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3Patricia Avila

Teacher's Guide

Empowering Minds • Improving Lives

3Lollipop is an innovative and engaging three-level English series for preschoolers. This complete program is based on sound pedagogical methodologies: the Natural Approach, Total Physical Response (TPR), and the Engage-Study-Activate (ESA) model. Lollipop is carefully designed to help teachers ensure an effective and steady acquisition of vocabulary and language structures in their classrooms.

Features• A complete program with Lollisteps (structured daily routines that reinforce learning)• Lesson structures based on the Engage-Study-Activate (ESA) model• Age-appropriate skills development such as logical thinking skills and creative thinking skills• Attractive illustrations and color cutouts that engage the students and offer opportunities for developing

penmanship and fine motor skills

Components• Student Book• Teacher’s Guide (available online in both English and Spanish)• Online Flashcards and other resources

About the AuthorPatricia Avila is a teacher of students and a trainer of teachers. She has also been a coordinator and head of the English department for various schools. After forty years of teaching experience, Patricia Avila has now used her knowledge and passion to create Lollipop – a series that will make teaching and learning English a comfortable, confident, and sweet experience.

Teacher's Guide

Teacher's GuideTeacher's Guide

Teacher's Guide

Teacher's Guide

3

3Patricia Avila

Published by Alston Publishing House Pte Ltd6 Battery Road, #29-03, Singapore 049909Main: (65) 6538 3990Fax: (65) 6538 3991Email: [email protected]: http://www.alstonpublishinghouse.com

© 2012 Alston Publishing House Pte Ltd

Functions Functional Language Vocabulary

Unit 11.1 Our School (p.2)

1.2 How old are you? (p.8)

1.3 My Country (p.14)

1.4 Teacher Says (p.20)

Greetings

Introducing oneself

Describing oneself (gender and age)

Counting from one to ten

Describing one’s country of origin and flag

Understanding classroom language

Good morning!

How are you? / How do you do?

What’s your name? My name is ….

I’m a boy. / I’m a girl.

How old are you? I’m … years old.

Where are you from? I am from ….

What color is your flag? It is green, white, and red.

Please be quiet.

name, boy, girl, one, two, three, four, five, six, seven, eight, nine, ten, country, flag, stand up, sit down, open, close, listen, quiet, point, repeat

Unit 22.1 Let’s go to school! (p.26)

2.2 Let’s go to the classroom! (p.32)

2.3 What’s in my school bag? (p.38)

2.4 How do you feel? (p.44)

Identifying places in a school

Identifying classroom objects

Identifying school supplies

Describing what is in one’s school bag

Identifying feelings

Describing how one feels

This is the office.

Where is the restroom?

Is this the office or the library? The library.

Where’s this? The school yard.

Is this a board? Yes. / No.

What is this? A notebook.

What’s in your school bag? A pencil.

I have a pencil.

How do you feel? I’m happy.

How is she? She’s sad.

Is he angry or sad? He’s angry.

classroom, music room, restroom, library, school yard, office, door, bookcase, table, chair, board, window, desk, wall, ruler, sharpener, marker, pencil, notebook, scissors, glue, paint brush, hungry, thirsty, angry, scared, sleepy, happy, sad, silly

SCOPE AND SEQUENCE – LEVEL 3

© Alston Publishing House Pte Ltd


Unit 33.1 Delicious Fruits (p.50)

3.2 Yummy Vegetables (p.56)

3.3 The Food Pyramid (p.62)

3.4 Fruit Salad Recipe (p.68)

Identifying fruits

Identifying vegetables

Understanding the Food Pyramid

Following a recipe

This is a watermelon.

What is this? A banana.

Is this an apple or a pear? An apple.

Where does the fish go?

First, wash the fruits.

Then, peel and cut the fruits.

Place in a bowl. / Add yogurt. / Mix and serve.

apple, pear, orange, watermelon, grapes, banana, lettuce, tomato, carrot, onion, corn, potato, peas, fruits, vegetables, yogurt, cheese, milk, meat, chicken, fish, cereal, bread, wash, peel, cut, place, add, mix, serve

Unit 44.1 Merry Christmas! (p.74)

4.2 Merry Shapes (p.80)

Describing Christmas ornaments

Identifying toys

Identifying geometric shapes

What is this? A Christmas tree.

Is this a doll? Yes. / No.

What shape is this? It is a square.

Is this a rectangle or a circle? A circle.

Christmas, tree, lights, gifts, train, ball, doll, oval, star, triangle, circle, rectangle, square, diamond

Unit 55.1 My Body (p.86)

5.2 My Five Senses (p.92)

5.3 Taking Care of Myself (p.98)

5.4 Things I Do Every Day (p.104)

Identifying parts of the body

Describing the five senses

Expressing abilities

Identifying items for personal grooming

Describing personal care routines

This is my head. / These are my toes.

I can see with my eyes.

Can you smell with your nose? Yes.

What can you do with your ears? Hear.

This is a comb.

I comb my hair with a comb.

What do you need to wash your hands? Soap.

head, shoulders, knees, toes, eyes, ears, mouth, nose, arms, hands, fingers, legs, feet, tongue, touch, smell, taste, see, hear, can, with, comb, brush, shampoo, soap, toothbrush, toothpaste, wash, face, hair, shower, teeth, sleep



Unit 66.1 Welcome to Our Home (p.110)

6.2 I love my family! (p.116)

6.3 Let’s shop for clothes! (p.122)

6.4 A Fashion Show (p.128)

Identifying rooms in the house

Identifying family members

Identifying clothes for boys and girls

Describing colors of clothes

Describing what a person is wearing

Here is the garage.

Where is the bedroom?

This is my father.

Who is this? My mother.

This is a purple hat.

What color is the cap? Green.

Mother is wearing a purple dress.

What is he wearing? A red shirt.

bedroom, bathroom, living room, dining room, kitchen, garage, yard, father, mother, brother, sister, grandfather, grandmother, shirt, pants, shoes, cap, skirt, blouse, dress, hat, jacket, jeans

Unit 77.1 The Animal Kingdom (p.134)

7.2 Big or Little (p.140)

Describing different animals

Describing animal sizes

Counting the number of animals

This is an eagle.

What is this? A big eagle.

Is this a little monkey? Yes.

This is a big whale.

There is one big elephant.

There are six little birds.

How many … are there?

bird, eagle, butterfly, tiger, lion, bear, rabbit, whale, dolphin, octopus, fish, monkey, elephant, duck, big, little

Unit 88.1 My Town (p.146)

8.2 People in My Town (p.152)

8.3 Where do they work? (p.158)

8.4 Vehicles (p.164)

Identifying buildings in a town

Identifying community helpers

Identifying where people work at

Identifying different vehicles

This is the park.

Where is this? The airport.

He is a pilot.

Is she a doctor? Yes. / No.

Who is she? A teacher.

The waiter works at the restaurant.

Who works at the hospital? A doctor.

Is this a truck? Yes. / No.

What is this? A boat.

hospital, post office, police station, fire station, park, airport, school, restaurant, waiter, postman, pilot, teacher, policeman, firefighter, doctor, work, at, truck, motorcycle, bike, car, helicopter, airplane, boat



Unit 99.1 A, B, C, D (p.170)

9.2 E, F, G, H (p.176)

9.3 I, J, K, L (p.182)

9.4 M, N, O, P (p.188)

Identifying and writing the letters A–D

Identifying and writing the letters E–H

Identifying and writing the letters I–L

Identifying and writing the letters M–P

This is capital “A.”

This is small “a.”

“A” is for Alan.

Alan, airplane, Ben, ball, Christmas tree, cat, David, donkey, Emma, elephant, Friday, father, Greg, giraffe, Harry, hamster, Ian, ice-cream, Judy, jump, Ken, kite, Lucy, love, Mary, mother, November, nurse, October, orange, Paty, parrot

Unit 1010.1 Q, R, S, T, U (p.194)

10.2 V, W, X, Y, Z (p.200)

Identifying and writing the letters Q–U

Identifying and writing the letters V–Z

This is capital “Z.”

This is small “z.”

“z” is for zebra.

Quinn, quiet, Ron, run, Sunday, sun, Tony, train, UFO, up, Vicky, vase, Wednesday, window, X-ray, xylophone, Yankee Doodle, yo-yo, Zorro, zebra

Value of the MonthUnit 1: Tolerance (p.8) Unit 2: Courtesy (p.26) Unit 3: Responsibility (p.50) Unit 4: Generosity (p.74)

Unit 5: Respect (p.86) Unit 6: Friendship (p.110) Unit 7: Obedience (p.134) Unit 8: Cooperation (p.146)

Songs and RhymesUnit 1 : Mary Had a Little Lamb (p.25) Unit 2: Little Miss Muffet (p.49) Unit 3: If All the World Was Apple Pie (p.73)

Unit 4: Little Jack Horner (p.85) Unit 5: The Cock Crows in the Morn (p.109) Unit 6: Roses are Red (p.133)

Unit 7: One, Two, Three, Four, Five (p.145) Unit 8: Pat-a-Cake (p.169) Unit 10 : Yankee Doodle Went to Town (p.205)


TEACHING METHODOLOGIES

Research has shown that “vocabulary learning is central to language acquisition, whether the language is first, second or foreign. Interest in its role in second language learning has grown rapidly in recent years and specialists now emphasize the need for a systematic and principled approach to vocabulary by both the teacher and the learner.” (Celce-Murcia, 2001)

Using the Natural Approach and the Total Physical Response (TPR) method, Lollipop emphasizes the importance of vocabulary acquisition in learning a second language and, more importantly, its presentation to the students so that effective acquisition can take place in the classroom.

Lollipop’s strategies are in line with Sökmen’s (1997) principles for vocabulary building. Sökmen reveals that in explicit learning, students engage in activities that focus attention on vocabulary and highlights several key principles that include building a large recognition vocabulary, integrating new words with old, providing a number of encounters with a word, promoting a deep level of processing, and facilitating imaging by using a variety of techniques. Lollipop’s methodologies are proven to enhance the acquisition of a second language.

NATURAL APPROACH Krashen and Terrell (1983) first explored the stages of second language acquisition in their book, The Natural Approach. They defined three stages that new learners have to go through when acquiring a second language.

Stage I: Pre-production This is a silent period, during which students may not speak the new language, but can respond by using body language or physical gestures like pointing to an object, picture, or person. They can mimic gestures and movements to show comprehension. The Total Physical Response (TPR) method will work well throughout this stage.

Stage II: Early production At this stage, students can usually articulate one to two words or phrases, and can demonstrate comprehension of new material by giving short answers to simple questions. Stage III: Speech emergence At this stage, students are able to articulate simple phrases and sentences. They will understand simple illustrated stories read in class.

TOTAL PHYSICAL RESPONSE (TPR) Total Physical Response (TPR) is a method developed by Dr. James Asher for teaching language using physical movement to react to verbal input. It allows students to react instinctively and meaningfully to language without hesitation and facilitates long-term memory retention of new vocabulary. With Lollisteps, you will be guided through the natural process of language acquisition and be shown when and how to use TPR in class.

ENGAGE, STUDY, ACTIVATE (TPR) Engage, Study, Activate (ESA) (Harmer, 1998) consists of three learning phases, which, when used in order, increase students’ learning attention spans by varying the activity type in the classroom

MIND MAPS Our mind follows an intricate pattern and mind maps are intended to follow that thought pattern. Research has proven that they are beneficial in several ways. Mind maps are creative ways of note-taking that combine words and visual cues, which can lead to easier memory retention. Tony Buzan has also claimed that mind maps enable one to tap into both left and right parts of the brain and allow one to unleash one’s unused mental potential and “superlogic” (intuition). Lollipop integrates mindmaps to help children process, express and remember what they have learned.

PATRICIA’S FAQ When and how much should you use the First Language (L1), Spanish, with young learners? This is a question of great concern to many teachers. The new language should always take precedence over the L1 to avoid over-dependence on the L1. However, the L1 should be used to reinforce the meaning of new words so that students can remember the new vocabulary in relation to the same word in the more familiar L1. There is a technique, called “sandwiching” (Roth, 1998), that enables the teacher to do this and is very useful in a class of very young children. It entails saying a word or expression in English, then saying the same word in the L1, and then again in English. There, you have sandwiched it! With this method, you use more English than the L1 while rooting the English term in the L1 knowledge that the students have. The chances are, they will be able to remember the word much better in the long run. When should I “sandwich”? It is a good idea to “sandwich” at the beginning of the school year to instill discipline, to set class rules, to present new topics or to explain a new activity. Just be consistent. Once you see that your students can use certain expressions, be firm! Do not let them use the L1 to express themselves. Of course, as the school year progresses, this technique should be used less often and eventually displaced as the students acquire enough vocabulary to learn solely in the new language. When and how to evaluate students? At the end of every unit, you will find activities for assessing individual students. These activities will help you evaluate the stage of the learning process your students are at and give you the tools to check the progress of your class.


DAILY ROUTINE FOR EFFECTIVE LEARNING

As it is essential for a child at this age to feel comfortable with his/her new class and new teacher, you should always begin the class with the same opening routine to help your students feel at ease. You should not introduce anything new until you have finished your routine. You can use songs or chants to get the class pumped up and ready to start. After the opening routine, use Lollisteps to present the new vocabulary.

Always finish the lesson with the same routine so that the students realize that the lesson has ended (Roth, 1998). At the end of each lesson, a wrap-up section in the Lesson Plans will guide you through a cool-down and closing of the class with a familiar song.

We will outline specific suggestions for setting up the daily routine. However, if you have a personal routine that has worked for you, feel free to use it.

First of all, you will need to prepare a mobile calendar, as well as some visual aids for the alphabet and numbers. It is recommended that you make the individual letters and numbers out of a “foamy” material. This way, students get to come to the front to touch the letters or numbers (or point in the case of the calendar), thus making use of their senses to enhance their learning experience.

OPENING ROUTINE

Teacher: “Good morning!” Students: “Good morning!” Teacher: “How are you?” Students: “Fine, thank you! What about you?” Teacher: “Fine, thank you!” Lead the following songs and get students to sing along. 1) Good Morning (song)

While singing, shakes every student’s hand. Teacher: “Good morning, good morning! And how do you do?” Students: “Good morning, good morning! I’m fine! How are you?” Students: “Good morning, good morning! And how do you do?” Teacher: “Good morning, good morning! I’m fine! How are you?”

2) Ten Little Fingers (song)

Show your hands and say: “Let’s count our fingers!” Count your fingers as you sing. Sing a second time and count backwards this time. Hide each finger until only one finger remains. When the song ends, hide your hands behind your back. Get students to do the same.

<Sing to the tune of Ten Little Indians> One little, two little, three little fingers, Four little, five little, six little fingers, Seven little, eight little, nine little fingers, Ten fingers on my hand! Ten little, nine little, eight little fingers, Seven little, six little, five little fingers, Four little, three little, two little fingers, One finger on my hand!

3) Days of the Week (song) / What is the Date Today?

Place a calendar in front of the class and point to each day as you sing. Get students to sing along. Sing a second time. This time tell them the day. For example: If it is Thursday, tell students: “Thursday!” Point to the slot/box for Thursday and say “Let’s see what the date is today.” Start singing again and stop at Thursday. Students should be able to say: “Thursday.” You will then say: “Thursday – February 23

rd, 2012.” When pointing to the calendar, always start

with the date, then the month, then finally the year. After that, invite individual students to come to the front to say the date while keeping your fingers at the date, month, and year.

4) The Alphabet Song (song) You can choose whichever version of The Alphabet Song you prefer. The classic ABC song has been a popular choice for years, but to make this a more effective exercise, we urge you to prepare an alphabet chart or mobile letters that are very clear and colorful. It is necessary to point to each letter as the students sing along to enable students to visualize what they are singing. Invite individual students to come to the front to “feel” the alphabets as they sing. Make sure every student gets a chance.


THE LOLLISTEPS

Lollisteps are the backbone of Lollipop. They are activities that will help you present vocabulary in a fun and engaging way. Each page of the Student Book, as well as the Lesson Plans, lists the Lollisteps that should be carried out during that lesson. Use the Lollisteps after the opening routine as a warm-up or introduction to the class. Every Lollistep is carried out with the help of flashcards. It is recommended that Lollipop flashcards are used to consolidate learning as they show the same images as those in the Student Book. These flashcards are available online at www.online-lollipop.com.

❶ DO YOU KNOW?

The aim of this first step is to find out if the students know the concept behind the word. If they do not know the concept in their own language, or a given word of the corresponding lexical set, that word should not be presented. For example, in the lexical set of community helpers, you present: “doctor,” “nurse,” and you arrive at “firefighter.” Ask students: “Who is this?” If most students do not answer, leave out that word, and continue working on the rest of the words from this set. As this is the first stage of vocabulary presentation, use the “sandwiching” method. For example: Teacher: “Who is this? Quién es? Who is this?” (“sandwiching” method) Students: “Mamá!” Teacher: “Yes! Mother!” Ask students to repeat chorally “mother” at least twice.

❷ REPEAT AFTER ME! Hold the flashcards in your hand facing outwards. Flash them one by one and lead the students in a choral repetition drill. Enunciate each word carefully and get students to repeat after you. Ensure that each word is repeated no more than three times to avoid boredom. You can also lead a choral repetition in varying voice tones. For example, lead the first drill in a happy tone; lead the second one in a serious tone; etc.

❸ LET’S LOOK FOR …! Hold is a choral drill where students are asked to identify a vocabulary item from several flashcards. In this exercise, students begin to use the same vocabulary in different contexts. For example: Put the flashcards for the vocabulary items that were presented. Face the students and say: “Let’s look for … mother!” Show the students a flashcard that is not the right one and ask: “Is this mother?” Students should answer “No!” Change the flashcard and ask again. “Is this mother?” Again, students should answer “No!” This drill continues until the flashcard for “mother” turns up and students answer: “Yes!”

❹ SHOW ME! Put some flashcards (no more than five) on the ledge of the board and ask individual students to come to the front. As this is the first time a student is answering on his/her own, the student will only need to point to the flashcard you mentioned. For example, say: “Show me mother!” The student will only need to point to it. This step uses the TPR method and the stages of the Natural Approach. When a student answers by pointing, he/she is learning at the Pre-Production stage. It is preferable that the number of flashcards used is limited so that the exercise remains swift and fun. Let more students participate in this game by limiting each student to answer only once or twice.

❺ WHO/WHAT IS THIS? Hold the flashcards in your hands. Show them to the students one by one. Ask them “Who is this?” or “What is this?” The students will then answer. This is a choral drill. However, you can also ask individual students to answer. Just remember that if a student was unable to verbalize the word, but was able to identify it by pointing, do not worry! Continue asking other students and repeat the choral drill, which will help students develop the listening acquisition of the language. This Lollistep enable you to identity which of your students is progressing to the second stage of the Natural Approach.

❻ WHO/WHAT IS MISSING? Put the flashcards on the ledge of the board and read the words with the students. Ask students to cover their eyes, then remove one of the flashcards. Then ask students to look at the flashcards: “Look! Who is missing?” The students should then study the flashcards carefully and answer. This exercise can be done chorally or individually. This Lollistep helps students develop visual discrimination, problem solving, and critical thinking skills which must all be developed in children this age.

❼ ARE YOU …? / DO YOU …? Invite a student to come up to the front. Ask the rest of the class to close their eyes. Ask the student to choose a flashcard from the lexical set you are presenting. If the theme is the community helpers, ask him/her: “Who do you want to be?” If the theme is colors, ask: “Which color do you like?” The student will then choose a flashcard showing someone he/she would like to be or a color he/she likes. The student must not reveal the flashcard to the rest of the class. Say: “Ready!” One at a time, the students will now try to find out which flashcard the student chose. Student 1: “Are you a policeman?” / “Do you like blue?” Student 2 (the one holding the card): “No.” Student 3: “Are you a nurse?” / “Do you like green?” Student 2: “No.” Student 4: “Are you a doctor?” / “Do you like red?” Student 2: “Yes!” The student that guesses correctly will come up to the front and choose a flashcard.


It may be necessary to guide students word by word at first, but as the school year progresses, the help students will require should be less progressively. This Lollistep gives you the opportunity, first of all, to teach the natural intonation and stress of question and answer. Also as the school year progresses, you can lead them into answering: “No, I don’t” or “Yes, I am” etc. Secondly, the use of this Lollistep helps students cross over to the second stage – Early Production.

❽ LET’S COLOR! The first seven Lollisteps are based on oral presentation with visual aids. This eighth step consolidates the learning cycle presented up till now. This consolidation requires the Student Book, which contains the same drawings as those on the flashcards. This Lollistep is a teacher-guided exercise. For example, you may say: “Color mother’s dress blue!” or simply, “Color mother.” The students are free to color the drawings according to the instructions given. When the students are busy coloring, monitor the class activity. You may ask individual students: “Who is this?” “Where is mother?” “What is mother wearing?” etc.

Vary the question according to the subject of the theme presented. This ensures that students understand the concept behind the word. You may then continue with the exercise by changing the instructions to “Now color father!” and so on. Note: You should allow students to use their different learning skills. With the progression of the above eight Lollisteps, you will have catered to the visual, auditory, and kinesthetic learners.

CLOSING ROUTINE: SING WITH ME! To complete the cycle, and as a wrap-up activity, present a song that uses the vocabulary presented. REFERENCES Celce-Murcia, Marianne, ed. Teaching English as a Second or Foreign Language (3rd edition).

Boston: Heinle & Heinle Thompson Learning, 2001.

Harmer, Jeremy. How to Teach English. Harlow: Longman, 1998.

Krashen, Stephen D., and Terrell, Tracy D. The Natural Approach. Oxford: Pergamon, 1983.

Roth, Genevieve. Teaching Very Young Children. London: Richmond Publishing, 1998.

Sökmen, Anita J. “Current trends in teaching second language vocabulary,” In Vocabulary: Description, Acquisition and Pedagogy, edited

by N. Schmitt and M. McCarthy, 237–257. England: Cambridge University Press, 1997.

MOTIVATING STUDENTS

The colored pages are found at the back of the Student Book. They include cutouts for class activities, as well as some interesting craft work that students can do. A certificate is found at the end of every book. Use it to motivate and commend students upon completion of each level. Here’s a tip: Before handing out the Student Book for the first time, cut out the certificate from every book and keep them safely. Only when it is time, fill in the details and present the certificates to students. This way, students will be pleasantly surprised and delighted to receive it!


1375

Lollisteps:

6 7 8

The Animal Kingdom7.1D

Fine motor skills and penmanship

Instructions

Listen, trace, and color.

octopus

fish

rabbit

bear butterflyeagle

Get your class pumped up and ready to start with our energizing opening routines – Lollisteps! The Lollisteps for each lesson are carefully structured to help students acquire English in the most effective and engaging way.

Attractive illustrations stimulate students’ interest and offer coloring opportunities.

Each activity is carefully designed to develop key preschool skills such as critical thinking skills, fine motor skills, and penmanship.

Instructions for the class activities are clearly stated.

Lollipop is divided into ten units. Each unit is divided into themes.


USING THE STUDENT BOOK

Lollipop makes use of a unique combination of Lollisteps and the Engage-Study-Activate (ESA) model. Each section (A–F) of the Student Book is based on the ESA model.

A & B: ENGAGE This is the part in the teaching sequence where you engage the students’ interest and emotions. New vocabulary or structures are presented through familiar or interesting scenarios. When you are going through this stage, take advantage of the Lollisteps to present the lexical group. Do not hurry over these steps. Take your time! It is for this purpose that Lollisteps were developed and they will help your students learn English in an easy and fun way!

C & D: STUDY At this stage, the Lollisteps will function as the warm-up activity. Here, activities in the Student Book focus on what students learned previously. These activities may also include tracing and matching, penmanship, and coloring exercises. Students will revise the vocabulary taught while developing these basic skills.

E & F: ACTIVATE

The interactive and fun activities in this section are designed to reinforce and activate the concepts learned. Encourage students to use the language freely and communicatively. The use of Lollisteps here gives you the opportunity to help students progress further in their learning process.


USING THE TEACHER’S GUIDE The Teacher’s Guide will lead you through the daily routine and lesson plans to ensure greater success with Lollipop.

Teacher’s

Script

provides useful

suggestions

and prompts

for conducting

the class.

Lesson Plan provides detailed suggestions

for carrying out the activities using daily

routines and Lollisteps. Contents

provides useful

key information

about the lesson

that you need,

such as skills,

vocabulary,

functional

language, and

materials needed

for the lesson.

