 64

page 64

Objectives

Cutouts for Unit 6 • o a reciate nature • o observe page details 64 page 66 • o observe that eathers hel ale eacoc s get attention • o ractice ine otor s ills • o understand and ollo si le co ands

Vocabulary

peacock, feather, help, get attention, look, cut out, paste Z02_BIFU_SB_03_7447_U11.indd 119

Language

What is this? It is a peacock. Look at his feathers. Feathers help male peacocks get attention. What color are the feathers?

Materials

Class Audio CD, icture o a eacoc , Cutouts, scissors, glue, a y Cater illar u et, green, blue, yello , and blac crayons Z02_BIFU_SB_03_7447_U11.indd 119

BEFORE PAGE 70 Sing the “Amazing Nature” Song

DURING PAGE 70 page 70

A20 Play the audio and have children listen.

Play the audio again and encourage children to sing along as best they can. Praise all e orts.

AFTER PAGE 70 Sing the “Amazing Peacock” Song

B26 Play the audio. Sing the song and do the

actions that go ith it. ave children listen and loo attentively. hen lay the audio again. Invite children to do the actions ith you. Play the audio a third ti e. Encourage children to do the actions and to oin in singing as best they can. Praise all e orts. See

119 8 Look closely. Cut out and paste cutouts in order.

Dis lay age . Point to the eacoc and as What is this? It is a peacock.. Direct children s attention to the eathers. hen as What color 119 are the feathers? Green, blue, yellow, and black black. Feathers help male peacocks get attention. ext, sho the Cutouts or age . ave children cut out the ictures. As the to ut a s all a ount o glue on each Cutout. Children ill have to 119 aste the hotos o the eacoc o ening his eathers in chronological order. Invite children to sho their or to the rest o the class. 3/21/14 12:23 PM

3/21/14 12:23 PM

PE AR

Z02_BIFU_SB_03_7447_U11.indd 119

ave children i agine they are eacoc s and as the to act out anning their eathers. Sho children to stretch their ar s in a big circle page 66 ho page 70 and then hold the u as they rance around the roo .

N

Cutouts for Unit 6

page 70

SO

Amazing

page 66

3/21/14 12:23 PM

TIP: Extra Information

ou ay loo on the Internet or ebsites and videos about eacoc s to rovide children ith ore in or ation about these exotic birds.

or boo

age

.

EXTRA ACTIVITY Listen and Do! Dis lay age again. As a y Cater illar What color are the feathers? old u a green, a blue, a yello , and a blac crayon. ave a y Cater illar ans er They are green, blue, yellow, and black! Very good, Happy Caterpillar! ext, have children stand in a circle. Distribute green, blue, yello , and blac crayons rando ly one to each child . ive so e co ands, or exa le Green crayons, clap! Blue crayons, jump! Yellow crayons, stretch your arms!

Build Background Sho the icture o a eacoc . Say Look, this is a male peacock. Look at his feathers. They are beautiful! Male peacocks use their feathers to get attention.

UNIT 6

T12 T70

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Project

Make an Eco-collage ere are t o o tions or the ro ect A: Class ro ect.

Objectives

• o do an art and science ro ect • o tal about eacoc eathers • o understand and ollo si le co

ands

Vocabulary

peacock, feathers, circles, make, cut out, trace, paste, organize, sort

ro ect.

rou s o our or ive children or together to cut out eathers to or the eacoc . Be ore class, asse ble the aterials needed or the ro ect. ou ill need old agazines, recycled ra ing a er, scra s o colored a er, large sheet o blac construction a er i the ro ect is or s all grou s or blac chart a er i it is or the hole class , sa ety scissors, glue stic s, feather e late, thic hite cardboard, encils, large sheets o royal blue construction a er or the eacoc s body , and s all boxes to sort eathers by color .

PE AR

Class Audio CD, a y Cater illar u et, old agazines, recycled ra ing a er, scra s o colored a er, large sheet o blac construction a er i the ro ect is or s all grou s or blac chart a er i it is or the hole class , sa ety scissors, glue stic s, feather e late, thic hite cardboard, encils, large sheets o royal blue construction a er or the eacoc s body , s all boxes to sort eathers by color

Sing “Amazing Peacock”

B26 Play the audio, do the actions, and have

children listen and loo attentively. Play the audio again. Encourage children to oin in singing and doing the actions as best they can. Praise all e orts.

T71

B: S all grou

SO

Wow! What is it? It is a peacock. Trace around. Cut out the feathers and circles. Sort the feathers by color. Organize the feathers. Paste the feathers.

BEFORE PAGE 71

Every child a es eathers that are ut together to a e a large eacoc , hich ill be dis layed on the bulletin board.

N

Language

Materials

Sho

DURING PAGE 71

Sho children age and read the title o Eco-collage. Direct the ro ect aloud Make an Eco-collage children s attention to a y Cater illar and read his s eech bubble Wow! What is it? Encourage children to say It is a peacock. Ex lain to children that they ill a e eacoc eathers. Be ore class, cut the body and legs o the eacoc out o royal blue construction a er. lue the body in the center o a sheet o blac construction a er i the ro ect is or s all grou s or onto a sheet o blac chart a er on the bulletin board i it is a class ro ect .

children ho

to ollo

these ste s

1. Distribute the cardboard eathers, circles, and encils. ave children ut the eathers and circles on to o the agazine scra s or colored a er and then trace around the . Say Trace around. 2. ave children cut out the eathers and circles they traced on the agazine scra s or colored a er. Say Cut out the feathers and circles. . Sort the eathers and circles by color into di erent boxes. I the eathers are cut out o agazines, children ill not be able to sort the by color. ave children ut these eathers together in a se arate box. Say Sort the feathers by color. 4. el children organize the eathers into sections around the eacoc s body, by color. ou can trace the sections lightly ith a encil. Re e ber to indicate a section or the ulti color eathers. Say Organize the feathers. 5. nce the eathers have been organized around the eacoc s body, have children aste the . Say Paste the feathers.

AFTER PAGE 71 Sing the Target Song ra u the day. a y Cater illar sings the children s art. Play the audio and encourage children to try to sing the song. Praise all e orts. B14 Sing this song to

Use the feather e late to trace several eathers and circles on hite cardboard. Cut the out.

Our Things

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Wow! What is it?

PE AR

SO

N

Make an Eco-collage

rts Spo

Mag

UNIT 6

71

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hat necklace

PE AR

necktie

laptop

ring

Where is my cell phone?

N

Ask, answer, and check.

tablet

cell phone

SO

9

backpack

It’s in the backpack.

GO TO

72

Review; Assessment Vocabulary Presentation: for Learning box, ball, hoop, jungle gym; Vocabulary Practice: scissors, markers shelves, paper; Language Practice: What are they? They are (balls). Review: What is this? It’s a (marker).

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Page 105

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Wrap-up

Dis lay ages and . Encourage children to read the s eech bubbles What are you looking for? I’m looking for my cell phone. Where is my hat? It’s on your head!

Vocabulary

hat, necktie, necklace, ring, laptop, tablet, cell phone, backpack, in, on, next to, under, in front of, behind, above, ask, answer, check

Language

Materials

Class Audio CD, encils, crayons, a y Cater illar u et, Port olio Envelo es

BEFORE PAGE 72

Revisit the Songs and Chants Revisit the songs and chants ro Unit Audios B , B , B , and B . Play the audios and have children sing along and do the corres onding actions.

Think about Learning Revie Unit age by age ith the children. ave the loo at each age attentively and re ind the hat they learned on each.

BF_TE3_U06.indd 159

Encourage children to cla i they li ed the age or to a e a sad ace i they didn t.

DURING PAGE 72

9 Ask, answer, and check.

Dis lay age . Elicit each o the vocabulary ite s ictured on the banner What is this? It is (a hat).. ext, oint to the t o boys and read their s eech bubbles Where is my cell phone? It’s in the backpack backpack.. ave children re eat a ter you and chec o the cell hone. hen invite a air o children to role lay Where is my hat? It’s (under your bed). bed). ave the class chec o the hat. Continue the activity ith the re aining ite s on the banner and other airs o children. Ma e sure you revie the re ositions in, on, next to, under, in front of, behind, and above. hen all ictures have been chec ed o , have the class cla or a ob ell done

PE AR

What are you looking for? I’m looking for my (cell phone). Where is my (hat). It’s (on your head)! My (ring) is (big). My (ring) is (bigger). Does (violin) begin with the /v/ sound? Yes! Feathers help male peacocks get attention.

Dis lay age . ave children loo at the ite s. Say My (ring) is (big). My (ring) is (bigger). Children re eat a ter you. Continue in the sa e anner ith the re aining ite s. urn to age . As Does violin begin with the (/v/) sound? Children ans er (Yes)! Sho the A azing age Feathers help male peacocks get attention. Continue in the sa e anner ith the other ages.

N

• o assess vocabulary and language learned in the unit • o re are or Unit Sho i e • o use Assess ent or Learning to re lect on their o n learning • o understand and ollo si le co ands

SO

Objectives

ro Unit a song, the Little Boo story, the A azing age, the ro ect, a conversation, or ust a ord. Reassure the that any ersonal res onse is ine Revisit their ideas ro hin about Learning. Children Decide! Invite children to dis lay their dra ings. old u a dra ing (Nina) liked (writing sentences). (Sam), what did you like? Provide language su ort. Re eat the rocedure ith the re aining dra ings and ta e notes on children s re erences or Sho i e. Home-School Connection ave children ta e ho e their dra ings to sho a ily e bers. el children ractice tal ing about their or so they can use English hen they sho it to their a ilies. Sing the Target Song o consolidate hat children have learned in the unit, lay the arget Song. irst, have a y Cater illar sing the song. hen lay the audio again and have children sing along. B14

Portfolio ave children revie the things in their Port olio Envelo es to date. al to each child s lace and have hi or her sho you his or her avorite or so ar. Ma e sure children ut all ages bac inside the Port olio. See

or boo

age

.

AFTER PAGE 72 Prepare for Show Time! Point out the ascot ith the lo er at the botto o the age. Direct children to age . el the thin o hat they li ed ost ro Unit . Say I liked the peacock! ith a very excited voice as you dis lay the A azing age. Invite children to dra hat they li ed ost

UNIT 6

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Topics and Key Vocabulary Communication Objectives Describe animals

Understand and follow simple commands

UNIT 7

Numbers: ninety to one hundred

Nature and Science Words: coral, jellyfish, sea horse

PE AR

SO

Describe animals’ actions

Use time expressions in relation to zoo tasks

Action Verbs: swim, splash, swing, laugh, scare, hold, pick up, live, feed

N

Identify and name zoo animals

Zoo Animals: giraffe, tiger, kangaroo, seal, zebra, elephant, lion, monkey

Target Language and Structures What is it? It is (a lion). Do you see the (giraffes)? Yes, I do. They’re (tall).

T7A

What are the (monkeys) doing? They are (eating). They’re (hungry). (In the morning), the zookeeper (opens the zoo).

Content Connections Math: Identify and write numbers: 90–100

Art: Make fish for a coral reef

Count to 100

Music: Sing and act out songs

Identify and count sets of ten

Move to music

Nature and Science: Observe that there are plants and animals that live underwater

Language Arts Say and act out chants Role-play

Overview

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Reading and Writing Readiness

Amazing and Project Observe life around a coral reef Project: Make Fish for a Coral Reef

Identify initial sound /3ks/ and final sound /ks/

Trace words and read simple sentences

Identify initial sound /z/

Practice fine motor skills

Identify and trace uppercase and lowercase letters: Xx, Zz

Practice visual discrimination

At the Zoo

PE AR

SO

UNIT 7

N

Little Book

Home-School Connection Take home the Little Book Take home Show Time drawings

Talk about zoo animals at home Sing songs and say chants at home

Competency-based Education Competency work within the following formative areas: Artistic Expression and Appreciation: Use the body in different situations for self-expression through singing or music; Practice page, p. T76

Discovering Our World: Make observations about living creatures and elements in nature; Amazing page, p. T82

Values Working as a team

UNIT 7 Overview

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Unit Opener

DURING PAGE 73 A5, B27

ands

Vocabulary

zebra, monkey, lion, elephant, zoo, gray, look, predict, draw, listen, find

Language

What are these? They are animals. Where can you find these animals? At the zoo. Find the lions. The elephant is gray.

Materials

BEFORE PAGE 73

Sing the “Good Morning Song” A3 Play the audio. ave children sing along.

Actions Game Play an actions ga e to get children started. ave children stand in a circle. hro a s onge ball to a child. Say Jump! ave the child u in lace. hen encourage the child to thro the ball to another child. ave that child catch the ball. Say Stretch your arms! Continue giving children di erent co ands. Play until all children have artici ated.

T73

ext, have children close their boo s. Distribute dra ing a er and crayons. As children to dra ani als they thin ill a ear in the unit that are not on age . hen hold u children s dra ings and na e the vocabulary ite s children redict ill a ear.

PE AR

Class Audio CD, s onge ball, a y Cater illar u et, hite a er one sheet er child , encils, crayons, zebra, elephant, lion, monkey, giraffe, kangaroo, and seal Picture Cards, ta e, Port olio Envelo es, ars o blac and hite aint, e ty ar, gray crayons

N

• o redict unit to ic • o identi y and na e zoo ani als • o understand and ollo si le co

Predict Together Dis lay age . Point to the scene and say Look! What are these? Encourage children to say They are animals. ext, as Can we find these animals on a farm? Encourage children to ans er No. Where can we find them? Encourage children to say they can ind these ani als at the zoo. Children ay use their native language i necessary. hen lay Audio A . ave children listen. Encourage the to i e the actions ith you. Play the audio again and encourage children to sing along. At the end o the song, have children insert the to ic in the inal verse Fun with (zoo animals)!

SO

Objectives

1 Look, predict, and draw. Listen.

Check Predictions Encourage children to loo through the unit to chec i their redictions ere correct. ave the cla i they see the ani al they redicted. ext, have children o en their boo s again to age . Point to the ani als, na e the , and have children re eat a ter you zebra, monkey, lion. elephant, lion Dis lay age and lay the arget Song Ani als Every here to ex ose children to the ne vocabulary. Attach the zebra, kangaroo, giraffe, seal, elephant, lion, and monkey Picture Cards to the board. rite the ord Zoo above the Picture Cards. ext, lay the audio and odel the uestions and ans ers in the song

ith a y Cater illar. ave a y Cater illar oint to the ani als as they are entioned in the song. Encourage children to listen and loo attentively. Do the Find It! Activity Point out a y Cater illar and read his s eech bubble Find the lions. ave children loo or lions in the unit. Lions can be ound on ages , , , , and .

AFTER PAGE 73 Sing the “Good-bye Song” ave children sing and ave good bye.

A7 Play the audio.

Portfolio ather letter sized or s aller student or to include in children s Port olios. Add to the Port olio or that children eel good about and that sho s their rogress. See

or boo

age

.

EXTRA ACTIVITY Elephant Drawings Dis lay a ar o blac aint and a ar o hite aint. As children to na e the colors. hen ix e ual a ounts o blac and hite aint in a third ar. Point to the ne color and say This is gray. Sho age and as What animal is gray? Encourage children to ans er The elephant! Very good! The elephant is gray. Distribute dra ing a er, encils, and gray crayons. ave children dra an ele hant and color it gray. Invite children to sho their ele hants to the rest o the class. Praise all e orts.

Animals

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5 & B2

ANIMALS

1 Look, predict, and draw. Listen.

PE AR

SO

N

7

A

7

Find the lions.

UNIT 7

Unit Preview; FIND IT in the unit: lions

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73

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8–2

9

B2

2 Listen and say. Find and match.

giraffe

Do you see the giraffes?

tiger Yes, I do. They're tall! kangaroo

seal 74

Vocabulary Presentation: giraffe, tiger, kangaroo, seal; funny, strong, cute; Vocabulary Review: tall, fast Language Presentation: Do you see the (kangaroos)? Yes, I do. They're (fast)!

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Vocabulary

DURING PAGE 74 B28, B29

o o o o

identi y and na e zoo ani als re eat na es o zoo ani als describe ani als understand and ollo si le co

ands

Vocabulary

giraffe, tiger, kangaroo, seal, zookeeper, strong, cute, tall, fast, listen, say, find, match, see, swim, splash

Language

gira e tiger

Do you see the (kangaroos)? Yes, I do. They’re (fast)!

Materials

angaroo

Vocabulary Presentation Place the giraffe, tiger, kangaroo, and seal Picture Cards around the roo . Say Let’s imagine we are at the zoo. ave children al ith you around the roo . Point to the gira e and say Look at the giraffe! ave children re eat giraffe a ter you. Continue in the sa e anner ith tiger, kangaroo, and seal.

seal

ext, oint to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene Do you see the giraffes? Yes, I do. They’re tall! Play Audio B and oint to the scene as children re eat.

PE AR

Class Audio CD, a y Cater illar u et, giraffe, tiger, kangaroo, zebra, elephant, lion, monkey, and seal Picture Cards, encils, beanbag

BEFORE PAGE 74

Play Audio B . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. Underline each ord ith your inger as you na e each ite . ext, invite children to ind the gira e, tiger, angaroo, and seal in the scene. hen sho children ho to trace a line ro the gira e to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil. Re eat the rocedure ith the tiger, angaroo, and seal.

SO

• • • •

2 Listen and say. Find and match.

N

Objectives

AFTER PAGE 74

Do you see the gira es es, I do. hey re tall Do you see the tigers es, I do. hey re strong Do you see the angaroos es, I do. hey re ast Do you see the seals o, I don t. ait o I see the . he baby seal is cute

Target Song “Animals Everywhere”

B27 Play the arget Song Ani als Every here

to ex ose children to the ne vocabulary. Use a y Cater illar to ractice the uestions and ans ers in the song. old u the corres onding Picture Card as each ani al is entioned in the song. The Tigers Are Strong! Dis lay age . ave children sit in a se icircle. hen as Which animals are tall? hro a beanbag to a child and encourage hi or her to ans er The giraffes! hen as Which animals are strong? Mi e strong or clarity. hro the beanbag to another child and encourage hi or her to ans er The tigers! Re eat the rocedure ith the re aining ani als on the age and other children. See

or boo

age

.

EXTRA ACTIVITY Zookeeper Says Ex lain that the zoo ee er is the erson ho ta es care o the ani als at the zoo. hen lay oo ee er Says using stand up, sit, sleep, eat, climb, and other a iliar actions. Ex lain that children should do hat you say only hen you say Zookeeper says irst. or exa le, hen you say Zookeeper says stand up, children should stand u . But hen you ust say Stand up, children should re ain seated. Model this a e ti es.

Vocabulary Presentation: zebra, elephant, lion, monkey; thirsty, tired, hungry Language Presentation: What are the (monkeys) doing? They are (eating). They're hungry!

UNIT 7

T12 T74

:17 PM

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Vocabulary

children listen and loo at the cards attentively. hen lay the audio again and al outside the circle. a a child on the shoulder hen an ani al is entioned in the song. Pause the audio and as the child to ic u the corres onding card and hand it to you. Re eat the rocedure ith the re aining cards and other children.

Objectives

identi y and na e zoo ani als re eat na es o zoo ani als describe ani als actions describe ani als understand and ollo si le co

DURING PAGE 75 ands

Vocabulary

zebra, elephant, lion, monkey, fast, thirsty, tired, hungry, funny, run, drink, sleep, eat, listen, say, find, match, swing, stand up tall, roar, climb, swim, jump, walk

Language

Materials

Class Audio CD, zebra, elephant, kangaroo, giraffe, seal, lion, and monkey Picture Cards, bag, a y Cater illar u et, Music CD, encils

BEFORE PAGE 75

Vocabulary Presentation Put the zebra, elephant, lion, and monkey Picture Cards inside a bag. ave a y Cater illar ta e a card out o the bag. As hi What is this? It is a zebra. ave children re eat zebra a ter a y Cater illar. Re eat the sa e rocedure ith elephant, lion, and monkey.