Notes/Evaluation

provides space for you

to record feedback,

observation, and

self-reflection for your

own personal and

professional

development.

EXTENSION activities

provide opportunity for

differentiation.

The homework assignment is clearly specified. The homework activities are limited to the ENGAGE stage. You will only need to ask students to take home their books and color the pages that present the vocabulary shown in class on that day. This way parents can know about the lessons being taught that week. The only exceptions are when students have to find magazine clippings and photographs.


MONTHLY EVALUATION

To conduct a successful monthly evaluation, keep in mind the Three Stages of the Natural Approach:

Stage I: Pre-production Students may not speak but respond by using physical gestures, like pointing to an object. Teacher: Point to mother. Student: (Points to flashcard showing mother.)

Stage II: Early production Students can articulate one or two words. They demonstrate comprehension by giving short answers to simple questions. Teacher: Is this mother? Student: Yes! Stage III: Speech emergence Students articulate simple phrases. They will understand simple illustrated stories. Teacher: Who is this? Student: It’s mother. Evaluate your students through the three stages. Specific tasks will help you identify what your students have learned and how they need to improve. If a student answers at least three out of five questions, he/she passes the stage. You should then proceed to the next stage. If he/she successfully passes this stage’s evaluation, continue to the third and last stage.

If the student passes the first stage, but is not able to complete the tasks at the second stage, do not fear! It only means that he/she is not mature enough at the second stage.

As long as the student passes the first stage, you should give him/her a passing mark. If a student is unable to complete the first stage and this happens with the majority of the class, please do a review of the themes until the class has acquired sufficient knowledge of the topic.

To help you evaluate your students successfully, you will find an evaluation form at the end of every unit. Make copies for every student and file them by student to track individual student’s progress throughout the school year.

ONLINE RESOURCES

For more resources and links to videos of songs, visit www.online-lollipop.com.


Lollipop 3 Unit 1

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY

1 Our School

Greeting classmates and teacher

Presenting oneself and others

Identifying gender

Communication: familiar and community learning, self-introduction

Personal and social skills development

Exploring personal identity

Language practice

Left-to-right sequencing

Fine motor skills: pasting, drawing, circling, tracing, matching

name, morning, boy, girl

2 How old are you? Value of the Month Tolerance

Understanding the value of tolerance

Counting to ten

Values and moral education

Communication: vocabulary (math)

Language practice

Penmanship

Creativity and art experiences

Problem-solving skills

Fine motor skills: tracing, drawing, coloring

one, two, three, four, five, six, seven, eight, nine, ten, years old

3 My Country Identifying one’s flag

Describing one’s flag

Identifying other countries and flags

Communication: vocabulary (civics and geography)

Language practice


Visual discrimination: labeling by attribute

Fine motor skills: coloring, tracing

America, Japan, Mexico, flag, country, green, white, red

4 Teacher Says Songs and Rhymes Mary Had a Little Lamb

Understanding classroom language

Communication: vocabulary (classroom language)

Listening skills

Penmanship

Fine motor skills: tracing, matching, circling, coloring

stand up, sit down, open , close, listen, point, quiet, repeat



Lollipop 3 1.1A–1.1B Our School

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 2–3 Phase: ESA (ENGAGE) Aims To greet classmates and teacher To introduce oneself Skill Tags Familiar and community learning environment Personal and social skills development Vocabulary morning, name Functional Language Good morning! How do you do? What’s your name? My name is …. Materials Flashcards no.: 1, 2, 3 Small bean bag (palm-sized) Homework Ask students to bring a photo of themselves for the next class.

WARM-UP Daily Routine: This is the first time the students are doing the daily routine. Therefore, take some time to familiarize them with the songs and chants. Explain the meaning of the songs and what is expected from them. They must participate by saying the date or individually coming to the front to touch the letters while singing The Alphabet Song. List of Chants and Songs for Daily Routine:

Good Morning (song) - While going through the Good Morning chant/song,

greet every student by shaking their hands.

Ten Little Fingers (song)

Days of the Week (song) / What is the Date Today?

The Alphabet Song (song) CLASS ACTIVITY

Sit students in a circle and introduce yourself.

Ask the class: “What’s your name?”

Explain to students that you will toss the bean bag to one of them, who will introduce him/herself by saying: “Hello! I am ….” Then he/she will toss the bean bag back to you and you will toss it to another student.

Repeat until everyone has introduced him/herself.

Exercise 1.1A (page 2)

Get students to go to their seats and open the book to page 2. Ask what they think is going on in the picture.

Introduce the characters and tell students that they are going to help them learn English.

Tell students what Teacher Michelle and Tony are saying and get students to repeat.

Exercise 1.1B (page 3)

Tell students what Teacher Michelle is saying.

Get them to answer: “Good morning! My name is ….”

Get students to pair up and practice the dialogue.

Tell students to color pages 2–3.

WRAP-UP

Homework: Bring a photo of themselves.

Sing the good-bye song: So Long, Farewell

CLASS ACTIVITY

Please come and sit in a circle.

Good morning! My name is Teacher/Miss/Mr. ….

What’s your name? (Toss the bean bag to S1.)

S1: Good morning! My name is [his/her name].

Toss the bean bag back to me, please.

(Toss the bean bag to S2.) What’s your name?

S2: Good morning! My name is [his/her name]. (Repeat activity until all students have participated.) Exercise 1.1A (page 2)

Now go back to your seat.

Open your book to page 2.

Look! What is happening in this picture?

(Point.) This is Tony and this is Paty. This is their English teacher – Miss Michelle.

They are going to help us learn English.

Teacher Michelle is saying, “Good morning, good morning! How do you do?” Repeat after me.

Tony answers by saying, “Good morning, good morning! I’m fine. How are you?” Repeat.


Let’s look at page 3.

Teacher Michelle is saying, “Good morning! I’m Teacher Michelle. What’s your name?”

How does Paty/Tony answer? How do you answer?

Say: Good morning! My name is ….

Now find a friend! Take turns to say: Good morning! What’s your name?

Answer by saying: Good morning! My name is ….

Let’s color page 2 and 3! WRAP-UP

Please bring photo of yourself for the next class.

Please stand up!

Let’s sing So Long, Farewell.

Thank you! Please sit down!

Good-bye! See you next class!

Notes / Evaluation


Lollipop 3 1.1C–1.1D Our School

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 4–5 Phase: ESA (STUDY) Aims To greet classmates and teacher To introduce oneself Skill Tags Everyday communication (self-introduction) Exploring personal identity Language practice Vocabulary girl, boy Functional Language Hi! I’m …. I’m a girl! / I’m a boy! Materials Flashcards no.: 1, 2, 3, 4, 5 Scissors Glue Homework N.A.

WARM-UP Daily Routine:

Good Morning (song)



The Alphabet Song (song)

CLASS ACTIVITY

Sit students in a circle.

Explain to students that you will toss the bean bag to one of them, who will introduce him/herself by saying: “Good morning! I’m ….” The student who has the bean bag will then toss it to another student while saying: “What’s your name?” The one who receives the bean bag will then answer before tossing it again.

Continue until every student has participated.

Exercise 1.1C (page 4)

Get students to open the book to page 4.

Tell students to paste the photo they brought to class into the space provided. If they didn’t bring one, tell them to draw themselves in the space.

Go to individual students and say: “Good morning! What’s your name?” If it is possible for them to write their name, have them do so.

If not, write their name in the blank provided.

Exercise 1.1D (page 5)

Get students to form a straight line in front of you.

Explain that when they see the “girl” flashcard, the girls must jump to the left and say: “I’m a girl.” When they see the “”boy” flashcard, the boys must jump to the right and say: “I’m a boy.” Repeat several times.

Get them to go back to their seats and look at page 5.

Tell them what Paty and Tony are saying and get students to complete the sentences in the last bubble.

Get students to complete the picture by drawing the hair and to circle the girl or boy accordingly.

Encourage students to come to the front to present their work and introduce themselves.

WRAP-UP


CLASS ACTIVITY

Please come and sit in a circle.

Hello! I’m Teacher/Miss/Mr. ….

What’s your name? (Toss the bean bag to S1.)

S1: Good morning! I’m [his/her name]. (Toss the bean bag to S2.) What’s your name?

S2: Good morning! I’m [his/her name]. (Repeat activity until all students have participated.) Exercise 1.1C (page 4)

Go back to your seat and open your book to page 4.

Did you bring your photo? Have your photo ready!

Paste your photo in the box here. (Point.) If you didn’t bring a photo, don’t worry, draw a picture of yourself.

(Go to individual students.) Good morning! What’s your name? Can you write your name on the line?


Everyone, come up and stand in a straight line.

I will ask: What are you? If I show the “girl,” all the girls must jump to your left and say: I’m a girl! If I show the “boy,” all the boys must jump to your right and say: I’m a boy! Ready? Let’s start!

What are you? (Show the “girl” or “boy” flashcard.)

Great! Come back to the center. Let’s do this again. (Repeat until students know how to answer correctly.)

Go back to your seat and look at page 5 of your book.

What do you think Paty and Tony are saying?

Paty says, “Hi! I’m Paty. I’m a girl!” Repeat.

Tony says, “Hi! I’m Tony. I’m a boy!” Repeat.

Now the next picture is you. What’s your name? Are you a boy or a girl? Complete the sentences.

Finish the drawing. Then circle the girl or the boy.

Who wants to show us your picture and introduce yourself? Say: Hi! I’m …. I’m a boy/girl!

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 1.1E–1.1F Our School

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 6–7 Phase: ESA (ACTIVATE) Aims To greet classmates and teacher To introduce oneself and others Skill Tags Left-to-right sequencing Language practice in everyday context Functional Language I’m a girl! / I’m a boy! Tony is a boy. / Paty is a girl. Materials Flashcards no.: 1, 2, 3, 4, 5 Homework N.A.


Good Morning (song)



The Alphabet Song (song) CLASS ACTIVITY Exercise 1.1E (page 6)


Point to Tony and ask students who he is.

Ask students if Tony is a boy or a girl.

Get students to repeat after you: “Tony is a boy.”

Get students to trace the line from left to right as they repeat: “Tony is a boy.” Repeat several times.

Remind students when to use “he” and “she.”

Tell students to trace and finish the picture of the boy.

Get students to color Tony and the little boy.

Do the same for Paty and the little girl. Exercise 1.1F (page 7)

Direct students’ attention to page 7.

Point to Paty and ask students who she is.

Ask students if Paty is a boy or a girl.

For each character in this row, ask students: “Is she a girl?” Then get them to circle the odd one out.

Tell students to color only the girls in this row.

Point to Tony and ask students who he is.

Ask students if Tony is a boy or a girl.

For each character in this row, ask students: “Is he a boy?” Then get them to circle the odd one out.

Tell students to color only the boys in this row. WRAP-UP


CLASS ACTIVITY Exercise 1.1E (page 6)


(Point to Tony.) Who is this? Yes! This is Tony.

Is Tony a boy or a girl? Yes, he is a boy!

Repeat after me: Tony is a boy.

Now trace the dotted line from left to right and say: Tony is a boy. Trace again and say: He is a boy.

Tony is a boy. So we use “he.”

Look! Here is a little boy. Trace his hair.

Now color Tony and the little boy.

(Point to Paty.) Who is this? Yes! This is Paty.

Is Paty a boy or a girl? Yes, she is a girl!

Repeat after me: Paty is a girl.

Let’s trace the dotted line from left to right and say: Paty is a girl. Trace again and say: She is a girl.

Paty is a girl. So we use “she.”

Look! Here is a little girl. Trace her hair.

Then color Paty and the little girl. Exercise 1.1F (page 7)


(Point to Paty.) Who is this? Is Paty a boy or a girl?

Are there only girls in this row? (Ss: No!)

(Point to each character.) Is this a girl? (Ss: Yes!) Is this a girl? (Ss: No!) Is this a girl? (Ss: Yes!)

Who is the odd one out? The boy! Circle the boy.

Now color Paty and the girls.

(Point to Tony.) Who is this? Is Tony a boy or a girl?

Are there only boys in this row? (Ss: No!)

(Point to each character.) Is this a boy? (Ss: Yes!) Is this a boy? (Ss: Yes!) Is this a boy? (Ss: No!) Who is the odd one out? The girl! Circle the girl.

Now color Tony and the boys. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 1.2A–1.2B How old are you?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 8–9 Phase: ESA (ENGAGE) Aims To understand the value of tolerance To count to ten Skill Tags Values and moral education Formation and academic learning environment (math) Vocabulary tolerance, one, two, three, four, five Functional Language How old are you? Materials Flashcards no.: 6, 7, 8, 9, 10 Homework Color pages 8–9.


Good Morning (song)



The Alphabet Song (song) LOLLISTEPS

❶❷❸❹

CLASS ACTIVITY Exercise 1.2A (page 8)


Get them to observe the picture and say what they think tolerance is based on what they see.

(Students are welcomed to express their opinions in their L1. Listen and then repeat their opinions in English using the “sandwich” method.)

If they have no opinion, tell them that tolerance is accepting every person as they are.

Give students examples of how they can be tolerant. Exercise 1.2B (page 9)


Get them to count the candles on each birthday cake.

Get students to show the number with their fingers.

Then get them to trace the dotted number and say the number aloud. Repeat several times.

Call out the numbers (1–5) randomly and get students to write them in the air with their finger.

EXTENSION

Get students to write the numbers (1–5) in the air using different parts of their body, e.g., foot, bottom.

WRAP-UP

Homework: Color pages 8–9.




We are going to learn about tolerance.

Look at the picture. What do you think tolerance is?

Tolerance is accepting every person as they are.

Although we are all different on the outside, we are all the same on the inside. If we accept everybody as they are, we can have many friends!


Look! What do we have here? Birthday cakes!

(Point to the candles.) These are candles.

We put candles on our birthday cakes.

How many candles are there on the first cake? Let’s count: One! Show me one finger and repeat: One.

Now trace the number “1” and repeat: One. Again.

Let’s count the candles on the second cake: One, two! Show me two fingers and repeat: Two!

Trace the number “2” and repeat: Two. Again. (Repeat the above for “three,” “four,” and “five.”)

Now let’s write numbers in the air! Hold your finger up like this. (Demonstrate.) For example, if I say two, write “2” in the air like this. Ready?

Three! Four! Two! Five! One! EXTENSION

Now let’s write the numbers in the air with a different body part. (Demonstrate to students.)

Let’s try it with our foot/backside/head/elbow! WRAP-UP

For homework, please color pages 8–9.

Please stand up!


Thank you! Sit down please!


Notes / Evaluation


Lollipop 3 1.2C–1.2D How old are you?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 10–11 Phase: ESA (STUDY) Aim To count to ten To say one’s age Skill Tags Formation and academic learning environment (math) Language practice Penmanship Vocabulary six, seven, eight, nine, ten, years Functional Language How old are you? I am … years old. Materials Flashcards no.: 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 Homework N.A.


Good Morning (song)




❶❷❸❹❺❻❼

CLASS ACTIVITY Exercise 1.2C (page 10)

Briefly revise the numbers one to five with students.


Get them to count the candles on each birthday cake.

Get students to show the number with their fingers.

Then get them to trace the dotted number and say the number aloud. Repeat several times.

Call out the numbers (1–10) randomly and get students to write them in the air with their finger.



Tell students that Paty is saying her age.

Get students to count the candles on Paty’s cake.

Get them to trace the dotted line from left to right and repeat: “Five years old.” Do this several times.

Then tell them to trace the number and say: “Five.”

Do the same for Tony and his cake.

Go to individual students and ask how old they are.

They should answer accordingly: “I am … years old.” EXTENSION

Get students to write the numbers (1–10) in the air using different parts of their body, e.g., foot, bottom.

WRAP-UP



Let’s count one to five with our fingers.

Good! Now we are going to learn more numbers.


Look! We have birthday cakes with candles again.

How many candles are there on the first cake? Let’s count together: One, two, three, four, five, six! Show me six fingers and repeat: Six!

Trace the number “6” and repeat: Six. Again.

Let’s count the candles on the next cake: One, …, seven! Show me seven fingers and repeat: Seven!

Trace the number “7” and repeat: Seven. Again. (Repeat the above for “eight,” “nine,” and “ten.”)

Now let’s write numbers in the air again! Ready?

Eight! Ten! Five! Seven! Three! Nine! Four! Six! Exercise 1.2D (page 11)

Look at Paty. She is telling us her age.

How old is Paty? Let’s count the candles on her cake: One, two, three, four, five! Paty is five years old.

Repeat after me: Paty is five years old.

Trace the dotted line from Paty to her cake and repeat: Five years old. Trace and say it again.

Now trace the number “5” and say: Five. (Repeat the above for Tony and “six years old.”)

You tell your age by saying: I am … years old.

(Go to individual students.) How old are you? EXTENSION

Now let’s write the numbers in the air with a different body part. (Demonstrate to students.)

Let’s try it with our foot/backside/head/elbow! WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 1.2E–1.2F How old are you?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 12–13 Phase: ESA (ACTIVATE) Aim To count to ten To say one’s age Skill Tags Creativity and art experiences Problem-solving skills Vocabulary one, two, three, four, five, six, seven, eight, nine, ten Functional Language How old are you? I am … years old. Materials Flashcards no.: 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 Homework N.A.


Good Morning (song)




❺❻❼❽ CLASS ACTIVITY Exercise 1.2E (page 12)

Briefly revise the numbers one to ten with students.


Tell students to draw themselves by completing the picture of the child and to draw candles on their cake.

Tell them the number of candles must match their age. Then get them to write their age in the blank.

Invite individual students to the front to present their work. Encourage them to say: “I am … years old.”

Exercise 1.2F (page 13)


Ask students how old Paty is.

Tell them to help Paty find her cake.

Get them to count the candles and say Paty’s age.

Do the same for Tony and his cake.

Tell students to color the page. EXTENSION

Get students to pair up and take turns asking and answering each other about their name and age.

Identify student(s) whose birthday is near.

Sing: Happy Birthday Happy Birthday to you, Happy Birthday to you, Happy Birthday to [student’s name], Happy Birthday to you. ♪

WRAP-UP



Let’s count one to ten with our fingers.

How do you tell someone your age? That’s right, you say: I’m … years old. Let’s practice!


Look! This is a picture of you at your birthday party!

Let’s complete the picture. If you are a girl, draw a girl. If you are a boy, draw a boy.

Now draw candles on your birthday cake!

Remember that the number of candles must match your age. If you are five years old, draw five candles.

How old are you? Write your age in the blank below.

Done? Now color the page. Make it pretty!

Who wants to come up and show us your work?

Tell us your name and your age. Exercise 1.2F (page 13)

How old is Paty? (Ss: Five!) Where is her cake? Help Paty find her cake. How many candles are there? (Ss: Five!) Let’s say together: Paty is five years old. How old is Tony? (Ss: Six!) Where is his cake? Help Tony find his cake. How many candles are there? (Ss: Six!) Let’s say together: Tony is six years old. Now color the page. EXTENSION

Find a partner! Take turns to say: Hi! I’m …. What’s your name? Answer by saying: Hi! I am …. Then ask: How old are you? Answer by saying: I’m … years old.

Let’s sing a birthday song for [student’s name]!

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 1.3A–1.3B My Country

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 14–15 Phase: ESA (ENGAGE) Aims To describe one’s flag To describe one’s country of origin Skill Tag Formation and academic learning environment (civics and geography) Vocabulary red, blue, white, (colors of national flag), flag, America, Japan, country Functional Language Where are you from? I am from …. What color is your flag? It is …. Materials Flashcard no.: 16; Picture of the national flag Picture of the Japanese flag Picture of the American flag World map Homework Ask students to bring/make a small flag of their country for the next class.


Good Morning (song)




Show students a picture of the national flag.

Explain that a flag represents its country.

Show students the flags of America and Japan.

Ask if they know which countries the flags represent.

Show students America, Japan, and their own country on the world map.



Briefly describe what is happening in this picture.

Get student to repeat what each character is saying.

If there are international students in the class, allow them to practice the expression with their country.

Hold up a flag and ask: “Where are you from?”

Students should answer according to the flag shown. Exercise 1.3B (page 15)

Introduce or review the colors red, blue, white, and the colors of your national flag.

Briefly describe what is happening in this picture.

Get student to repeat what each character is saying.

Show students one flag at a time and ask: “What color is this flag?” Get students to answer: “It is ….”

Tell students to color the pictures on both pages. Place the flags where students can see to color. Ask individual students: “What color is your flag?” WRAP-UP

Homework: Bring a small flag of your country.


CLASS ACTIVITY

(Hold up the national flag.) Look! This is a flag.

A flag represents a country. This flag represents our country, [country name]!

(Hold up the American and Japanese flags.) Do you know these flags and which countries they represent?

This is the flag of America. Repeat after me: America.

This is the flag of Japan. Repeat after me: Japan.

(Point on the world map.) Let’s look at the map! This is our country. This is America. This is Japan.


Now open your book to page 14.

Look! Teacher Michelle is asking some students, “Where are you from?”

Repeat after me: Where are you from?

The girl says, “I am from Japan.” Repeat.

The boy says, “I am from America.” Repeat.

Now I will show you a flag. Then you must say that you are from this country. Ready?

(Hold up a flag.) Where are you from? Exercise 1.3B (page 15)

Can you show me something that is red/blue/white?

Look! Teacher Michelle is now asking the students, “What color is your flag?”

Repeat: What color is your flag?

The girl from Japan says, “It is red and white.”

The American boy says, “It is red, white, and blue.”

Repeat: It is red and white. It is red, white, and blue.

(Hold up a flag.) What color is this flag? Say: It is ….

Color the pictures. Follow the colors of these flags.

(Ask individual students.) What color is your flag? WRAP-UP

Bring a small flag of your country for the next class.

Please stand up!




Notes / Evaluation


Lollipop 3 1.3C–1.3D My Country

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 16–17 Phase: ESA (STUDY) Aims To describe one’s flag To describe one’s country of origin Skill Tags Language practice Exploring personal identity Labeling by attribute Vocabulary flag, country, (colors of national flag) Functional Language Where are you from? I am from …. What color is your flag? It is …. Materials World map Glue Tissue or paper of different colors Homework N.A.


Good Morning (song)




Use the world map to review the countries taught in the previous class. Show students where they are.

Ask students: “Where are you from?”

Tell them to answer by saying their country.

Invite students to come to the front to answer where they are from and to point to their country on the map.



Tell them to color their country on the world map and fill in the blank with the name of their country.

If necessary, help students spell and locate their country on the world map.


Review the colors taught in the previous class.

Direct students’ attention to page 17. Ask students to take out the small flag of their

country. Get them to paste it in the space provided.

If students did not bring, allow them to paste small pieces of colored tissue or paper to make the flag.

Observe the flags students “fill up” in the frame.

If there are flags of colors other than those already taught, introduce the flags and the new colors.

Ask students: “What color is your flag?”

Tell them to write the colors of their flag in the blank.

Invite students from different countries to come up and present their flags.

WRAP-UP


CLASS ACTIVITY

Look! There are many countries in the world.

(Point on the world map.) Here is Japan/America/ ….

Do you know where we are now? We are here in ….

To find out which country you come from, I will ask: Where are you from? Answer by saying: I am from ….

(Ask individual students.) Where are you from? (S1: I am from ….) Show us your country on the map.

(Continue with different students.) Exercise 1.3C (page 16)


Color your country on the map.

Where are you from? Complete the sentence below by writing the name of your country.


Show me a red/blue/white crayon!

Let’s look at page 17. What does a flag represent? It represents its country! Did you bring your flag? Great! Paste it here. If you didn’t bring it, don’t worry! Paste these pieces

of colored tissue/paper to make your flag. Let’s have a look at your flags. What color is your flag? Write down the colors of your flag in the blank. Who wants to come up and show us your flag? Tell us your country and the colors of your flag. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 1.3E–1.3F My Country

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 18–19 Phase: ESA (ACTIVATE) Aims To describe one’s flag To describe one’s country of origin Skill Tag Formation and academic learning environment (civics and geography) Vocabulary flag, country Functional Language Where are you from? I am from …. What color is our flag? It is …. Materials World map National flag, flags of America and Japan Homework N.A.


Good Morning (song)




Use the world map to review the countries.

Randomly say a country that has been taught previously and get students to locate it on the map.

Ask students what other countries they know and locate those countries on the map if possible.

Exercise 1.3E (page 18)


Ask students what they see in the book.