Target Song “Animals Everywhere” ave children stand in a circle. Put the zebra, kangaroo, giraffe, seal, elephant, lion, and monkey Picture Cards in the center o the circle. Play the audio. Practice the uestions and ans ers in the song ith a y Cater illar. ave B27

T75

3 Listen and say. Find and match.

Play Audio B . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. ext, invite children to ind the zebra, elephant, lion, and monkey in the scene. hen sho the ho to trace a line ro the hoto o the zebra to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil. ext, have the atch the re aining hotos ith the corres onding illustrations.

PE AR

What is this? It is (a zebra). What are the (monkeys) doing? They are (eating). They’re (hungry)!

B30, B31

N

o o o o o

SO

• • • • •

zebra

ele hant lion

on ey

Point to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene What are the monkeys doing? They are eating. Play Audio B and oint to the scene as children re eat.

Vocabulary Practice Divide the class into t o tea s A and B. Invite a child ro tea A to co e u . his er an ani al to the child. ave the child i e the ani al to his or her tea . I the children guess the ani al, they in a oint or their tea . Continue the rocedure ith a child ro tea B. Play several rounds. he tea ith the ost oints ins the ga e.

AFTER PAGE 75 Swim Like a Seal old u the elephant Picture Card. Say Swing your trunk like an elephant. Let your ar hang in the ront o you to odel s inging your trun . Re eat this or stand up tall like a giraffe, roar like a lion, climb like a monkey, swim like a seal, and jump like a zebra. See

or boo

age

.

EXTRA ACTIVITY Animal Walk ave children a e a circle. Play usic and gesture or children to al in ti e to the usic. hen call out an ani al (Elephant)! ave children retend to al li e that ani al. Re eat ith other ani als.

hat are the zebras doing hey are running. o hey re ast hat are the ele hants doing hey are drin ing. hey re thirsty. hat are the lions doing hey are slee ing. hey re tired. hat are the on eys doing hey are eating. hey re hungry. ey, loo hat on ey is unny

Animals

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0–3 B3 1

3 Listen and say. Find and match.

zebra

elephant

lion

What are the monkeys doing? They are eating.

monkey Vocabulary Presentation: zebra, elephant, lion, monkey; thirsty, tired, hungry Language Presentation: What are the (monkeys) doing? They are (eating). They're hungry!

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UNIT 7

75

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B32

4

Listen. Cut out, listen again, and paste.

morning

76

afternoon

night

Vocabulary Presentation: morning, afternoon, night; open the zoo, wash the elephants, feed the (lions), sweep the monkey exhibit, close the zoo Language Presentation: In the (morning), the zookeeper (opens the zoo). At (night), he (closes the zoo).

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Cutouts for Unit 7 page 76

page 82

Cutouts for Unit 7

Practice

DURING PAGE 76 page 82 page 76

Objectives • • • • •

o o o o o

identi y and na e zoo ani als describe zoo ani als use ti e ex ressions na e one s avorite zoo ani al understand and ollo si le co

B32

ands

In the (morning), the zookeeper (opens the zoo). In the (afternoon), the zookeeper (sweeps the monkey exhibit). At (night), the zookeeper (closes the zoo). Which is you favorite zoo animal? The (monkeys). They are (funny).

Class Audio CD, a y Cater illar u et, Cutouts, scissors, glue, tiger, seal, zebra, and monkey Picture Cards, stu ed toy ani als, hite a er one sheet er child , crayons

BEFORE PAGE 76

hen sho the Cutouts or age . Say The zookeeper washes the elephants.. ave children re eat a ter you. Continue ith The zookeeper sweeps the monkey exhibit. The zookeeper closes the zoo.

PE AR SO N

morning, afternoon, night, zookeeper, open the zoo, wash the elephant, feed the (lions), sweep the monkey exhibit, close the zoo, listen, cut out, paste, think, laugh, scare

Materials

Dis lay age . Play the audio. ave children listen. Point to each scene as it is entioned in the audio. ave children oint along ith you. Z02_BIFU_SB_03_7447_U11.indd 121

Vocabulary

Language

4 Listen. Cut out, listen again, and paste.

Jump for the Zoo Animals a e children to the layground and have the a e a large circle. a e ani als children no and have the u i you na e a zoo ani al (Zebra). ave the re ain standing i you na e a ar ani al or a et. Play several rounds.

Z02_BIFU_SB_03_7447_U11.indd 121

ave children cut the ictures out. hen lay the audio again and have children listen. As the to ut so e glue on the bac o the Cutouts and aste the in the corres onding areas. hen invite volunteers to sho here they asted each Cutout.

Z02_BIFU_SB_03_7447_U11.indd 121

AFTER PAGE 76

Let’s Have Fun Talking!

B33 Play the audio. Act out the conversation

ith a y Cater illar. Use the Picture Cards or stu ed toy ani als i available. A: hat s your avorite zoo ani al B: Let e thin . he on eys. hey are unny and a e e laugh. C: I love the tigers. hey are strong and beauti ul D: igers scare e I don t li e cats. I love the zebras. heir stri es are a azing to loo at. E: ell, I love the seals. hey s i so ast hey are very lay ul, too.

ext, invite ive children to co e u . ive a Picture Card to our children monkey, tiger, zebra, or seal. he irst child does not need a Picture Card he or she ust as s the irst uestion. Play the audio again and have children re eat the lines and role lay the conversation. Encourage the to hold u the corres onding 121 ani al Picture Card as each ani al is entioned in the audio. Re eat ith other grou s o children. 3/21/14 12:23 PM

Sing the Target Song a y Cater illar to ractice the uestions and ans ers in the song. ave children listen. Play the audio again and have children oin in singing their art as best they can. Encourage the to dance around the roo121 , a ing all the ani al ove ents entioned in the song. Praise all e orts. 121 B27 Play the audio. Use 3/21/14 12:23 PM

3/21/14 12:23 PM

See

or boo

age

.

EXTRA ACTIVITY My Favorite Zoo Animal Distribute dra ing a er and crayons. Encourage children to dra their avorite zoo ani al. ave children share their dra ings ith the rest o the class. As What’s your favorite animal? Encourage children to ans er The (monkeys). Provide language su ort i necessary.

UNIT 7

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17:06

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Reading Readiness

DURING PAGE 77

AFTER PAGE 77

5 Listen, trace, and write the letters.

B34 Point to the letters Xx and Zz and have

• o identi y and trace u ercase and lo ercase letters Xx, Zz • o identi y initial sound 3 s and inal sound s • o identi y initial sound z • o use ine otor s ills • o ollo si le co ands

Vocabulary

children identi y the . Play Audio B and have children listen. Point to the ite s on the age as children listen. x ray zebra zi

ox box ax er zoo zigzag

ext, lay the audio again and have children re eat the ords aloud, exaggerating the beginning or ending sounds.

N

Objectives

ext, distribute encils and have children trace the u ercase and lo ercase letters Xx and Zz Z Zz. z

Language

hen have children trace the ords and rite the lo ercase letters x or z on the lines to co lete the ords.

Materials

Class Audio CD, ictures o x rays, zebra Picture Card, encils, uncoo ed s aghetti

BEFORE PAGE 77

inally, invite volunteers to co e u , oint to the ite s, and read the ords aloud.

PE AR

This is big (X). This is small (x). (X) is for (x ray). ( xx ray) starts with the /3ks/ sound.

SO

letter, big, small, x-ray, fox, box, ax, zebra, zipper, zoo, zigzag, listen, trace, write, race

X Is for X-ray rite Xx on the board. Point to u ercase X and say This is big . Point to lo ercase x and say This is small x. hen hold u the icture o the x ray and say xx ray starts with the /3ks/ sound. ave children re eat xxx-ray a ter you, exaggerating the 3 s sound. Say is for x ray .

TIP: Promoting Confidence

Allo ing children to co e u and sho their or to the rest o the class ro otes sel con idence and assurance.

Spaghetti Letters Place so e uncoo ed s aghetti in the center o each table. ave children use the s aghetti to or the letters Xx and Zz. hey ill have to brea the s aghetti to a e the lo ercase letters. al around the roo and as children What letter is this? Encourage the to say It is (big) (X). See

or boo

age

.

EXTRA ACTIVITY Race and Write Divide the class into t o tea s A and B. Invite a child ro each tea to stand at the bac o the roo . hen say a ord (Zipper)! ave children race to the board and rite the letter the ord starts ith. he irst child to do so correctly ins a oint or his or her tea . Continue laying several rounds, na ing ords ith all the letters children no . he tea ith the ost oints ins the ga e.

old u the zebra Picture Card. ollo the sa e rocedure ith Zz and the ord zebra.

T77

Animals

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B34

5 Listen, trace, and write the letters.

Z`z

PE AR

x–ray` fo

SO

N

X`x

bo

a

zebra

ipper

oo

igzag UNIT 7

Pre-reading and Pre-writing Practice: Xx, Zz

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77

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6 Trace and read. Color the frame around the correct picture.

You are reading!

I`see`a`fox.` It`is`in`a`zoo.` 78

Pre-reading and Pre-writing Practice: Xx, Zz; simple sentences Value: We work as a team.

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Reading and Writing Readiness

DURING PAGE 78 6 Trace and read. Color the frame around the correct picture.

• o identi y and trace u ercase and lo ercase letters Xx, Zz • o trace ords • o read si le sentences • o ractice ine otor s ills • o learn a value e or as a tea • o use language to ex ress a value • o understand and ollo si le co ands

Vocabulary

Direct children to the sentences on the age. Distribute encils and have children trace the ords in each sentence.

ext, read the sentences aloud. ave children re eat a ter you. Underline each ord ith your inger as you read. hen invite volunteers to read the sentences aloud. ext, distribute crayons. Point to the irst sentence and invite a volunteer to read it aloud. Say (Anna), please read this sentence. sentence.

N

Objectives

ext, direct children s attention to the t o ictures on the right. ave the children color the ra e around the corres onding icture.

Language

Re eat the rocedure or the second sentence.

Materials

AFTER PAGE 78

PE AR

What letter is it? It is (big) (X). (Anna), please read this sentence. I see a fox. It is in a zoo. You are reading! We work as a team.

Class Audio CD, lastic containers ith lour, encils, bloc s, box, Values Poster, a er one sheet er child , recycled aterials, art su lies, crayons

BEFORE PAGE 78

SO

letters, words, I, fox, it, a, in, zoo, sentences, team, frame, picture, trace, read, color, work, hold, pick up, put, walk, look for

Letters Xx and Zz Put lastic containers ith lour in the center o each table. ave children ta e turns tracing the letters Xx and Zz ith their index inger in the lour. al around the roo as children trace the letters and as What letter is it? Encourage the to ans er It is (big) .

VALUES ACTIVITY Value: We Work as a Team Be ore the activity, lace bloc s all around the roo . Put a box on a table at the ront o the roo . hen dis lay the Values Poster. ave children sit in a se icircle. Point to the value We work as a team team. Read it aloud and have children re eat a ter you. hen oint to the children on the Poster. Say Look, at the children. The girl is holding a bag. The boys are picking up papers from the floor and putting them inside the bag. They are working as a team! Let’s work as a team now. Please walk around the room and look for blocks. Help me put them inside this box. hen children inish utting the bloc s inside the box, say Very good! We work as a team! We are a good team! ext, have children go bac to their seats. Distribute dra ing a er and crayons. Encourage children to dra a situation in hich

they have or ed as a tea . hen children inish, invite individuals to co e u and sho their dra ings to the rest o the class. Encourage children to say We work as a team. Continue until all children have sho n their dra ings. Praise all e orts. Sing “Values Are Important” (Part 3)

B35 Play the audio and have children listen.

Play the audio again and invite children to sing along as best they can. Praise all e orts. See

or boo

age

.

EXTRA ACTIVITY We Work as a Team Distribute recycled ite s and art su lies. Say Each table has recycled items and art materials. Work as a team to make something with the materials you have. ou ay encourage children to a e a toy, an ani al, a vehicle, a building, etc. inally, invite children to co e u and sho their or to the rest o the class. ave the na e hat they ade This is (a school bus).

UNIT 7

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At the Zoo

B36

SO Yes, I do. Let’s find the seals.

1

3/21/14 12:17 PM

AUDIO SCRIPT B36

At the Zoo

1. E ilio So a 2. E ilio So a 3. E ilio So a 4. E ilio So a

T79

22

PE AR

Do you see the tigers?

Yes! They are behind us!

Doyou yousee see Do theseals? seals? the

No. Where No. Where arethey? they? are

Lookdown! down! What Look What arethey theydoing? doing? are

M07_BIFU_SB_03_7447_U07.indd M07_BIFU_SB_03_7447_U07.indd 80 80

Do you see the tigers es, I do. Let s nd the seals. Do you see the seals o, here are they Loo do n hat are they doing hey are s i ing. Do you see Mo and Dad es hey are behind us.

HOME-SCHOOL CONNECTION Encourage children to ta e their Little Boo s ho e to share ith their a ilies. his boo is about a visit to the zoo. he t o children in the story visit the zoo ith their ar ents. Children ay en oy retending to visit a zoo at ho e. hey can dra or a e lay dough ani als. hey can use stu ed ani als and recreate a zoo at ho e.

Theyare are They swimming. 3 3 swimming.

4

Do you see Mom and Dad?

Yes! They are behind us!

Do you see the tigers?

3/21/14 M07_BIFU_SB_03_7447_U07.indd 79 3/21/14 12:17 12:17 PM PM

SHOW TIME PREPARATION ell children that role laying the story is so ething they can do as art o the end o the year Sho i e Re ind children that they are learning English or s ea ing in class and at ho e, but also or their Sho i e celebration. Encourage children to act out this story, hich they ay resent to their arents and riends during Sho i e.

Animals

BF_TE3_U07.indd 174

At

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

N

B36

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Little Book

B36

le co

ands

Vocabulary

tigers, seals, Mom, Dad, zoo, behind, see, swim, find

Language

Materials

Class Audio CD, a y Cater illar u et, zebra, kangaroo, giraffe, seal, elephant, lion, tiger, and monkey Picture Cards, D D or Active each, a er bags one er child , scra s o aterial, aint, ar ers, large buttons, aintbrushes, glue

BEFORE THE LITTLE BOOK Sing the Target Song

3. Point to the title and say This is the title. The title of the story is “At the Zoo.” Point to the nu bers on each age or children to identi y the ages. ext, oint to the ictures next to the lines. his ill hel children no ho is s ea ing This is what Emilio says. This is what Sofia says. 4. Play the audio hile you sho ages. ave the listen.

children the

5. Play the audio again. his ti e, oint to the ictures next to the lines on each age to sho ho is s ea ing. Point to the scenes and anto i e to hel clari y eaning.

PE AR

Do you see the (tigers)? Yes, I do. Let’s find the seals. Do you see the seals? No. Where are they? Look down! What are they doing? They are swimming. Do you see Mom and Dad? Where are they? Yes! They’re behind us.

2. Previe the story ith the class. Sho children each age and as What do you see? Children can na e eo le, colors, sha es, clothes, ani als, and so on.

N

asse ble a Little Boo listen to and read a story role lay a story understand and ollo si

argin

SO

o o o o

At the Zoo

1. Care ully tear out the age along the and old it in hal to a e a Little Boo .

Objectives • • • •

AFTER THE LITTLE BOOK

DURING THE LITTLE BOOK

B27 Be ore you lay the audio, invite seven

children to co e u . ive each a Picture Card zebra, kangaroo, giraffe, seal, elephant, lion, or monkey. Play the audio and use a y Cater illar to ractice the uestions and ans ers in the song. ave the class listen. ext, lay the audio again. Encourage the children at the ront to u in lace every ti e their ani al is entioned in the song. ou ay re eat the rocedure ith other children.

6. Chec children s co rehension. Point to the di erent ite s and characters and as Who is this? It is (Dad). What are these? They are (lions). Say Dad, Mom, Emilio, and Sofia are at the zoo. Point to the irst scene. As What does Emilio say? “Do you see the tigers?” Does Sofia see the tigers? Yes. What does Sofia want to see? She seals. wants to see the seals urn to age . As No.

Does Sofia see the seals?

urn to age . What are the seals doing? They are swimming!

Role-play lay the story ith a y Cater illar. Place the tiger and the seal Picture Cards around the roo . Pretend you are visiting the zoo ith a y Cater illar. ext, invite our children to co e u . Assign a character to each child, lay the audio, and have children re eat the lines. Encourage the to oint to the corres onding Picture Cards as they role lay. Re eat ith other children. B36 Role

Home-School Connection ave children ta e the story ho e to share ith their a ilies. Children can loo at the ictures to re e ber the story and role lay ith their a ilies. Play the DVD As a inal re ard, sho children the ani ated version o the story on the Big Fun D D or in the Active each. See

or boo

age

.

EXTRA ACTIVITY Animal Puppets ave children a e a er bag ani al u ets. Provide children ith scra s o aterial, aint, aintbrushes, ar ers, large buttons or eyes and noses, a a er bag, and glue. Play the arget Song Ani als Every here and have children arade around the roo ith their u ets. B27

urn to age . As Where are Mom and Dad? They are behind Emilio and Sofia!

UNIT 7

T80

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Math

ninety ninety one ninety t o ninety three ninety our ninety ive ninety six ninety seven ninety eight ninety nine one hundred

Objectives o o o o

learn the nu bers count to count sets o ten understand and ollo

DURING PAGE 81 si

le co

ands

Dis lay age . ave children oint to the nu ber . Say What number is this? 90. Let’s count the tickets by tens: 10, 20, 30, 40, 50, 60, 70, 80, 90. How many tickets do you see? Ninety!

Vocabulary

number, tickets, listen, say, count, write

N

Language

This is the number (90). Let’s count the tickets by tens. Let’s count. How many tickets do you see? I see (ninety) tickets. What number comes next?

Materials

Circle the Number rite the nu ber on the board at children s eye level. Say This is the number 90. ave children re eat ninety a ter you. Continue in the sa e anner ith nu bers to . hen thro a beanbag to a child. Say a nu ber and have the child co e u and circle the nu ber on the board. ave the class cla i the nu ber is correct. Re eat ith other children until all nu bers have been identi ied. B37

hen lay the audio. ave children listen and re eat the nu bers. ave a y Cater illar oint to the nu bers on the board.

T81

ext, direct children s attention to the t o ur le boxes under the nu ber . Point to the irst box. Say Let’s count the tickets by tens: 10, 20, 30… 90. Now let’s count the individual tickets: 1, 2. How many tickets do you see? ave children ans er Ninety-two tickets! Encourage the to rite the nu ber on the line. hen oint to the nu ber on the board or children to see i they rote the nu ber correctly.

PE AR

Class Audio CD, beanbag, a y Cater illar u et, encils, eleven s all cards, ar ers, ta e

BEFORE PAGE 81

7 Listen and say. Count and write the numbers.

SO

• • • •

ext, have children count the tic ets in the second ur le box and encourage the to rite the nu ber on the line. Point and as How many tickets do you see? Ninety-six tickets! ave children rite the nu ber on the line. Point to the nu ber ninety six on the board and have children chec their or .

AFTER PAGE 81 Sing “I Can Count by Tens”

B38 Play the audio. Sing along and have

children listen. hen lay the audio again. ave children sing this song in grou s o ive. ave each grou stand in a circle. Encourage children to u and raise their hands, al s o en, on each nu ber as it is entioned in the song. Play the song a third ti e, have children re eat the actions, and encourage the to sing along. Praise all e orts. See

or boo

age

.

EXTRA ACTIVITY What Number Comes Next? Be ore class, rite the nu bers to on cards. Attach the cards to the board in rando order at children s eye level. hen ta e the card ith the nu ber on it and ut it irst in line. Say What number comes next? Invite a volunteer to co e u , choose the corres onding card, and ut it next to the nu ber . Continue ith other volunteers until all nu bers have been ut in the correct order. inally, oint to the cards and have children count the nu bers to aloud.

ext, oint to the nu ber . As What number is it? It is number 100. Say Let’s count the tickets by tens. Ready? 10, 20, 30,… 100! How many tickets do you see? One hundred tickets! Very good! ext, oint to the nu bers at the botto o the age and have children na e the ten, twenty… one hundred.

Animals

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7–3

8

B3

7 Listen and say. Count and write the numbers.

90=

=

=

100= 10 20 30 40 50 60 70 0 90 100 UNIT 7

Math Connection: Numbers 1–100; sets of 10

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81

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Look closely. Cut out and paste the plants and animals that live underwater.

PE AR

SO

N

8

82

Critical Thinking: Some animals and plants live underwater. Science Words: coral, jellyfish, sea horse

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Amazing Objectives

• o a reciate nature • o observe details • o observe that there are ani als and lants that live under ater • o ractice ine otor s ills • o ractice visual discri ination • o understand and ollo si le co ands

Build Background Sho the icture o the ocean. Say This is the ocean. ext, sho the icture o a tree and Cutouts for Unit 7 as a y Cater illar Do you see trees in the ocean? No! Do76you see elephants in82 the ocean? page page No! hen say Well, trees and elephants do not live in the ocean, but there are other animals and plants that do live in the ocean. They live Cutoutsfor forUnit Unit77 Cutouts underwater. Sho the icture o a ish and say pageFish 76 live underwater! page82 82 hen invite children to page 76 page brainstor ani als that live under ater. Provide language su ort i necessary.

DURING PAGE 82 page 82

SO

page 76

coral, jellyfish, sea horse, underwater garden, animals, penguin, flower, butterfly, fish, live, look, cut out, paste Cutouts for Unit 7

Language

pagelive 76 underwater. page 82 Many animals and plants

PE AR

A coral reef is like an underwater garden.

Materials

Class Audio CD, a y Cater illar u et, ictures o the ocean, a tree, an ele hant, a ish, a dog, a cat, a crab, a s onge, a tiger, algae, and seagrass, beanbag, Cutouts, glue, sa ety scissors, large colored a er, ta e, zoo entrance tic ets ade out o colored cardboard, lay oney

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BEFORE PAGE 82 Z02_BIFU_SB_03_7447_U11.indd Z02_BIFU_SB_03_7447_U11.indd 121 121

Sing the “Amazing Nature” Song A20 Play the audio and have children listen. Play the audio again and encourage children to sing along as best they can. Praise all e orts. Z02_BIFU_SB_03_7447_U11.indd 121

N

Cutouts for Unit 7

Vocabulary

and have children sit in a se icircle. Ex lain to children that a coral ree is an under ater co unity here lants, ish, and any other creatures live. Say A coral reef is like an underwater garden! n the other side o the board, attach the ictures o an ele hant, a dog, a ish, a cat, a crab, a s onge, a tiger, algae, and seagrass at children s eye level. hro a beanbag to a child and have hi or her choose a icture. ave the child decide hether the ani al or lant de icted can be ound around a coral ree . hen have hi or her aste the icture near the coral ree . Say Very good, (Ed), you can find (fish) around a coral reef. No, (Pam), (dogs) don’t live near coral reefs. Try again. See

or boo

age

.

121

EXTRA ACTIVITY

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8 Look closely. Cut out and paste the plants and animals that live underwater.

Dis lay age . Point to scene and say Look, there are many plants and animals that live 121 underwater. hen sho the Cutouts or 121 underwater age . Point to and na e the . ave children re eat a ter you coral, butterfly, penguin, jellyfish, flower, sea horse horse. ave children cut out the ictures. As the to ut a s all a ount o glue 121 on each Cutout. ave children choose the three creatures that live under ater and aste the in the shaded areas on the age. 3/21/14 3/21/14 12:23 12:23PM PM

3/21/14 12:23 PM

Have Fun at the Zoo! Be ore class a e zoo entrance tic ets 121 ith colored cardboard. 121 hen invite a air o children to co e u . ave children role lay using the tic ets. ne child buys the tic ets. ave hi or her re eat a ter you Two tickets, please. ive the child lay oney to ay or the tic ets . he tic et seller ans ers Of course, twenty dollars, please. Here you are. ive this child all the tic ets. Ma e sure he or she gives the correct nu ber o tic ets to the custo er. Continue ith the dialogue Thank you! Have fun at the zoo! Invite other airs to co e u and role lay. 3/21/14 12:23 PM 3/21/14 12:23 PM

AFTER PAGE 82 Coral Reefs Be ore class, a e a large coral ree ith colored a er. Attach the coral ree to the board

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UNIT 7

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Project

uestion. I that child s ans er is right, he or she ins a oint or tea B. Continue laying several rounds. he tea ith the ost oints ins the ga e.

Objectives

DURING PAGE 83

Vocabulary

coral reef, fish, underwater garden, draw, color, decorate, glue, swim, make

Language

Materials

Class Audio CD, a y Cater illar u et, hite construction a er, encils, luorescent crayons or ens yello , green, in , orange , glitter, scra s o luorescent a er, sa ety scissors, glue, cra t stic s, lay dough re erably in luorescent colors , large stri o cardboard ainted a ua arine

BEFORE PAGE 83

Coral Reefs Trivia Divide the class into t o tea s A and B. As a child ro tea A a uestion about coral ree s based on the in or ation you rovided the in the revious lesson, or exa le Do dogs live near coral reefs? I the child s ans er is correct, he or she ins a oint or his or her tea . I the child s ans er is rong, give the child ro tea B a chance to ans er the

T83

Sho children age and read the title o the ro ect aloud Make Fish for a Coral Reef. Reef. Direct children s attention to a y Cater illar and read his s eech bubble It’s an underwater garden! hen sho

children ho

to ollo

AFTER PAGE 83 Sing the Target Song ra u the day. Use a y Cater illar to ractice the uestions and ans ers in the song. Play the audio and encourage children to try to sing the song. Praise all e orts. B27 Sing this song to

these ste s

1. Dra a ish on the construction a er. Say Draw a fish.

PE AR

Make fish for a coral reef. Draw a fish. Color the fish. Decorate the fish. Let the fish dry. It is important to be careful when you are near a coral reef! It’s an underwater garden!

Make Fish for a Coral Reef Be ore class, asse ble the aterials needed or the ro ect. ou ill need hite construction a er, encils, luorescent crayons or ens yello , green, in , orange , glitter, scra s o luorescent a er, glue, lay dough re erably in luorescent colors , large stri o cardboard ainted a ua arine, and cra t stic s.

N

ands

SO

• o do an art and science ro ect • o tal about coral ree s • o understand and ollo si le co

tell the not to s i over the cardboard stri . hey ill have to s i ith their ish u et on one side o the cardboard, ta ing care not to ste on the coral ree . Ex lain the i ortance o rotecting coral ree s Sea life there is very fragile, and coral reefs can break easily. It is important to be very careful when you are near a coral reef!

2. Color the ish ith the luorescent crayons or ens. Say Color the fish fish. 3. Use glitter or scra s o luorescent a er to decorate the ish. Say Decorate the fish.

4. lue the ish to a cra t stic and let dry. Say Glue the fish on a craft stick. Let the fish dry. dry ext, have the class or together to a e the coral ree . and out color ul lay dough re erably in luorescent colors and have children scul t di erent lants and ani als. Encourage children to be creative and use their i agination. Place all o their creations on a large stri o cardboard ainted a ua arine and allo the to dry. ext, as children to hold u their ish and encourage the to role lay s i ing care ully around the coral ree . hen children role lay,

Animals

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PE AR

SO

N

Make Fish for a Coral Reef

It's an underwater garden!

UNIT 7

Amazing Project: Make a coral reef and role-play swimming around it carefully. Science and Art Connections

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83

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Ask, answer, and check.

seal

lion elephant

monkey

N

zebra

SO

9

giraffe

kangaroo

They are eating.

PE AR

What are the zebras doing?

tiger

GO TO Page 106

84

Review; Assessment for Learning

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• o assess vocabulary and language learned in the unit • o re are or Unit Sho i e • o use Assess ent or Learning to re lect on their o n learning • o understand and ollo si le co ands

Vocabulary

zebra, elephant, lion, monkey, seal, tiger, giraffe, kangaroo, tall, morning, afternoon, night, zookeeper, coral reef, underwater garden, eat, ask, answer, check, open, close, feed

Language

Materials

Class Audio CD, encils, crayons, a y Cater illar u et, Port olio Envelo es, Unit Picture Cards

BEFORE PAGE 84

Songs and Chants Revisit the songs and chants ro Unit Audios B , B , and B . Play the audios and have children sing and do the actions. Think about Learning Revie Unit age by age. ave children loo at each age attentively, and re ind the hat they learned on each. Dis lay ages and . Encourage children to read the s eech bubbles Do you see the giraffes? Yes, I do. They’re tall! What are the

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DURING PAGE 84

9 Ask, answer, and check.

AFTER PAGE 84 Prepare for Show Time! Point out the ascot ith the lo er at the botto o the age. Direct children to age . ext, hel children thin o hat they li ed ost ro Unit . Say I liked the project! Say this ith a very excited voice and dis lay the Pro ect age. ext, encourage children to dra hat they li ed ost ro Unit a song, the Little Boo story, the A azing age, the ro ect, a conversation, or ust a ord. Reassure the that any ersonal res onse is ine Revisit their ideas ro hin about Learning. Children Decide! Invite children to dis lay their dra ings. old u a dra ing and say (Cristina) liked the (song “I Can Count by Tens”). (Sam), what did you like? Provide language su ort. Re eat the rocedure ith the re aining dra ings. a e notes on children s re erences or Sho i e.

Place the Unit Picture Cards around the roo . Ex lain that you ill visit the zoo. al around and oint to the ani als. As a child What are the (zebras) doing? ave the child use his or her i agination and ans er They are (eating). Continue ith the rest o the ani als. inally, say It’s great to visit the zoo! Zoo animals are amazing!

Home-School Connection ave children ta e ho e their dra ings to sho a ily e bers. el children ractice tal ing about their or so they can use English hen they sho it to their a ilies.

hen dis lay age . Elicit the vocabulary ite s ictured on the banner What is this? It is (a zebra). Point to the t o children and to the oster in the scene. Read their s eech bubbles What are the zebras doing? They are eating eating. ave children re eat and chec o the icture o the zebra.

Sing the Target Song o consolidate hat children have learned in the unit, lay the arget Song. irst, sing the song, using a y Cater illar to sing the children s art. Play the audio again and have children sing their art.

ext, invite a air o children to co e u . his ti e, have one child as hat the ele hants are doing and the other child ans er ith so ething di erent ro eating. ave the class chec o the icture o the ele hant. Continue the activity ith the re aining zoo ani als on the banner and other airs o children. hen all ictures have been chec ed o , have the class cla or a ob ell done

Portfolio ave children revie the things in their Port olio Envelo es to date. al to each child s lace and have hi or her sho you his or her avorite or so ar. Ma e sure children ut all ages bac inside the Port olio.

PE AR

Do you see the (giraffes)? Yes, I do. They’re (tall). What are the (monkeys) doing? They are (eating). In the (morning), the zookeeper (opens the zoo). At (night), he (closes the zoo). This is a coral reef. It’s an underwater garden!

urn to age . Point to the hotos. ave children read the ords. Dis lay age . Children read the sentences aloud. urn to age . Children count by tens ro to . Sho the A azing age This is a coral reef. It’s an underwater garden! Continue in the sa e anner ith other ages. Encourage children to cla i they li ed the age or to a e a sad ace i they didn t.

N

Objectives

monkeys doing? They are eating. hen dis lay age . Children loo at the ictures and co lete the sentences In the morning, the zookeeper… (opens the zoo). In the afternoon, the zookeeper… (feeds the lions). At night, the zookeeper… (closes the zoo).

SO

Wrap-up

B27

See

or boo

age

.

UNIT 7

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Topics and Key Vocabulary Places: beach, mountains, lake, stream

Communication Objectives

Identify and name types of weather

Tell time Describe means of transportation Understand and follow simple commands

UNIT 8

Outdoor Activities: camping, hiking, fishing, jogging, roast marshmallows, bbuild uild a campfire

N

Identify and name outdoor activities

SO

Express wants

Use sequence words: first, last, then

PE AR

Identify and name places

Telling Time

Action Verbs: visit, enjoy, get up, start school, eat lunch, go home, eat dinner, go to bed, come out, become, creep, get out, plan, meet, share, change, punch Nature and Science Words: caterpillar, cocoon, butterfly

Target Language and Structures Where do you want to go? I want to go to the (mountains). What can we do? Let’s go (hiking).

First, we can go (hiking). Then, we can go (swimming). Last, we can (roast marshmallows).

Today is (sunny).

What time is it? It’s (2) o’clock. I see (a plane). It is (big).

Content Connections Math: Tell time (o’clock)

Art: Make butterfly wings

Review numbers 1–100

Music: Sing and act out songs

Nature and Science: Observe that caterpillars make cocoons and then become butterflies

Move to music Language Arts: Say and act out chants Role-play

T8A

Overview

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Reading and Writing Readiness

Amazing and Project Observe that caterpillars make cocoons and then become butterflies Project: Make Butterfly Wings

Trace and write words

Practice fine motor skills

Read simple sentences

Practice visual discrimination

Write simple sentences

Camping

PE AR

SO

UNIT 8

N

Little Book

Home-School Connection Take home the Little Book Take home Show Time drawings

Talk about places and outdoor activities at home Sing songs and say chants at home

Competency-based Education Competency work within the following formative areas: Language and Communication: Obtain and share information through diverse forms of oral expression; Vocabulary pages, pp. T86–T87

Personal and Social Development: Understand that there are certain rules and conventions that regulate one’s behavior; Values section, p. T90

Values Sharing

UNIT 8 Overview

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Unit Opener

DURING PAGE 85 A5, B39

• o redict unit to ic • o identi y and na e laces • o understand and ollo si

le co

ands

Vocabulary

girl, boy, mom, dad, places, mountains, beach, lake, outdoors, tent, campfire, camping, hiking, fishing, jogging, swimming, weekend, nature, tent, campfire, visit, walk, sleep, enjoy, look, predict, draw, listen

hen lay Audio A . ave children listen. Encourage the to i e the actions ith you. Play the audio again and encourage children to sing along. At the end o the song, have children insert the to ic in the inal verse Fun with (places)!

SO

Language

Class Audio CD, a y Cater illar u et, hite a er t o sheets er child , crayons, mountains, beach, and lake Picture Cards, classroo calendar, Port olio Envelo es

BEFORE PAGE 85

Sing the “Good Morning Song” ave children sing along.

A3 Play the audio.

Sing the “Let’s Wiggle!” Song

A29 Sing this song to get children started. Play

the audio and do the actions. ave the listen and loo attentively. ext, lay the audio again and encourage children to sing along and do the corres onding actions.

T85

Places

BF_TE3_U08.indd 186

ext, have children close their boo s. Distribute dra ing a er and crayons. As children to dra laces they thin ill a ear in the unit that are not on age . hen hold u children s dra ings and na e the vocabulary ords children redict ill a ear.

PE AR

What is this? It is the beach. What is this? It is a lake. What are these? They are mountains. Find mountains!

Materials

Predict Together Dis lay age . Point to the scene and say Look at the girl. Look at the boys. Are they at home? Encourage children to ans er negatively. ext, say They are visiting different… Invite children to co lete the sentence places! Children ay use their native language i necessary. hen as a y Cater illar Do you visit different places with your family? Yes! I visit many places with my mom and dad. dad. Invite volunteers to say i they visit laces ith their a ilies.

N

Objectives

1 Look, predict, and draw. Listen.

Check Predictions Encourage children to loo through the unit to chec i their redictions ere correct. ave redicted. the cla i they see the lace they redicted ext, have children o en their boo s to age . Point to the la e and as What is this? Encourage children to say It is a lake. Re eat or beach and mountains. Dis lay age and lay the arget Song Places to ex ose children to the ne vocabulary.

hen attach the mountains, beach, and lake Picture Cards to the board. rite the ord Places above the Picture Cards. Ex lain to children that they ill hear the ord weekend in the audio. Say The weekend is the two days

at the end of the week. Invite volunteers to na e the days Saturday and Sunday. Point to the days on the calendar. hen say We go to different places with our family on weekends. ext, lay the audio and odel the uestions and ans ers in the song ith a y Cater illar. ou sing the uestions and a y Cater illar sings the ans ers. Point to the di erent laces as they are entioned in the song. Encourage children to listen and loo attentively. Do the Find It! Activity Point out a y Cater illar and read his s eech bubble Find mountains! ave children loo or ountains in the unit. Mountains can be ound on ages , , , , and .

AFTER PAGE 85 Sing the “Good-bye Song” ave children sing and ave good bye.

A7 Play the audio.

Portfolio ather letter sized or s aller student or to include in children s Port olios. Add to the Port olios or that children eel good about and that sho s their rogress. See

or boo

age

.

EXTRA ACTIVITY Weekends! Distribute dra ing a er and crayons. Invite children to dra hat they usually do ith their a ilies on ee ends. ave children share their dra ings ith the class. ave the say hat they do on the ee ends. Provide language su ort i necessary.

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5 & B3

PLACES

1 Look, predict, and draw. Listen.

PE AR

SO

N

9

A

8

Find mountains!

UNIT 8

Unit Preview; FIND IT in the unit: mountains

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85

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0–4

1

B4

2 Listen and say. Find and match.

SO

N

beach

PE AR

mountains

MAP lake

Where do you want to go?

stream 86

I want to go to the beach!

Vocabulary Presentation: beach, mountains, lake, stream Language Presentation: Where do you want to go? I want to go to the (mountains).

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Vocabulary

DURING PAGE 86 B40, B41

o o o o o

identi y and na e laces re eat na es o laces identi y ty es o eather ex ress ants understand and ollo si

le co

ands

Vocabulary

beach, mountains, lake, stream, weather, favorite, cold, hot, rainy, windy, sunny, snowy, listen, say, find, match, like, play, want, go

Language

Materials

Class Audio CD, a y Cater illar u et, beach, mountains, lake, and stream Picture Cards, a er, crayons, ta e, encils

BEFORE PAGE 86

beach

ountains la e strea

ext, oint to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene Where do you want to go? I want to go to the beach! Play Audio B . Point to the scene as children re eat.

PE AR

This is the (beach). These are (mountains). Where do you want to go? I want to go to the (mountains). Today is (sunny). I like (sunny days). I (play in the park) on sunny days.

Play Audio B . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. Underline each ord ith your inger as you na e each ite . ext, invite children to ind the beach, ountains, la e, and strea in the scene. Sho children ho to trace a line ro the beach to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil. Re eat the rocedure ith the ountains, la e, and strea .

Vocabulary Presentation Attach the beach, mountains, lake, and stream Picture Cards to the board. Point to the beach. a y Cater illar says This is the beach. ave children re eat beach a ter a y Cater illar. Re eat the rocedure ith the re aining cards.