Show the national flag and ask student to identify the colors. If possible, allow them to describe the other features of the flag, if any, e.g., the stripes, the crest.

Get students to trace the outline of the flag.

Then get them to color the flag one step at a time. If possible, get them to draw the other features as well.

Ask again: “What color is our flag?” Exercise 1.3F (page 19)


Get them to match the girl and the boy to their flags.

Tell students to color the page. Place the flags of America and Japan where students can see to color.

EXTENSION

Get students to pair up to practice the dialogue: S1: Hi I’m … What’s your name? S2: Hi! I’m …. S1: Where are you from? S2: I am from ….

WRAP-UP


CLASS ACTIVITY

Let’s look at the world map!

What countries have we learned? (E.g., Ss: America!)

(Point to America on the map.) That’s right!

Now I will name a country. If you know where it is, come up and point to that country on the map!

Japan! America! (Name the other countries taught.)

What other countries do you know? Exercise 1.3E (page 18)


What do we have here? Yes! A flag.

(Hold up the national flag.) This is our national flag.

What color is our flag? (E.g., Ss: Red, white, and ….)

We are going to color our flag on this page. Ready?

First trace the outline of the flag with a black crayon. (Below is an example. Replace the colors accordingly.)

Color the first part of the flag green. Next color the middle part white. Now color the last part red.

What color is our flag? (Ss: Green, white, and red!) Exercise 1.3F (page 19)

Look! Do you remember our little friends?

Where is this little boy from? (Ss: America.)

Yes! He is from America. Help him get to his flag.

What color is his flag? (Ss: Red, white, and blue.)

Where is this little girl from? (Ss: Japan.)

Yes! She is from Japan. Help her get to her flag.

What color is her flag? (Ss: White and red.)

Color the page. Look at these flags to color correctly. EXTENSION

Find a partner! Take turns to say: Hi! I’m …. What’s your name? Answer by saying: Hi! I’m …. Then ask: Where are you from? Answer by saying: I am from ….

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 1.4A–1.4B Teacher Says

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 20–21 Phase: ESA (ENGAGE) Aim To understand classroom instructions Skill Tag Vocabulary (classroom language) Vocabulary stand up, sit down, open, close, listen, point, quiet, repeat Functional Language Sit down. / Stand up. Please be quiet. Open your book. / Close your book. Materials Flashcards no.: 17, 18, 19, 20, 21, 22, 23, 24 Homework Color pages 20–21.


Good Morning (song)




❶❷❸❹



Explain to students when these words are used.

For each classroom instruction, point, say, and mime the action. Get students to repeat after you.

Say the expressions in random order and get students to point to the correct picture in the book.

Say the expression in random order and this time get students to repeat and mime the actions accordingly.

(It is recommended that you use the same actions when you give instructions throughout the school year so that students know what you need them to do.) Exercise 1.4B (page 21)


Continue with the same presentation as above.

Invite individual students to the front with their book.

Get them to point and say each instruction aloud and then do the action.

EXTENSION

Play: Simon Says

Replace the words with “Teacher says ….”

Explain that students must only do the actions when you say “Teacher says” before the instructions.

WRAP-UP





Look! These are words that the teacher says in class.

Do you know them? Point and repeat after me.

(Point to first picture.) Stand up.

Repeat and follow me: Stand up. (Do the action.) (Repeat the above for the next three expressions.)

Point to the correct picture and remember to repeat! Ready? Open! Stand up! Close! Sit down!

I will say again. This time you will repeat and do the actions. Ready? Close! Stand up! Sit down! Open!


Let’s learn more words.

(Point to first picture.) Listen.

Repeat and follow me: Listen. (Do the action.) (Repeat the above for the next three expressions.)

Point to the correct picture and remember to repeat! Ready? Point! Be quiet! Repeat! Listen!

I will say again. This time you will repeat and do the actions. Ready? Repeat! Listen! Be quiet! Point!

Who wants to come to the front to read and do the action? Bring your book along.

EXTENSION

Let’s play Simon Says!

Instead of Simon, I am going to use “Teacher says.”

If I say “Teacher says point!” you must follow my action. But if I just say “Point!” do not follow me.

Ready? Teacher says …. WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 1.4C–1.4D Teacher Says

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 22–23 Phase: ESA (STUDY) Aim To understand classroom instructions Skill Tags Listening skills Penmanship Fine motor skills Vocabulary stand up, sit down, open, close, listen, point, quiet, repeat Functional Language Sit down. / Stand up. Please be quiet. Open your book. / Close your book. Materials Flashcards no.: 17, 18, 19, 20, 21, 22, 23, 24 Homework N.A.


Good Morning (song)




❹❺❻❼ CLASS ACTIVITY Exercise 1.4C (page 22)


Point to each speech bubble and ask students what Teacher Michelle is saying. Get them to trace each dotted line with their finger to the picture for a clue.

Tell students to have a pencil ready.

Say and mime each expression in random order.

Get students to repeat and point to the correct row.

Then get students to trace the dotted line while repeating the expression several times.



Repeat the above activity. EXTENSION

Play: Simon Says

Replace the words with “Teacher says ….”

Invite students to be the “Teacher” this time.

Tell them to use the expressions and actions learned. WRAP-UP




(Point to the first picture.) What is Teacher Michelle saying? (Ss: Listen.) With your finger, trace the dotted line to the end. Is it “Listen”? Yes!

(Repeat the above for the remaining three rows.)

Have a pencil ready.

Listen carefully. Repeat after me and point to the correct speech bubble. Ready? (Mime accordingly.)

Teacher Michelle says, “Point.” Repeat and show me the correct speech bubble. Good! Now trace the dotted line with your pencil and say: Point.

Let’s trace again and say: Point. (Repeat for “Listen,” “Repeat,” and “Please be quiet.”)



(Point to the first picture.) What is Teacher Michelle saying? (Ss: Sit down.) With your finger, follow the dotted. What do you see? Is it “Sit down”? Yes!

(Repeat the above for the remaining three rows.)

Listen again. Remember to repeat after me and point to the correct speech bubble. (Mime accordingly.)

Teacher Michelle says, “Stand up.” Repeat. Show me the correct speech bubble. Good! Now trace the dotted line to the correct picture and say: Stand up.

Let’s trace again and say: Stand up. (Repeat for “Sit down,” “Close your book,” and “Open your book.”) EXTENSION

Let’s play Simon Says! We will use “Teacher says” instead. Who wants to be the “Teacher” today?

Use the words in your book. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 1.4E–1.4F Teacher Says

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 24–25 Phase: ESA (ACTIVATE) Aim To understand classroom instructions Skill Tags Listening skills Literary and ludic learning environment Vocabulary stand up, sit down, open, close, listen, point, quiet, repeat Functional Language Sit down. / Stand up. Please be quiet. Open your book. / Close your book. Materials Flashcards no.: 17, 18, 19, 20, 21, 22, 23, 24 Homework N.A.


Good Morning (song)




❹❺❻❼❽ CLASS ACTIVITY Exercise 1.4E (page 24)


Tell students to have their crayons ready.

Point to each picture and ask: “What did Teacher Michelle say?”

Get students to listen and circle the pictures accordingly. Say the expressions in random order.

Get students to use a different color for each.

Then check that students have circled correctly.

Invite individual students to the front to present their work. Get them to say: “Teacher Michelle says ….”


Explain what a rhyme is and that rhymes are not necessarily true situations and can be silly at times.

Read the rhyme in a natural tone for students to listen and catch its rhythm. Explain the rhyme in L1.

Read line by line and get students to repeat after you.

Continue adding more lines each time until students are able to repeat the whole rhyme after you.

Encourage them to say the rhyme without your help.

Divide the class into two to recite the rhyme in parts.

Then tell students to color the page.

Web link is available online in the Teachers’ Corner. (For all Songs and Rhymes: Put a poster of the rhyme on the bulletin board for students to look at throughout the month. Repeat the rhyme whenever possible in future lessons until the next rhyme or song comes up.) WRAP-UP




Have your crayons ready.

(Point to each picture.) Look! What did Teacher Michelle say? (Repeat for all six pictures.)

Now pretend that I am Teacher Michelle.

I will tell you what to do. Listen carefully and circle. 1. Use a red crayon. Circle: Close your book. 2. Use a yellow crayon. Circle: Repeat. 3. Use a blue crayon. Circle: Stand up. 4. Use an orange crayon. Circle: Point. 5. Use a green crayon. Circle: Please be quiet. 6. Use a pink crayon. Circle: Sit down.

Done? Did you circle correctly? Let me check.

Who wants to come up and show us your work? Exercise 1.4F (page 25)

Look! We are going to learn a Mother Goose rhyme.

Rhymes have words at the end that sound the same. For example: snow – go; rule – school; day – play. Rhymes are not always true. Some are even silly!

This rhyme goes like this. (Read the rhyme.)

Do you know what the rhyme means?

I will read the words line by line. Repeat after me.

Try to say the rhyme on your own.

Some rhymes can be sung, like this one!

Let’s sing together: Mary had a little lamb …

Now color the page and make it beautiful! EXTENSION

I will divide the class into two.

You will take turns to say the rhyme. / Each group will sing a different verse.

WRAP-UP

Please stand up!




Notes / Evaluation

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Lollipop 3 Unit 2

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY 1 Let’s go to school!

Value of the Month Courtesy

Understanding the value of courtesy

Identifying places in a school


Communication: familiar and community learning

Visual discrimination: word recognition, thinking and learning

Listening skills

Fine motor skills: pointing, matching, coloring, circling, cutting, pasting

classroom, music room, restroom, library, office, school yard

2 Let’s go to the classroom! Identifying objects inside a classroom


Listening skills

Visual discrimination: word recognition, sorting and classifying

Language practice

Fine motor skills: pointing, matching, tracing, coloring, circling

door, bookcase, table, chair, board, window, desk, wall

3 What’s in my school bag? Identifying school supplies

Communication: vocabulary (familiar context)

Language practice

Visual discrimination: sorting and classifying

Fine motor skills: pointing, tracing, matching, coloring, circling

ruler, sharpener, marker, pencil, scissors, notebook, glue, paint brush

4 How do you feel? Songs and Rhymes Little Miss Muffet

Identifying feelings

Describing one’s feelings

Communication: vocabulary (personal experiences)

Visual discrimination: matching by attribute

Penmanship

Language practice


Literary and ludic learning environment

Fine motor skills: pointing, matching, coloring, tracing

hungry, thirsty, angry, scared, sleepy, happy, sad, silly



Lollipop 3 2.1A–2.1B Let’s go to school!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 26–27 Phase: ESA (ENGAGE) Aims To understand the value of courtesy To identify places around the school

Skill Tags Values and moral education Familiar and community learning environment Vocabulary classroom, music room, restroom, library, office, school yard Functional Language This is the office. Where is the restroom? Is this the office or the library? The library. Where is this? The school yard. Materials Flashcards no.: 25, 26, 27, 28, 29, 30 Homework Color pages 26–27.


Good Morning (song)




❶❷❸❹ CLASS ACTIVITY Exercise 2.1A (page 26)


Get them to observe the picture and say what they think courtesy is based on what they see.


If they have no opinion, tell them that courtesy is being helpful when another person needs help.

Give students examples of how they can be courteous.



Introduce what students will learn today – places around the school.

Point and say the name of each place.

Get students to point and repeat after you.

Say the places in random order and get students to point to the correct place in the book.

EXTENSION

Ask students to describe what they can do at each place. E.g., they can read books in the library.

If time permits, take students on a school tour and describe each place when you get there.

WRAP-UP





We are going to learn about courtesy.

Look at the picture. What do you think courtesy is?

Courtesy is being helpful when someone needs help.

In this picture, the little boy is helping to carry the books. The little girl is holding the door open for him and Teacher Michelle. Let’s be courteous and help each other when help is needed.


Look! This is a school.

We are going to learn places around the school.

Point and repeat after me.

(Point to the classroom.) Classroom.

(Point to the music room.) Music room. (Repeat the above for the other parts of the school.)

Now listen and point to the correct place in your book.

Library! School yard! Music room! Classroom! Restroom! Office!

EXTENSION

Which part of the school are we in now?

Where is our library? What do we do in the library?

We can find and read books in the library. (Repeat for the other places around the school.) WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 2.1C–2.1D Let’s go to school!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 28–29 Phase: ESA (STUDY) Aim To identify places around the school

Skill Tags Word recognition Listening skills Vocabulary classroom, music room, restroom, library, office, school yard Functional Language This is the office. Where is the restroom? Is this the office or the library? The library. Where is this? The school yard. Materials Flashcards no.: 25, 26, 27, 28, 29, 30 Homework N.A.


Good Morning (song)




❺❻❼❽ CLASS ACTIVITY Exercise 2.1C (page 28)


Get them to point and read each sign aloud.

If students need help reading, the drawing below each sign will give them a clue.

Get students to match the signs to the correct places.

Tell them to color the places they matched. Exercise 2.1D (page 29)


Continue with the same activity as above.

Invite individual students to the front to present the different parts of the school.

Encourage them to point and say: “This is the ….” EXTENSION

Ask students where Teacher Michelle and Tony are.

Describe the different places around the school

Get students to guess which place you described. WRAP-UP




Look! This is a school. There are different parts of a school. Do you remember what they are?

Let’s read the signs. The signs tell us where to go.

Look at the first sign. What does it say? The drawing below is your clue. (Ss: Office!) That’s right!

Point and repeat after me: Office.

Look for the office. Match the sign to the office.

Make sure you match by joining the blue dots. Good!

Let’s look at the next sign. What does it say? (Repeat the above for “school yard” and “restroom.”)

Now color only the places you matched.


Let’s continue! Look at this sign. What does it say? (Repeat the above for “library,” “music room,” and “classroom.”)

Now color only the places you matched.

Who wants to come up and show us around the school? Point and say: This is the ….

EXTENSION

Where are Teacher Michelle and Tony?

Let’s play a guessing game! I’m going to describe a place. Guess where I am. Ready?

There are many books here. Where am I?

I wash my hands here. Where am I?

I have English class here. Where am I?

There is a piano here. Where am I?

I can run and play with my friends here. Where am I?

Only teachers come in here. Where am I? (Replace description accordingly.) WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 2.1E–2.1F Let’s go to school!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 30–31 Phase: ESA (ACTIVATE) Aim To identify places around the school

Skill Tags Language practice Listening skills Visual thinking and learning Vocabulary classroom, music room, restroom, library, office, school yard Functional Language This is the office. Where is the restroom? Is this the office or the library? The library. Where is this? The school yard. Materials Flashcards no.: 25, 26, 27, 28, 29, 30 Scissors Glue Homework N.A.


Good Morning (song)







Get them to listen carefully and circle or color according to your instructions.

Then check that students have circled correctly. Exercise 2.1F (page 31)

Direct students to page 207 at the back of the book.

Get them to cut out the different parts of the school.

When they are done, direct them back to page 31.

Guide them to paste the cutouts in the correct boxes.

Then tell them to draw lines within the “paths” branching out from the school to the different places.

Invite individual students to the front to present the school. Encourage students to point and say: “This is my school. This is the ….”

EXTENSION

Prepare the flashcards of the different places around the school and invite a student to draw one flashcard.

The student will then get the class to guess the place he picked by describing it.

WRAP-UP




We are going to color the school!


Listen carefully to what I say. Ready? 1. Circle the school yard green. 2. Color the music room yellow. 3. Circle the library red. 4. Color the office orange. 5. Circle the restroom blue. 6. Color the classroom pink.

Done? Did you circle and color correctly? Let me see. Exercise 2.1F (page 31)

We are going to cut and paste some pictures.

Have your scissors and glue ready.

Let’s turn to page 207 at the back of your book.

Do you see the different parts of the school?

Cut them out carefully along the black broken lines.

Done? Now turn back to page 31.

Paste the cutouts in their correct places! (Guide students by pointing to the correct boxes.)

Look at the first sign. Where does it go? It leads to the office. Show me the office. Paste the office here.

(Repeat the above for the remaining signs and cutouts.)

Done? Now draw a line from the school to each place. Follow the arrows of the signs.

Who wants to come up and show us your school?

Well done! Thank you! Who wants to go next? EXTENSION

Let’s play a guessing game! Who wants to go first?

Pick a card. Do not say where it is.

Just describe the place. Your friends will try to guess.

Who knows the answer? Raise your hands! WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 2.2A–2.2B Let’s go to the classroom!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 32–33 Phase: ESA (ENGAGE) Aim To identify objects in a classroom

Skill Tags Familiar and community learning environment Vocabulary door, bookcase, table, chair, board, window, desk, wall Functional Language Is this a board? Yes. / No. This is a desk. Materials Flashcards no.: 31, 32, 33, 34, 35, 36, 37, 38 Homework Color pages 32–33.


Good Morning (song)






Get students to point to the door in the book and repeat after you several times: “This is a door.”

Get students to point to the door in the classroom.

Do the same for the bookcase, table, and chair. Exercise 2.2B (page 33)


Continue with the same presentation for the window, board, desk, and wall.

Ask individual students to point to the actual classroom objects as you mention them.

EXTENSION

Go around and point to any classroom object.

Ask students, for example: “Is this a board?”

Students should answer “Yes” or “No” accordingly.

Continue until students are familiar with the words.

WRAP-UP





(Point to the door.) What is this? A door!

Show me the door in your book.

Repeat after me: This is a door.

Now show me the door in the classroom! (Repeat the above for “’bookcase,” “table,” and “chair.”) Exercise 2.2B (page 33)


(Point to the window.) What is this? A window!

Show me the window in your book.

Repeat after me: This is a window.

Now show me the window in the classroom! (Repeat the above for “board,” “desk,” and “wall.”)

Who wants to come up and show us the things in the classroom? Where is the board? Say: This is a board. Where is the …?

EXTENSION

(Point to the board.) Is this a board? (Ss: Yes.)

(Point to the desk.) Is this a chair? (Ss: No.) What is this? (Ss: This is a desk.)

(Repeat with different words and classroom objects.) WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 2.2C–2.2D Let’s go to the classroom!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 34–35 Phase: ESA (STUDY) Aim To identify objects in a classroom

Skill Tags Matching Fine motor skills Word recognition Listening skills Vocabulary door, bookcase, table, chair, board, window, desk, wall Functional Language Is this a board? Yes. / No. This is a desk. Materials Flashcards no.: 31, 32, 33, 34, 35, 36, 37, 38 Homework N.A.


Good Morning (song)






Ask students to match the same objects together.

As they match, get them to repeat: “This is a ….”

Tell students to trace and color the objects. Exercise 2.2D (page 35)


Starting with the window, ask students: “Where is the window?” Students should point accordingly.

Then get students to match it to the word “window” and repeat: “This is the window.”

Do the same for the board, desk, and wall.

Then get students to color the objects in the order you mention them.

EXTENSION

When students are done coloring page 35, point to the wall in their book and ask: “What is this?”

Get them to answer: “This is a yellow wall.”

Do the same for the other classroom objects.

Then invite individual students to describe the objects on page 34. Encourage them to specify the color.

WRAP-UP




Look at the first picture! What is it? A door!

Do you see another door?

Match them together. Repeat: This is a door.

Trace the door and color both doors. (Repeat the above for “bookcase,” “table,” and “chair.”) Exercise 2.2D (page 35)

Let’s look at page 35. We are going to read!

Where is the window?

Show me the window in your book. Great!

Now look for the word “window.” Did you find it?

Match the window to its name by joining the blue dots. Repeat: This is the window.

(Repeat the above for “board,” “desk,” and “wall.”)

Now color the desk brown.

Next color the wall yellow.

Then color the board green.

Finally color the window blue. EXTENSION

(Point to the wall in a student’s book.) What is this?

This is a wall. It is yellow. So we say: This is a yellow wall. Repeat: This is a yellow wall.

(Repeat the above for “green board, “blue window,” and “brown desk.”)

Who wants to show us what you have on page 34?

Remember to tell us the color.

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 2.2E–2.2F Let’s go to the classroom!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 36–37 Phase: ESA (ACTIVATE) Aim To identify objects in a classroom

Skill Tags Language practice Fine motor skills Sorting and classifying Vocabulary door, bookcase, table, chair, board, window, desk, wall Functional Language Is this a board? Yes. / No. This is a desk. Materials Flashcards no.: 31, 32, 33, 34, 35, 36, 37, 38 Homework N/A


Good Morning (song)






Get them to trace and color the classroom objects in the order you mention them.

Invite individual students to the front to present their work. Encourage them to point and say: “This is a ….”

You may also ask students to specify the color, for example: “This is a green board.”



Get students to circle the odd one out in each box.

Tell students to color the other objects.

Invite individual students to come up and talk about the classroom objects.

EXTENSION

Tell students to keep walking around the classroom.

Once you name an object, students must stop waking, find one that is closest to them and touch it.

When every student has “touched” the correct object, tell students to continue walking until you name the next object.

WRAP-UP




Look for the desk. Repeat after me: This is a desk.

Now trace and color the desk. (Repeat the above for “board,” “window,” and “door.”)

Who wants to come up and show us your classroom?

Point and tell us what there is. Exercise 2.2F (page 37)


We have two boxes here with different objects.

Let’s look at the first box. What do you see?

Which object is the odd one out? (Ss: The tree!)

That’s right! Why? It does not belong to the classroom. Circle the tree.

Now color the rest of the objects in the box.

Let’s look at the second box. What do you see?

Which object is the odd one out?

It is the monkey because it does not belong to the classroom. Circle the monkey.

Now color the rest of the objects in the box.


Tell us what you circled and why?

Show us what you colored. Say: This is a …. EXTENSION

Close your book and stand up.

Let’s walk around the classroom. Keep walking.

Once I say a classroom object, for example, a chair, you must stop walking and quickly touch a chair that is closest to you. Ready? Let’s walk!

Table! / Door! / Board! / Chair! / … (Continue with different classroom objects.) WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 2.3A–2.3B What’s in my school bag?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 38–39 Phase: ESA (ENGAGE) Aims To identify school supplies To describe what is in one’s school bag

Skill Tag Vocabulary (familiar context) Vocabulary ruler, sharpener, marker, pencil, scissors, notebook, glue, paint brush Functional Language What is this? A notebook. What’s in your school bag? A pencil. I have a pencil. Materials Flashcards no.: 39, 40, 41, 42, 43, 44, 45, 46 Homework Color pages 38–39.


Good Morning (song)






Tell students that they are going to learn what Paty has in her school bag.

Get students to point to the ruler and repeat after you several times: “There is a ruler.”

Do the same for the sharpener, marker, and pencil. Exercise 2.3B (page 39)


Tell students that they are going to learn what Tony has in his school bag.

Continue with the same presentation as above for the scissors, notebook, glue, and paint brush.

Point to any item and ask: “What’s in Paty/Tony’s school bag?” Students should answer accordingly.

EXTENSION

Get students to open their school bags.

Get them to show you the items they have and repeat, for example: “I have a ruler.”

WRAP-UP





What do you have in your school bag?

Let’s see what’s in Paty’s school bag!

(Point to the ruler.) What is this? Yes! A ruler.

Repeat after me: There is a ruler.

(Point to the sharpener.) What is this? A sharpener.

Repeat after me: There is a sharpener. (Repeat the above for “marker” and “pencil.”) Exercise 2.3B (page 39)

Now let’s see what’s in Tony’s school bag.

(Point to the scissors.) What are these? Scissors!

Repeat after me: There are scissors.

(Point to the notebook.) What is this? A notebook.

Repeat after me: There is a notebook.

(Point to the glue.) What is this? Glue!

Repeat after me: There is glue.

(Point to the paint brush.) What is this? A paint brush!

Repeat after me: This is a paint brush.

(Point to any item.) What’s in Paty/Tony’s school bag? (Ss: There is/are ….)

EXTENSION

Open your school bag!

Show me your ruler.

If you have a ruler, hold it up and say: I have a ruler. (Repeat the above for the other school supplies.) WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 2.3C–2.3D What’s in my school bag?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 40–41 Phase: ESA (STUDY) Aims To identify school supplies To describe what is in one’s school bag

Skill Tags Matching Fine motor skills Vocabulary ruler, sharpener, marker, pencil, scissors, notebook, glue, paint brush Functional Language What is this? A notebook. What’s in your school bag? A pencil. I have a pencil. Materials Flashcards no.: 39, 40, 41, 42, 43, 44, 45, 46 Homework N.A.


Good Morning (song)




❹❺❻❼❽ CLASS ACTIVITY Exercise 2.3C (page 40)


Point to the marker on the left and ask students: “What’s in your school bag?”