N

• • • • •

2 Listen and say. Find and match.

SO

Objectives

AFTER PAGE 86

here do you beach. here do you the ountains. here do you the la e. here do you the strea .

ant to go I

ant to go the

ant to go I

ant to go to

ant to go I

ant to go to

ant to go I

ant to go to

Target Song “Places”

B39 Play the arget Song Places to ex ose

children to the ne vocabulary. Use a y Cater illar to ractice the uestions and ans ers in the song. old u the corres onding Picture Card as each lace is entioned in the song. Sing the “Weather Song” on the board and act out the di erent inds o eather cold, hot, rainy, windy, sunny, and snowy. ave children re eat each ord and act out the eather a ter you. B42 Dra

hen lay the audio, sing along, and i e each ty e o eather. Play the audio and encourage children to oin in singing and i ing as best they can. Praise all e orts. inally, loo out the indo and say Today is (sunny). See

or boo

age

.

EXTRA ACTIVITY My Favorite Kind of Weather Distribute dra ing a er and crayons. ave children dra the ty e o eather they li e the ost and encourage the to include in their dra ings activities they do in that eather. hen inished, have children share their dra ings ith the rest o the class. Encourage the to say I like (sunny) days. I (play in the park) on sunny days.

UNIT 8

Vocabulary Presentation: camping, hiking, fishing, jogging Language Presentation: What can we do? Let’s go (hiking).

T12 T86

:19 PM

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Vocabulary

the audio. Practice the uestions and ans ers in the song ith a y Cater illar. ave children sit in a se icircle. As the to listen to the song and loo at the cards attentively.

• • • •

o o o o

identi y and na e outdoor activities re eat na es o outdoor activities ex ress li es understand and ollo si le co ands

Vocabulary

camping, hiking, fishing, jogging, listen, say, find, match

hen lay the audio again. Roll a so t ball to a child hen a lace or an activity is entioned in the song. Pause the audio and as the child to oint to the corres onding card on the board. Re eat the rocedure ith other children until all cards have been identi ied.

Language

B43, B44

Materials

Play Audio B . Point to the hotos o the vocabulary ite s, say the ords, and have children re eat. ext, invite children to ind the eo le ho are ca ing in the scene. hen sho the ho to trace a line ro the hoto o the tent to the corres onding illustration in the scene. Encourage children to trace lines ith their index inger be ore they do so ith a encil.

PE AR

Class Audio CD, a y Cater illar u et, camping, hiking, fishing, jogging, beach, mountains, lake, and stream Picture Cards, so t ball, icture o a ca ire, beanbag, large iece o cardboard or a ural , crayons, ta e, usic CD, aint, aintbrushes

ca

BEFORE PAGE 87

Vocabulary Presentation ide the camping, hiking, fishing, and jogging Picture Cards around the roo . Sho the icture o a ca ire and say I like camping. ave a y Cater illar loo or the camping Picture Card. hen he inds it, have hi hold u the card and say Camping! ave children re eat camping aloud. hen say I like hiking. Mi e hiking and re eat the rocedure. Continue in the sa e anner ith fishing and jogging. Target Song “Places”

B39 Attach the beach, mountains, lake, stream,

camping, hiking, fishing, and jogging Picture Cards to the board at children s eye level. Play

T87

3 Listen and say. Find and match.

SO

I like (camping). What can we do? Let’s go (hiking).

AFTER PAGE 87

DURING PAGE 87

N

Objectives

ing hi ing

ishing

ogging

ext, have children atch the re aining hotos ith the corres onding illustrations. Point to the scene and to the s eech bubbles. Say the dialogue that goes ith the scene Where do you want to go? I want to go to the mountains. What can we do? Let’s go hiking hiking. inally, lay Audio B children re eat. hat hat hat hat

can can can can

e e e e

do do do do

Vocabulary Practice ave children sit in a circle. Put the Unit Picture Cards in the center o the circle. and a child a beanbag, hich ill be the hot otato. Play so e usic and have children ass the hot otato. Sto the usic and say a ord (Hiking)! ave the child holding the beanbag ic u the corres onding card and give it to you. Continue in the sa e anner until all cards have been ic ed u . Play several rounds.

and oint to the scene as

Let s Let s Let s Let s

go go go go

Catch and Say ave children sit in a circle. Sho the mountains Picture Card. hen thro a so t ball to a child and say I want to go to the mountains. What can we do? Encourage the child to ans er Let’s go (hiking). Re eat the rocedure ith beach, lake, and stream and di erent children. Provide language su ort i necessary. See

or boo

age

.

EXTRA ACTIVITY Favorite Places Mural As children to collaborate on a ural. Each child gets a chance to dra a icture o his or her avorite lace to go on a a ily tri . hen the ural is done, as children to tal about the lace. I children dra ne laces, say the na e in English and as children to re eat.

ca ing. hi ing. ishing. ogging.

Places

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B4

3 Listen and say. Find and match.

camping

hiking

Where do you want to go?

What can we do? fishing

Let’s go hiking.

I want to go to the mountains.

jogging

UNIT 8

Vocabulary Presentation: camping, hiking, fishing, jogging Language Presentation: What can we do? Let’s go (hiking).

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87

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B45

4 Trace the words and read. Listen and match.

first`

88

then

last`

Vocabulary Presentation: First, then, last; build a campfire, roast marshmallows; Vocabulary Practice: swimming, hiking Language Presentation: First, we can (go hiking). Then, we can (go swimming). Last, we can (roast marshmallows).

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Practice

DURING PAGE 88 B45

Vocabulary

first, then, last, trip, weekend, hiking, swimming, roast marshmallows, fishing, mountains, stream, lake, campfire, plan, build, go, meet, trace, read, listen, match

Language

First, we can (go hiking). Then, we can (go swimming). Last, we can (roast marshmallows).

Materials

BEFORE PAGE 88 First, Then, Last Distribute dra ing a er and crayons. children ollo these instructions

PE AR

Class Audio CD, a y Cater illar u et, encils, a er, crayons, agazine cutouts o co on activities three er table , hite a er one sheet er table , glue

ave

1. old u a sheet o a er and say First, draw your favorite place. Dra a la e, or exa le. 2. Use a crayon and color the lace. Say Then, color your drawing.

3. inally, say Last, show your drawing to a friend. old u the dra ing and sho it to a y Cater illar. Look! This is my favorite place. rite the Read the you.

A: Let s lan our tri or this ee end. B: reat Do you have any ideas A: es irst, e can go hi ing. B: here do you ant to go A: Let s go hi ing in the ountains. B: hat sounds great hen, hat can e do A: hen, e can go s i ing. e can s i in a strea . B: ood thin ing And a ter that A: Last, e can build a ca ire and roast arsh allo s. B: M I love roasted arsh allo s. hat s the best idea o all

N

• o identi y and na e outdoor activities • o use se uence ords • o understand and ollo si le co ands

Dis lay age . ave children read the ords first, then, and last aloud. Distribute encils and invite children to trace the ords. ext, lay the audio. ave children listen.

SO

Objectives

4 Trace the words and read. Listen and match.

ords first, then, and last on the board. aloud and have children re eat a ter

hen have children atch the ords ith the corres onding ictures at the botto o the age.

AFTER PAGE 88

co e u . Play the audio and have the re eat the lines and act out the conversation. Re eat ith other airs o children. ave children use their o n na es in the conversation. A: i, Kylie. B: i, Ray. A: hat are you doing on Saturday B: e are going to the la e. e re going ishing A: o hat sounds li e un B: Do you ant to co e ith us A: Sure, than s B: Let s eet at y house on Saturday orning. A: K. See you then. Bye B: Bye Sing the Target Song “Places” a y Cater illar to ractice the uestions and ans ers in the song. ave children listen. Play the audio again and have children oin in singing their art as best they can. Praise all e orts. B39 Play the audio. Use

See

or boo

age

.

EXTRA ACTIVITY

Plan Your Day Place three agazine cutouts o di erent activities in the center o each table. Encourage children to lan their day and decide on the order o the activities. ave children aste the ictures on a hite sheet o a er. hen all grou s ill have to share their lans ith the rest o the class First, we can go swimming. Then, we can eat lunch. Last, we can watch TV.

Right or Wrong? Say and i e three activities. ave children loo and listen. Encourage the to say i you are doing the activities in the correct order. or exa le, say First, I put on my clothes. Then, I take a bath. Last, I wake up. As Right or wrong? ave children say (Wrong)! Re eat ith other activities.

Let’s Have Fun Talking!

B46 Play the audio. Practice the

conversation ith a y Cater illar. ave children listen. hen invite a boy and a girl to

Pre-reading and Pre-writing Practice: simple sentences

UNIT 8

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inally, read the third air o sentences I see a plane. It is big.. ave children trace the ord plane.. hen direct children to the Stic ers age or Unit . Point to each icture and as What is this? It is (a car . hen have children stic each icture in the corres onding shaded area on age . Invite volunteers to co e u , read the three airs o sentences aloud, and oint to the corres onding ictures.

N

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Distribute encils. Dis lay age and read the irst air o sentences aloud I see a car. It is red. ave children trace the ord car. hen read the second air o sentences I see a bus. It is long long. ave children trace the ord bus. 8

10

8

Review Letters Dis lay the Letters Poster. ave children sit in a se icircle. hro a beanbag to a child. a e a letter and have the child co e u and oint to it. ext, have hi or her say the ord that corres onds to that letter. Continue in the sa e anner until all letters have been identi ied. Provide language su ort i needed.

2

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Beanbag, Letters Poster, Stic ers, hite a er one sheet er child , crayons, oa ood tray, blac ar er, sa ety scissors, glue, colored construction a er, encils

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T89

See

EXTRA ACTIVITY

5 Read, trace, and stick.

I, car, bus, plane, red, long, big, see, read, trace, stick

BEFORE PAGE 89

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Vocabulary

Materials

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trace ords read si le sentences identi y and na e eans o trans ortation describe eans o trans ortation ractice ine otor s ills ractice visual discri ination understand and ollo si le co ands

What is this? It is (a car). I see (a car). It is (red).

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TICKERS.INDD 2

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Z03_BIFU_SB_03_7447_USTICKERS.INDD 2

Reading Readiness

AFTER PAGE 89

Draw and Describe rite the ords car, bus, and plane on the board. Read the aloud and have children re eat.

Make a Plane el children dra on a oa tray the oblong body o an air lane vie ed ro the side and a sha e or the ings. el the dra an oval sha ed stabilizer to go on the tail o the air lane. ext, have the cut out the air lane arts and lace the on colored construction a er. Sho children ho to cut around the edges o the arts to create atching sha es o colored a er. Children should cut out t o a er sha es or each side o the air lane s body. hen sho children ho to atch and aste the construction a er sha es onto the oa air lane arts. el the cut a slit in the iddle o the lane or the ings and another one in the tail. ave the slide the ings and the stabilizer through these slits. inally, have children dra indo s and decorate their air lanes.

hen distribute dra ing a er and crayons. ave children choose one ord and dra the corres onding ite . ave the rite the ord under their icture. As children dra , al around the roo and as What is this? It is (a car). inally, have children co e u . Invite the to sho their dra ings to the class. ave volunteers describe their class ates dra ings I see (a car). It is (big). Provide language su ort hen necessary.

Vocabulary Presentation: First, then, last; build a campfire, roast marshmallows; Vocabulary Practice: swimming, hiking Places Language Presentation: First we can (go hiking). Then, we can (go swimming). Last, we can (roast marshmallows).

M08_B

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SO

PE AR

I`see`a`car.` It`is`red. I`see`a`bus.` It`is`long. I`see`a`plane.` plane It`is`big.`

N

5 Read, trace, and stick.

UNIT 8

Pre-reading and Pre-writing Practice: simple sentences

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89

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6

Trace and complete. Cut out, choose, and paste. Write.

PE AR

SO N

I`see`a````````````.

90

.

Pre-reading and Pre-writing Practice: simple sentences Values: We share.

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Cutouts for Unit 8 page 90

Reading and Writing Readiness

page 94

DURING PAGE 90

AFTER PAGE 90

Objectives

write simple sentences practice fine motor skills review the value: We share use language to express a value understand and follow simple commands

Vocabulary

bird, dog, cat, fish, happy, see, trace, complete, cut out, choose, paste, write, share

Language

What do you see? I see (a cat). What is this? It is (a dog). We share.

Z02_BIFU_SB_03_7447_U11.indd 123

Next, show the Cutouts for page 90. Point to each picture and ask: What is this? It is (a dog). dog). Have children cut out the pictures and choose two of them.

Go back to page 90. Ask children to put some glue on the back of the Cutouts they chose. Have them paste the pictures in the shaded areas. Encourage them to write sentences for each picture, using the first sentence as a model. Encourage volunteers to come up, show the pictures they chose, and read their sentences aloud. Remind children to write the period at the end of the last sentence.

PE AR

Class Audio CD, Happy Caterpillar puppet, Feelings and Values Posters, Cutouts, safety scissors, glue, pencils, drawing paper (one sheet per child), crayons, lunchboxes

Review Feelings

Display page 90. Point to the first picture and ask: What do you see? I see a cat. Then invite a volunteer to read the first sentence aloud: I see a cat. Distribute pencils and have children trace the first sentence: I see a cat.

Z02_BIFU_SB_03_7447_U11.indd 123

Materials

BEFORE PAGE 90

6 Trace and complete. Cut out, choose, and paste. Write.

N

To To To To To

SO

• • • • •

Z02_BIFU_SB_03_7447_U11.indd 123

A28 Play the audio, sing the song, and mime

each feeling. Use the Feelings Poster and have Happy Caterpillar point to each feeling as it is mentioned in the song. Next, play the audio again and encourage children to sing along as best they can and mime the feelings. Praise all efforts.

TIP: Sentences

Give children picture books with simple sentences. Ask them to point to the capital letters at the beginning of sentences and the periods at the end.

VALUES ACTIVITY Value: We Share Display the Values Poster. Read the value aloud: We share. Say: Look. Where is the family? They are at the beach. The boy is sharing grapes with Mom and his sister. How does the boy feel, happy or sad? Happy! Very good! When we share things with others, we feel happy. It’s good to share what we have. Next, have children go back to their seats, and distribute drawing paper and crayons. Encourage children to draw a situation in which they have shared something with others. When finished, 123 invite children to come up and show their drawings. Have them say: I share. Continue until all children have shown their drawings. Praise all efforts.

3/21/14 12:23 PM

Sing “Values Are Important” (Part 3)

123 B35 Play the audio and have children listen.

Play the audio again and invite children to sing along as best they can. Praise all efforts. 3/21/14 12:23 PM

See Workbook page 76.

EXTRA ACTIVITY Sharing Take children to the playground. Have them take along their lunchboxes. Have children sit in pairs, and encourage them to share their lunch with their partner.

UNIT 8

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123

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Camping

B47

SO What do you want to do?

I want to go hiking!

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1. 2. 3. 4.

T91

Look, Look, aa stream! stream!

I seebirds birdsand and I see butterflies. butterflies.

What’s THAT? What’s THAT? scared! I’mI’mscared!

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AUDIO SCRIPT Camping Dad hat do you ant to do oe I ant to go hi ing Dad Loo , a strea oe I see birds and butter ies. oe hat s A I scared Dad It s a bird oe o I ant to see it.

B47

PE AR

Wow. I want to see it.

HOME-SCHOOL CONNECTION Encourage children to ta e their Little Boo s ho e to share ith their a ilies. his story is about ca ing and ildli e. he dad and girl in this story go hi ing. Children ay en oy nding out ore about laces to go hi ing ith their a ilies at ho e.

33

4

It’s a bird!

Wow. I want to see it.

What do you want to do?

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SHOW TIME PREPARATION ell children that role laying the story is so ething they can do as art o the end o the year Sho i e Re ind children that they are learning English or s ea ing in class and at ho e, but also or their Sho i e celebration. Encourage children to act out this story, hich they ay resent to their arents and riends during Sho i e.

Places

BF_TE3_U08.indd 198

C

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

Copyright © 2014 by Pearson Education, Inc.

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B47

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Little Book

B47

le co

ands

Vocabulary

hiking, stream, birds, butterflies, scared, want, see

Language

Materials

Class Audio CD, a y Cater illar u et, Unit Picture Cards, ictures o an o l, birds, and butter lies, D D or Active each

BEFORE THE LITTLE BOOK

3. Point to the title and say This is the title. The title of the story is “Camping.” Point to the nu bers on each age or children to identi y the ages. ext, oint to the ictures next to the lines. his ill hel children no ho is s ea ing This is what Dad says. This is what Zoe says. 4. Play the audio hile you sho ages. ave the listen.

children the

5. Play the audio again. his ti e, oint to the ictures next to the lines on each age to sho ho is s ea ing. Point to the scenes and anto i e to hel clari y eaning.

PE AR

What do you want to do? I want to go hiking. Look, a stream! I see birds and butterflies. What’s that? I’m scared! It’s a bird. I want to see it.

2. Previe the story ith the class. Sho children each age and as What do you see? Children can na e eo le, colors, clothes, ani als, and so on.

N

asse ble a Little Boo listen to and read a story role lay a story understand and ollo si

argin

SO

o o o o

Camping

1. Care ully tear out the age along the and old it in hal to a e a Little Boo .

Objectives • • • •

AFTER THE LITTLE BOOK

DURING THE LITTLE BOOK

Sing the Target Song “Places” B39 Attach the Unit Picture Cards to the board. Play the audio and use a y Cater illar to ractice the uestions and ans ers in the song. ave the class listen. Play the audio again and ause every ti e a lace or an outdoor activity is entioned. Invite volunteers to co e u , ta e the corres onding card, and give it to you.

6. Chec children s co rehension. Point to the di erent ite s and characters and as Who is (trees). this? It is (Zoe). What are these? They are (trees) Say Zoe and her family are camping. Zoe wants dad. Point to the irst scene. to go hiking with her dad As What does Zoe say? “I want to go hiking.” What are Mom and the boys doing? Mom is playing the guitar. One boy is singing. The other sandwich. boy is eating a sandwich urn to age . As What does Dad find? A stream. What else do they see? They see birds and butterflies.

Role-play lay the story ith a y Cater illar. Pretend you are hi ing in the ountains ith a y Cater illar. Attach the stream Picture Card and the ictures o birds, butter lies, and an o l around the roo . ext, invite t o children to co e u . Assign a character to each child, lay the audio, and have children re eat the lines. ave the oint to the corres onding ictures as they act out the story. B47 Role

Home-School Connection ave children ta e the story ho e to share ith their a ilies. Children can loo at the ictures to re e ber the story and role lay ith their a ilies. Play the DVD As a inal re ard, sho children the ani ated version o the story on the Big Fun D D or in the Active each. See

or boo

age

.

EXTRA ACTIVITY Let’s Go Hiking! a e children to the layground. Place the Unit Picture Cards in di erent laces. Say Imagine we are in the mountains. Let’s go hiking! Encourage children to loo around. hen they ind a card, have the say I see a (lake)! Continue hi ing until all cards have been ound.

urn to age . Zoe hears a noise. How does she feel? Scared! urn to age . As What do Zoe and her dad find? A bird. What does Zoe want to do? See the bird. Ex lain to children that the bird is an o l.

UNIT 8

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What time is it? It’s (2) o’clock. It is time to (go home)!

Materials

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What Time Is It? Be ore class, a e a large analog cloc out o oster board. Use a butter ly cli to attach the hands. Attach the cloc to the board. ave children sit in a se icircle. hen set the cloc and say It’s 7 o’clock. ou ay use children s native language to ex lain the eaning o o’clock.

e to start school i e to eat lunch e to go ho e

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e to eat dinner e to go to bed

ext, direct children to the Stic ers or age . ave the stic the cloc s in the corres onding shaded areas. hen invite t o children to co e u . Encourage the to loo at the cloc s and the ictures on the age and to act out the conversation above. Provide hel hen necessary. Re eat

or boo

age

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e to get u

PE AR

Class Audio CD, large oster board cloc ith ovable hands, Stic ers, cards or each grou o ten nu bers, ar er, butter ly cli , ta e

2

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“I Can Count by Tens” a e cards ith the nu bers , , , , ... . Invite ten children to the ront and give each child a card. Play the audio. ave each child hold u the card hen his or her nu ber is entioned. Re eat the rocedure ith other children. B38 Be ore class

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hat ti e is it It s o cloc . i hat ti e is it It s o cloc . i hat ti e is it It s o cloc . hat ti e is it It s o cloc . i hat ti e is it It s o cloc . i hat ti e is it It s o cloc . i 11

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EXTRA ACTIVITY Sing “Hickory, Dickory, Dock” Attach the cloc to the board and set it to o cloc . ave children stand in a se icircle. Sing the song. hen the cloc stri es , set the cloc accordingly and have children all to the ground. ic ory, dic ory, doc . he ouse ran u the cloc . he cloc struc , he ouse ell do n, ic ory, dic ory, doc . Continue the rocedure or each hour. ave children oin in singing as best they can. Praise all e orts.

ith other airs o children.

hen invite a volunteer to co e u . Say Now, it’s 10 o’clock. ave the child ove the cloc s hands accordingly. Continue in the sa e anner ith other children.

T93

Places

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B48

7 Listen and stick. 11

12

1

11 2

10 9

7

12

11 2

10 9

4 7

6

5

2 o’clock

9

12

1 2

10

4 6

5

6

11 o’clock

11 3

8

4

8

2

7

3

1

10 3

8

12

2

7

9 o’clock

1

1

9

5

6

12

10

4

8

7 o’clock

11

2 3

5

6

11

9

4 7

1

10 3

8

12

5

6 o’clock

9

3 4

8 7

6

5

8 o’clock

UNIT 8

Math Connection: Telling time; numbers 1–12 Language Presentation: What time is it? It’s (2) o’clock.

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8

94

Look closely. Cut out and paste the cutouts in order.

Critical Thinking: Caterpillars make cocoons and then become butterflies. Science Words: caterpillar, cocoon, butterfly

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page 90

page 94

Cutouts for Unit 8 page 90

page 94 DURING PAGE 94

Amazing

AFTER PAGE 94 Sing “Caterpillars and Butterflies”

B49 Play the audio and have children listen.

Objectives

• o a reciate nature • o observe details • o observe that cater illars a e cocoons and then beco e butter lies • o ractice ine otor s ills • o ractice visual discri ination • o understand and ollo si le co ands

8 Look closely. Cut out and paste the cutouts in order.

Dis lay age . Point to the scene and say Look, this is a cocoon, and this is a butterfly. Let’s see how a caterpillar turns into a beautiful butterfly.. hen sho the Cutouts or age . Point to the irst Cutout and as What is this? It is a cocoon.. Re eat ith the second and third Cutouts It is a butterfly. It is a caterpillar. caterpillar.

Vocabulary

PE AR SO N

Z02_BIFU_SB_03_7447_U11.indd 123

caterpillar, cocoon, butterfly, leaves, fat, eat, make, come out, become, creep, crawl, work, play, get out, stretch, fly, live, grow, look, cut out, paste Z02_BIFU_SB_03_7447_U11.indd 123

Language

What is this? It is (a cocoon). First, the caterpillar eats leaves and gets very fat. Then, the caterpillar makes a cocoon. Last, the caterpillar comes out of the cocoon as a butterfly! Z02_BIFU_SB_03_7447_U11.indd 123

Materials

Class Audio CD, ictures o a cater illar and a butter ly, Cutouts, sa ety scissors, glue

BEFORE PAGE 94 Sing the “Amazing Nature” Song

ext, have children cut out the ictures. o bac to age . Point to the nu bers , , and and say First, the caterpillar eats leaves and gets very fat. Then, the caterpillar makes a cocoon. 123 Last, the caterpillar comes out of the cocoon as a butterfly! ave children ut so e glue on the bac o each Cutout and as the to aste the ictures in the correct shaded areas, according to the li e stages o a butter ly. 3/21/14 12:23 PM

TIP: Reinforcing Vocabulary

Rein orce nature and science vocabulary by ointing to the Cutouts and as ing Is this (a cocoon) or (a butterfly)?

old u the ictures o the cater illar and the butter ly as you sing. Also i e the ollo ing actions that are entioned in the song cree , cra l, stretch, ly,123 gro , etc. ext, lay the audio again and encourage children to sing and do the actions as best they can. Praise all e orts. 3/21/14 12:23 PM

See

or boo

age

.

123 EXTRA ACTIVITY

Revisiting Amazing Pages Revisit the other A azing ages that include ste rocesses the eacoc o ening its eathers Unit and the s ider catching a ly Unit . Describe the ste s o each rocess as children oint to the corres onding ictures. Use the ords first, then, and last. hen have children act out the rocess o a s ider catching a ly. ne child can be the ly, and another can be the s ider. his ill be a un activity and ill a e the rocess even clearer or children. 3/21/14 12:23 PM

A20 Play the audio and have children listen.

Play the audio again and encourage children to sing along as best they can. Praise all e orts. Build Background Sho ictures o a cater illar and a butter ly. Say Look at the caterpillar. It becomes a butterfly. Let’s find out how this happens.

UNIT 8

T12 T94

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Project

Sho the icture o a cater illar. Children shout Crawl! hen sho the icture o an o l. Children shout Fly! Re eat ith the re aining ictures.

DURING PAGE 95

Vocabulary

caterpillar, cocoon, butterfly, snail, snake, eagle, owl, wing, paint n , ribbon, hole, loop, fist, then, last, crawl, fly, make, grow, change, fold, cut, decorate, punch, poke

Language

Materials

Sho children age and read the title o the Wings. Point to the ro ect aloud Make Butterfly Wings. girl and the su lies that are behind her. Say You are going to make butterfly wings. wings. Direct children s attention to a y Cater illar and read the s eech bubble You are changing and growing! hen sho

Class Audio CD, a y Cater illar u et, ictures o a snail, a cater illar, a sna e, an eagle, an o l, and a butter ly, oster board one sheet er child , ar ers, crayons, aint, aintbrushes, long ribbons, ta e, sa ety scissors, hole unch, three slee ing bags, CD o The Nutcracker Suite

BEFORE PAGE 95 Crawling and Flying Mi e cra ling and lying. ave children i e along ith you. hen sho ictures o di erent ani als and have children say i they cra l or ly.

T95

aterials needed or the ro ect. ou ill need oster board one sheet er child , ar ers, crayons, aint, aintbrushes, long ribbons, ta e, and sa ety scissors.

children ho

to ollo

these ste s

1. old a sheet o oster board in hal and cut out a ing sha e. Say Fold and cut out a wing shape.

PE AR

You are changing and growing! Fold and cut out a wing shape. Decorate with paint. Punch holes. Poke the ribbon through the holes. Make a loop. Put on your wings and fly!

Make Butterfly Wings

B49 Be ore class, asse ble the

N

• o do an art and science ro ect • o tal about ho cater illars beco e butter lies • o ractice ine otor s ills • o understand and ollo si le co ands

SO

Objectives

AFTER PAGE 95 From Caterpillars to Butterflies! Role lay using the slee ing bags as cocoons. ou should have three slee ing bags or this activity. Invite three children to co e u and give each one a slee ing bag to use as their cocoon. Use first, then, and last to describe the three ste s in the rocess o a cater illar beco ing a butter ly as children act it out. At the end, have children ear their ings and ly around the roo . Re eat until all the children in the class have artici ated in the activity. inally, have all children ear their ings. Play Dance o the Sugar Plu airy ro The Nutcracker Suite as children dance around the roo . Sing the Target Song “Places” ra u the day. Use a y Cater illar to ractice the uestions and ans ers in the song. Play the audio, and encourage children to try to sing the song. Praise all e orts. B39 Sing this song to

2. Decorate the ing sha es ith atercolor aint. Let dry. Say Decorate with paint paint.

3. hen the aint is dry, unch t o holes near the center at the to and t o ore holes at the botto . Say Punch holes. 4. a e a length o ribbon and o e it through the holes to a e ar stra s. Say Poke the ribbon through the holes holes. 5. ie a loo so children can ut on the ings as i they ere a bac ac . Say Make a loop. 6. ave children ear their ings. Play Cater illars and Butter lies Audio B and have children lutter around the roo li e butter lies. Say Put on your butterfly wings. Fly!

Places

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PE AR

SO

N

Make Butterfly Wings yellow red

green

You are changing and growing!

UNIT 8

Amazing Project: Make butterfly wings and act out how caterpillars make cocoons and become butterflies. Science and Art Connections

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95

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Ask, answer, and check.

stream

hiking

lake camping

PE AR

Where do you want to go?

jogging

SO

fishing

beach

mountains

N

9

I want to go to the beach.

GO TO Page 107

96

Review; Assessment for Learning

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Objectives

• o assess vocabulary and language learned in the unit • o re are or Unit Sho i e • o use Assess ent or Learning to re lect on their o n learning • o understand and ollo si le co ands

Vocabulary Language

Where do you want to go? I want to go to the (mountains). What can we do? Let’s go (hiking). First, we can (go hiking). Then, we can (go swimming). Last, we can (roast marshmallows). I see (a car). It is (red). It’s (7) o’clock. Time to (get up)! Caterpillars make cocoons, and then they become butterflies.

Materials

Class Audio CD, encils, crayons, a y Cater illar u et, Port olio Envelo es

BEFORE PAGE 96

Sing the Songs Revisit the songs ro Unit Audios B , B , and B . Divide the class into t o grou s. ave each grou sing a song and do the corres onding actions.

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urn to age . Point to the Stic ers and invite volunteers to read the sentences about the . Dis lay age . Children read aloud the sentences they rote about the ictures. urn to age . Children tell the ti e and ention a related activity. Sho the A azing age Caterpillars make cocoons, and then they butterflies. ave children loo at the become butterflies. three ste s o the rocess. Encourage children to cla i they li ed the age or to a e a sad ace i they didn t.

PE AR SO

stream, fishing, beach, jogging, mountains, hiking, lake, camping, ask, answer, check

Think about Learning Revie Unit age by age ith the children. ave the loo at each age attentively and re ind the hat they learned on each. Dis lay ages and . Children read the s eech bubbles Where do you want to go? I want to go to the beach! Where do you want to go? I want to go to the mountains. What can we do? Let’s go hiking. hen dis lay age . Children loo at the ictures and co lete the sentences First, we can… go hiking. Then, we can… go swimming. Last, we can… roast marshmallows.

N

Wrap-up

DURING PAGE 96

9 Ask, answer, and check.

Dis lay age . Elicit the vocabulary ite s ictured on the banner. Point to the t o children on the age. Read their s eech bubbles Where do you want to go? I want to go to the beach beach. ave children re eat. As the class to chec o the icture o the beach. ext, invite a air o children to co e u . his ti e, have one child as What do you want to do? ave the other child loo at the ictures, choose the activity that corres onds to the beach, and ans er I want to go jogging. ave the class chec o the icture o jogging. Continue ith the re aining laces and activities and other airs o children. hen inished, have the class cla or a ob ell done

AFTER PAGE 96 Prepare for Show Time! Point out the ascot ith the lo er at the botto o the age. Say Look! Happy Caterpillar is different! Now he is a beautiful… ave children co lete the sentence butterfly. ext, direct children to age . el children thin o hat they li ed ost ro Unit . Say I liked telling time! and dis lay age . Encourage children to dra hat they li ed ost ro Unit . Revisit their ideas ro hin about Learning. Children Decide! ave children dis lay their dra ings (Isabel) liked (the Little Book). (Arthur), what did you like from Unit 8? Provide language su ort. Re eat the rocedure ith the re aining dra ings. a e notes on children s re erences or Sho i e. Home-School Connection ave children ta e ho e their dra ings to sho a ily e bers. el children ractice tal ing about their or so they can use English hen they sho it to their a ilies. Sing the Target Song

B39 Play the arget Song. irst, sing the song,

using a y Cater illar to sing the children s art. Play the audio again and have children sing their art. Portfolio ave children revie the things in their Port olio Envelo es to date. ave each child sho you his or her avorite or so ar. Ma e sure children ut all ages bac inside the Port olio. See

or boo

age

.

UNIT 8

T12 T96

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Communication Objectives

Target Language and Structures What do you need? I need (newspaper).

What does the (janitor) do? (He) (cleans the school).

May I have (a menu), please? Yes, of course.

Where is the (secretary)? (She) is (in the office).

Is this your (pizza)? Yes, it is./No, it isn’t.

Are you OK? Yes, I am. I’m (amazed)./ No, I am not. I’m (sad).

What do you want for (the main dish)? I want (chicken), please.

What are you doing? I’m (exercising).

What are you looking for? I’m looking for my (cell phone).

Where is (Sister)? (She) is (in the hallway). What is (she) doing? (She) is (playing with a ball).

Where is my (necklace)? I don’t know./It’s (above your bed).

Where is the (bed)? It is (in the bedroom). What are you using? I’m using (tape). What are you making? We’re making (a duck).

T9A

UNIT 9

PE AR

Who is (he)? (He) is the (music teacher).

Topics and Key Vocabulary

Do you see the kangaroos? Yes, I do. They’re (fast)!

What are the (monkeys) doing? They are (eating). They’re (hungry)!

School

Places

Feelings

Numbers

Home

Action Verbs

Recycling

Show Time Vocabulary: mask, puppet, invitation, scenery, costumes, props, signs

N

Indicate location of furniture items Communicate what one is using Communicate what one is making Express needs Order in a restaurant Understand possessive adjectives Categorize food items Communicate what one is looking for Indicate location of objects Describe animals Describe animals’ actions Express wants Tell Time

SO

Identify and name school workers, feelings, rooms in a house and furniture items, recyclable items, art supplies, food, drinks, tableware items, belongings, zoo animals, places, and outdoor activities Describe school workers’ tasks Indicate location of school workers Identify healthy habits Indicate location of family members Identify activities families do at home

Eating Out Our Things Animals

Content Connections Math: Identify numbers: 1–100

Music: Sing and act out songs

Count to 100

Move to music

Identify and count sets of ten

Language Arts: Say and act out chants

Telling Time (o’clock)

Where do you want to go? I want to go to (the mountains). What can we do? Let’s go (hiking).

Art: Make puppets and masks

What time is it? It’s (2) o’clock.

Make props and signs

Role-play

Overview

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Show Time Materials

Show Time Projects

Show Time Invitation, ActiveTeach, stockings, hangers, yarn, buttons, markers, colored paper, cereal boxes, paint, paintbrushes, tape, foam balls, strips of paper, cardboard, safety

Make Puppets and Masks Make Props and Signs

Who Is She?, Are You OK?, Where Is Meg?, We Need Books!, Lunch with Grandma, At the Store, At the Zoo, Camping

PE AR

SO

UNIT 9

N

Little Books

scissors, crayons, long socks, glue, drawing paper, pencils, white cards, hole punch, Units 1–8 Picture Cards, Show Time Poster, Big Fun Level 3 Posters, Class Audio CD, construction paper, glue

Competency-based Education Competency work within the following formative areas: Artistic Expression and Appreciation: Represent real or imaginary characters and situations through play or dramatic expression; Unit Opener page, p. T97

Artistic Expression and Appreciation: Creatively communicate ideas using different art materials; Project pages, pp. T98–T99

Home-School Connection Talk about Show Time at home

Use props to role-play at home

Send home the Show Time invitation

Take home the Show Time picture frame

Sing songs and say chants at home

Values Respecting others, Staying healthy, Respecting differences, Not wasting things, Helping each other, Being neat, Working as a team, Sharing

UNIT 9 Overview

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T9B

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Objectives

• o assess vocabulary and language learned in Units • o re are or Sho i e • o use Assess ent or Learning to re lect on their o n learning

Vocabulary

ocabulary ro Units hum, show, tell

, listen, sing, find,

Language

Find the bugs. Let’s get ready for Show Time!

Materials

BEFORE PAGE 97 A3

Sing the “Good Morning Song” ave children sing and ave hello.

Let’s Have Fun Talking! Revisit so e o the conversations children learned in Units to Audios A , A , B , B , B , and B . Play the audios. ave children re eat each line a ter you and a y Cater illar. ext, invite airs to co e u and er or the conversations. Provide language su ort as needed. Praise all e orts.

T97

Show Time!

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ener ages. on every Unit a e a ha y a e a sad ace

DURING PAGE 97 1 Listen and sing.

B50 Dis lay age

. ave children loo at the children ictured. Say Look at the boys and girls. As Are they happy or sad? Happy hen say They are getting ready for Show Time! Let’s get ready for Show Time, too!

Play the audio. Sing and anto i e. ave children listen. Play the audio several ti es. Encourage children to anto i e and to sing as ell. Praise all e orts.

Do the Find It! Activity Point out the butter ly. Re ind children that a y Cater illar beca e a beauti ul butter ly. Read the s eech bubble aloud Find the bugs. ave children loo or bugs in the unit. Bugs can be ound on ages , , , and .

PE AR

Class Audio CD, Alphabet Poster, a y Cater illar u et, Units Picture Cards, usic CD

Let’s Look Back! Loo bac at all the Unit Point to hotos and illustrations ener. ave children cla and ace i they li ed the o ener or i they didn t.

SO N

Unit Opener

AFTER PAGE 97

Hum Along Begin hu ing a arget Song or another song that you no children en oyed very uch. See i children can re e ber the lyrics. It does not atter i they can only sing a e ords. hen lay the audio and have children oin in singing and doing the actions.

ave this child oint to the Start box and have hi or her count the corres onding nu ber o boxes. As the child to na e the ob ect in the box and then atch it ith the corres onding initial letter. I his or her ans er is correct, the child ins a oint or his or her tea . Play several rounds until all ite s have been identi ied and atched ith the corres onding letters. he tea ith the ost oints ins the ga e. Sing the “Good-bye Song” ave children sing and ave good bye.

A7 Play the audio.

See

or boo

age

.

EXTRA ACTIVITY Show and Tell ave children stand in a circle. ive each child a Picture Card ro Units to . Play so e usic and have children dance. hen sto the usic and have children reeze. a a child on his or her shoulder and have hi or her na e the ite on the card. Play several rounds until all ite s have been identi ied. Re eat ith other cards.

Review Letters! Attach the Alphabet Poster to the board at children s eye level. ave children sit in a se icircle. rite the nu bers to on the board. Divide the class into t o tea s A and B. ave a child ro tea A co e u . hen na e a nu ber and have the child circle it ith his or her index inger.

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9 B50

SHOW TIME!

Listen and sing.

Find the bugs.

UNIT 9

Unit Preview; FIND IT in the unit: bugs

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97

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Make Puppets and Masks Box Puppet

PE AR

SO

N

Hanger Mask

Headbands

98

Sock Puppet

Show Time Project: Make puppets and masks to use in the show.

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Project

DURING PAGE 98 Make Puppets and Masks Be ore class, asse ble the art su lies needed or the ro ect. Dis lay age . Read the title o the ro ect aloud Make Puppets and Masks. Point to the red as the girl is holding. As What is this? It is a mask. hen oint to the soc u et and as What is this? It is a puppet. Let’s make puppets and masks.