Get them to trace and repeat: “There is a marker.”

Get students to match and color the markers.

Do the same for the pencil, ruler, and sharpener. Exercise 2.3D (page 41)



Invite individual students to come up and present their school supplies. Encourage them to say: “There is/are ….”

EXTENSION

Prepare the flashcards of the classroom objects (previous unit) and school supplies facing down.

Invite a student to the front to pick a flashcard.

Without revealing the flashcard or speaking, the student must get the class to guess that object by drawing it on the board.

Repeat activity with different students. WRAP-UP




(Point to the marker.) What’s in your school bag?

Point and repeat after me: There is a marker.

Trace the marker and say again: There is a marker.

Can you find the other marker? Good!

Match the markers and color them blue. (Repeat the above for the remaining items, specifying different colors.) Exercise 2.3D (page 41)


(Point to the paint brush.) What’s in your school bag?

Point and repeat: There is a paint brush.

Trace the paint brush and say: There is a paint brush.

Can you find the other paint brush? Good!

Match the paint brushes and color them yellow. (Repeat the above for the remaining items, specifying different colors.)

Who wants to come up and show us what’s in your school bag? Say: There is/are ….

EXTENSION

Let’s have some fun! Who wants to go first?

Choose a flashcard. Do not tell the class what it is.

Draw this object on the board.

The rest of you will try to guess.

If you know the answer, raise your hand.

Whoever guesses correctly will go next. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 2.3E–2.3F What’s in my school bag?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 42–43 Phase: ESA (ACTIVATE) Aims To identify school supplies To describe what is in one’s school bag

Skill Tags Language practice in everyday context Sorting and classifying Vocabulary ruler, sharpener, marker, pencil, scissors, notebook, glue, paint brush Functional Language What is this? A notebook. What’s in your school bag? A pencil. I have a pencil. Materials Flashcards no.: 39, 40, 41, 42, 43, 44, 45, 46 Homework N.A.


Good Morning (song)






Get students to identify the objects on this page.

Get them to point and say: “This is a ….”

Ask students: “Is there a … in your school bag?”

If they answer “yes,” tell them to color the object.

If they answer “no,” tell them to circle the object. Exercise 2.3F (page 43)


Tell them to have their crayons ready.

Get them to identify the objects/places on this page.

Get students to circle the school supplies red.

Get them to circle the classroom objects green.

Get them to circle the places around the school blue.

Invite individual students to come up and present their work. Encourage them to say where these objects/places belong.

EXTENSION

Randomly name any objects from the school bag, classroom, or places around the school.

Explain the rules: If it is an item in the school bag (e.g., pencil), student must raise one hand; if it is an item in the classroom (e.g., board), students must raise two hands; if it is a part of the school (e.g., library), students must stand up.

WRAP-UP




What do you see? (Ss: A notebook! A chair! ....)

Let’s point and say together: This is a notebook/paint brush/chair/sharpener/table/marker/school bag.

What’s in your school bag?

Is there a notebook in your school bag?

Yes! Color the notebook.

Is there a paint brush in your school bag?

Yes! Color the paint brush.

Is there a chair in your school bag?

No! A chair cannot fit into a school bag. Circle it. (Repeat the above for the sharpener, table, and marker.) Exercise 2.3F (page 43)


Have your red, blue, and green crayons ready.

What do we have here? (Ss: A ruler! A board! ….)

Some of these are school supplies.

Some of these are classroom objects.

Others are places around the school.

Which of these are school supplies? (Ss: Ruler and paint brush.) Good! Circle them with your red crayon.

Which of these are classroom objects? (Ss: Board and bookcase.) Great! Circle them green.

Which pictures show places around the school? (Ss: School yard and music room.) Yes! Circle them blue.


Does it belong to the school bag, classroom, or school?

EXTENSION

Let’s play a game! (Explain and demonstrate.)

Door! Marker! Classroom! Desk! Glue! Restroom! .... WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 2.4A–2.4B How do you feel?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 44–45 Phase: ESA (ENGAGE) Aim To describe one’s feelings

Skill Tag Vocabulary (personal experiences) Vocabulary hungry, thirsty, angry, scared, sleepy, happy, sad, silly Functional Language How do you feel? I’m happy. How is she? She is sad. Is he angry or sad? He is angry. Materials Flashcards no.: 47, 48, 49, 50, 51, 52, 53, 54 Homework Color pages 44–45.


Good Morning (song)





Ask students how they are feeling today.

Tell them how you feel today.


Briefly describe the picture and talk about Halloween.

Point to each child and ask: “How does Paty feel?”

Get students to point and repeat: “She is ….”

Encourage students to vary their facial expression and tone of their voice.



For each pumpkin, get students to point and repeat: “It is …” or “It feels ….”

Point to any pumpkin and ask: “How do you feel?”

Get students to mime and answer: “I feel/am ….”

Ask students how the tree feels.

EXTENSION

Prepare the “feelings” flashcards facing down.

Invite a student to pick a card.

Without speaking or revealing the card, he/she must get the class to guess the feeling by miming only.

Repeat with different students. WRAP-UP




How do you feel today? I am very happy!

Let’s open the book to page 44.

It’s almost Halloween! Look! The children here are all dressed up. Do you dress up for Halloween? What do you like to dress up as?

Look at the children. How do you think they feel?

(Point to Paty.) How does Paty feel?

Point to Paty and repeat after me: Paty is hungry.

(Point to Tony.) How does Tony feel?

Point to Tony and repeat after me: Tony is thirsty.

(Point to the little boy.) How does the little boy feel?

Point to the little boy and repeat: He is angry.

(Point to the little girl.) How does the little girl feel?

Point to the little girl and repeat: She is scared. Exercise 2.4B (page 45)

Let’s look at page 45. What do you see?

There is a moon, a tree, and four pumpkins.

Now point and repeat after me.

(Point to the first pumpkin.) It is sleepy.

(Point to the second pumpkin.) It is happy.

(Point to the third pumpkin.) It is sad.

(Point to the last pumpkin.) It feels silly.

(Point to any pumpkin.) How do you feel? (For example, Ss: Sleepy!) Show me your sleepy face and say: I am sleepy. (Repeat for the rest.)

Let’s look at the tree. How does the tree feel? EXTENSION


Pick a card. Do not say what it is. Just act it out.

Your friends will try to guess how you are feeling.

Who knows the answer? Raise your hands! WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 2.4C–2.4D How do you feel?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 46–47 Phase: ESA (STUDY) Aim To describe one’s feelings

Skill Tags Matching by attribute Penmanship Language practice Vocabulary hungry, thirsty, angry, scared, sleepy, happy, sad, silly Functional Language How do you feel? I’m happy. How is she? She is sad. Is he angry or sad? He is angry. Materials Flashcards no.: 47, 48, 49, 50, 51, 52, 53, 54 Homework N.A.


Good Morning (song)






Point to the first pumpkin and ask: “How do you feel?”

Get them to answer: “I’m sad.”

Tell students to match it to the other sad pumpkin by following the dots with a crayon.

Get them to color the pumpkins and the letters “sad.”

Note that it is not necessary to spell the word as students have not learned the alphabet yet.

Do the same for the remaining three pumpkins. Exercise 2.4D (page 47)


Get students to read the first speech bubble.

Tell them to follow the dots with their finger to get a clue or to check if they read correctly.

Then get them match and repeat: “I’m scared.”

Do the same for the remaining speech bubbles. Encourage students to vary their expressions.

Tell students to color the pictures. EXTENSION

Sing: If You’re Happy

If you’re happy and you know it, clap your hands! If you’re angry and you know it, stamp your feet! If you’re sad and you know it, cry boo-hoo! If you’re silly and you know it, make a face! If you’re sleepy and you know it, go to bed!”

WRAP-UP




The pumpkins are showing us different feelings!

Look at the first pumpkin. Let’s ask the pumpkin: How do you feel? The pumpkin will say: I’m sad. Repeat.

Which other pumpkin is sad too? Let’s find it.

Trace the dots with your crayon to match them.

Color the word “sad” and say: Sad.

Now color the pumpkins that have a sad face.

Let’s ask the second pumpkin: How do you feel? (Repeat the above for “silly,” “happy,” and “sleepy.”) Exercise 2.4D (page 47)

Let’s find out who is saying what.

(Point to the first speech bubble.) What does this speech bubble say? (Ss: I’m scared!) Is that right?

Follow the dots with your finger. Is she scared? Yes!

Now match them by tracing the dots with a crayon.

Show me a scared face and repeat: I’m scared!

(Point to the second speech bubble.) What does this speech bubble say? (Ss: I’m hungry!) Let’s check!

Follow the dots with your finger. Is Paty hungry? Yes!

Now match them by tracing the dots with a crayon.

How do you show that you’re hungry? Repeat: I’m hungry!

(Repeat the above for “I’m thirsty!” and “I’m angry!”)

Great job! Now color the children! EXTENSION

Let’s sing If You’re Happy!

Remember: If you’re happy, make a happy face. If you’re angry, make an angry face.

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 2.4E–2.4F How do you feel?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 48–49 Phase: ESA (ACTIVATE) Aim To describe one’s feelings

Skill Tags Problem-solving skills Literary and ludic learning environment Vocabulary hungry, thirsty, angry, scared, sleepy, happy, sad, silly Functional Language How do you feel? I’m happy. How is she? She is sad. Is he angry or sad? He is angry. Materials Flashcards no.: 47, 48, 49, 50, 51, 52, 53, 54 Props for Extension: bowl, spoon, stool Homework N.A.


Good Morning (song)






Tell students to help Paty and Tony through the maze and get to the pumpkins.

Ask students what feelings the pumpkins show.

Get students to color the picture.

Get students to ask each other: “How do you feel?”

Encourage them to vary their answers and expressions.



Present to students the rhyme for this month.

Repeat steps outlined in the lesson plan for Unit 1.4F.


Web link is available online in the Teachers’ Corner. EXTENSION

Role play: Invite one student to be Miss Muffet and another student to be the spider. Get them to act out their role while the rest of the class sings or say the rhyme.

WRAP-UP

Sing: If You’re Happy




Tony and Paty are looking for the pumpkins.

Can you help them find the way through the maze?

Great! How do the pumpkins feel? (Ss: Silly and happy.) Repeat: It feels silly. It is happy.

Now color the pictures.

Let’s ask each other: How do you feel?

You can say anything that you have learned! If you answer “I am scared,” remember to look and sound scared.



We are going to learn a new rhyme.

Listen. It goes like this. (Read the rhyme.)




We can also sing this rhyme. Let’s sing together!

Now color the page. EXTENSION

Let’s act out the rhyme! I need two volunteers.

Who wants to be Miss Muffet?

Come and sit over here. Pretend to be eating.

Who wants to be the spider? Come and hide here.

You will slowly crawl up to Miss Muffet.

The rest of you will sing/say the rhyme. Ready? WRAP-UP

Please stand up!

Let’s sing If You’re Happy!




Notes / Evaluation

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Lollipop 3 Unit 3

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY 1 Delicious Fruits

Value of the Month Responsibility

Understanding the value of responsibility

Identifying fruits



Penmanship

Awareness of everyday context

Language practice

Visual discrimination

Art experiences

Fine motor skills: pointing, tracing, matching, coloring

apple, pear, orange, watermelon, grapes, banana

2 Yummy Vegetables Identifying vegetables


Penmanship



Number sequencing: one to ten

Language practice

Fine motor skills: pointing, tracing, drawing, coloring, matching, circling, connecting dots

lettuce, tomato, carrot, corn, onion, potato, peas

3 The Food Pyramid Understanding the Food Pyramid

Communication: vocabulary (health science)

Visual and cognitive skills


Fine motor skills: pointing, matching, drawing, coloring, cutting, arranging, pasting

cereal, bread, potato, fruits, vegetables, milk, cheese, yogurt, meat, fish, chicken

4 Fruit Salad Recipe Songs and Rhymes If All the World was Apple Pie

Following a recipe

Communication: vocabulary (home economics)

Listening skills

Number sequencing

Language practice


Fine motor skills: pointing, coloring

wash, peel, cut, place, add, mix, serve



Lollipop 3 3.1A–3.1B Delicious Fruits

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 50–51 Phase: ESA (ENGAGE) Aims To understand the value of responsibility To identify fruits

Skill Tags Values and moral education Vocabulary (familiar context) Vocabulary fruits, apple, pear, orange, watermelon, grapes, banana Functional Language This is a watermelon. What is this? A banana. Is this an apple or a pear? An apple. Materials Flashcards no.: 55, 56, 57, 58, 59, 60, 68 Homework Color pages 50–51.


Good Morning (song)






Get them to observe the picture and say what they think responsibility is based on what they see.


If they have no opinion, tell them that responsibility is taking care of their belongings and the things around them.

Give students examples of how they can be responsible.



Introduce what students will learn – fruits.

Briefly explain the importance of eating fruits.

For each fruit, get students to point and repeat several times: “This is a/an …. / These are ….”

Remind students to use “an” for apple and orange.

Explain that the word orange has two meanings.

Go to individual students, point to any fruit, and ask: “What is this? / What are these?”

EXTENSION

Get students to talk about their favorite fruits.

WRAP-UP





We are going to learn about responsibility.

Look! What do you think responsibility is?

Responsibility is taking care of your belongings and the things around you. It means not spoiling them.

What are some of the things in school that we must take care of? We must take care of the tables and chairs in the classroom. We must also take care of the musical instruments in the music room.

How about the books in the library? Do we have to take care of them? (Ss: Yes!) That’s right.

Let’s be responsible and take care of our things and the things around us!


This month we are going to talk about food!

Let’s start with fruits! Fruits are good for us.

(Point to the apple.) What is this? An apple!

An apple a day keeps the doctor away!

Point and repeat after me: This is an apple.

(Point to the grapes.) What are these? Grapes.

Point to the grapes and repeat: These are grapes. (Repeat the above for the remaining fruits.)

Remember to say: An orange! An apple!

Orange is a fruit. Orange is also a color.

(Go to individual students and point to any fruit.) What is this / What are these?

EXTENSION

Do you like fruits? What is your favorite fruit? WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 3.1C–3.1D Delicious Fruits

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 52–53 Phase: ESA (STUDY) Aim To identify fruits

Skill Tags Penmanship Awareness of everyday context Fine motor skills Vocabulary fruits, apple, pear, orange, watermelon, grapes, banana Functional Language This is a watermelon. What is this? A banana. Is this an apple or a pear? An apple. Materials Flashcards no.: 55, 56, 57, 58, 59, 60, 68 Homework N.A.


Good Morning (song)






Point to the orange on the left and ask: “What is this?”

Get students to complete the drawing of the orange.

Then get them to trace the dotted line to the sliced orange while saying: “This is an orange.”

Get them to trace and repeat several times.

Do the same for the watermelon and the banana. Exercise 3.1D (page 53)


Point to the grapes and ask: “What are these?”

Get them to match it to the other bunch of grapes.

Get students to complete the drawing of the grapes while saying: “These are grapes.”

Do the same for the apple and the pear. EXTENSION

Prepare the flashcards of the fruits facing down.


Without revealing the flashcard or speaking, the student must get the class to guess that fruit by drawing it on the board.





Look at the different fruits!

(Point to the orange.) What is this? (Ss: An orange.)

Yes! This is an orange. Repeat.

Trace the broken line to complete the orange.

Now match it to the sliced orange by tracing the dots.

As you trace, say: This is an orange.

Trace again and say: This is an orange. (Repeat the above for “watermelon.”)

(Point to the banana.) What is this? (Ss: A banana.)

Yes! This is a banana. Repeat.

Trace the broken line to complete the banana.

Match it to the peeled banana by tracing the dots.

As you trace, remember to say: This is a banana.

Trace again and say: This is a banana. Exercise 3.1D (page 53)

Now let’s look at page 53.

(Point to the grapes.) What are these? (Ss: Grapes.)

Right! These are grapes. Repeat.

Do you see another bunch of grapes? Match them.

Trace the grapes and say: These are grapes. (Repeat the above for “apple” and “pear.”) EXTENSION



Draw this fruit on the board.




Please stand up!




Notes / Evaluation


Lollipop 3 3.1E–3.1F Delicious Fruits

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 54–55 Phase: ESA (ACTIVATE) Aim To identify fruits Skill Tags Language practice in everyday context Visual discrimination Art experiences Vocabulary fruits, apple, pear, orange, watermelon, grapes, banana Functional Language This is a watermelon. What is this? A banana. Is this an apple or a pear? An apple. Materials Flashcards no.: 55, 56, 57, 58, 59, 60, 68 Colored pictures of the fruits (optional) Homework N.A.


Good Morning (song)






Tell students to get their crayons ready.

Ask students to identify the fruits in the basket.

Then ask them: “What color is/are the …?”

Get them to color the fruits accordingly.

If you have colored pictures of the fruits, place them on the ledge of the board where students can see.

Invite individual students to present their fruit basket.

Encourage students to describe the fruits and their colors.



Ask students to identify the fruits.

Get them to repeat: “Grapes and watermelon.”

Remind them that “and” is used to join two words.

Get students to compare both drawings and then complete the one on the left.

Check that students “copied” the drawing correctly.

Then tell students to color the fruits. EXTENSION

Ask students what other fruits they have eaten before. Get them to describe the fruits.

WRAP-UP




Have your crayons ready!

Look! There are so many fruits in the basket!

Name me the fruits in the basket. (For example, Ss: Banana!) Yes! What color is the banana? (Ss: Yellow.) Right! It is yellow. Color the banana yellow.

What else do you see? (For example, Ss: Grapes!) Good. What color are the grapes? (Ss: Purple.) Correct! They are purple. Color the grapes purple.

(Repeat the above for the other fruits – order may vary.)

Don’t forget to color the basket!

Who wants to come up and show us your fruit basket? Describe the fruits.

Point to the apple and say: This is an apple. It is red. Exercise 3.1F (page 55)

Look at the next page.

What fruits do you see? (Ss: Grapes! Watermelon!)

Yes! Repeat after me: Grapes and watermelon.

We use “and” to join two words, like apple and pear.

Look at both drawings. Are they the same? No!

Can you spot the differences?

The drawing on the right is missing some parts!

Can you complete it? Follow the drawing on the left.

Done? Did you draw correctly? Let me see.

Great! Let’s color the grapes and the watermelon. EXTENSION

What other fruits have you eaten before?

What color it is? WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 3.2A–3.2B Yummy Vegetables

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 56–57 Phase: ESA (ENGAGE) Aim To identify vegetables

Skill Tag Vocabulary (familiar context) Vocabulary vegetables, lettuce, tomato, carrot, onion, corn, potato, peas Functional Language This is a tomato. What is this? A carrot. Is this an onion or a potato? An onion. Materials Flashcards no.: 61, 62, 63, 64, 65, 66, 67, 69 Homework Color pages 56–57.


Good Morning (song)






Introduce what students will learn today – vegetables.

Briefly explain the importance of eating vegetables.

For each vegetable, get students to point and repeat several times: “This is a/an …. / These are ….”




Remind students to use “an” for onion.

Go to individual students, point to any vegetable, and ask: “What is this? / What are these?”

EXTENSION

Ask students which vegetables they usually eat.

Get them to talk about their favorite vegetables. WRAP-UP





Today we are going to learn about vegetables.

Like fruits, vegetables are good for our health.

We must eat a lot of vegetables.

Look! This is the chef’s kitchen. He is showing us the different types of vegetables.

(Point to the lettuce.) What is this? Lettuce!

Point and repeat after me: This is a lettuce.

(Point to the tomato.) What is this? A tomato.

Show me the tomato and repeat: This is a tomato. (Repeat the above for the remaining vegetables.) Exercise 3.2B (page 57)

Now let’s look at page 57.

(Point to the onion.) What is this? An onion!

Point and repeat after me: This is an onion.

Remember to use “an” for onion.

(Point to the potato.) What is this? A potato.

Show me the potato and repeat: This is a potato.

(Point to the peas.) What are these? Peas.

Show me the peas and repeat: These are peas.

(Go to individual students and point to any vegetable.) What is this? / What are these?

EXTENSION

Which vegetables do you usually eat?

Which are your favorite vegetables? WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 3.2C–3.2D Yummy Vegetables

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 58–59 Phase: ESA (STUDY) Aim To identify vegetables

Skill Tags Penmanship Awareness of everyday context Matching Fine motor skills Vocabulary vegetables, lettuce, tomato, carrot, corn, onion, potato, peas Functional Language This is a tomato. What is this? A carrot. Is this an onion or a potato? An onion. Materials Flashcards no.: 61, 62, 63, 64, 65, 66, 67, 69 Colored pictures of the vegetables Homework N.A.


Good Morning (song)






Point to the corn and ask: “What is this?”

Get students to match the corns by tracing the dots.

Get them to trace the dots several times while saying: “This is a corn.”

Get students to complete the corn drawing by referring to the one above.

Tell students to color the corn yellow and green.

If you have colored pictures of the vegetables, place them in front where students can see.

Point to the word “corn” and get students to read it.

Do the same for the lettuce, potato, and tomato, specifying the colors of each vegetable.



Point to the carrot and ask: “What is this?”

Get students to trace the outline of the carrot.

Tell them to color it orange and green.

Point to the word “carrot” and get students to read it.

Get them to match the carrot to its shadow while saying: “This is a carrot.”

Do the same with the onion and peas, specifying the colors each vegetable.

WRAP-UP




(Point to the corn.) What is this? A corn!

Let’s say together: This is a corn.

Trace the dots carefully to match it to the other corn.

As you trace, say: This is a corn. Again!

Look at the corn below. Something is missing.

Can you complete the drawing?

Follow the drawing above.

Draw in the missing parts of the corn.

Done? Now color the corn yellow and green.

(Point to the word “corn.”) What word is this? Corn! (Repeat the above for “lettuce,” “potato,” and “tomato.”) Exercise 3.2D (page 59)


(Point to the carrot.) What is this? A carrot!

Let’s say together: This is a carrot.

Trace the outline of the carrot with a pencil.

Now color the carrot orange and green.

(Point to the word “carrot.”) What word is this? Carrot!

Do you see the shadow of the carrot?

Match them and repeat: This is a carrot. (Repeat the above for “onion” and “peas.”) WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 3.2E–3.2F Yummy Vegetables

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 60–61 Phase: ESA (ACTIVATE) Aim To identify vegetables

Skill Tags Sorting and classifying Number sequencing Language practice Vocabulary vegetables, lettuce, tomato, carrot, corn, onion, potato, peas Functional Language This is a tomato. What is this? A carrot. Is this an onion or a potato? An onion. Materials Flashcards no.: 61, 62, 63, 64, 65, 66, 67, 69 Colored pictures of the vegetables Homework N.A.


Good Morning (song)






Get students to identify the food on the table.

Tell students to circle only the vegetables.

Check that the apple and the orange are not circled.

Then tell students to color the vegetables.

If you have colored pictures of the vegetables, place them in front where students can see.

Invite individual students to come up and present the vegetables. Encourage them to say: “These are vegetables. This is a ….”



Get them to join the dots in sequence from 1 to 10.

Ask students: “What vegetables are they?”

Get them to point and repeat: “Potato and tomato.”

Check that students do not confuse both vegetables.

Tell them to color the vegetables. EXTENSION

Prepare the flashcards of the vegetables facing down.


Without revealing the flashcard or speaking, the student must get the class to guess that vegetable by drawing it on the board.





Look! What do we have on the table? (Ss: A corn, an orange, a lettuce, an apple, a potato, and an onion.)

Good! Now circle only the vegetables.

Did you circle the apple and the orange? (Ss: No!)

Good! Now color the only the vegetables.

Remember to use the correct colors.

Who wants to come up and show us the vegetables?

Say: These are vegetables. This is a …. Exercise 3.2F (page 61)

Let’s look at the next page!

We are going to finish this drawing.

Join the dots in order from 1 to 10. Let’s start from 1!

Done? What vegetables are they?

Let’s point and repeat: Potato and tomato.

Show me the potato. Show me the tomato.

What color is the potato? (Ss: Brown!) Color it brown.

What color is the tomato? (Ss: Red and green) Yes! Color the tomato red and green.

Who wants to show us your work? Tell us what vegetables they are and their colors. (S1: This is a potato. It is brown. This is a tomato. It is red and green.)

EXTENSION



Draw this vegetable on the board.




Please stand up!




Notes / Evaluation


Lollipop 3 3.3A–3.3B The Food Pyramid

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 62–63 Phase: ESA (ENGAGE) Aim To understand the food pyramid

Skill Tag Formation and academic learning environment (health science) Vocabulary cereal, bread, potato, fruits, vegetables, milk, cheese, yogurt, meat, fish, chicken Functional Language Cereal, bread, and potato! Where does the fish go? Materials Flashcards no.: 70, 71, 72, 73, 74, 75, 76, 77, 78 Homework Color pages 62–63.


Good Morning (song)




❹❺❻❼ CLASS ACTIVITY Exercise 3.3A (page 62)


Explain to students the idea of the food pyramid.

Get students to look at the first layer (bottom).

Get students to point and repeat after you: “Cereal.”

Do the same for the bread and potato.

Then get students to repeat while pointing to each item: “Cereal, bread, and potato!”

Get students to look at the second layer.

Ask them to identify the fruits and vegetables here.

Get them to repeat while pointing to each section: “Fruits and vegetables!”



Get students to look at the third layer.

Get students to point and repeat after you: “Milk.”

Do the same for the cheese and yogurt.

Then get students to repeat while pointing to each item: “Milk, cheese, and yogurt!”

Tell students that these food contain milk.

Repeat the above steps for “Meat, fish, and chicken!”

Invite individual students to present the food pyramid. EXTENSION

Introduce the last layer – cakes and cookies. WRAP-UP





Today, we are going to learn about the food pyramid.

We eat many different kinds of food. A food pyramid tells us what to eat more and what to eat less. We should eat more healthy food. That’s why they are at the bottom, the biggest part of the pyramid. The top of the pyramid is the smallest! The food that we should eat less of is right at the top.

Let’s start with the first layer.

(Point to the cereal.) Point and repeat: Cereal. (Repeat the above for “bread” and “potato.”)

Point and say together: Cereal, bread, and potato!

These food give us energy to work and play!

Look! The fruits and vegetables are in second layer.

What vegetables/fruits do you see?

Let’s point and say together: Fruits and vegetables.

These food give us vitamins that keep us healthy!


Let’s look at the next layer.

(Point to the milk.) Point and repeat after me: Milk. (Do the same for “cheese” and “yogurt.”)

Point and say together: Cereal, bread, and potato!

These food have milk that gives us strong bones!

(Point to the meat.) Repeat after me: Meat. (Do the same for “fish” and “chicken.”)

Point and say together: Meat, fish, and chicken!

These food give us muscles!

Who wants to present the food pyramid? EXTENSION

At top of the pyramid, there are cakes and cookies.

We should eat less of these sweet things. WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 3.3C–3.3D The Food Pyramid

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 64–65 Phase: ESA (STUDY) Aim To understand the food pyramid

Skill Tags Formation and academic learning environment (health science) Visual and cognitive skills Vocabulary cereal, bread, potato, fruits, vegetables, milk, cheese, yogurt, meat, fish, chicken, cookies Functional Language Cereal, bread, and potato! Where does the fish go? Materials Flashcards no.: 70, 71, 72, 73, 74, 75, 76, 77, 78 Scissors Glue Homework Ask students to bring clippings of their favorite food for the next class.


Good Morning (song)






Point and get students to identify each food item.

Get students to match each item to the correct part of the food pyramid by drawing a line.

Then get them to draw the items in the food pyramid.

Get students to color the food pyramid.

Ask students questions relating to the food pyramid.



Get them to cut out the pieces of the food pyramid.


Tell them to arrange the cutouts to form the pyramid.

Check that students have arranged them correctly.

Tell students to paste the food pyramid.

Invite individual students to the front to present the food pyramid.

WRAP-UP

Homework: Ask students to bring clippings of food that they would like to eat.




We will look at the food pyramid again today!

(Point to the cheese.) What is this? (Ss: Cheese!)

(Point to the cookies.) What are these? (Ss: Cookies!) (Repeat the above for the remaining food items.)

Let’s match the food to the correct places in the food pyramid. Have a pencil ready.

Where does the cheese go? Point to the correct place. That’s right! Draw a line from the cheese to the third layer of the food pyramid.

Now draw the cheese inside the pyramid. Good!

Where should the cookies be? (Ss: At the top!) Yes! Draw a line from the cookies to the top.

Then draw the cookies inside the top of the pyramid. (Repeat the above for the remaining food items.)

Now color your food pyramid.

Which should we eat more – bread or cheese?

Which should we eat less – cookies or meat?

Which do you like more – fruits or vegetables? Exercise 3.3D (page 65)

Let’s go to page 207 at the back of the book.

Do you see pictures of food? Cut them out carefully.

Done? Let’s go back to page 65.

Arrange the cutouts to complete the food pyramid.

Done? Did you get a nice triangle? Let me see.

Now paste the cutouts in their correct places.

Who wants to come up and show us your food pyramid? (S1: This is a food pyramid. Here we have cereal, bread, and potato ….)

WRAP-UP

For homework, please bring newspaper or magazine clippings of food that you like and wish to eat.

Please stand up!




Notes / Evaluation


Lollipop 3 3.3E–3.3F The Food Pyramid

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 66–67 Phase: ESA (ACTIVATE) Aim To understand the food pyramid

Skill Tag Exploring personal identity Vocabulary cereal, bread, potato, fruits, vegetables, milk, cheese, yogurt, meat, fish, chicken Functional Language Cereal, bread, and potato! Where does the fish go? Materials Flashcards no.: 70, 71, 72, 73, 74, 75, 76, 77, 78 Scissors Glue Homework N.A.


Good Morning (song)






Explain to students that you will ask some questions and they will answer by coloring the faces.

Tell them to have a red and a green crayon ready.

For each food item, ask students: Do you like …?

If the answer is “yes,” tell them to color the green.

If the answer is “no,” tell them to color the red.

Then tell students to color the food.

Invite individual students to come up and talk about the food they like or dislike. Encourage them to say: “I like to eat …. / I don’t like to eat ….”



Ask them: “What do you want to eat?”

Get them to take out the clippings of food that they would like to eat and paste them on the empty tray.

If students did not bring their clippings, get them to draw and color their favorite food on the tray.

Invite individual students to come up and talk about the items on their food tray.

Get them to answer: “I want to eat ….” WRAP-UP




I am going to ask you some questions.

Answer them by coloring the happy or sad faces.

Have your red and green crayons ready.

Do you like to eat cereal?

If you like it, color the happy face green.

If you don’t like it, color the sad face red.

Next, do you like to eat milk? (Repeat the above for the remaining food.)

Now color all the food.

Who wants to come up and tell us what food you like or dislike? What do you like? Say: I like to eat …. What do you dislike? Say: I don’t like to eat ….


Look! We have a food tray here. But there is no food!

What do you want to eat?

Did you bring your clippings of food? Take them out.

Paste the food that you want to eat on the empty tray.

If you did not bring, don’t worry, draw and color the food you want to eat on the food tray.

Who wants to come up and show us what’s on your food tray? What do you want to eat? Say: I want to eat ….

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 3.4A–3.4B Fruit Salad Recipe

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 68–69 Phase: ESA (ENGAGE) Aim To understand and follow a recipe

Skill Tag Formation and academic learning environment (home economics) Vocabulary wash, peel, cut, place, add, mix, serve Functional Language First, wash the fruits. Then, cut the fruits. Next, place them in a bowl. Finally, mix them and serve. Materials Flashcards no.: 79, 80, 81, 82, 83, 84, 85 Ingredients and items for making the fruit salad (optional for Extension): Fruits (wash them in advance), yogurt, plates, mixing bowl, spoon, knife, forks, apron Homework Color pages 68–69.


Good Morning (song)




❹❺❻❼ CLASS ACTIVITY Exercise 3.4A (page 68)


Explain to students what a recipe is.

Tell them that they are going to make a fruit salad.

Get students to point and repeat after you several times: “Step 1, wash the fruits.”

Repeat the step and get students to mime the step.

Do the same for steps 2 and 3. Exercise 3.4B (page 69)


Continue the same presentation for steps 4–6.

Read steps 1–6 of the recipe and get students to mime accordingly without looking at the book.

Invite individual students to come up with the book to present the fruit salad recipe.

EXTENSION

Prepare the ingredients and items needed and tell students that you are going make the fruit salad.

Allow students to gather around you or the table.

For every step, read it out and get students to repeat.

Alternately, get students to “guide” you by asking them: “What is the first step? / What’s next?”

WRAP-UP

Homework: Color pages 68–69




Do you know what a fruit salad is?

A fruit salad has many fruits mixed in a bowl.

Today we are going to make a fruit salad by following a recipe. A recipe tells us step by step what to do.

Point and repeat after me: Step 1, wash the fruits.

Show me how you wash the fruits.

(Mime.) Do this and say together: Wash the fruits.

What’s next? Point and repeat: Step 2, peel the fruits.

How do you peel a banana? Good!

(Mime.) Let’s do this and say: Peel the fruits.

What’s next? Point and repeat: Step 3, cut the fruits.

How do you cut? Hold the knife and fruit carefully.

(Mime.) Do this and say together: Cut the fruits. Exercise 3.4B (page 69)

Point and repeat: Step 4, place in a bowl.

(Mime.) Put the fruits in a bowl! Say: Place in a bowl.

Point and repeat: Step 5, add the yogurt.

(Mime.) Now pour the yogurt and say: Add the yogurt.

Finally, point and repeat: Step 6, mix and serve.

Let’s mix the salad. Mix it well. Serve it to a friend!

(Mime.) Do this together and say: Mix and serve.

Well done! Shall we do it again?

This time close your book. I will read out the recipe.

Who wants to come up and tell us the recipe? EXTENSION

I am going to make a fruit salad! Come and stand around my table so you can see what I’m doing.

What is the first step? What’s next?

Who wants to try the fruit salad? Is it yummy? WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 3.4C–3.4D Fruit Salad Recipe

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 70–71 Phase: ESA (STUDY) Aim To understand and follow a recipe

Skill Tags Listening skills Sequencing Vocabulary wash, peel, cut, place, add, mix, serve Functional Language First, wash the fruits. Then, cut the fruits. Next, place them in a bowl. Finally, mix them and serve. Materials Flashcards no.: 79, 80, 81, 82, 83, 84, 85 Ingredients and items for students to make either a fruit salad or a bowl of cereal (optional for Extension) Homework N.A.


Good Morning (song)






Tell students that Paty wants to eat some fruits.

Get them to look at each picture and read the step.

Tell students that the pictures are not in the correct order and get them to guess the correct sequence.

Then get students to listen carefully to your instructions and number the pictures accordingly.

Repeat the steps and check their answers. Exercise 3.4D (page 71)


Tell students that Tony is preparing his breakfast.

Then repeat the same activity as above.

Invite individual students to present both recipes. Encourage them to say: “First … Then/Next ….”

EXTENSION

Prepare the ingredients and items needed and tell students that you are going to make a fruit salad.

If knife is needed, ensure that plastic knives and close supervision are provided.

Provide fruits that are easy to handle or cut, e.g., bananas, strawberries, oranges, and grapes.

Guide students as they follow the fruit salad recipe. WRAP-UP




Paty wants to eat some fruits. What should she do?

(Point.) Look at the first picture. Let’s read the step: Peel the orange. (Repeat for the next two pictures.)

These pictures are not in the correct order. Who wants to guess what the correct order is?

We are going to put the pictures in the correct order.

Have a pencil ready. Listen carefully and write the correct number in the box. Ready? o First, wash the apple. / Write “1” in the box. o Next, peel the orange. / Write “2” in the box. o Then, cut the banana. / Write “3” in the box.

Done? I will repeat the steps. Check your answers. Exercise 3.4D (page 71)

Tony wants to make breakfast. What should he do?

(Point.) Look at the first picture. Let’s read the step: Mix and serve. (Repeat for the next two pictures.)

These pictures are also not in the correct order. Who wants to guess what the correct order is?

We are going to put the pictures in the correct order.

Listen carefully and write the correct number. Ready? o First, place the cereal in a bowl. o Next, add the milk. o Then, mix well and serve.

Done? I will repeat the steps. Check your answers.

Who wants to come up and tell us about the recipes?

Point to the picture in your book and say: First …. EXTENSION

Now you are going to make a fruit salad!

Let’s follow the fruit salad recipe in the book. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 3.4E–3.4F Fruit Salad Recipe

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 72–73 Phase: ESA (ACTIVATE) Aims To understand and follow a recipe To sequence an event in order

Skill Tags Language practice Sequencing Literary and ludic learning environment Vocabulary wash, peel, cut, place, add, mix, serve Functional Language First, wash the fruits. Then, cut the fruits. Next, place them in a bowl. Finally, mix them and serve. Materials Flashcards no.: 79, 80, 81, 82, 83, 84, 85 Homework N.A.


Good Morning (song)






First direct their attention to the sandwich recipe.

Get them to guess the correct order of the pictures.

Get students to listen and number the pictures.

Repeat the steps and check their answers.

Then direct their attention to Paty’s dinner.

Get them to describe each picture and guess the correct sequence of Paty’s dinner.

Then get students to listen and number the pictures.

Repeat the steps and check their answers.

Tell students to color the pictures. Exercise 3.4F (page 73)






Ask students to name their favorite food.

Replace the words in the rhyme and recite it again.

If all the world was _________ And all the sea was ink, And all the trees were _________ and _________. What would we have to drink?

WRAP-UP




Let’s look at the sandwich recipe! The pictures are not in order. What do you think is the correct order?

I am going to say the steps for the sandwich recipe.

Listen and write the correct number in the box. o First, put the lettuce on the bread. o Next, place the ham over the lettuce. o Then, add slices of tomatoes. o Finally, put another slice of bread on top.

There you have your sandwich! Check your answers.

Now let’s have a look at what Paty does at dinner!

(Point to each picture.) What is Paty doing here?

What do you think Paty does first/next/last?

Let’s tell Paty what to do. Listen and write. o Step 1: Have your dinner ready. o Step 2: Eat your dinner. o Step 3: Drink a cup of water. o Step 4: Wash the dishes.

I will repeat the steps. Check your answers.

Great! Now color the page. Exercise 3.4F (page 73)







What is your favorite food? What do you wish the world was? What do you wish the trees were?

Let’s change the words in the rhyme and say it again! WRAP-UP

Please stand up!




Notes / Evaluation

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Lollipop 3 Unit 4

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY 1 Merry Christmas!

Value of the Month Generosity

Understanding value of generosity

Describing items related to Christmas

Identifying toys



Penmanship

Language practice


Fine motor skills: pointing, tracing, coloring, matching, pasting

Christmas, lights, tree, gifts, train, doll, ball

2 Merry Shapes Songs and Rhymes Little Jack Horner

Identifying geometric shapes


Visual discrimination: matching by attribute

Number sequencing: one to eleven

Art experiences


oval, star, triangle, circle, rectangle, square, diamond



Lollipop 3 4.1A–4.1B Merry Christmas!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 74–75 Phase: ESA (ENGAGE) Aims To understand the value of generosity To identify Christmas-related items To identify toys

Skill Tags Values and moral education Vocabulary (familiar context) Vocabulary Christmas, lights, tree, gifts, train, doll, ball Functional Language What is this? A Christmas tree. Is this a doll? Yes. / No. Materials Flashcards no.: 86, 87, 88, 89, 90, 91, 92 A red cloth sack/bag containing toys Homework Color pages 74–75.


Good Morning (song)




❶❷❸❹



Get them to observe the picture and say what they think generosity is based on what they see.


If they have no opinion, tell them that generosity is sharing what we have with the people around us.

Tell students that generosity is also sharing with those who are less fortunate than us.

Give examples of how students can show generosity. Exercise 4.1B (page 75)


Introduce the theme for this month – Christmas.

Get students to repeat: “It is Christmas!”

Then get them to point and repeat: “This is a tree.”

Get them to point and repeat: “These are lights.”

Do the same for the remaining items.

Point to any item and ask individual students: “What is this? / What are these?”

EXTENSION

Invite a student to take a toy from a sack/bag of toys.

Tell the student to hold it up and say: “This is a ….”

Put it back and repeat activity with different students. WRAP-UP





We are going to learn about generosity.

Look at this picture! What do you think generosity is?

Generosity is sharing what we have with the people around us. It is also sharing or giving what we have to people who are less fortunate than us.

For example, Paty is sharing her candy sticks with her friends. If your friend wants to play with your toy, you should share it with him or her.



Christmas is coming! Do you like Christmas? What do you like? How do you celebrate Christmas?

We are going to learn things that have to do with Christmas! Look at this picture.

Tony and his father are putting up the Christmas tree!

Point and repeat after me: This is a tree.

Where are the Christmas lights?

Point and repeat after me: These are lights.

We can usually find gifts under the Christmas tree.

Point to the gifts and repeat: These are gifts.

Show me the train. Repeat: This is a train.

Where is the ball? Repeat: This is a ball.

Do you see a doll? Point and repeat: This is a doll.

(Point to any item.) What is this? / What are these? EXTENSION

Look! Santa has presents in his bag!

Let’s see what toys there are. Who wants to go first?

Put your hand inside and take out one present.

Show and tell the class what this is. Say: This is a …. WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 4.1C–4.1D Merry Christmas!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 76–77 Phase: ESA (STUDY) Aims To identify Christmas-related items To identify toys

Skill Tags Penmanship Fine motor skills Language practice Vocabulary Christmas, lights, tree, train, doll, gifts, ball Functional Language What is this? It’s a ball! Is this a doll? Yes. / No. Materials Flashcards no.: 86, 87, 88, 89, 90, 91, 92 Homework Ask students to bring clippings of what they want for Christmas.


Good Morning (song)




❺❻❼❽



Ask students to describe what they see here.

Get them to trace the lights with a pencil while repeating: “These are lights.”

Do the same for the tree and gifts.

Tell students to color the page.

Invite individual students to come up and present their picture. Encourage them to say: “This is a Christmas tree. These are …. Merry Christmas!”



Tell students that it is time to unwrap the gifts.

Point to the train and ask students what it is.

Get students to match the toy to the child that has it.

Get them to read and repeat what Tony is saying.

Tell students to trace the broken lines.

Then tell them to color both trains.

Do the same for the ball and doll. EXTENSION

Sing: Santa Claus is Coming to Town

Web link to the lyrics and video of this song is available online in the Teachers’ Corner.

WRAP-UP

Homework: Get students to bring clippings of what they want for Christmas.




What do you see? (Ss: Christmas tree, lights, and gifts!) Yes! Tony has put up all the decorations.

But the picture is incomplete. Have a pencil ready.

Let’s trace the lights first. Repeat: These are lights.

Next trace the tree and repeat: This is a tree.

Finally trace the gifts and repeat: These are gifts.

Well done! Now color the picture and make it nice.

Who wants to come up and show us your picture?

Say: This is a Christmas tree. These are lights …. Merry Christmas!


Look! It is time to unwrap the gifts!

Let’s start with the first gift. What is this? (Ss: A train!)

Who has the train? Tony! Match the train to Tony.

What is Tony saying? Let’s read: It’s a train! Again!

Tony’s train is not complete. Trace the broken lines.

Color the train in the gift box and color Tony’s train.

What is the next gift? (Ss: A ball!) Correct!

Who has the ball? Tony’s brother! Match the gift to Tony’s brother.

What is he saying? Let’s read: It’s a ball! Again!

The ball is not complete. Trace the broken lines.

Done? Now color the ball in both pictures. (Repeat the above for the last gift – “It’s a doll!”) EXTENSION

Let’s sing a Christmas song – Santa Claus is Coming to Town! Do you know the words?

WRAP-UP

For homework, please bring newspaper or magazine clipping of things you want for Christmas.

Please stand up!




Notes / Evaluation


Lollipop 3 4.1E–4.1F Merry Christmas!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 78–79 Phase: ESA (ACTIVATE) Aims To identify Christmas-related items To identify toys

Skill Tags Visual discrimination Exploring personal identity Vocabulary Christmas, lights, tree, train, doll, gifts, ball Functional Language What is this? It’s a ball! Is this a doll? Yes. / No. What do you want for Christmas? A doll. Materials Flashcards no.: 86, 87, 88, 89, 90, 91, 92 Scissors Glue Homework N.A.


Good Morning (song)







Get students to look at the objects in each box and circle the two that are identical.

Then tell them to color only the ones they circled.

Get students to repeat: “These are ….” Exercise 4.1F (page 79)


Ask them: “What do you want for Christmas?”

Get them to take out the clippings of things they want for Christmas and paste them in the gift box.

If students did not bring their clippings, get them to draw and color the items they wish for in the box.

Invite individual students to come up and talk about the items in their gift box.

Get them to answer: “I want … for Christmas!” EXTENSION

Sing: All I Want for Christmas is My Two Front Teeth

Replace the lyrics with items on students’ wish list.

All I want for Christmas is a ___, a ___, yes, a ___. Gee if only I could have a ___, it will be a very Merry Christmas!

WRAP-UP






Look! Here are four different sets of toys.

(Point to the trains.) What are these? (Ss: Trains!)

Very good! Are they all the same? (Ss: No!)

Only two are exactly the same! Find and circle them.

Then color only the ones you circled.

Done? Let’s say together: These are trains.

(Point to the dolls.) What are these? (Ss: Dolls!)

Yes! Are they all the same? (Ss: No!)

Find and circle the two that are exactly the same.

Then color only the ones you circled.

Done? Let’s say together: These are dolls. (Repeat the above for the balls and the gifts.) Exercise 4.1F (page 79)

Look! We have a gift box here, but it is empty.

What do you want for Christmas?

Did you bring your clippings? Great! Take them out.

Paste what you want for Christmas in the gift box.

If you did not bring your clippings, don’t worry, draw and color what you wish for in the box.

Who wants to come up and show us your gift box?

What do you want for Christmas? Why?

Say: I want … for Christmas! EXTENSION

Let’s learn another Christmas song – All I Want for Christmas is My Two Front Teeth!

Let’s change “my two front teeth” to something else, and sing: All I want for Christmas is a ….

WRAP-UP

Let’s sing Santa Claus is Coming to Town!

Please stand up!




Notes / Evaluation


Lollipop 3 4.2A–4.2B Merry Shapes

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 80–81 Phase: ESA (ENGAGE) Aim To identify geometric shapes

Skill Tag Formation and academic learning environment (math) Vocabulary oval, triangle, star, circle, rectangle, square, diamond Functional Language What shape is this? A square. Is this a diamond? Yes. / No. Is this a rectangle or a circle? A circle. Materials Flashcards no.: 93, 94, 95, 96, 97, 98, 99 Homework Color pages 80–81.


Good Morning (song)






Introduce what students will learn – shapes.

Get students to point to an oval and repeat several times: “This is an oval.”

Do the same for the star and triangle. Exercise 4.2B (page 81)


Continue with the same presentation for circle, rectangle, square, and diamond.

Remind students the difference between a square and a rectangle.

Go to individual students, point to any shape, and ask: “What shape is this?”

EXTENSION

Name any shape and get students to draw the shape in the air with their finger.

Then invite students to draw the shapes on the board.

Try simple combinations and say, for example: “Draw one circle and two diamonds.”

WRAP-UP






Today, we are going to learn about shapes!

Look at this picture! What shapes do we have?

(Point to the oval.) Look! The light is an oval.

Point and repeat after me: This is an oval.

(Point to the triangle.) The tree is a triangle.

Point and repeat after me: This is a triangle.

(Point to the star.) What’s on top of the tree? A star!

Point and repeat after me: This is a star. Exercise 4.2B (page 81)

Let’s continue! Look! We have a gift box here.

There are many shapes on the box. What are they?

(Point to the circle.) What shape is this? A circle!

Point and repeat after me: This is a circle.

(Point to the square.) What shape is this? A square!

Point and repeat after me: This is a square. (Repeat the above for “rectangle” and “diamond.”)

Remember that a square a four equal sides.

A rectangle also has four sides, but they are not equal. Two sides are longer than the other two.

Now on your own, say: This is a ….

(Go to individual students and point to any shape.) What shape is this?

EXTENSION

Let’s draw in the air like this. (Demonstrate.)

Draw an oval! Draw a square ….

Who wants to come up and draw on the board?

Draw one circle and two diamonds. WRAP-UP



Please stand up!




Notes / Evaluation


Lollipop 3 4.2C–4.2D Merry Shapes

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 82–83 Phase: ESA (STUDY) Aim To identify geometric shapes

Skill Tag Matching by attribute Vocabulary oval, triangle, star, circle, rectangle, square, diamond Functional Language What shape is this? A square. Is this a diamond? Yes. / No. Is this a rectangle or a circle? A circle. Materials Flashcards no.: 93, 94, 95, 96, 97, 98, 99 Blank pieces of paper (for Extension) Homework N.A.