Vocabulary

hanger, mask, stocking, yarn, buttons, petals, boxes, dots, eyes, arm, headband, strip, bird, zebra, circle, shapes, triangles, beak, oval, body, head, ears, rectangle, neck, tail, legs, black, white, sock, puppet, nose, bend, put, glue, cut out, paint, tape, make, color, move, talk, decide, decorate

Language Materials

children ho

to ollo

these ste s

Hanger Mask: 1. Bend the hanger into a circle. Say Bend the hanger.

3.

lue on a button nose. Say Glue the nose.

4. Cut lo er etals out o colored a er. Say Cut out petals.

AFTER PAGE 98

4. lue the balls on the to box or eyes. Say Glue the eyes eyes.

Box Puppet:

or eyes.

2. lue a er on the sides or ears. Say Glue the ears.

el children create their u headbands.

BEFORE PAGE 98

the audio. Invite children to sing along and do the actions.

1. lue buttons on to o a long soc Say Glue the eyes.

3. lue on yarn or the outh and buttons or the eyes. Say Glue yarn and buttons. buttons.

5. lue the etals around the outside o the hanger. Say Glue the petals. petals

Sing “Let’s Wiggle!”

Sock Puppet:

4. Decorate the u et Decorate the puppet.

Class Audio CD, or each child you ill need one stoc ing, a hanger, yarn, buttons, ar ers, colored a er, t o cereal boxes, aint, aintbrushes, ta e, t o oa balls, a stri o a er to it around the head, cardboard, sa ety scissors, crayons, one long soc , t o blac buttons, one extra button or the u et s nose, and glue

A29 Sing this song to get children started. Play

4. Say For a zebra, cut out ovals for the body and the head. Cut out triangles for the ears and a rectangle for the neck. Cut out the tail and legs. Color the pieces to make them black and white.

2. Say Put the hanger into a stocking. stocking.

PE AR

What is this? It is (a mask). Let’s make puppets and masks.

inally, sho

N

• o do an art ro ect • o ollo directions • o use ine otor s ills

SO

Objectives

3. Say For a bird, cut out circle shapes for eyes and a triangle for the beak.

ith

ar ers. Say ets,

as s, and

Have Big Fun Talking! Invite a air o children to co e u . ave the use their u ets and as s to ractice the conversations they learned in Level .

1. Paint t o cereal boxes. Say Paint the boxes. 2. a e the boxes together. Say Tape the boxes. 3. Ma e a blac dot on each o the t o oa balls. Say Make dots.

5. Say Put your arms inside the boxes. 6. Say Move the boxes up and down to talk. Headbands: 1. Cut a stri o a er to it around your head. Say Cut a strip of paper. 2. Say Decide which animal to make, a bird or a zebra.

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UNIT 9

T12 T98

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Project

Make Props and Signs Dis lay age . Say Look at the children. They are preparing for Show Time. They need scenery to put behind them. They also need props and signs for their show. hen say Let’s make posters, a mural, and signs for Show Time!

Letter and Word Signs: ave one grou a e ords and letters on cards. Indicate the letters and ords they have to rite. hen o e holes and string so e yarn through the holes. ie the ends o the string so children can ear the cards around their nec s. Children can hang ords or single letters around their nec s and line u to or ords or sentences.

Divide the class into grou s o our and assign an ite to each grou .

el children signs.

DURING PAGE 99

• o do an art ro ect • o ollo directions • o use ine otor s ills

Vocabulary

poster, mural, signs, scenery, letters, words, sentences, sleeping bag, cocoon, props, need, make, paint, write, peek, prepare

Direct children to Unit . ave one grou decide hat ani als they ould li e to be in the sho . hen encourage children to dra and color the ani als on large ieces o dra ing a er in order to a e ani al osters. el children a e eyeholes to ee through.

Materials

Murals:

BEFORE PAGE 99 Review Shapes

oin in singing as best they can. Praise all e orts. A45 Divide the class into grou s. Play the

audio. ave children listen and their bodies.

T99

AFTER PAGE 99 Review Numbers Play the nu ber songs and chants in Level or children to revie nu bers Audios A , A , A , A , B , and B . Invite children to sing along as best they can. Praise all e orts.

ave children decide hat they ant to use as a bac dro or their sho . ave one grou dra and aint a ural on a large iece o dra ing a er. Encourage children to dra lants or other things, such as bugs and butter lies, that live in a garden. Sleeping Bag Cocoon:

A35 Play the Sha e Song. Invite children to

“Let’s Make Letters!”

ural, and

PE AR

Class Audio CD, dra ing, a er, encils, crayons, aint, aintbrushes, scissors, hite cards, ar ers, yarn, hole unch, slee ing bag as a volunteer to bring one ro ho e

SO

Language

The children are preparing for Show Time. They need scenery. They need props and signs. Let’s make posters, a mural, and signs for Show Time!

a e the osters,

Peeking Posters:

N

Objectives

a e letters

As a volunteer to bring a slee ing bag to use in the sho . ave one child get inside the slee ing bag to de onstrate ho a butter ly co es out o a cocoon.

ith

Show Time!

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Make Props and Signs Murals

Peeking Posters

Sleeping Bag Cocoon What is this?

UNIT 9

Show Time Project: Make props and signs.

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99

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Unit 1

AT SCHOOL

Color a face and draw. Say.

Unit 2 I know Unit 1

FEELINGS

Color a face and draw. Say.

I need help!

Welcome!

I know Unit 2

I need help!

SO

N

Our Class Show!

100 Show Time Personalization; Assessment for Learning

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Unit 3

HOME

Color a face and draw. Say.

M09_BIFU_SB_03_7447_U09.indd 101

PE AR

M09_BIFU_SB_03_7447_U09.indd 100

I know Unit 3

UNIT 9

Show Time Personalization; Assessment for Learning

3/21/14 12:20 PM

Unit 4

RECYCLE

Color a face and draw. Say.

I need help!

101

I know Unit 4

I need help!

Let’s count! 1, 2, 3!

Sing!

UNIT 9

102 Show Time Personalization; Assessment for Learning

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Show Time Personalization; Assessment for Learning

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Show Time

BEFORE SHOW TIME PAGES

Vocabulary

school, eelings, ho e, recycling, eating out, ersonal belongings, ani als, laces

Language

ext, ractice the target language. Play the target language audios Units and have children listen. hen invite airs to the ront and encourage the to ractice the dialogues. Say the lines and have children re eat a ter you. More advanced children ill be able to ractice the conversations on their o n.

DURING SHOW TIME PAGES

PE AR

Who is (he)? (He) is the (music teacher). What does the (janitor) do? (He) (cleans the school). Are you OK? Yes, I am. I’m (amazed)./No, I am not. I’m (sad). Where is (Sister)? (She) is (in the hallway). What is (she) doing? (She) is (playing with a ball). What are you (using)? I’m using (tape). What do you need? I need (glue). What are you making? We’re making (a duck). May I have (a menu)? Yes, of course. Is this your (pizza)? Yes, it is./No, it isn’t. What are you looking for? I’m looking for my (cell phone). Where is my (necklace). I don’t know./It’s (above) the bed. Do you see the (kangaroos)? Yes, I do. They’re (fast). What are the (monkeys) doing? They are (eating). They’re (hungry). Where do you want to go? I want to go to the (mountains). What can we do? Let’s (go hiking).

Vocabulary and Language Review Play the vocabulary audios Units and sho the Picture Cards or every unit. As What is this? Who is this? ave children identi y each ite .

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• o revie vocabulary and language learned in Units • o choose aterial or the Sho i e resentation • o ractice or Sho i e

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Objectives

Target Songs Sing the Units arget Songs or children to ractice vocabulary and language Audios A , A , A , A , B , B , B , and B . Play the audios and have children sing their art.

Materials

Class Audio CD, Units

Picture Cards

Planning the Show Ex lain to children that they are going to share their ersonal res onse age or every unit. Children ill or ith you to choose things ro every unit that they ant to include in the Sho i e resentation. hey ill en oy being art o the decision a ing rocess. a e notes on children s re erences so you can start asse bling the Sho i e rogra . ave each child share his or her ersonal res onse age or every unit ith the class. Encourage children to say hat they dre This is (my family). Re eat the rocedure until all children have sho n their dra ings to the class. Provide language su ort as necessary. I you have shy children in the class, as the direct uestions about their dra ings What is this? Is this (a giraffe)?

As children sho their res onse ages, as the class Do you want this in the show? Do you want to sing this song? Do you want to read this book? ave children sha e their heads No or nod their heads Yes. a e notes on children s re erences so you can start asse bling the Sho i e rogra . Loo at the Show Time Poster in the Active each or ideas o hat to include in the sho . Sing “Show Time”

B50 Play the audio and have children listen.

Play it again and encourage children to sing along. Children can sing this song and do the corres onding gestures to o en their Sho i e er or ance.

AFTER SHOW TIME PAGES

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Show Time Rehearsal Ex lain to children that they have to ractice the activities, songs, and conversations be ore they resent the sho to their arents and riends. Say Let’s practice for the show! Re er to your notes to chec the activities children have chosen or every unit. el children decide hat to ractice irst. As What do you want to do now? Sing the song? Practice a conversation? Role-play the story in the Little Book? See

or boo

ages

.

UNIT 9

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Show Time

Show Time Program nce children have decided hat to include in the sho , start lanning the rogra . Integrate children s choices and balance the activities or variety. Ma e a list o artici ants to avoid o itting anyone. aterial

Vocabulary

invitation, parents, garden, butterflies, bees, ants, props, costumes, frame, make, dress up

Language

Let’s make an invitation.

Materials

Props and Costumes Loo at your rogra and start gathering all the ro s you ill need or every activity. activity ave children identi y the ite s. As What is this? Provide language su ort i needed. inally, ut all ro s in a box so you have the readily available.

Picture Cards, Posters, and Class Audio CD Chec your rogra again to ensure hich Picture Cards, Posters, and audios ill be re uired. Show Time Photo Frame Provide art su lies and sho children ho to a e a icture ra e so that arents can ra e a hoto ro the Sho i e er or ance ave children ollo your instructions the ay they do hen they are carrying out a class ro ect. his little Sho i e souvenir ill re ind arents about the onder ul ti e they s ent ith their children at school

PE AR

Sho i e Invitation rint out ro Active each and hotoco y, er child , large green construction a er, crayons, art su lies, ar ers, ro s, costu es, box, usic CD, Units Picture Cards, Show Time Poster, Big Fun Level Posters, Class Audio CD, construction a er, glue

Making the Scenery Use large sheets o green construction a er and encourage children to ta e turns dra ing ite s they can ind in a garden lo ers, butter lies, bees, ants, etc. During Sho i e, attach the sheets o green a er to the bac o the stage to or scenery ith a garden garden the e. ou can also use the scenery children children ade or their Art Pro ect on age .

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• o get ready or Sho i e • o re are Sho i e ro s and

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Objectives

Background Music ou ay ish to lay so e bac ground usic hile children role lay or er or so e activities. Pre are so e instru ental usic CDs or this ur ose.

GETTING READY FOR SHOW TIME!

Make an Invitation Invite arents to Sho i e ersonally. Create and send ersonal invitations. Say Let’s make an invitation! Be ore class, a e co ies or every child o the Sho i e Invitation and ill in the in or ation date, ti e, lace, and child s na e. ext, distribute invitations and art su lies. Encourage children to dra and color a icture o their sho . inally, send the invitations ho e. his ill sho arents that their children ant the to artici ate in their school activities and ill a e the eel elco e.

T101

ou ay ish children children to ear s ecial costu es or dress dress u or a articular activity or or singing a articular song. his ill a e the sho co e alive. Seating Arrangement During Sho i e, there ill be lenty o air and s all grou activities, so it is i ortant that children have obility and easy access to the childr stage. or that reason, avoid lining children u in ro s. he best classroo arrange ent o tion or Sho i e is a horseshoe or se icircle, ith students acing the stage. ext, arrange the re aining urniture so that arents are as co ortable as ossible and have a clear vie o the stage. I classroo s ace is li ited, consider oving the event to a larger s ace here all arents and guests can be seated.

Show Time!

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Unit 5

EATING OUT

Color a face and draw. Say.

Unit 6 I know Unit 5

OUR THINGS

Color a face and draw. Say.

I need help!

I know Unit 6

I need help!

Our Artwork

SO

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Clap!

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Unit 7

ANIMALS

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Color a face and draw. Say.

I know Unit 7

UNIT 9

Show Time Personalization; Assessment for Learning

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Unit 8

PLACES

Color a face and draw. Say.

I need help!

Story Time

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I know Unit 8

I need help!

The End

UNIT 9

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Show Time Personalization; Assessment for Learning

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Show Time Personalization; Assessment for Learning

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Audio Scripts

Unit 1, At School

A1 Big Fun, Level 3. Copyright 2014 Pearson Education Incorporated. All rights reserved. The use of this audio program for the purpose of copying, transforming, or adapting in any manner—in whole or in part—is strictly prohibited without prior consent of Pearson Education.

A3 “Good Morning Song”

A5 “Let’s Have Fun”

Look and point. (point to eyes, point) New things to think about. (tap head) Look and point. (point to eyes, point) New things to talk about. (point to mouth) Look and smile. (point to eyes, smile) Are you ready? (gesture “what” with hands) Let’s have fun. Fun with ______. YAY! (hold arms up)

PE AR

From the sky to the ground (point to sky and ground) And all the way around— (spin around in place) We can have big fun! (open arms out) If there’s rain, (wiggle fingers to mimic falling raindrops) If there’s sun, (form a circle with arms over head) Let’s play with everyone. (sweep arm to invite “everyone”) We can have big, big fun! (open arms out) Take a walk outside. (walk in place, knees high, arms pumping) Our world is big and wide. There are flowers and trees (point toward the ground, then up toward “trees”) And yellow bumblebees. (mime being a bee, index fingers as antennae) Buzz, Buzz, Buzz! (move around buzzing) (chorus) Join your hands with me. (point to self with both hands) Let’s see what we can see! (search gesture) Then take a closer look. (same gesture, but lean forward) We’ll learn beyond our book. Look, oh, look! (gesture toward objects) (chorus) (repeat last line of chorus)

On the calendar I see There are 7 days in a week! There are 7 days in a week! Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. Yes, that makes a week! 1, 2, 3, 4, 5, 6, 7 days in a week!

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A2 “Big Fun Theme Song”

A4 “How Many Days?”

SO

Class Audio CD A.

Good morning! Good morning! We are ready to start a new day! We are ready to listen and work And have fun today!

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A6 “W “We e Have Finished Chant”

We have finished working In our book today! (hold up book) Let’s close our books (close book) And then clean up (gesture cleaning) So we can work and play! Yay! (hands high in the air)

A7 “Good-bye Song” Good-bye, Good-bye, I’ll see you Good-bye,

Teacher, good-bye, friends. good-bye, good-bye! (wave) tomorrow. good-bye, good-bye! (wave)

A8 Target Song “People at School”

C: I don’t know your school well. Can you please help me? Can you please tell me who is he? Who is she?

T: C: T: C: T: C: T: C: T: C: T: C: T: C: T: C:

He is the music teacher. What does he do? He helps us learn to sing! (mime singing) Now, who is she? She is the janitor. What does she do? She keeps our school clean. (mime sweeping) Now, who is he? He is the gatekeeper. (mime opening gate) What does he do? He takes care of the gate. Now, who is she? She is the principal. (smile and wave) What does she do? She helps everybody here at our school. She is the one I’m looking for. Thank you for helping me. T: You are very welcome. Welcome to our school! C: Welcome to our school!

A9 SB page 2, Vocabulary

MN: principal (pause) secretary (pause) English teacher (pause) music teacher (pause)

A10 SB page 2, Language F1: F2: F1: F2: F1: F2: F1: F2:

Who is she? (pause) She is the principal. (pause) Who is she? (pause) She is the secretary. (pause) Who is she? (pause) She is the English teacher. (pause) Who is he? (pause) He is the music teacher. (pause)

A11 SB page 3, Vocabulary

MN: gym teacher (pause) janitor (pause) gatekeeper (pause) bus driver (pause)

A12 SB page 3, Language M: F: M: F: M: F:

What does the gym teacher do? (pause) She teaches us exercises and games. (pause) What does the janitor do? (pause) He cleans the school. (pause) What does the gatekeeper do? (pause) He opens and closes the gate. (pause)

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M: What does the bus driver do? (pause) F: She drives the school bus. (pause)

Say, Please and Thank you, Good morning, and goodnight!

Unit 2, Feelings

A13 SB page 3, Language

A17 Unit 1 Little Book Who Is She?

T: Oh, my goodness! Are you OK? C: No, I’m not! I’m sad and mad! I can’t play soccer today! T: Oh, my goodness! Are you OK? C: No, I’m not! I’m scared! I broke my bike. What will Dad say? T: Oh, my goodness! Are you OK? C: No, I’m not. I’m sleepy. I’m feeling sick today! T: Oh, my goodness! Are you OK? C: Yes, I am! I’m amazed— My teacher is very happy today! T: Oh, my goodness! Are you OK? C: Yes, I am. I’m excited! I’m going to my friend’s house to play!

M: F: M: F: M: F: M: F:

What does the principal do? (pause) She helps the teachers. (pause) What does the secretary do? (pause) She helps the principal. (pause) What does the English teacher do? (pause) He teaches us English. (pause) What does the music teacher do? (pause) He plays the piano. He helps us learn to sing.

A15 SB page 5, Pre-reading Practice

FN: moon (pause) milk (pause) monkey (pause) lollipop FN: sandwich (pause) sun (pause) seal (pause) banana FN: farmer (pause) fish (pause) carrot (pause) fan FN: alligator (pause) ant (pause) apple (pause) nest

A16 “Values Are Important” (Part 1)

Having values is important! They show others that we care. We care about our planet And people everywhere! (kids open arms wide) We need to remember—always be polite.

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I can count today. Yes! Do you want to see? I can start with 0. Then it’s 1, 2, 3! 4 and 5 and 6 and 7, then it’s 8 and 9! The next, I know, is number 10! I feel mighty fine. I can count to 10 today. And I can count some more. Listen to me counting now. Let’s sit on the floor! 11, 12, and 13, 14, and 15. 16 is the next one. Then comes 17. I am almost finished now. The next one is 18, And the last number that I know is number 19.

SO

1. Who is she? She is the secretary. Where is she? She is in the office. 2. Who is he? He is the principal. Where is he? He is in the classroom. 3. Who is he? He is the gym teacher. Where is he? He is on the playground. 4. Who is she? She is the janitor. Where is she? She is in the bathroom.

PE AR

M: F: M: F: M: F: M: F: M: F: M: F: M: F: M: F:

A18 “Counting to 19 Chant”

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A14 SB page 4, Practice

Page 1. Teacher: This is our new friend, Tomoko. Page 2. Tomoko: Who is he? Carol: He is the gym teacher. Page 3. Tomoko: What does he do? Carol: He teaches us games. Page 4. Carol: He’s dancing! Tomoko: We’re dancing, too.

A19 SB page 9, Math

FN: ten (pause) eleven (pause) twelve (pause) thirteen (pause) fourteen (pause) fifteen (pause) sixteen (pause) seventeen (pause) eighteen (pause) nineteen (pause)

A20 “Amazing Natur Nature”

What is nature? Do you know? Nature is grass and things that grow! Plants and flowers, bugs and bees, Rivers, lakes, and all our trees! Mountains, beaches, butterflies, Puffy clouds up in our skies! Tiny ants that are so small! And giraffes that are so tall! Dolphins, monkeys, birds that fly, Moon and stars in a nighttime sky. Rain and lightning, winds that blow. This is nature. Now you know!

A21 Target Song “My Feelings”

A22 SB page 14, Vocabulary

MN: amazed (pause) happy (pause) sad (pause) sleepy (pause)

A23 SB page 14, Language F: M: F: G1: F: G2: F: B:

Are you OK? (pause) Yes, I am. I’m amazed. (pause) Are you OK? (pause) Yes, I am. I’m happy. (pause) Are you OK? (pause) No, I am not. I’m sad. (pause) Are you OK? (pause) No, I am not. I’m sleepy. (pause)

A24 SB page 15, Vocabulary

MN: excited (pause) mad (pause) scared (pause) sick (pause)

A25 SB page 15, Language M: B1: M: B2: M: G: M: B3:

Are you OK? (pause) Yes, I am. I’m excited. (pause) Are you OK? (pause) No, I’m not. I’m mad. (pause) Are you OK? (pause) No, I’m not. I’m scared. (pause) Are you OK? (pause) No, I’m not. I’m sick. (pause)

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A30 SB page 16, Practice

What are you doing? (pause) I’m climbing a tree. (pause) What are you doing? (pause) I’m taking a nap. (pause) What are you doing? (pause) We’re playing soccer. (pause) What are you doing? (pause) We’re having a picnic. (pause) What are you doing? (pause) I’m exercising. (pause)

A27 TE page T15, Conversation

F: Are you OK? (pause) B: No, I’m not! I’m sick. My head hurts. (pause) F: I’m sorry! Let’s call your mother!

A28 “Feelings Song”

A29 “Let’s Wiggle!”

We can jump, jump, jump. (jump) We can clap like this. (clap) We can run and walk. (walk in place) We can swim like fish. (swim with arms) But sometimes what we really want to do Is wiggle, wiggle. (wiggle) Do you like to wiggle, too? Let’s wiggle our fingers. (wiggle fingers) Can you wiggle your nose? (wiggle nose) Let’s wiggle our shoulders. (wiggle shoulders) Now let’s wiggle our toes. (wiggle toes) Let’s wiggle our bodies. (wiggle body) Let’s wiggle all day. STOP! Phew! We’re done wiggling for today.

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What are you doing? I’m brushing my teeth. (pause) Is Mom happy or mad? (pause) What are you doing? I’m taking a shower. (pause) Is Mom happy or mad? (pause) What are you doing? I’m eating candy! I’m not eating healthy food! Is Mom happy or mad? (pause) What are you doing? I’m washing my hands. (pause) Is Mom happy or mad? (pause) What are you doing? I’m not combing my hair today! (pause) Is Mom happy or mad? (pause) What are you doing? I’m exercising! cising! (pause) Is Mom happy or mad? (pause)

A31 SB Page 17, Pre-reading Pre-reading Practice

FN: lion (pause) lollipop (pause) moon (pause) lamb FN: telephone (pause) tiger (pause) sun (pause) toothbrush FN: pencil (pause) fish (pause) pizza (pause) police officer FN: envelope (pause) egg (pause) elephant (pause) dog

PE AR

I am happy. Can you see? Happy, happy—all of me! I am mad. Can you see? Mad, so mad—all of me! I am sad. Can you see? Sad, sad—all of me! I am scared. Can you see? Scared, scared—all of me! I am tired. Can you see? Tired, tired—all of me! I am excited. Can you see? Excited, excited—all of me! I am amazed. Can you see? Amazed, amazed— all of me! All of me!

F: G: M: F: B: M: F: G: M: F: B: M: F: G: M: F: B: M:

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F2: B1: F2: G1: F2: B2: F2: F1: F2: M1:

SO

A26 SB page 15, Language

A32 Unit 2 Little Book Are You OK?

Page 1. Tina: Are Ar you OK? Paul: No, I am not. I want to play play. Page 2. Tina: Look at the ant. Paul: Oh, I see it. Page 3. Tina: Are you OK? Paul: Yes, I’m amazed! Page 4. Paul: Are you OK? Josh and Anna: Yes, we’re OK. Our ball is not!

A33 “Twenties Family Chant” T: What comes after number 19? The Twenties Family! Listen to the numbers now And say them along with me.

All: 20, 21, 22, 23, 24, 25, 26, 27, 28, 29. That’s the Twenties Family! T: Say 28. C: 28. T: Say 22. C: 22. T: Say 26. C: 26. T: Say 24. C: 24. The Twenties Family!

A34 SB page 21, Math

FN: twenty (pause) twenty-one (pause) twentytwo (pause) twenty-three (pause) twenty-four (pause) twenty-five (pause) twenty-six (pause) twenty-seven (pause) twenty-eight (pause) twenty-nine (pause)

A35 “Shape Song”

C1: Do you know me? Listen carefully to the song. I have two short sides And two sides that are long. Do you know me? I am shaped like a door. I bet you can guess what I am. C2: Do you know me? I’m a mountain so high. Though I sit on the ground, I reach up to the sky. Do you know me? If I have three sides, I bet you can guess what I am. All: Shapes and sizes, we have them all. It doesn’t matter if we’re big or small. Rectangles, triangles, circles, and squares. We have all shapes and sizes. And we are everywhere. C3: Do you know me? I am round like the sun. I am shaped like a ball. We can have lots of fun. Do you know me? Though I don’t have any sides, I bet you can guess what I am. C4: Do you know me? I’m a window in the hall. I’m the shape of a box

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A39 SB page 27, Vocabulary

And sometimes a wall. Do you know me? If I have four sides, I bet you can guess what I am. All: (repeat chorus then final two lines)

FN: hallway (pause) stairs (pause) closet (pause) dining room (pause)

A40 SB page 27, Language

A37 SB page 26, Vocabulary

FN: kitchen (pause) living room (pause) bedroom (pause) bathroom (pause)

A38 SB page 26, Language G: M: G: M: G: M: G: M:

Where is Mom? She is in the kitchen. (pause) Where is Grandma? (pause) She is in the living room. (pause) Where is Baby? (pause) He is in the bedroom. (pause) Where is the cat? (pause) It is in the bathroom. It is playing with some yarn! (pause)

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A41 SB page 27, Language B: F: B: F: G: F: G: F: B: F: B: B: B: G: B: G:

Where e is Dad? (pause) He is upstairs. He is in the bedroom. bedr (pause) What is he doing? (pause) He is reading. reading. (pause) Where Where is Brother? (pause) He is in the living room. r (pause) What is he doing? (pause) He is taking care car of Baby! (pause) Where Where is the dog? (pause) It is in the kitchen. (pause) What is it doing? (pause) It is eating. (pause) Where is Grandma? (pause) She is in the dining room. (pause) What is she doing? (pause) She is eating and talking to Mom! (pause)

PE AR

T: Good morning, children! It’s time for Show and Tell! C: May I go first, Teacher? I have something to tell! T: Sure! Come here so everyone can see and hear you! (spoken) C: I have a new house, But I don’t live there yet. Here is a picture of it. T: Wow, it looks great! Where are the bedrooms? C: They are upstairs. Here is the hallway. And there are the stairs. T: Where is the living room? C: Here! Can you see? I can play and work here And also watch TV! I have a surprise to show you. In the yard! Can you see? A big tree with a tree house For my friends to play with me.

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A36 Target Song “My House”

Where is Sister? (pause) She is upstairs. She is in the hallway. (pause) What is she doing? (pause) She is playing with a ball. (pause) Where is Baby? (pause) He is on the stairs. (pause) What is he doing? (pause) He is crawling up the stairs! (pause) Where is the cat? (pause) It is in the closet. (pause) What is it doing? (pause) It is sleeping. (pause) e is Mom? (pause) Where oom. (pause) She is in the dining room. What is she doing? (pause) She is drinking water and talking to Grandma.

SO

Unit 3, Home

B: F: B: F: F: B: F: B: B: F: B: F: G: B: G: B:

A42 SB page 28, Vocabulary F1: F2: F1: F2:

It It It It

is is is is

a bed. Where is the bed? (pause) in the bedroom. (pause) a stove. Where is the stove? (pause) in the kitchen. (pause)

F1: F2: F1: F2:

It It It It

is is is is

a sofa. Where is the sofa? (pause) in the living room. (pause) a sink. Where is the sink? (pause) in the bathroom. (pause)

A43 SB page 28, Vocabulary FN: FN: FN: FN: FN:

Find Find Find Find Find

the the the the the

closet. Where is the closet? lamp. Where is the lamp? toilet. Where is the toilet? fridge. Where is the fridge? TV. Where is the TV?

A44 SB page 29, Pre-reading Practice

MN: nurse (pause) nest (pause) nine (pause) lion MN: cat (pause) banana (pause) cake (pause) car MN: fish (pause) garden (pause) gate (pause) guitar MN: ice cream (pause) iguana (pause) igloo (pause) truck

A45 “Let’s Make Letters!”

Let’s make letters with our bodies. Get in small groups of four. Some letters only need one child. Other letters may need more! Get ready, listen, think! Then work together, please. Put your hand up when you are ready— Make the capital letter ____.

A46 Unit 3 Little Book Where Is Meg?

Page 1. Pam: Hello, is Meg here? Mom: Hello, Pam. Meg is in our living room. Page 2. Pam: Meg, I’m here. Where are you? Meg: I’m here. Find me! Page 3. Pam: What are you doing? Meg: I am cooking. Page 4. Meg: I’m cooking in my kitchen. Pam: In your living room? Oh!

A47 “Thirties Family Chant”

T: What comes after number 29? The Thirties Family! Listen to the numbers now And say them along with me.

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C:

A48 SB page 33, Math

A49 “Spider Web Song”

Unit 4, Recycle A50 “Months of the Year”

There are twelve months in a year. They are in this song. We can learn the names by singing along. January, February, March, April, May, June, July, August, September, October, November, December. (repeat) There are twelve months in a year. They are in this song. We just learned the names by singing along.

A51 Target Song “Recycling” T:

B1: G1: B2: G1:

What do you want to make With all these recycled things? What do you want to make? A boat or a crown for a king? I want to make a telephone. I want to make a mask. I want to make a robot. It’s not a difficult task!

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B1: G2: B1: G2:

A52 SB page 38, Vocabulary ocabulary

FN: tape (pause) paper plates (pause) boxes (pause) string (pause)

A53 SB page 38, Language M: F: M: F: M: F: M: F:

What are e you using? (pause) I’m using tape. (pause) What are e you using? (pause) I’m using paper plates. (pause) What are are you using? (pause) I’m using boxes. (pause) What are are you using? (pause) I’m using string. (pause)

PE AR

In my garden, sometimes I see spider webs! Tiny ones. Bigger ones. Some up above my head! Spider webs are fragile. They glisten in the sun! They are just amazing things! They’re different—every one. How does a spider spin? I don’t know how. But, if I find out some day, then I’ll tell you how.

C:

SO

MN: thirty (pause) thirty-one (pause) thirty-two (pause) thirty-three (pause) thirty-four (pause) thirty-five (pause) thirty-six (pause) thirty-seven (pause) thirty-eight (pause) thirty-nine (pause)

We need tape and boxes, Paper plates, and glue. We need paintbrushes and sticks. We need paint and string, too! We need plastic bottles, Cans, and newspaper, too. We’re using Grandma’s buttons, And even an old shoe! Let’s hurry up and finish. We want to start to play! Hello, can you hear me On my telephone today? Hello, is Peter there? Hi! This is Peter. Hi Peter.. It’s Stephanie. (laughter)

N

C:

All: 30, 31, 32, 33, 34, 35, 36, 37, 38, 39. That’s the Thirties Family! T: Say 32. C: 32. T: Say 38. C: 38. T: Say 33. C: 33. The Thirties Family!

A54 TE page T38, Conversation

G1: What do you want to make? B1: We We want to make puppets. What do you want to make? G1: We want to make a play house. What do you want to make? G2: We want to make a robot!

A55 SB page 39, Vocabulary

FN: paint (pause) paintbrushes (pause) sticks (pause) glue (pause)

A56 SB page 39, Language F: What do you need? (pause) M: I need paint. (pause) F: What do you need? (pause)

M: F: M: F: M:

I need paintbrushes. (pause) What do you need? (pause) I need sticks. (pause) What do you need? (pause) I need glue. (pause)

A57 SB page 39, Language F: G1: F: B: F: G2: F:

What are you making? (pause) We’re making a duck. (pause) What are you making? (pause) We’re making a cow. (pause) What are you making? (pause) We’re making a bunny. (pause) Wow! That’s great!

A58 SB page 40, Practice G: B: G: B: G: B: G: B: G: B: G: B: G: B: G: B: G: B: G: B: G: B:

What are you making? I’m making a piñata! It’s for my birthday party. That’s exciting! What kind of piñata? A teddy bear! A teddy bear? How cute! I’m making my piñata from recycled materials. Really? What do you need to make a piñata? I need plastic bottles for the legs and the nose. Plastic bottles? Really? What else? I need tape and newspaper. Oh! And I also need balloons! Two big balloons. Balloons? Yes, the balloons are for the teddy bear’s head and body. Oh! What else do you need? I need brown paper. Brown paper? For what? To make the ears. I see. To decorate my piñata, I need paint. Are you going to paint your bear brown? Yes, brown and white! Can I help you? Sure!

A59 SB page 41, Pre-reading Practice

MN: horse (pause) lion (pause) hen (pause) hat

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MN: toothbrush (pause) rain (pause) ring (pause) rabbit MN: barn (pause) banana (pause) baby (pause) pizza MN: ox (pause) ostrich (pause) octopus (pause) eggs

MN: This is the end of CD A.

A60 Unit 4 Little Book We Need Books!

B1 “At the Restaurant”

A62 SB page 45, Math

MN: forty (pause) forty-one (pause) forty-two (pause) forty-three (pause) forty-four (pause) forty-five (pause) forty-six (pause) forty-seven (pause) forty-eight (pause) forty-nine (pause)

A63 “Seeds Can Travel”

Unit 5, Eating Out What do you see at the restaurant? What do you see? (repeat verse) Waiter, waitress, menu, check! That’s what I see at the restaurant. (chorus) Do you see main dishes? C1: Yes—fish and spaghetti. Do you see vegetables? C1: Yes—salad and corn. Do you see fruit? C1: Yes—apples es—apples and bananas. Do you see desserts? C1: Yes—ice es—ice cream and cake!

B2 Target arget Song “Eating Out”

PE AR

T: What comes after number 39? The Forties Family! Listen to the numbers in order And say them along with me. All: 40, 41, 42, 43, 44, 45, 46, 47, 48, 49. That’s the Forties Family! T: Say 44. C: 44. T: Now say 41. C: 41. T: Say 43. C: 43. The Forties Family!

I never knew that seeds could travel (shake head) When the wind gives them a push! (push arms) See them go, see them fly—(flap arms like wings) When the wind goes Swoosh! Swoosh! Swoosh! Did you know that there are trees—(question gesture) With seeds that twirl around? (twirl hands) They spin and twirl like helicopters (twirl hands) Down, down, down to the ground! Nature is fun for everyone!

B4 SB page 50, Language

N

A61 “Forties Family Chant”

M2: menus (pause) napkins (pause) water (pause) straws (pause)

CD B N: Class Audio CD B.

SO

Page 1. Kids: Can you help us, Mom? Mom: Yes! Page 2. Mom: We need books to hold the tent down. Page 3. Mom: What else do you need? Dana: We need more books. Page 4. Dana: Thanks, Mom! We love books. Mike: And flashlights!

B3 SB page 50, Vocabulary

C1:We’re e’re going out to eat now, But I don’t don’t know where! Let’ss go to a restaurant! Let’ I’m hungry as a bear! M: Is this your pizza? (spoken) C: No, it isn’t. isn’t. (spoken) C: May I have a pizza, spaghetti, and cake? Is ice cr cream on the menu? I like ice cream! M: Oh, for goodness sake! (spoken) C: May I have watermelon, Milk, soup, and fish? A salad with carrots! Will this fit on my dish? M: No! I’m sorry! You’re going to get sick! C: I’m just kidding! Can’t you see? I want a big pizza. And I want it for me! C: Waiter, may I have a pizza, a napkin, and a straw, please? (spoken) M: Yes, of course you may! (spoken) C: Thank you very much!

M: F: M: F: M: F: M: F:

May I have a menu, please? (pause) Yes, of course. (pause) May I have napkins, please? (pause) Yes, of course. (pause) May I have water, please? (pause) Yes, of course. (pause) May I have a straw, please? (pause) Yes, of course. (pause)

B5 SB page 51, Vocabulary

MN: pizza (pause) spaghetti (pause) ice cream (pause) cake (pause)

B6 SB page 51, Language F: M: F: M: F: M: F: M:

Is this your pizza? (pause) Yes, it is. Thank you. (pause) Is this your spaghetti? (pause) No, it isn’t. (pause) Is this your ice cream? (pause) Yes, it is. Thank you. (pause) Is this your cake? (pause) No, it isn’t. May I have some ice cream, please? (pause) F: Yes, of course. (pause)

B7 TE page T51, Conversation

B: I’m very thirsty. May I have a glass of water, please? G: Yes, of course. Here it is. B: Thank you. G: You’re welcome!

B8 SB page 52, Language

F: Are you ready to order? M: Yes, I am. F: What do you want for the main dish: chicken or spaghetti? M: I want chicken, please. F: What do you want for the vegetable: corn or salad? M: Corn, please.

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F: M: F: M: F:

What do you want to drink? What do you have? We have milk, juice, or water. I want milk, please. What do you want for dessert: ice cream or fruit salad? M: Let me think. I want fruit salad, please. (short pause) And ice cream, too!

(pause) fifty-six (pause) fifty-seven (pause) fiftyeight (pause) fifty-nine (pause) FN: sixty (pause) sixty-one (pause) sixty-two (pause) sixty-three (pause) sixty-four (pause) sixty-five (pause) sixty-six (pause) sixty-seven (pause) sixty-eight (pause) sixty-nine (pause)

B9 SB page 53, Pre-reading Practice

B13 “Five Fingers”

B10 “Values Are Important” (Part 2)

N

Clap your hands five times— One, two, three, four, five! (clap 5X) Stamp your feet five times— One, two, three, four, five! (stamp 5X) Wiggle five fingers. (shake one hand) Wiggle five toes. (shake one foot) Hop five times and wiggle your nose. One, two, three, four, five! (hop 5X) (repeat with increasing speed)

PE AR SO

MN: jacket (pause) jelly (pause) ball (pause) jump rope MN: mouse (pause) key (pause) kite (pause) kangaroo MN: dress (pause) nest (pause) dog (pause) doll MN: under (pause) umbrella (pause) underwear (pause) hand

Unit 6, Our Things

When we work together, We show friends that we share. We don’t learn just for teachers. We learn because we care. (open arms wide) Staying healthy is important. Exercising every day! Caring for our planet As we work and play.

B14 Target arget Song “My Things”

Page 1. Grandma: May we have pizza, please? Waiter: Yes, but wait. Page 2. Grandma: May we have spaghetti, please? Waiter: Yes, but wait. Page 3. Grandma: May we have chicken, please? Waiter: Yes, but wait. Page 4. Grandpa: Surprise! Is this your food? Kids: Wow! It’s Grandpa!

C: I can’tt find anything! It’s time to go to school! I’m looking for my backpack. My tablet’s tablet’s missing, too. C: Mom, look on the stairs or under the chair. chair Here Her e is your cell phone, Mom. My backpack is over ther there! C: But where where is my tablet? Please don’t hide! Are Ar e you in my backpack? Yes! Y es! My tablet is inside! C: What’s What’s this in my backpack? It’ss dad’s new necktie! It’ Here’s Mom’s ring and necklace! Her Take them out! Oh, my! C: Phew! I’m finally ready. I hear the school bus now. No more things to look for. I found everything somehow!