Good Morning (song)






Point to the circle and ask: “What shape is this?”

Get students to trace the circle while saying: “Circle.”

Then get them to match it to the circular ornament.

Get students to repeat: “It is a circle.”

Do the same for the diamond and the star.

Tell students to color the pictures. Exercise 4.2D (page 83)


Continue with the same activity for the other shapes.

Ask students to color the pictures.

Invite individual students to come up and present the shapes. Encourage them to point and say: “This is a/an ….”

EXTENSION

Distribute blank pieces of paper to students.

Tell students to create a picture using these shapes.

Allow students to be creative. It can be anything, e.g., a Christmas scene, a robot, a castle.

Then get students to color and present their work. WRAP-UP





We are going to work with shapes again!

Look! These are decorations for the Christmas tree.

They have different shapes too. What are they?

(Point to the circle.) What shape is this? A circle!

Trace the circle and say: Circle. Trace and say again.

Which Christmas decoration has a circle too?

Match them and repeat: It is a circle. (Repeat the above for “diamond” and “star.”)

Color the shapes and the Christmas decorations! Exercise 4.2D (page 83)

Let’s look at the next page.

What Christmas items do we have here? Yes! A Christmas tree, a light, and Christmas gifts!

(Point to the triangle.) What shape is this? A triangle!

Trace the triangle and say: Triangle. One more time.

Which Christmas item has a triangle too?

Yes, the tree! Match them and repeat: It is a triangle.

(Point to the rectangle.) What about this? A rectangle!

Which Christmas item has a rectangle too?

Show me which Christmas gift has a rectangle. Good!

Now match them and repeat: It is a rectangle. (Repeat the above for “square” and “oval.”)

Color the shapes and all the Christmas items!

Who wants to come up and show us your work? Point and say: This is a/an ….

EXTENSION

Draw any picture you like using the shapes we have learned. It can be a Christmas scene. It can be a toy. It can be anything! Then color it!

WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 4.2E–4.2F Merry Shapes

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 84–85 Phase: ESA (ACTIVATE) Aim To identify geometric shapes

Skill Tags Number sequencing Art experiences Literary and ludic learning environment Vocabulary oval, triangle, star, circle, rectangle, square, diamond Functional Language What shape is this? A square. Is this a diamond? Yes. / No. Is this a rectangle or a circle? A circle. Materials Flashcards no.: 93, 94, 95, 96, 97, 98, 99 Homework N.A.


Good Morning (song)






Get them to join the dots in sequence from 1 to 11.

When they are done, ask students what they see.

Tell them to decorate the tree and color the picture.

Get students to wish each other: “Merry Christmas!” Exercise 4.2F (page 85)






Make a Christmas card.


Get them to cut out the Christmas card.

Guide them through steps 2 and 3 of the instructions.

Tell them to think of someone to give the card to.

Get them to complete the card by filling in the names. WRAP-UP





Here is a Christmas picture. But it is not complete.

We are going to join the dots to finish the drawing.

Join them in order from 1 to 11. Let’s start from 1.

Done? What did you get? (Ss: A Christmas tree!)

Great! Now decorate your Christmas tree.

Then color the picture and make it beautiful!

Let’s wish each other: Merry Christmas! Exercise 4.2F (page 85)







We can also sing this rhyme. Let’s sing together!


We are going to make a Christmas card.

Turn to page 209 at the back of the book.

Cut along the black dotted lines only

Be careful not to cut along the gray lines.

Now fold the card like this. (Show A fold then B fold.)

And there you have a beautiful Christmas card!

Who would you like to give this card to?

Write his or her name on the first blank. Then your name on the second blank. Let’s read the card together: Merry Christmas and a Happy New Year!

WRAP-UP


Please stand up!




Notes / Evaluation

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Lollipop 3 Unit 5

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY 1 My Body

Value of the Month Respect

Understanding the value of respect

Identifying parts of the body


Literary and ludic environment


Language practice

Concentration skills

Logical and critical thinking skills


Fine motor skills: pointing, tracing, matching, circling, drawing

head, shoulders, knees, toes, eyes, ears, mouth, nose, arms, hands, feet, fingers, tongue, legs

2 My Five Senses Describing the five senses

Expressing ability

Communication: vocabulary (science)

Language practice

Logical and critical thinking skills

Visual thinking and learning

Fine motor skills: pointing, matching, coloring, circling, cutting, pasting

touch, smell, taste, see, hear

3 Taking Care of Myself Identifying items for personal grooming


Penmanship



Fine motor skills: pointing, drawing, coloring, tracing, matching

comb, brush, shampoo, soap, toothbrush, toothpaste

4 Things I Do Every Day Songs and Rhymes The Cock Crows in the Morn

Describing personal care routines Communication: vocabulary (personal experiences)

Listening skills

Left-to-right sequencing

Language practice



Fine motor skills: pointing, tracing, coloring, matching

wash, face, hair, take a shower, brush, teeth, sleep



Lollipop 3 5.1A–5.1B My Body

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 86–87 Phase: ESA (ENGAGE) Aim To understand the value of respect To identify parts of the body

Skill Tags Values and moral education Literary and ludic learning environment Vocabulary head, shoulders, knees, toes, eyes, ears, mouth, nose Functional Language This is my head. / These are my toes. Materials Flashcards no.: 100, 101, 102, 103, 104, 105, 106, 107 Homework Color pages 86–87.


Good Morning (song)




❶❷❸❹



Get them to observe the picture and say what they think respect is based on what they see.


If they have no opinion, tell them that we respect our body by taking care of it, exercising, and eating well.

Give examples of how students can show respect. Exercise 5.1B (page 87)


Tell them that they are going to learn about their body through a chant: Head, Shoulders, Knees and Toes.

Invite students to stand in a circle facing you.

Go through all the body parts mentioned in the chant.

Then present the chant with the actions.

Get students to repeat and follow you.

If you are familiar with the tune, sing while doing the actions several times and go faster each time.

Web link is available online in the Teachers’ Corner.

Invite individual students to come forward and show you the body parts you mention.

WRAP-UP





We are going to learn about respect.

Look at this picture! What do you think respect is?

You respect your body by taking care of your body.

Paty takes care of her body by washing her face.

Tony takes care of his body by brushing his teeth.

How else do you take care of your body?

Exercise regularly and eat healthy food.

We should also respect others by accepting them.

We should not call them names for being different from us.


Let’s look at page 87! We are going to learn the different parts of our body through a chant.

Come up and stand in a circle facing me!

(Point to your head.) This is my head!

Touch your head and repeat: Head.

(Point to your shoulders.) These are my shoulders.

Touch your shoulders and repeat: Shoulder. (Repeat the above for other body parts.)

Now I will teach you the chant. Listen and watch me. (Demonstrate the chant with actions.)

Now let’s go through the chant slowly. (Repeat the chant slowly line by line with actions.)

Great! Let’s sing it! Listen and follow me!

Let’s sing it again and a little bit faster this time.

Try singing and doing the actions on your own.

Who wants to come up and show us the different parts of your body? Remember to touch and repeat.

Show me your knees/nose/eyes/toes/ears/….! WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 5.1C–5.1D My Body

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 88–89 Phase: ESA (STUDY) Aim To identify parts of the body

Skill Tags Vocabulary (familiar context) Language practice Concentration skills Vocabulary head, shoulders, knees, toes, eyes, ears, mouth, nose, arms, hands, fingers, legs, feet, tongue Functional Language This is my head. / These are my toes. Materials Flashcards no.: 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113 Homework N.A.


Good Morning (song)




❷❸❹❺ CLASS ACTIVITY Exercise 5.1C (page 88)


Invite students to stand in a circle facing you.

Tell students they are going to learn more body parts.

Show your arms and say: “These are my arms.”

Get students to follow and repeat after you.

Do the same for the remaining body parts.

Tell students to follow what Paty and Tony are doing.

Invite individual students to come forward and show you the body parts you mention.




Get students to read the first speech bubble.

Tell them to follow the dots with their finger to get a clue or to check if they read correctly.

Get them to match and repeat: “This is my head.”

Do the same for the next three bubbles. EXTENSION

Play: Simon Says

Get students to move different parts of their body or revise verbs students have learned.

Allow students to take turns to be “Simon.” WRAP-UP

Sing: Head, Shoulders, Knees and Toes




Come up and stand in a circle facing me!

Today we are going to learn more body parts.

(Show your arms.) Look! These are my arms.

Follow me and repeat: These are my arms. (Repeat the above for the remaining body parts.)

Let’s do what Paty is doing.

Sit down and touch your toes.

Let’s do what Tony is doing.

Stretch one arm over your head like this.

Who wants to come up and show us the different parts of your body? Remember to touch and repeat.

Show me your fingers/legs/tongue/feet/arms/hands! Exercise 5.1D (page 89)

Have a pencil ready. We are going to read and trace.

(Point to the first bubble.) How do you read this? (Ss: This is my head.) Is that right? Follow the dots with your finger. Who do you see? What is he touching?

Tony is touching his head and saying, “This is my head.” Now match and repeat: This is my head.

(Point to the second bubble.) Let’s read this. (Ss: These are my shoulders.) Follow the dots with your finger. Who do you see? What is she touching?

Paty is touching her shoulders and saying: “These are my shoulders.” Match and repeat.

(Repeat the above for the next two speech bubbles.) EXTENSION

Let’s play Simon Says! Do you remember the rules?

Let’s start! Simon says … touch your head! / stretch your arms! / touch your nose! / move your fingers!

WRAP-UP

Do you remember the song Head, Shoulders, Knees and Toes? Let’s sing it again!

Please stand up!




Notes / Evaluation


Lollipop 3 5.1E–5.1F My Body

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 90–91 Phase: ESA (ACTIVATE) Aim To identify parts of the body

Skill Tags Logical and critical thinking skills Creativity and art experiences Vocabulary head, shoulders, knees, toes, eyes, ears, mouth, nose, arms, hands, fingers, legs, feet, tongue Functional Language This is my head. / These are my toes. I have two feet. Materials Flashcards no.: 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113 Homework N.A.


Good Morning (song)




❹❺❻❼❽ CLASS ACTIVITY

Ask students: “How many eyes do we have?”

Encourage students to stand up and count with you.

Repeat the question for different body parts, e.g., ears, nose, mouth, knees, fingers, toes, head.

Exercise 5.1E (page 90)


Ask students: “How many hands do you have?”

Get them to count and circle the correct number.

Get students to repeat: “I have two hands.”

Continue with tongue, arms, legs, and feet. Exercise 5.1F (page 91)


Tell students that they are going to create an alien.

Get students to trace the outline of its eyes and body.

Tell students to add body parts to the alien.

Tell students to color their alien and give it a name.

Invite individual students to the front to present their alien. Encourage them to describe its appearance, e.g., number of body parts and color.

EXTENSION

Sing: One Finger, One Thumb

One finger, one thumb, keep moving, }x3 And we’ll all be happy today! ♪ One finger, one thumb, one hand, keep moving, }x3 And we’ll all be happy today! One finger, one thumb, one hand, two hands, one leg… (Cont.)

WRAP-UP


CLASS ACTIVITY

We are going to learn to count our body parts today!

Let’s start! How many eyes do we have?

Stand up and count with me: One eye, two eyes!

How many ears do we have? Let’s count …. (Repeat the above for the other body parts.) Exercise 5.1E (page 90)


We are going to count and circle the correct number.

Ready? Look at the first picture! What are these?

Hands! How many hands do you have? (Ss: Two!)

Good! Circle the correct number.

Let’s say together: I have two hands.

Look at the next picture? What is it?

That’s right! One tongue. Circle the correct number.

Let’s say together: I have one tongue. (Repeat the above for the remaining body parts.)


Look at page 91. You are going to draw an alien!

First trace its body. Then trace its eyes.

Now complete the alien by drawing its body parts.

You can draw as many legs, feet, arms, hands, nose, mouth, and other body parts as you wish!

Done? Now color your alien and give it a name!

Who wants to come up and show us your alien?

What is its name? What color it is? What body parts does it have? How many … does it have?

EXTENSION

Let’s sing a happy song – One Finger, One Thumb!

As you sing, remember to do the actions.

Let’s add more body parts (e.g., two legs) and sing again!

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 5.2A–5.2B My Five Senses

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 92–93 Phase: ESA (ENGAGE) Aims To describe the five senses To express ability

Skill Tags Formation and academic learning environment (science) Vocabulary touch, smell, taste, see, hear, can, with Functional Language I can see with my eyes. Can you smell with your nose? Yes. What can you do with your ears? Hear. Materials Flashcards no.: 114, 115, 116, 117, 118 Realia to demonstrate the five senses: magnifying glass, plush doll, flower, bell, candy Homework Color pages 92–93.


Good Morning (song)




❶❷❸❹ CLASS ACTIVITY

Show students the different items you brought.

Explain to students that we have five senses and each one has its own purpose.

Demonstrate each one with the items you brought.

Invite individual students to repeat and follow you. Exercise 5.2A (page 92)


Briefly describe what is going on in the picture.

Get students to point to the girl showing the sense of touch and repeat after you: “Touch.”

Do the same for the “smell” and “taste.” Exercise 5.2B (page 93)


Continue with the same presentation for the sense of sight and the sense of hearing.

Point to any character on both pages and get students to say: “We can ….”

EXTENSION

Get students to show or point to the body parts that correspond to each of the senses.

WRAP-UP




CLASS ACTIVITY

Look what I brought to class today! I have a flower, a magnifying glass, a plush doll, a bell, and candy!

Today we are going to learn more about our body.

We have five senses and they can do different things!

(Ring the bell.) I can hear.

(Smell the flower.) I can smell.

(Touch the plush doll.) I can touch.

(Look through the magnifying glass.) I can see.

(Pretend to taste the candy.) I can taste.

Who wants to come up and show us what you can do with these items?



Look! Paty and her friends are at a carnival.

They are using their senses to do different things!

(Point to “touch.”) She can touch.

Point and repeat after me: Touch.

(Point to “smell.”) She can smell.

Point and repeat after me: Smell.

(Point to “taste.”) Look! He can taste a lollipop!

Point and repeat after me: Taste. Exercise 5.2B (page 93)

Let’s continue! (Repeat the above for “see” and “hear.”) EXTENSION

(Show your hands.) Do this and say: We can touch.

(Point to your nose.) Point and say: We can smell.

(Stick out your tongue.) Point and say: We can taste.

(Point to your eyes.) Point and say: We can see.

(Cup your ears.) Do this and say: We can hear. WRAP-UP


Please stand up!

Let’s sing Head, Shoulders, Knees and Toes.




Notes / Evaluation


Lollipop 3 5.2C–5.2D My Five Senses

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 94–95 Phase: ESA (STUDY) Aims To describe the five senses To express ability

Skill Tags Language practice in everyday context Formation and academic learning environment (science) Vocabulary touch, smell, taste, see, hear, can , with Functional Language I can see with my eyes. Can you smell with your nose? Yes. What can you do with your ears? Hear. Materials Flashcards no.: 114, 115, 116, 117, 118 Realia to demonstrate the five senses: magnifying glass, plush doll, flower, bell, candy Homework N.A.


Good Morning (song)




❸❹❺❻ CLASS ACTIVITY

Show students the different items (realia) you brought.

Demonstrate the five senses using these items.

Get students to name the body part you use by completing your sentence: “I can … with my ….”



Get them to point to each picture, complete the sentence, and then repeat the full sentence.

Point to the pictures in random order and get students to say accordingly: “I can … with my ….”

Get them to color the pictures in the order you specify. Exercise 5.2D (page 95)


Point to the drum and ask students what they can do.

Get students to answer: “I can hear.”

Ask students how they hear and get them to point to their ears and say: “I can hear with my ears.”

Then get them to match the drum to the boy’s ear.

Do the same for the remaining objects and senses.


EXTENSION

Put the different items you brought in a box/bag.

Invite individual students to draw an item from the bag and then tell the class what they can do with it.

WRAP-UP

Sing: One Finger, One Thumb


CLASS ACTIVITY

I have a flower, a magnifying glass, a plush doll ….

Look and listen. Then complete my sentences.

(Ring the bell.) I can hear with my …. (Ss: Ears!)

(Smell the flower.) I can smell with my …. (Ss: Nose!)

(Touch the plush doll.) I can … with my ….

(Look through the magnifying glass.) I can ….

(Pretend to taste the candy.) I can …. (Repeat several times, removing more words each time.) Exercise 5.2C (page 94)


Let’s point to the first picture and read together: I can see with my … (Ss: Eyes!) That’s right! Let’s repeat.

Point to the next picture and read together: I can touch with my … (Ss: Hands!) Good! Let’s repeat.

(Repeat the above for the remaining pictures.)

Now I will point each picture and you will say the full sentence. Ready? (Point to the pictures randomly.)

Good! Now I will say the sentence and you will color the correct picture. Have your crayons ready.

I can …. (Read the sentences in random order.) Exercise 5.2D (page 95)

Look! This boy is going to show you what you can do.

(Point to the drum.) What can you do?

Say together: I can hear.

How do you hear? Show me which body part you use.

Let’s say together: I can hear with my ears.

Good! Now match the drum to the little boy’s ear. (Repeat the above for the remaining items and senses.)

Color the pictures. EXTENSION

Draw an item from the bag. Tell us what you can do! WRAP-UP

Let’s sing One Finger, One Thumb.

Please stand up!




Notes / Evaluation


Lollipop 3 5.2E–5.2F My Five Senses

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 96–97 Phase: ESA (ACTIVATE) Aims To describe the five senses To express ability

Skill Tags Logical and critical thinking skills Visual thinking and learning Vocabulary touch, smell, taste, see, hear, can, with Functional Language I can see with my eyes. Can you smell with your nose? Yes. What can you do with your ears? Hear. Materials Scissors Glue Flashcards no.: 114, 115, 116, 117, 118 Homework N.A.


Good Morning (song)




❸❹❺❻ CLASS ACTIVITY Exercise 5.2E (page 96)


Point to the nose and ask: “What can you do with your nose?” Students should answer: “I can smell.”

Get students to identify the items in this row.

Then for each item, ask: “Can you smell …?”

Get students to circle the odd one out (toy blocks).

Do the same for the remaining rows.

Check that students have circled the correct items. Exercise 5.2F (page 97)


Tell students to cut out the pictures labeled 5.2F.


Get students to match the cutouts to the correct senses and body parts and then paste them.

Get students to trace the dotted lines and say what Tony can do, for example: “He can see with his eyes.”

Invite individual students to come up and talk about their five senses. Encourage them to say: “I have five senses. I can … with my ….”

EXTENSION

Get students to name or draw the things they can see/smell/hear/touch/taste.

WRAP-UP





Look at these pictures. For each row, we are going to circle the one that does not belong.

(Point to the nose.) What can you do with your nose?

Yes, you can smell. Look at these pictures. This is a flower. This is perfume. These are toy blocks.

Can you smell a flower? (Ss: Yes!)

Can you smell perfume? (Ss: Yes!)

Can you smell toy blocks? (Ss: No!)

Which is the odd one out? Circle that picture. (Repeat the above for the remaining senses.)

Did you circle the toy blocks/pencil/sun/musical notes/book? Well done!


Now turn to page 211 at the back of your book.

(Point to the cutouts for 5.2F.) Cut these out carefully.

Done? Now turn back to page 97.

Look at Tony and his five senses!

Try to match the pictures to each of the five senses.

Do not paste them yet.

Look at the first box! What is the dotted line pointing to? Tony’s eye! What can Tony do with his eyes?

He can see! Which picture did you put here?

Is it the rainbow? Good! He can see the rainbow. (Repeat the above for the remaining senses.)

Who wants to come up and tell us what you can do?

Say: I have five senses. I can see with my …. EXTENSION

What other things can we see/smell/hear/touch/taste?

Draw on the board something you can see/smell/ hear/touch/taste?

WRAP-UP

Let’s sing Head, Shoulders, Knees and Toes!

Please stand up!




Notes / Evaluation


Lollipop 3 5.3A–5.3B Taking Care of Myself

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 98–99 Phase: ESA (ENGAGE) Aim To identify items for personal grooming Skill Tags Familiar and community learning environment Vocabulary comb, brush, shampoo, soap, toothbrush, toothpaste Functional Language This is a comb. Is this a brush? Yes. / No. What do you need to wash your hands? Soap. Materials Flashcards no.: 119, 120, 121, 122, 123, 124 Realia: comb, brush, shampoo, soap, toothbrush, toothpaste Homework Color pages 98–99.


Good Morning (song)




❶❷❸❹ CLASS ACTIVITY

Show students the different items you brought.

Invite individual students to come up and repeat what the items are.



Get students to point to the comb and repeat several times: “This is a comb.”

Get them to point to the brush and repeat several times: “This is a brush.”



Continue with the same presentation for shampoo, soap, toothbrush, and toothpaste.

EXTENSION

Ask students what each item is used for.

Sing: This is the Way (The Mulberry Bush)

Encourage students to do the actions as they sing.

This is the way I wash my hands, wash my hands, wash my hands … This is the way I wash my hands, early in the morning. ♪ This is the way I wash my face … This is the way I wash my hair … This is the way I brush my teeth … This is the way I comb/brush my hair …

WRAP-UP



CLASS ACTIVITY

Look what I brought today! We use these items to groom ourselves. Look and repeat after me.

(Hold up the comb.) This is a comb.

(Hold up the brush.) This is a brush.

(Hold up the shampoo.) This is shampoo. (Repeat the above for the remaining items.)

Who wants to come up and tell us what these are? Exercise 5.3A (page 98)


Let’s look at what we need to take care of ourselves.

Where is the comb? Repeat: This is a comb.

Show me the brush. Repeat: This is a brush.


Where is the soap? Repeat: This is soap.

Where is the shampoo? Repeat: This is shampoo.

Point to the toothbrush. Repeat: This is a toothbrush.

Show me the toothpaste. Repeat: This is toothpaste. EXTENSION

(Point to the comb.) What is this? (Ss: A comb!) What do we use it for? We use it to comb our hair!

(Point to the soap.) What is this? (Ss: A soap!) What do we use it for? We use the soap to wash our hands. We also use the soap in the shower.

(Repeat the above for the different grooming items.)

Let’s learn a new song – This is the Way!

Show me how you wash your hands!

Yes! Now do this action and sing.

Next, how do you wash your hair? (Repeat and continue for the other verses.) WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 5.3C–5.3D Taking Care of Myself

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 100–101 Phase: ESA (STUDY) Aim To identify items for personal grooming

Skill Tags Fine motor skills Penmanship Vocabulary comb, brush, shampoo, soap, toothbrush, toothpaste Functional Language This is a comb. Is this a brush? Yes. / No. What do you need to wash your hands? Soap. Materials Flashcards no.: 119, 120, 121, 122, 123, 124 Realia: comb, brush, shampoo, soap, toothbrush, toothpaste A large paper bag Homework N.A.


Good Morning (song)






Point to the comb and ask students to identify it.

Get students to complete the drawing of the comb below by referring to the one above.

Tell them to color and say the word “comb” several times, and then color both pictures of the comb.

Do the same for the toothbrush and brush.

Invite individual students to present their work. Exercise 5.3D (page 101)


Point to the shampoo and ask students to identify it.

Tell students to trace the outline of the shampoo.

Then get them to match it to the other shampoo.

Tell them to color and say the word “shampoo” several times, and then color both pictures.

Do the same for the toothpaste and soap. EXTENSION

Put the grooming items inside a large paper bag.

Invite individual students to draw a specific item from the bag without looking inside. Ask, for example: “What do I need to brush my hair?”

The student will feel for the brush and take it out.

Get the student to show and tell the class what it is. WRAP-UP





(Point to the comb.) What is this? (Ss: A comb!) Yes!

The comb below is not complete. Can you finish the drawing? Look at the drawing of the comb above.

Done? Now color the word “comb” and say: Comb.

Color and say the word “comb” again.

Color both pictures of the comb. (Repeat the above for “toothbrush” and “brush.”)

Who wants to come up and show us your work? Exercise 5.3D (page 101)


(Point to the shampoo.) What is this? (Ss: Shampoo!)

Trace the outline of the shampoo with a pencil.

Do you see another shampoo? Match them.

Let’s color the word “shampoo” and say: Shampoo.

Great! Color and say the word “shampoo” again.

Now color both pictures of the shampoo. (Repeat the above for “toothpaste” and “soap.”) EXTENSION

Look! I have a bag here with all the grooming items.

I am looking for something. Who wants to help me?

What do I need to brush my hair?

You cannot look into the bag. Just feel for it.

What do I need to brush my hair? (S1: A brush!) (Repeat for every item until all students have participated.) WRAP-UP

Please stand up!

Let’s sing This is the Way!




Notes / Evaluation


Lollipop 3 5.3E–5.3F Taking Care of Myself

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 102–103 Phase: ESA (ACTIVATE) Aim To identify items for personal grooming

Skill Tags Visual discrimination Problem-solving skills Vocabulary comb, brush, shampoo, soap, toothbrush, toothpaste Functional Language This is a comb. Is this a brush? Yes. / No. What do you need to wash your hands? Soap. Materials Flashcards no.: 119, 120, 121, 122, 123, 124 Realia: comb, brush, shampoo, soap, toothbrush, toothpaste Homework N.A.


Good Morning (song)






Point to the toothbrush and ask students what it is.

Get students to match the toothbrush to its shadow.

As they do, get them to say: “This is a toothbrush.”

Do the same for the soap, comb, and brush.

Tell students to color the pictures.

Invite students to come up and present their work.

Encourage students to point and say: This is a …. Exercise 5.3F (page 103)


Get students to identify Paty and Tony.

Tell them that they are going to help Paty and Tony find the things they need to take care of themselves.

Get students to draw a path through the maze.

Ask students to name the items at the finish line and what each item is used for.

EXTENSION

Prepare the flashcards of the grooming items.


Without revealing the flashcard or speaking, the student must get the class to guess that item by drawing it on the board.






Look at the first picture! What is it? A toothbrush!

Good! Do you see its shadow?

Now match them and repeat: This is a toothbrush. (Repeat the above for the remaining items.”

Let’s color the grooming items!

Who wants to come up and tell us what you need to take care of yourself? Point and say: This is a ….


Look! Who do we have here? (Ss: Paty and Tony!)

We are going to help Paty and Tony find the things they need to take care of themselves.

Use a red crayon to draw a path through the maze.

Done? Let’s see what Tony and Paty found!

(Point to the comb.) What is this? (Ss: A comb!) Why does Tony need a comb? Yes, to comb his hair!

(Point to the toothbrush.) What is this? (Ss: A toothbrush!) What is it for? To brush their teeth!

(Point to the shampoo.) What is this? (Ss: Shampoo!) Why do they need shampoo? To wash their hair!

(Point to the brush.) What is this? (Ss: A brush!) Why does Paty need it? Yes, to brush her hair!

EXTENSION



Draw this grooming item on the board.




Please stand up!





Notes / Evaluation


Lollipop 3 5.4A–5.4B Things I Do Every Day

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 104–105 Phase: ESA (ENGAGE) Aim To describe personal care routines

Skill Tag Vocabulary (personal experiences) Vocabulary wash my hands, wash my face, comb my hair, take a shower, brush my teeth, sleep Functional Language I brush my teeth every day. I comb my hair with a comb. What do you need to wash your hands? Soap. Materials Flashcards no.: 125, 126, 127, 128, 129, 130 Homework Color pages 104–105.


Good Morning (song)






Ask students what are some things they do every day and introduce the theme – personal care routines.

Tell them Paty is saying what she does every day.

Get students to point to the first picture and repeat several times: “I wash my hands.”

Get them to mime and repeat: “I wash my hands.”

Do the same for the next two pictures. Exercise 5.4B (page 105)


Tell them Tony is saying what he does every day.


Go to individual students, point to any picture and ask: “What do you do every day?”

EXTENSION

Play: Simon Says

Use the actions presented in this unit, for example: “Simon says … wash your hair!”

WRAP-UP






What do you do every day? Do you brush your teeth every day? Do you comb your hair every day?

Today, we are going to learn things we should do every day to take good care of ourselves.

Look! Paty is telling us what she does every day.

Point and repeat after me: I wash my hands.

Show me how you wash your hands.

(Mime.) Do this and repeat: I wash my hands.

Look at the next picture. What else does Paty do?

Point and repeat after me: I wash my face.

Show me how you wash your face.

(Mime.) Do this and repeat: I wash my face.

Look at the last picture. What else does Paty do? (Repeat the above for “I comb my hair.”) Exercise 5.4B (page 105)

Look! Tony is telling us what he does every night.

Point and repeat after me: I take a shower

Show me how you take your shower.

(Mime.) Do this and repeat: I take a shower.

Look at the next picture. What else does Tony do?

Point and repeat after me: I brush my teeth.

Show me how you brush your teeth.

(Mime.) Do this and repeat: I brush my teeth

Look at the last picture. What else does Tony do? (Repeat the above for “I go to sleep.”)

(Go to individual students and point to any picture.) What do you do every day? (S1: I wash my face.)

EXTENSION

Let’s play Simon Says!

WRAP-UP


Please stand up!





Notes / Evaluation


Lollipop 3 5.4C–5.4D Things I Do Every Day

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 106–107 Phase: ESA (ENGAGE) Aim To describe personal care routines

Skill Tags Listening skills Left-to-right sequencing Language practice Vocabulary wash my hands, wash my face, comb my hair, take a shower, brush my teeth, sleep Functional Language I brush my teeth every day. I comb my hair with a comb. What do you need to wash your hands? Soap. Materials Flashcards no.: 125, 126, 127, 128, 129, 130 Homework N.A.


Good Morning (song)






Get students to read what Paty or Tony is saying.

Then tell students to have their crayons ready.

Tell students to listen and point to the correct picture.

Check that students are pointing correctly.

Then tell them to trace and color it.

Do the same for the other pictures in random order.

Invite individual students to come up and present the personal care routines.



Point to Tony and ask students what he is doing.

Then ask students what item Tony needs.

Get students to trace the dotted line several times while saying: “I brush my teeth with a toothbrush.”

Do the same for the next two expressions.


Get students to complete your sentences, for example: “I comb my hair with a ….”

EXTENSION

Place the flashcards and/or realia of the grooming items and actions in front of the class.

Invite students to match the items/flashcards to each action accordingly.

WRAP-UP





Look at the first picture! What is Paty saying?

Let’s read together: I wash my hands. (Repeat the above for the remaining pictures.)


Listen to me carefully and point to the correct picture.

Then trace the missing part and color the picture. 1. I wash my face. 2. I take a shower. 3. I wash my hands. 4. I brush my teeth. 5. I comb my hair. 6. I go to sleep.

Good! Now who wants to come up and tell us what you do every day. Point and say: I … every day.


Let’s see what we need to do these things every day.

(Point to Tony.) What is he doing? Brushing his teeth!

What does he need to brush his teeth? A toothbrush!

Repeat: I brush my teeth … with a toothbrush.

Now trace the dotted line and say: I brush my teeth with a toothbrush. Trace and say it one more time.

(Repeat the above for the next two expressions.)

Good! Let’s color the pictures.

Without looking at your book, complete my sentences: I comb my hair with a ….

EXTENSION

Let’s match the items to the correct action.

Who wants to go first?

Tell us what you do and what you use. (Sample response, S1: I wash my hands with soap.) Good!

WRAP-UP

Please stand up!





Notes / Evaluation


Lollipop 3 5.4E–5.4F Things I Do Every Day

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 108–109 Phase: ESA (ACTIVATE) Aim To describe personal care routines

Skill Tags Language practice Awareness of everyday context Literary and ludic environment Vocabulary wash my hands, wash my face, comb my hair, take a shower, brush my teeth, sleep Functional Language I brush my teeth every day. I comb my hair with a comb. What do you need to wash your hands? Soap. Materials Flashcards no.: 125, 126, 127, 128, 129, 130 Homework N.A.


Good Morning (song)




❹❺❼❽ CLASS ACTIVITY Exercise 5.4E (page 108)


Tell students that they are going to help Tony and Paty get the things they need

Ask students to guess what Paty wants to do.

Get them to match Paty to the items she needs.

Then ask students to guess what Tony wants to do.

Get them to match Tony to the items he need.

Tell students to color the page. Exercise 5.4F (page 109)




Remind students to sleep early and wake up early.



Ask students what else they can do to stay healthy, e.g., eat lots of fruits and vegetables; eat less cookies and sweets; exercise regularly; visit the dentist every six months.

WRAP-UP





Paty and Tony are going to keep themselves clean!

We are going to decide which items they need.

First look at Paty. What does Paty want to do?

Yes, Paty wants to brush her teeth! What does she need? (Ss: Toothbrush and toothpaste!) Correct!

Use a pink crayon to match Paty to the correct items.

Now let’s look at Tony. What does Tony want to do?

Yes, Tony wants to take a shower. What does he need? (Ss: Soap and shampoo!) Very good!

Use a blue crayon to match Tony to the correct items.

Now color the pictures. Exercise 5.4F (page 109)







We should sleep early and wake up early to stay healthy! What time do you sleep/wake up?


What else can we do to stay healthy?

Do you like to eat vegetables? Do you exercise? WRAP-UP

Please stand up!





Notes / Evaluation

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Lollipop 3 Unit 6

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY 1 Welcome to Our Home

Value of the Month Friendship

Understanding the value of friendship

Identifying rooms in the house



Language practice


Fine motor skills: pointing, tracing, coloring, pasting, cutting

bedroom, bathroom, living room, kitchen, dining room, garage, yard

2 I love my family! Identifying family members


Language practice

Listening skills

Family and community values

Fine motor skills: pointing, matching, coloring

father, mother, brother, sister, grandmother, grandfather

3 Let’s shop for clothes! Identifying clothes for boys

Identifying clothes for girls

Describing colors in clothes


Language practice


Fine motor skills: pointing, coloring

shirt, pants, shoes, cap, dress, blouse, skirt, hat

4 A Fashion Show Songs and Rhymes Roses are Red

Describing what a person is wearing

Communication: vocabulary (high frequency words)

Language practice

Visual discrimination: pairing



Fine motor skills: coloring, tracing, matching, pasting

jacket, jeans



Lollipop 3 6.1A–6.1B Welcome to Our Home

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 110–111 Phase: ESA (ENGAGE) Aims To know the value of friendship To identify parts of a house

Skill Tags Values and moral education Vocabulary (familiar context) Vocabulary bathroom, bedroom, living room, kitchen, dining room, yard, garage Functional Language This is the yard. Here’s the garage. Where is this? The kitchen. Is this the bedroom? Yes. / No. Materials Flashcards no.: 131, 132, 133, 134, 135, 136, 137, 138 A sample tag (for students’ homework) Homework Color pages 110–111. Put up tags around the house.


Good Morning (song)




❶❷❸❹



Get them to observe the picture and say what they think friendship is based on what they see.


If they have no opinion, tell them that friendship is giving the best you have – not superficial things, but things that are inside you.



Introduce what students will learn – parts of a house.

Get students to point and repeat after you.

Repeat drill several times in different order.

Invite individual students to the front to point to the parts of the house as you mention them.

EXTENSION

Ask students where they carry out different activities, such as sleep, read, watch TV, eat, play, etc.

Encourage them to say: “I read in the living room.” WRAP-UP

Homework: Color pages 110–111; put up tags with the names of the different parts of a house in their respective places.

Ask students to say the name of those parts of the house each time they pass by.




This month’s value is Friendship. This month is known as the month of Love and Friendship.

Look at this picture. What do you think friendship is?

Friendship is giving the best you have to those around you – not just your toys or lunch. It is giving what is inside you. That is the best thing you can give.


Now we are going to learn the parts of a house.

Can you point to the bathroom?

Repeat after me: This is the bathroom. (Repeat the above for the other parts of the house.)

Where is the garage? Say: This is the garage. (Repeat several times in different order.)

Who wants to come to the front? Bring your book.

Point and tell us where it is. Ready?

Where is the kitchen? (Repeat for the other places.) EXTENSION

Where do you sleep/read/watch TV/eat/play …?

(For example, Ss: Bedroom!) Let’s say together: I sleep in the bedroom.

WRAP-UP


(Hold up a sample tag.) Also, make tags like this one, with the names of each room written on them.

Put them up around your house. Each time you pass by a room, say the name of the room. Okay?

Your parents will help you write and put up the tags.

Please stand up!




Notes / Evaluation


Lollipop 3 6.1C–6.1D Welcome to Our Home

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 112–113 Phase: ESA (STUDY) Aim To identify parts of a house

Skill Tags Language practice Fine motor skills Vocabulary bathroom, bedroom, living room, kitchen, dining room, yard, garage Functional Language This is the yard. Here’s the garage. Where is this? The kitchen. Is this the bedroom? Yes. / No. Materials Flashcards no.: 131, 132, 133, 134, 135, 136, 137, 138 Homework Bring clippings of items or furniture for the bedroom.


Good Morning (song)




❺❻❼❽ Note

❼: Are you in the kitchen?



Tell students to have their pencils and crayons ready.

Point to the kitchen and ask: “Where is this?”

Tell students to trace the broken lines with a pencil.

Then tell them to color the kitchen.

Get students to repeat: “Here is the kitchen.”

Do the same for the living room and dining room.

It is not necessary to refer to the family members here as students may not know the vocabulary yet.


Continue with the same activity for garage, yard, bedroom, and bathroom.

Invite individual students to the front to present the house using the expression: “Here is the ….”

WRAP-UP

Homework: Bring in clippings of items or furniture for the bedroom.




Have a pencil and your crayons ready.

(Point to the kitchen.) Look! Where is this?

Yes, this is the kitchen.

Something in the kitchen in not complete – the stove!

Trace the missing parts of the stove with a pencil.

Then color the kitchen.

Repeat after me: This is the kitchen.

(Point to the living room.) Where is this? (Repeat the above for “living room” and “dining room.”) Exercise 6.1D (page 113)


(Point to the garage.) Where is this?

Yes, this is the garage.

We park the car in the garage.

Can you trace the broken line to complete the car?

Then color the garage.

Repeat after me: Here is the garage. (Repeat for “yard,” “bedroom,” and “bathroom.”)

Who wants to come to the front to present the house?

Imagine that you are showing us around your house.

Say: Welcome to our home! Here is the …. WRAP-UP

For homework, find clippings of things for a bedroom and things you would like to have in your bedroom.

Don’t forget to bring the clippings for our next class.

Please stand up!




Notes / Evaluation


Lollipop 3 6.1E–6.1F Welcome to Our Home

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 114–115 Phase: ESA (ACTIVATE) Aim To identify parts of a house

Skill Tags Exploring personal identity Language practice Fine motor skills Vocabulary bathroom, bedroom, living room, kitchen, dining room, yard, garage Functional Language This is the yard. Here’s the garage. Where is this? The kitchen. Is this the bedroom? Yes. / No. Materials Flashcards no.: 131, 132, 133, 134, 135, 136, 137, 138 Homework N.A.


Good Morning (song)




❺❻❼ Note

❼: Are you in the kitchen?



Tell students to imagine that is their bedroom.

Get them to paste clippings of things they have or would like to have in their bedroom.

For those who did not bring any clippings, encourage them to draw the items.

Invite individual students to present their bedroom.

Encourage them to begin by saying: “This is my bedroom.”


Tell students that they are going to “build” a house.

Direct them to page 213 at the back of the book.

Tell them to cut out the different parts of a house.


Tell students to arrange the cutouts any way they like.

Then tell them to paste the cutouts.

Invite individual students to present their house.

Encourage them to point and say: “Here is the ….”

WRAP-UP




Look! Imagine this is your bedroom. There is nothing in there now, but you are going to put things inside.

Did you bring the clippings that I asked you to bring?

Good! Now paste the things you have or would like to have in your bedroom on this page.

(No? Don’t worry. If you didn’t bring them, draw the things that you would like to have in your bedroom.)

Who wants to come up and show us your bedroom?

Say: This is my bedroom.

What’s in your bedroom?


Now you are going to build your own house!

Turn to page 213 at the back of your book.

Look! These are pictures of the different parts of a house. Cut them out carefully along the broken lines.

Done? Let’s go back to page 115.

Arrange the cutouts in this house any way you like.

Then paste them in the blue boxes as you wish.

Who wants to come up and show us your home?

Start by saying: Welcome to my home!

Show us around the house by saying: Here is the ….

Don’t forget the yard. Good job! WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 6.2A–6.2B I love my family!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 116–117 Phase: ESA (ENGAGE) Aim To identify family members

Skill Tag Vocabulary (familiar context) Vocabulary father, mother, brother, sister, grandfather, grandmother Functional Language This is my father. Is this your brother? Yes. / No. Who is this? Mother. Materials Flashcards no.: 139, 140, 141, 142, 143, 144 Props for Extension: tie, apron, baseball cap, bow, reading glasses, shawl Homework Color pages 116–117.


Good Morning (song)






Tell students that these are photos of Paty’s family.

Get them to point to father.

Then get them to repeat: “This is ….”

Do the same for mother and brother. Exercise 6.2B (page 117)


Continue with the same presentation for sister, grandfather, and grandmother.

Briefly explain the meaning of “me.”

Point to the family members randomly and ask students: “Who is this?”

EXTENSION

Invite six volunteers to come to the front.

Hand out the props to characterize each member.

For example: father – tie; mother – apron; brother – baseball cap; sister – bow; grandfather – reading glasses; grandmother – shawl.

Ask each character: “Who are you?”

Then invite another student to present their family (the six volunteers) to the class.

Get them to say: “I love my family. This is my ….”

Repeat activity with different participants. WRAP-UP




Look! These are photos of Paty’s family.

(Point to father.) Who is this? Father!

Now show me father in your book.

Repeat after me: This is father.

(Point to mother.) Who is this? Mother!

Now show me mother.

Repeat after me: This is mother. (Repeat the above for “brother.”)


Let’s continue. (Point to sister.) Who is this? Sister!

Can you show me sister in your book?

Repeat after me: This is sister. (Repeat the above for “grandfather” and “grandmother.”)

(Point to Paty.) And who is this? Paty!

Imagine you are Paty and this is your photo.

Point and repeat: This is me.

(Point to the family members randomly.) Who is this? EXTENSION

I need six volunteers. Who wants to help me?

Now each of you will pretend to be a family member.

You are father. (Hand to S1 the tie.) Put it on.

You are mother. (Hand to S2 the apron.) …

(Ask each volunteer.) Who are you? (S1: I am father; S2: I am mother; etc.)

Now who wants to come up and present your family?

Imagine this is your family.

Say: I love my family. This is my ….

Well done! Who wants to help me next? WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 6.2C–6.2D I love my family!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 118–119 Phase: ESA (STUDY) Aim To identify family members

Skill Tag Language practice Vocabulary father, mother, brother, sister, grandfather, grandmother Functional Language This is my father. Is this your brother? Yes. / No. Who is this? Mother. Materials Flashcards no.: 139, 140, 141, 142, 143, 144 Props for Extension: tie, apron, baseball cap, bow, reading glasses, shawl Homework N.A.


Good Morning (song)




❹❺❻❼ Note

❼: Are you mother?



Tell students that Paty is showing them her family.

Tell them that each family member is greeting them in a different way as Paty takes their picture.

Starting with the first picture, get students to read what Paty is saying or say: “This is my father.”

Then get students to match Paty to father.

Tell students what father is saying and get them to repeat the greeting expression several times: “Hi!”

Continue with the remaining pictures, Exercise 6.2D (page 119)

Continue with the same activity as above. EXTENSION

Hand out to students the props to dress up as the family members and invite them to the front.

Invite another student to come up and pretend to be Paty (for a girl) or Tony (for a boy).

Get him/her to introduce each member by saying: “This is my ….” The student who dressed up as the family member mentioned must respond with a greeting as on pages 118–119.

Repeat activity with different participants.

WRAP-UP




Paty is going to show us her family.

Look! Paty is taking pictures of her family!

And her family is saying hello to all of us.

Let’s match Paty to her family members.

(Point to the first picture.) What is Paty saying?

She says “This is my father.” Repeat.

Where is father? Now match Paty to her father.

Father says “Hi!” Let’s say “Hi” to each other.

Next, what do you think Paty is saying? (Repeat the above for the remaining text and pictures.) Exercise 6.2D (page 119)

Let’s continue. What do you think Paty is saying? (Repeat the above for the remaining text and pictures.) EXTENSION

You are going to dress up as the family members.

If you get a prop, put it on and come to the front.

Now who wants to come up and introduce the family?

Imagine you are Paty/Tony and this is your family.

(To the “family.) When you are introduced, you must greet everyone like the family did in your book. (For example, S1: This is my father. S2: Hi! S1: This is my mother. S3: Hello!)

Great job! Thank you. Let’s do it again. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 6.2E–6.2F I love my family!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 120–121 Phase: ESA (ACTIVATE) Aim To identify family members

Skill Tags Language practice and listening skills Family and community values Vocabulary father, mother, brother, sister, grandfather, grandmother Functional Language This is my father. Is this your brother? Yes. / No. Who is this? Mother. Materials Flashcards no.: 139, 140, 141, 142, 143, 144 Homework N.A.


Good Morning (song)




❺❻❼❽ Note

❼: Are you mother?



Tell students that the family members are in different parts of the house.

Tell them what Paty is asking and get them to repeat.

Tell students to listen carefully and match each family member to the correct place in the house.

Then check that students have matched correctly.


Invite individual students to the front to say where each family member is. Encourage them to say: “My mother is in the living room, etc.”



For each photo, ask students who they see.

Then get them to match to the family members below.

Tell students to color the pictures.

Go to individual students and ask: “Who is this?

Get students to answer accordingly: “This is my ….” EXTENSION

Get students to turn back to pages 112–113.

Ask students where each family member is.

WRAP-UP




Look! Here are the family members and the house.

Everybody is in a different part of the house.

Paty is asking “Where are they?” Let’s repeat.

Let’s see where they are. Listen carefully and match each family member to the correct place. Ready? 1. Brother is in the bedroom. 2. Sister is in the bathroom. 3. Grandfather is in the kitchen. 4. Father is in the garage. 5. Grandmother is in the dining room. 6. Mother is in the living room.

Did you match them correctly? Let me check.

Now color the pictures on this page.

Who wants to come to the front and tell us where everybody is? Start by saying: I love my family.

Then say, for example: My brother is in the bedroom. Exercise 6.2F (page 121)

Look! Here are some family photos.

(Point to the first photo.) Who do we have here?

Say together: My grandfather and my sister.

(Point to the second photo.) How about this one?

Say together: My mother, my father, and me.

(Point to the last photo.) How about the last one?

Say together: My brother and my grandmother.

Now match each photo to the correct pictures below

Then color the pictures.

(Go to individual students.) Who is this? EXTENSION

Let’s turn back to pages 112–113.

Look at the pictures. Where is ...? WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 6.3A–6.3B Let’s shop for clothes!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 122–123 Phase: ESA (ENGAGE) Aims To identify clothes for boys and girls To describe colors of clothes

Skill Tag Familiar and community learning environment Vocabulary shirt, pants, cap, shoes, dress, blouse, skirt, hat Functional Language This is a shirt. Is this a shirt? Yes. / No. What is this? A shirt. What color is the shirt? Red. Materials Flashcards no.: 145, 146, 147, 148, 149, 150, 151, 152 Realia for Extension: dolls’ clothes Homework Color pages 122–123.


Good Morning (song)






Introduce what students will learn today.

Tell them that Tony is shopping for boys’ clothes.

Starting with the shirt, get students to point and then repeat several times: “This is a shirt.”

Continue with the same presentation for the pants, cap, and shoes.



Tell students that Paty is shopping for girls’ clothes.

Starting with the dress, get students to point and then repeat several times: “This is a dress.”

Continue with the same presentation for the blouse, skirt, and hat.

EXTENSION

Place the realia/flashcards of the different clothes for boys and girls in front of the class.

Invite a boy and a girl to come to the front.

Ask each of them to choose the clothes they wear and say what each item is.

WRAP-UP





We are going to learn what boys and girls wear.

Look! Tony is shopping for clothes. He is looking for clothes that boys wear – shirt, cap, pants, and shoes.

Can you see the boys’ clothes in your book?

Point to the shirt. Repeat after me: This is a shirt.

Where are the pants? Repeat: These are pants.

Show me the cap. Repeat: This is a cap.

Where are the shoes? Repeat: These are shoes. Exercise 6.3B (page 123)

Look! Paty and her friend are also shopping. They are looking girls’ clothes – dress, blouse, skirt, and hat.