B12 SB page 57, Math

B15 SB page 62, Vocabulary

B11 Unit 5 Little Book Lunch with Grandma

FN: fifty (pause) fifty-one (pause) fifty-two (pause) fifty-three (pause) fifty-four (pause) fifty-five

MN: cell phone (pause) tablet (pause) laptop (pause) backpack (pause)

B16 SB page 62, Language M: F: M: F: M: F: M: F:

What are you looking for? (pause) I’m looking for my cell phone. (pause) What are you looking for? (pause) I’m looking for my tablet. (pause) What are you looking for? (pause) I’m looking for my laptop. (pause) What are you looking for? (pause) I’m looking for my backpack. (pause)

B17 SB page 63, Vocabulary

M: necktie (pause) ring (pause) necklace (pause) hat (pause)

B18 SB page 63, Language M: F: M: F: M: F: M: F:

Where is my necktie? (pause) It’s in the closet. (pause) Where is my ring? (pause) It’s under the bed. (pause) Where is my necklace? (pause) It’s above your bed. (pause) Where is my hat? (pause) I don’t know. (pause) Oh, there it is! It’s on your head! (pause)

B19 SB page 63, Vocabulary M: F: M: F: M: F: M: F:

Oh no! Where is my cell phone? (pause) It’s next to the lamp. (pause) Where is my computer? (pause) It’s on the chair. (pause) Where is my backpack? (pause) It’s behind the chair. (pause) Where is my tablet? (pause) It’s on the bed. (pause)

B20 SB page 64, Language F1: F2: F1: M2:

Look! My diamond ring is big. My diamond ring is bigger! Wow! (long pause) (FUNNY CLOWN VOICE) Look at my necktie. My necktie is long. M1: (FUNNY CLOWN VOICE) Yes, it is. But look! My necktie is longer! M2: (FUNNY CLOWN VOICE) Oh! What a loooong necktie! (long pause)

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B21 TE page T64, Conversation

G2: G1: G2: G1: G2: G1: G2:

Let’s play dress-up! Great idea! Here are my dress-up clothes. These clothes are really big! They belong to my mother and father. They are both very tall. Oh, I like this hat with flowers! Can I wear it? Of course! I want to wear this big red hat. Can I wear the purple shirt and the orange necktie? Sure. I want to wear the pink dress. Oh! And I want to wear the rainbow necklace and the ring. Here they are! Put them on. (pause) That necklace is really long! It is! It almost touches my toes! We look funny. Let’s play!

B22 SB page 65, Pre-reading Practice

MN: violin (pause) van (pause) vest (pause) lamp MN: queen (pause) quilt (pause) bear (pause) quiet MN: pen (pause) yo-yo (pause) yarn (pause) yogurt MN: watermelon (pause) peach (pause) window (pause) waiter

B23 Unit 6 Little Book At the Store

Page 1. Salesclerk: What are you looking for? Sarah: I’m looking for hats. Page 2. Salesclerk: The hats are next to the sweaters. Sarah: Thank you. Page 3. Mom: I’m looking for my daughter. Sarah: Here I am. I’m hungry. Page 4. Sarah: What are you looking for? Mom: I’m looking for a restaurant!

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F1: seventy (pause) seventy-one (pause) seventy-two (pause) seventy-three (pause) seventy-four (pause) seventy-five (pause) seventy-six (pause) seventy-seven (pause) seventy-eight (pause) seventy-nine (pause) F2: eighty (pause) eighty-one (pause) eightytwo (pause) eighty-three (pause) eighty-four (pause) eighty-five (pause) eighty-six (pause) eighty-seven (pause) eighty-eight (pause) eighty-nine (pause)

B25 “My Crayon Box”

There are many colors in my crayon box. Red, yellow, blue! Purple and pink, black and orange, too. White, brown, and green. Some for me, some for you. There are many colors in my crayon box. Like a rainbow, you see. There are many colors in my crayon box. Come use them with me!

B26 “Amazing Peacock”

Peacock! Peacock! Amazing peacock! (strut) What fabulous feathers I see! (shade eyes) So colorful, they shine and glisten. How can it be? Peacock! Peacock! Amazing peacock! (strut) I like your shiny head. You have a wonderful tail. I love to watch it spread. Thank you, thank you, thank you, nature— For the wonders that we see! (point to eyes) I love nature very much! I’m as happy as can be! (point to self)

PE AR

G1: G2: G1: G2: G1:

B24 SB page 69, Math

N

I have a new action figure. I have a new action figure, too. My action figure is tall. Look! He is tall. But my action figure is taller. Look! You’re right. She is taller! (long pause) Beep, beep! My car is fast. Beep, beep! My car is faster! Bye-bye! Good-bye! (long pause)

SO

B: G: B: G: B: B: G: B:

Unit 7, Animals B27 Target Song “Animals Everywhere”

C1: Animals, animals, everywhere— Wonderful animals to see. Short ones, tall ones, Big ones, small ones— They’re all amazing to me! C1: Do you see the zebras and the kangaroos? Do you see the tall giraffes? A treat for me and you!

T: C1: T: C1: T: C1: T: C1: T: C1: T: C1: T: C1: T: C1:

Do you see the big seals? Yes, I do. How cool! (spoken) What are the big seals doing? They’re swimming in the pool. Do you see the elephants? Yes, I do. I see their trunks! What are the elephants doing? Splashing water with their trunks! Do you see the lions? No, no, no! No, I don’t! (spoken) That sign says don’t feed them! No, no! No, I won’t! (spoken) Do you see the monkeys? How cute! Yes, I do! What are the monkeys doing? They are looking right at you.

B28 SB page 74, Vocabulary

FN: giraffe (pause) tiger (pause) kangaroo (pause) seal (pause)

B29 SB page 74, Language M: F: M: F: M: F: M: F:

Do you see the giraffes? (pause) Yes, I do. They’re tall! (pause) Do you see the tigers? (pause) Yes, I do. They’re strong! (pause) Do you see the kangaroos? (pause) Yes, I do. They’re fast! (pause) Do you see the seals? (pause) No, I don’t. (short pause) Wait! Now I see them. The baby seal is cute!

B30 SB page 75, Vocabulary

FN: zebra (pause) elephant (pause) lion (pause) monkey (pause)

B31 SB page 75, Language M1: M2: M1: M2: M1: M2:

What are the zebras doing? (pause) They are running. Wow! They’re fast! (pause) What are the elephants doing? (pause) They are drinking. They’re thirsty. (pause) What are the lions doing? (pause) They are sleeping. They’re tired. (pause)

T109

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FN: The zookeeper is very busy! He works hard all day long. In the morning, he opens the zoo. (pause) Then, he washes the elephants. (pause) In the afternoon, he feeds the lions. They are very hungry! (pause) In the afternoon, he also sweeps the monkey exhibit. (pause) At night, he feeds the seals. He feeds them fish. (pause) Then, he closes the zoo. It’s late. Time to go home!

B33 TE page T76, Conversation

B34 SB page 77, Pre-reading Practice

FN: x-ray (pause) fox (pause) box (pause) ax FN: zebra (pause) zipper (pause) zoo (pause) zigzag

B35 “Values Are Important” (Part 3)

We care for our pets, our parks, and gardens, too. We also care for nature; we hope that you do, too! Having values is important. They show others that we care. We care about our planet And people everywhere! (kids open arms wide)

B36 Unit 7 Little Book At the Zoo

Page 1. Emilio: Do you see the tigers? Sofia: Yes, I do. Let’s find the seals.

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FN: beach (pause) mountains (pause) lake (pause) stream (pause)

B41 SB page 86, Language

MN: ninety (pause) ninety-one (pause) ninety-two (pause) ninety-three (pause) ninety-four (pause) ninety-five (pause) ninety-six (pause) ninetyseven (pause) ninety-eight (pause) ninety-nine (pause) one hundred (pause)

B38 “I Can Count by Tens”

B42 “Weather Song”

B37 SB page 81, Math

I can count by tens! I can count by tens! 10, 20, 30, 40, and 50. I can count by tens! I can count by tens! 60, 70, 80, 90, and 100. I did it! Good for me! Let’s try again! 10, 20, 30, 40, 50, 60, 70, 80, 90, and 100!

Where do you want to go? (pause) I want to go to the beach. (pause) Where do you want to go? (pause) I want to go to the mountains. (pause) Where do you want to go? (pause) I want to go to the lake. (pause) Where do you want to go? (pause) I want to go to the stream. (pause)

Sometimes it is cold. Sometimes it is hot. Sometimes it is rainy. Sometimes it is not. Sometimes it is windy, And things blow and blow! What is the weather like? Let’s go outside, and we’ll know.

B43 SB page 87, Vocabulary

Unit 8, Places

FN: camping (pause) hiking (pause) fishing (pause) jogging (pause)

B39 Target arget Song “Places”

B44 SB page 87, Language

PE AR

F: What’s your favorite zoo animal? G1: Hmm… let me think. The monkeys. They are funny and make me laugh. B1: I love the tigers. They are strong and beautiful! G2: Tigers scare me! I don’t like cats. I love the zebras. Their stripes are amazing to look at. B2: Well, I love the seals. They swim so fast! They are very playful, too.

B40 SB page 86, Vocabulary

F: M: F: M: F: M: F: M:

N

B32 SB page 76, Language

Page 2. Emilio: Do you see the seals? Sofia: No, where are they? Page 3. Emilio: Look down! What are they doing? Sofia: They are swimming. Page 4. Emilio: Do you see Mom and Dad? Sofia: Yes! They are behind us.

SO

M1: What are the monkeys doing? (pause) M2: They are eating. They’re hungry. Hey, look! That monkey is funny! (pause)

B: It’ss the weekend—time for fun! What do you want to do? G: I want to go jogging and swimming And walking along a trail, too. G: It’s It’s the weekend—time for fun! What do you want to do? B: I want to go hiking and camping. I want to go fishing, too. G: Good for you. Sounds like fun! Now, where do you want to go? To the mountains or to a lake? To a beach? Do you know? B: I want to be outdoors, camping! I want to be outdoors all day, Sleep in a tent near a campfire, Enjoy nature. Yes! Hooray!

M: F: M: F: M: F: M: F:

What can we do? (pause) Let’s go camping. (pause) What can we do? (pause) Let’s go hiking. (pause) What can we do? (pause) Let’s go fishing. (pause) What can we do? (pause) Let’s go jogging. (pause)

B45 SB page 88, Language B1: B2: B1: B2: B1: B2: B1:

Let’s plan our trip for this weekend. Great! Do you have any ideas? Yes! First, we can go hiking. Where do you want to go? Let’s go hiking in the mountains. That sounds great! Then, what can we do? Then, we can go swimming. We can swim in a stream. B2: Good thinking! And after that?

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B46 TE page T88, Conversation

B47 Unit 8 Little Book Camping

Page 1. Dad: What do you want to do? Zoe: I want to go hiking! Page 2. Dad: Look, a stream! Zoe: I see birds and butterflies. Page 3. Zoe: What’s THAT? I’m scared! Page 4. Dad: It’s a bird! Zoe: Wow! I want to see it.

B48 SB page 93, Math B: F1: B: F2: B: F2: B: M: B: F1: B: F1:

What time is it? It’s 7 o’clock. Time to get up! What time is it? It’s 9 o’clock. Time to start school! What time is it? It’s 11 o’clock. Time to eat lunch! What time is it? It’s 2 o’clock. Time to go home! What time is it? It’s 6 o’clock. Time to eat dinner! What time is it? It’s 8 o’clock. Time to go to bed!

B49 “Caterpillars and Butterflies”

C1: Caterpillars creep and crawl. They eat green leaves, big and small. AMAZING CATERPILLAR! (repeat) Caterpillars work and play, And love the Earth night and day.

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FN: This is the end of CD B.

SO

Hi, Kylie. Hi, Ray. What are you doing on Saturday? We are going to the lake. We’re going fishing! Wow! That sounds like fun! Do you want to come with us? Sure, thanks! Let’s meet at my house on Saturday morning. OK. See you then. Bye! Bye!

We are learning lots of English. Come and see. It’s Show Time!

PE AR

B: G: B: G: B: G: B: G: B: G:

AMAZING CATERPILLAR! (repeat) Caterpillars make cocoons. They change so much. You’ll find out soon. AMAZING CATERPILLAR! (repeat) MN: Oh, my goodness! Look at that. (spoken quietly) The cocoon is moving. Shhhh! Something in there is moving… Look at that! I think it wants to get out. C1: Butterflies stretch and fly— Over the grass, Into the sky. Y! (repeat) AMAZING BUTTERFLY! Butterflies live and grow In our world That we love so. AMAZING BUTTERFL BUTTERFLY! Y! (repeat) Butterflies find their way, way, Just like us Every day. WE ARE AMAZING, TOO! AMAZING ME AND YOU.

N

B1: Last, we can build a campfire and roast marshmallows. B2: Mmmm… I love roasted marshmallows. That’s the best idea of all!

Unit 9, Show Time! B50 “Show Time”

We are growing, growing, growing. We are stars, and we shine. We are learning lots of English. Come and see. It’s Show Time! In our show you will find out What we have learned this year. We have much to talk about. We’d like you to see and hear. It’s been fun to work together With our teacher and our friends. Please sit down to see our show. Our learning never ends! We are growing, growing, growing. We are stars, and we shine. We are learning lots of English. Come and see. It’s Show Time!

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Letters Home

Unit 1

Can you also help me practice these things? 1. 2. 3. 4.

SO N

We are learning about school workers this month.We month. We need to practice saying sentences like these: Who is he? He is the music teacher. We need to practice using these words: principal, incipal, secretary, English teacher, music teacher, gym teacher, janitor, gatekeeper, bus driver Counting to 19 Counting sets of 10 Finding the letters F/f, S/s, M/m, and A/a Demonstrating or talking about the value: respecting others

PE AR

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Dear

I love showing you what I’m learning.

Thank you for helping me practice English!

[To the teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page, and sign their names.]

To the Teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page and sign their names.

T114

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Reproducible

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Letters Home

Unit 2

Can you also help me practice these things?

Counting to 29 Counting sets of 10 (up to 20) Finding and tracing the letters L/l, T/t, P/p, and E/e Demonstrating or talking about the value: staying healthy

PE AR

1. 2. 3. 4.

SO

N

We are learning about feelings this month.We month. We need to practice saying sentences like these: Are you OK? Yes, I am. I'm amazed! No, I am not. I am sad. We need to practice using these words: amazed, happy, sad, sleepy, excited, mad, scared, sick

I love showing you what I’m learning.

Thank you for helping me practice English!

[To the teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page, and sign their names.]

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Dear

To the Teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page and sign their names.

Reproducible

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Letters Home

Unit 3

Can you also help me practice these things? 1. 2. 3. 4.

SO

N

We are learning about our home this month.We month. We need to practice saying sentences like these: Wheree is Sister? She is in the hallway.What hallway.What is she doing? She is playing with a ball. We need to practice using these words: kitchen, hen, living room, bedroom, bathroom, hallway, stairs, closet, dining room Counting to 39 Counting sets of 10 (up to 30) Finding and tracing the letters N/n, C/c, G/g, and I/i Demonstrating or talking about the value: respecting differences

PE AR

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Dear

I love showing you what I’m learning.

Thank you for helping me practice English!

[To the teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page, and sign their names.]

To the Teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page and sign their names.

T116

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Letters Home

Unit 4

Can you also help me practice these things?

Counting to 49 Counting sets of 10 (up to 40) Finding and tracing the letters H/h, R/r, B/b, and O/o Demonstrating or talking about the value: not wasting things

PE AR

1. 2. 3. 4.

SO

N

We are learning about recycling this month.We month. We need to practice saying sentences like these: What aree you using? I’m using tape. tape.What What do you need? I need glue.What are you making? We're making a duck. We need to practice using these words: tape,, paper plates, boxes, string, paint, paintbrushes, sticks, glue

I love showing you what I’m learning.

Thank you for helping me practice English!

[To the teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page, and sign their names.]

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Dear

To the Teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page and sign their names.

Reproducible

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Letters Home

Unit 5

Can you also help me practice these things? 1. 2. 3. 4.

SO

N

We are learning about eating out this month.We month. We need to practice saying sentences like these: May I have a menu, please? Yes, of course. Is this your pizza? Yes, it is./No, it isn’t. We need to practice using these words: menus,, napkins, water, straws, pizza, spaghetti, ice cream, cake Counting to 69 Counting sets of 10 (up to 60) Finding and tracing the letters J/j, K/k, D/d, and U/u Demonstrating or talking about the value: helping each other

PE AR

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Dear

I love showing you what I’m learning.

Thank you for helping me practice English!

[To the teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page, and sign their names.]

To the Teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page and sign their names.

T118

LH_BF_TE3.indd 236

Reproducible

19/04/14 01:13

Letters Home

Unit 6

Can you also help me practice these things?

Counting to 89 Counting sets of 10 (up to 80) Finding the letters V/v, Q/q,Y/y, and W/w Demonstrating or talking about the value: being neat

PE AR

1. 2. 3. 4.

SO

N

We are learning about our belongings this month.We month. We need to practice saying sentences like these: What aree you looking for? I’m looking for my cell phone. phone.Where Where is my necklace. I don't know./It's above your bed. We need to practice using these words: cell phone,, tablet, laptop, backpack, necktie, ring, necklace, hat

I love showing you what I’m learning.

Thank you for helping me practice English!

[To the teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page, and sign their names.]

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Dear

To the Teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page and sign their names.

Reproducible

LH_BF_TE3.indd 237

T119

19/04/14 01:13

Letters Home

Unit 7

Can you also help me practice these things? 1. 2. 3. 4.

SO

N

We are learning about zoo animals this month.We month. We need to practice saying sentences like these: Do you see the kangaroos? oos? Yes, I do. do.They're They're fast! What are the monkeys doing? They are eating. They're hungry! We need to practice using these words: giraffe, affe, tiger, kangaroo, seal, zebra, elephant, lion, monkey Counting to 100 Counting sets of 10 (up to 100) Finding the letters X/x and Z/z Demonstrating or talking about the value: working as a team

PE AR

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Dear

I love showing you what I’m learning.

Thank you for helping me practice English!

[To the teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page, and sign their names.]

To the Teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page and sign their names.

T120

LH_BF_TE3.indd 238

Reproducible

19/04/14 01:13

Letters Home

Unit 8

Can you also help me practice these things?

SO

N

We are learning about places this month.We month. We need to practice saying sentences like these: Wheree do you want to go? I want to go to the mountains. What can we do? Let’s go hiking. We need to practice using these words: beach, h, mountains, lake, stream, camping, hiking, fishing, jogging

PE AR

1. Telling time (o'clock) 2. Reviewing the letters A/a through Z/z 3. Demonstrating or talking about the value: sharing I love showing you what I’m learning.

Thank you for helping me practice English!

[To the teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page, and sign their names.]

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Dear

To the Teacher: Have your students draw and color their family and/or caregivers in the box at the top of the page. Have them draw pictures of themselves in the box at the bottom of the page and sign their names.

Reproducible

LH_BF_TE3.indd 239

T121

19/04/14 01:13

Time

SO

Date

N

Please come to our show! Place

PE AR

Name

T122

LH_BF_TE3.indd 240

To the Teacher: Have your students draw and color a picture of their show. Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Reproducible

19/04/14 01:13