Can you see girls’ clothes in your book?

Point to the dress. Repeat after me: This is a dress.

Where is the blouse? Repeat: This is a blouse.

Show me the skirt. Repeat: This is a skirt.

Point to the hat. Repeat: This is a hat. EXTENSION

I need two volunteers. One girl and one boy.

Look at these clothes. Pick the ones that you wear.

Now show and tell the class what clothes you picked. WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 6.3C–6.3D Let’s shop for clothes!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 124–125 Phase: ESA (STUDY) Aims To identify clothes for boys and girls To describe colors of clothes

Skill Tag Language practice Vocabulary shirt, pants, cap, shoes, dress, blouse, skirt, hat, red, blue, green, black, pink, purple, orange, brown Functional Language This is a shirt. Is this a shirt? Yes. / No. What is this? A shirt. What color is the shirt? Red. Materials Flashcards no.: 145, 146, 147, 148, 149, 150, 151, 152; (Colors) 153–162 Stickers and a box or laundry basket of clothes (optional for Extension) Homework N.A.


Good Morning (song)




❺❻❼❽ Note

❼: Do you have a shirt?



Tell students that Tony is now trying on the clothes.

Starting with the cap, get students to color it green.

Then get them to repeat: “A green cap.”

Do the same for the shirt, pants, and shoes. Exercise 6.3D (page 125)


Tell them that the girls are trying on some clothes too.

Starting with the hat, get students to color it purple.

Then get them to repeat: “A purple hat.”

Do the same for the dress, skirt, and blouse.

Invite individual students to present either Tony’s or girls’ clothes. Encourage them to say: “This is a red shirt …” or “He has a red shirt ….”

EXTENSION

Divide the class into two teams.

Invite a representative from each team to the front.

Tell them to look for a specific item, e.g., a red skirt.

The first one to take it out from the box wins a point for his/her team. Repeat with different students until all the items have been taken out.

Reward the winning team with a sticker. WRAP-UP




Tony was shopping and is now trying on some clothes. These clothes have beautiful colors.


The cap is green. Color the cap green.

What color is the cap? Green!

Repeat after me: A green cap.

Next color the shirt red. (Repeat the above for the remaining items.) Exercise 6.3D (page 125)

Look! Paty and her friend went shopping.

They are now trying on some clothes too.

These clothes also have beautiful colors.

This is a purple hat. Color the hat purple.

What color is the hat? Purple!

Repeat after me: A purple hat.

Next color the dress pink. (Repeat the above for the remaining items.)

Who wants to come up to present Tony’s clothes?

Say: This is a red shirt. / He has a red shirt.

Who wants to present the girls’ clothes?

Say: This is a purple hat. / She has a purple hat. EXTENSION

Now I am going to divide the class into two teams.

Can I have one person from each team in front?

The first one to find the item I name will get a point.

Ready? A red skirt!

Excellent! One point to Team 1.

Let’s continue. Who wants to come up next?

All of you did great! Give yourselves a clap! WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 6.3E–6.3F Let’s shop for clothes!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 126–127 Phase: ESA (ACTIVATE) Aims To identify clothes for boys and girls To describe colors of clothes

Skill Tag Creativity and art experiences Vocabulary shirt, pants, cap, shoes, dress, blouse, skirt, hat Functional Language This is a shirt. Is this a shirt? Yes. / No. What is this? A shirt. What color is the shirt? Red. Materials Flashcards no.: 145, 146, 147, 148, 149, 150, 151, 152 Homework N.A.


Good Morning (song)






Ask students to identify the girls’ clothes on this page.

Tell them to complete the drawings and color them.

Invite individual students to come up and describe the girls’ clothes.


Ask students to identify the boys’ clothes.

Tell them to complete the drawings and color them.

Invite individual students to come up and describe the boys’ clothes.

EXTENSION

Play the game: Blow Wind Blow

Get students to sit in a circle. There should be one less chair than the total number of students.

Invite one child to the front to be the “caller.”

The “caller” begins by saying: “Blow wind blow!”

Everyone else will respond by saying: “Blow what?”

The “caller” will then name any category by saying, for example: “Blow those who are wearing pants!”

Those who fall into that category must quickly switch places, while the “caller” tries to grab a seat.

The one left standing will be the next “caller.” WRAP-UP




Here are two items that girls wear.

One is a … (Ss: Blouse!)

And the other is a … (Ss: Dress!) Good!

Now draw the other side of the blouse and color it.

Now draw the other side of the dress and color it.

You may use any colors you like.


What color is the blouse/dress?

Say: This is a pink blouse. Exercise 6.3F (page 127)

Look! Here we have boys’ clothes.

What is this? (Ss: A shirt!) Yes!

Now draw the other side of the shirt and color it.

What is this? (Ss: Pants!) Good!

Now draw the other side of the pants and color.


Say, for example: These are black pants. EXTENSION

Let’s play the game – Blow Wind Blow!

Let’s all sit in a circle. But I need a volunteer to come to the front. You shall begin the game.

If the wind blows something that you have, you must quickly change your seats. Any questions?

(S1: Blow wind blow! Ss: Blow what? Suggested response, S1: Blow those who are wearing pants/shoes/skirt/blouse/black pants/blue shirt …!)

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 6.4A–6.4B A Fashion Show

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 128–129 Phase: ESA (ENGAGE) Aim To describe what a person is wearing

Skill Tag Vocabulary (high frequency words) Vocabulary shirt, pants, cap, shoes, dress, blouse, skirt, hat, jacket, jeans Functional Language Mother is wearing a purple dress. What is she wearing? A yellow blouse and a pink skirt. Materials Flashcards no.: 145, 146, 147, 148, 149, 150, 151, 152, 163, 164; (Colors) 153–162 Homework N.A.


Good Morning (song)




❸❹❺❼❽ Note

❼: Are you wearing a blouse?



Ask if they know what a Fashion Show is.

Briefly explain that at a Fashion Show, someone will describe what the people on stage are wearing.


Get them to color Paty’s clothes by describing them.

Get them to repeat: “A yellow blouse and a pink skirt.”

Do the same for Paty’s mother. Exercise 6.4B (page 129)

Continue with the same activity on page 129.

Tell students what Tony is saying.

Get them to color his clothes accordingly.

Then get them to repeat the description.

Do the same for Tony’s father.

Invite students to the front to describe the clothes.

Ask students, for example: “What is Tony wearing?”

They should answer: “He is wearing blue jeans ….” WRAP-UP




Do you know what a Fashion Show is?

It is when people go on a stage to show their clothes.

There is usually someone describing the clothes.

For example, he will say “Paty is wearing a red hat.”

Now have your crayons ready.

We are going to color the clothes. Listen carefully!

Paty is wearing a yellow blouse and a pink skirt.

Now color Paty’s clothes.

Repeat: A yellow blouse and a pink skirt.

Paty’s mother is wearing a purple dress.

Color the dress purple.

Repeat after me: A purple dress. Exercise 6.4B (page 129)

Look! Tony is wearing a red shirt.

Color his shirt red.

He is wearing blue jeans and black shoes.

Color Tony’s shoes black and his jeans blue.

Repeat after me (phrase-by-phrase): Blue jeans, black shoes, and a red shirt.

Look! This is Tony’s father.

He is wearing brown pants and an orange jacket.

Now color Tony’s father’s clothes.

He is also wearing a green cap.

Color his cap green.

Repeat after me (phrase-by-phrase): Brown pants, an orange jacket, and a green cap.

Who wants to describe the Fashion Show?

What is Tony wearing? (S1: Tony/He is wearing blue jeans ….)

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 6.4C–6.4D A Fashion Show

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 130–131 Phase: ESA (STUDY) Aim To describe what a person is wearing

Skill Tags Language practice Fine motor skills Pairing Vocabulary shirt, pants, cap, shoes, dress, blouse, skirt, hat, jacket, jeans Functional Language Mother is wearing a purple dress. What is she wearing? A yellow blouse and a pink skirt. Materials Flashcards no.: 145, 146, 147, 148, 149, 150, 151, 152, 163, 164; (Colors) 153–162 Homework Find clippings or pictures of clothes for the next class.


Good Morning (song)






Tell students to trace the broken lines with a pencil.

Then tell them to color the clothes freely.

Invite individual students to describe their pictures.

Prompt students by asking what each character is wearing.



Explain that they are going to match the shoes.

Tell them to color each pair the same color.

Invite students to describe the shoes.

Encourage them to point and say, for example: “These are blue shoes.”

EXTENSION

Invite a student or two to stand in front of the class.

Get the class to ask: “What are you wearing?”

Encourage the student in front to answer by saying: “I am wearing a … and a ….”

Alternatively, get students to practice asking and answering in pairs.

WRAP-UP

Homework: Find clippings or pictures of clothes.




Look! Paty and Tony are at a Fashion Show.

Paty is with her mother and Tony is with his father.

But parts of their clothes are missing.

Trace the missing parts carefully with a pencil.

Done? Now color the clothes any colors you want.

Who wants to come up and describe the Fashion Show? Tell us what they are wearing.

What is Paty/Paty’s mother/Tony/Tony’s father wearing? (Sample response, S1: Paty is wearing a pink blouse and a red skirt. Tony is wearing ….)


Look at these shoes! They are all mixed up.

Can you find the different pairs?

Match them and color each pair the same color.

Great! Now who wants to show me the shoes?

(Go to individual students.) What are these?

Point and say: These are blue shoes. These are red shoes ….

EXTENSION

Now let’s have our own Fashion Show!

Who wants to show us your clothes?

Let’s ask them together: What are you wearing?

Now tell us by saying: I am wearing a ….

Thank you! Who wants to come up next?

(Alternatively) Now ask each other: What are you wearing? Then answer by saying: I am wearing ….

WRAP-UP

For homework, please find clippings or pictures of clothes. Remember to bring them to our next class!

Please stand up!




Notes / Evaluation


Lollipop 3 6.4E–6.4F A Fashion Show

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 132–133 Phase: ESA (ACTIVATE) Aim To describe what a person is wearing

Skill Tags Awareness of everyday context Literary and ludic learning environment Vocabulary shirt, pants, cap, shoes, dress, blouse, skirt, hat, jacket, jeans Functional Language Mother is wearing a purple dress. What is she wearing? A yellow blouse and a pink skirt. Materials Flashcards no.: 145, 146, 147, 148, 149, 150, 151, 152, 163, 164; (Colors) 153–162 Paint and paintbrushes (optional) Homework N.A.


Good Morning (song)




❻❼❽ CLASS ACTIVITY Exercise 6.4E (page 132)


Get them to paste the pictures of clothes they bought.

If they do not have any, tell them to draw and color.

Then invite individual students to the front to describe their own Fashion Show.


Present to students the song for this month.


Think of actions that match the lyrics and encourage students to do them as they sing along.



This can be done with crayons, colored pencils, or paint. Get students to mix two colors to get a new color. E.g. red + yellow = orange; yellow + blue = green; blue + red = purple; red + white = pink.

Distribute drawing paper to students.

Allow students to try mixing their own colors and then tell you what new colors they got.

WRAP-UP



Did you find pictures of clothes? Take them out.


Look! The stage is empty.

You are going to make your own Fashion Show.

Have your glue and clippings ready. Paste them here.

(If you did not find any, draw and color them.)

Done? Who wants to come to the front and describe your own Fashion Show?

Remember that in a Fashion Show, you have to say: He/She is wearing a ….

Great job! Exercise 6.4F (page 133)



This is the month of love and friendship. And this rhyme is going to be very helpful!

It goes like this. (Read the rhyme.)


I will read line by line. Repeat after me.

Try to say the rhyme on your own!

Now color the page. Remember that the roses are red, and the violets are blue!

EXTENSION

Let’s have some fun with colors!

Do you know that we can mix colors to get new colors? (Demonstrate.) For example, I am going to mix red and blue. What color do you see? Purple!

Now try red and yellow! WRAP-UP

Please stand up!




Notes / Evaluation

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Lollipop 3 Unit 7

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY 1 The Animal Kingdom

Value of the Month Obedience

Understanding the value of obedience

Identifying land and sea animals


Communication: vocabulary (thematic), vocabulary (science)

Penmanship


Fine motor skills: pointing, tracing, coloring, circling, cutting, pasting

bird, eagle, butterfly, rabbit, bear, tiger, lion, whale, dolphin, fish, octopus

2 Big or Little Songs and Rhymes One, Two, Three, Four, Five

Describing animals by size and numbers


Visual discrimination: matching by attribute, ordering by size

Number sequencing: one to fifteen

Art experiences


Fine motor skills: pointing, matching, coloring, connecting dots

monkey, elephant, duck, big, little



Lollipop 3 7.1A–7.1B The Animal Kingdom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 134–135 Phase: ESA (ENGAGE) Aims To understand the value of obedience To identify animals that live on land

Skill Tags Values and moral education Vocabulary (thematic) Vocabulary bird, eagle, butterfly, rabbit, bear, tiger, lion, whale, dolphin, fish, octopus Functional Language This is a bird. / This is an eagle. Is this a tiger? Yes. / No. What is this? A rabbit. Materials Flashcards no.: 174, 175, 176, 177, 178, 179, 180 Homework Color pages 134–135.


Good Morning (song)




❶❷❸❹



Get them to observe the picture and say what they think obedience is based on what they see.


If they have no opinion, tell them that obedience means following instructions and rules.

Give students examples of how they can be obedient. Exercise 7.1B (page 135)


Introduce what students will learn – animals.

Explain that there are animals that live on land and that some of these animals can fly.

Ask students to first identify the animals that can fly.

Starting with the bird, get students to point and repeat after you: “This is a bird.”

Do the same for the other animals. WRAP-UP





We are going to learn what obedience is.

Look at the picture. What do you think obedience is?

Obedience means following instructions and rules.

For example, if our parents or teachers ask us to do something, we should follow their instructions.

There are also rules in school, in the classroom, at home, and all around us. We must follow these rules as they are good for us. By being obedient, we can make our lives, and also the lives of others, better.

Another example is in this picture. The sign reads “Do not litter.” When we obey the rule and not litter, we keep the place clean, and this makes our lives better.


We are going to learn about animals this week!

There are many types of animals. Some animals live on land. Some animals have wings and can fly.

Look at your book. Which of these animals can fly?


(Point to the bird.) This is a bird.

(Point to the eagle.) This is an eagle.

(Point to the butterfly.) This is a butterfly.

Now let’s look at the animals that live on land.

Remember to point and repeat after me.

(Point to the rabbit.) This is a rabbit.

(Point to the bear.) This is a bear.

(Point to the tiger.) This is a tiger.

(Point to the lion.) This is a lion.

Can these animals fly? No! They do not have wings. WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 7.1C–7.1D The Animal Kingdom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 136–137 Phase: ESA (STUDY) Aim To identify land and sea animals

Skill Tags Vocabulary (thematic) Fine motor skills Penmanship Vocabulary bird, eagle, butterfly, rabbit, bear, tiger, lion, whale, dolphin, fish, octopus Functional Language This is a bird. / This is an eagle. Is this a tiger? Yes. / No. What is this? A rabbit. Materials Flashcards no.: 174, 175, 176, 177, 178, 179, 180, 181, 182, 183, 184 Homework N.A.


Good Morning (song)




❶❷❸❹ / ❺❻❼❽



Tell them they are going to learn about sea animals.

Starting with the fish, get students to point.

Then get them to repeat: “This is a fish.”

Do the same for the other sea animals.


As they do, go to individual students, point to any animals, and ask: “What is this?”



Tell them there are both land and sea animals here.


Starting with the bear, briefly describe the bear and get students to repeat after you.

Then get them to trace and color the bear.

Do the same for the other animals.

Invite students to the front to present the animals. EXTENSION

Ask students what other animals can fly/swim. (E.g., fly – beetle, housefly, sea gull, pigeon, sparrow, etc. / swim – shark, eel, goldfish, turtle, etc.)

Ask students what other animals live on land/in the sea. (E.g., land – cat, cow, horse, sheep, zebra, etc. / sea – crab, jellyfish, ray, starfish, seahorse, etc.)

If necessary, allow students to answer in their L1.

Then repeat their answers in English. WRAP-UP




In the previous lesson, we learned about animals that live on land. Today, we will learn about animals that live in the sea. Let’s call them sea animals!


(Point to one fish.) This is a fish.

(Point to the whale.) This is a whale.

(Point to the dolphin.) This is a dolphin.

(Point to the octopus.) This is an octopus.

Very good! Now color the page.

(Go to individual students and point.) What is this? Exercise 7.1D (page 137)

Look! In this picture, we have the land and sea animals together. We also have the animals that fly.


Now listen carefully and repeat after me.

Then trace and color the animal we described.

This is a bear. It lives on land.

Now trace and color the bear.

This is an octopus. It lives in the sea.

This is a butterfly. It can fly.

This is a rabbit. It lives on land.

This is an eagle. It can fly.

This is a fish. It can swim.

Did you trace and color all the animals? Very good!

Who wants to come up and present the animals? EXTENSION

Do you know any other animals that can fly/swim?

What other animals live on land/in the sea? WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 7.1E–7.1F The Animal Kingdom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 138–139 Phase: ESA (ACTIVATE) Aim To describe land and sea animals

Skill Tags Formation and academic learning environment (science) Sorting and classifying Vocabulary bird, eagle, butterfly, rabbit, bear, tiger, lion, whale, dolphin, fish, octopus Functional Language This is a bird. / This is an eagle. Is this a tiger? Yes. / No. What is this? A rabbit. Can the eagle fly? Yes. Materials Flashcards no.: 174, 175, 176, 177, 178, 179, 180, 181, 182, 183, 184 Homework N.A.


Good Morning (song)




❺❻❼



Tell students to have a red crayon ready.

Tell them that for each row there is an animal that does not belong to the same group as the rest.

Get students to circle and describe the odd one out.

Then tell students to color the rest of the animals. Exercise 7.1F (page 139)


Get them to cut out the six pictures of the animals.


Get students to first paste the land animals, followed by the sea animals, and finally the animals that fly.

Invite individual students to the front to describe the picture. Encourage them to say, for example: “This is a bear. It lives on land.”

EXTENSION

Prepare the flashcards of the animals facing down.


Without revealing the flashcard, the student must get the class to guess that animal by describing it.

For example: “It has eight legs and it lives in the sea.” (Answer: Octopus.)

Alternatively, get the student to draw the animal on the board without saying anything.

Repeat activity with different participants. WRAP-UP



Open your book to page 138 and have a red crayon ready. We are going to circle the odd one out.

Look at the first row. What animals do you see? (Ss: A whale, an octopus, a parrot, and a dolphin.)

Which animal does not belong here? Circle it in red.

Yes, the parrot! Why? The whale, the octopus, and the dolphin live in the sea, but not the parrot.

Let’s look at the next row. What animals do you see? (Ss: A tiger, a fish, a rabbit, and a giraffe.)

Good! Which animal does not belong here? Circle it.

Yes, the fish! Why? The fish can swim and it lives in the sea. The others live on land and cannot swim.

What about the last row? What animals are there? (Ss: A bird, a butterfly, a zebra, and an eagle.)

Good! Which animal is the odd one out? Circle it.

Yes, the zebra! Why? The bird, the butterfly, and the eagle have wings and can fly. The zebra cannot fly.

Well done! Now color the rest of the animals. Exercise 7.1F (page 139)

Turn to page 211. Cut out the animals carefully.

Done? Let’s turn back to page 139.

Which of these animals live on land?

Yes! Now paste the bear and the rabbit on the land.

Which of these animals live in the sea?

Good! Paste the octopus and the dolphin in the sea.

And which of these animals can fly in the air?

Good! Paste the butterfly and the eagle in the air.

Who wants to come up and describe your picture?

What is this? Where does it live? What can it do? EXTENSION


Choose a flashcard. Do not say what it is. Just describe/draw it. The rest of you will try to guess.

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 7.2A–7.2B Big or Little

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 140–141 Phase: ESA (ENGAGE) Aim To describe animals by numbers and size

Skill Tag Formation and academic learning environment (math) Vocabulary whale, eagle, fish, bird, elephant, tiger, monkey, duck, big, little Functional Language Is this a little fish? Yes. / No. This is a big elephant. Materials Flashcards no.: 174, 175, 176, 177, 178, 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189; (Numbers) 6–15 Homework Color pages 140–141.


Good Morning (song)






Tell students that they are going to count animals and also decide if an animal is big or little.

Get students to use physical movement to express “big” or “little” accordingly.

Starting with the big whale, ask students to identify it.

Tell students to count and decide if it is big or little.

Then get them to repeat: “One big whale.”

Continue with the same presentation for the rest. Exercise 7.2B (page 141)


Continue with the same presentation as above. EXTENSION

Sing: Five Little Monkeys

Get five volunteers to come to the front. After each verse, get one student to go back to his/her seat.

FIVE little monkeys jumping on the bed; one fell off and bumped his head; mommy called the doctor and the doctor said: No more monkeys jumping on the bed! ♪

FOUR little monkeys jumping on the bed … THREE little monkeys jumping on the bed … TWO little monkeys jumping on the bed … ONE little monkey jumping on the bed ...

WRAP-UP





Today, we are going to count animals. We are also going to decide if an animal is big or little.

(Put hands wide apart.) This is big! Follow me and say: Big! (Put hands close together.) This is little! Do this and say: Little! (Practice several times.)

Remember to do this when you answer “big” or “little.”

(Point to the whale.) What is this? A whale!

Show me the whale. How many are there? (Ss: One!)

Is it big or little? (Ss: (hands wide apart) Big!)

Good! Repeat after me: One big whale.

(Point to one fish.) What is this? A fish!

Now show me the fish. How many are there?

Let’s count: One, two, three, four, five!

Are they big or little? (Ss: (hands together) Little!) (Repeat for “one big eagle” and “six little birds.”) Exercise 7.2B (page 141)

(Point to the elephant.) What is this? An elephant!

Show me the elephant. How many are there?

Is it big or little? (Ss: (hands wide apart) Big!)

Good! Repeat after me: One big elephant. (Repeat the above for “three little monkeys,” “one big tiger,” and “seven little ducks.”) EXTENSION

Let’s sing a very fun song – Five Little Monkeys!

I need five volunteers to come and jump like monkeys! Who wants to come up?

(To one student after each verse) You may return to your seat now. Thank you.

How many monkeys are left? Let’s continue singing! WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 7.2C–7.2D Big or Little

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 142–143 Phase: ESA (STUDY) Aim To describe animals by numbers and size

Skill Tags Matching by attribute Ordering by size Vocabulary whale, eagle, fish, bird, elephant, tiger, monkey, duck, big, little Functional Language Is this a little fish? Yes. / No. This is a big elephant. Materials Flashcards no.: 174, 175, 176, 177, 178, 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189; (Numbers) 6–15 Homework N.A.


Good Morning (song)






Starting with the first picture, ask students what it is.

Get them to say: “This is a little dog.”

Get students to match the little dog to the big dog.

Then get them to say: “This is a big dog.”

Do the same for the other animals.

Then tell students to color the pictures.

Invite individual students to present the animals.

Encourage them to say: “This is a big/little ….” Exercise 7.2D (page 143)


Explain that they are going to order the animals by size: 1 = smallest; 2 = medium; 3 = biggest.

Starting with the first row, ask students to first identify the animals and then order the animals by size.

Do the same for the next two rows.

Then tell students to color the pictures. WRAP-UP

Sing: Five Little Monkeys




Look! Here are two rows of animals. On the top row, we have the little animals. On the bottom row, we have the big animals! What animals are there?

A dog, a sheep, a cat, and a monkey!

Let’s match the little animals to the big ones. Ready?

Look at the first animal. What is this?

Say together: This is a little dog.

Do you see the big dog? Match them together.

Let’s say together: This is a big dog.

What’s the second animal? (Repeat the above for the remaining animals.)

Now color the animals.

Who wants to present the animals?

Remember to say if it is big or little. Exercise 7.2D (page 143)

Look at these animals! We are going to number the animals on each row according to their size.

Look at the first row. What animals are there?

An elephant, a monkey, and a butterfly. That’s right!

Which is the smallest animal? (Ss: The butterfly!)

Yes! Write the number “1” in the box beside it.

Which animal is next? (Ss: The monkey!)

Correct! Write the number “2” in the box

Which is the biggest of the three? (Ss: The elephant!)

Very good! Write the number “3” in the box beside it. (Repeat the above for the next two rows.)

Great job! Let’s color the animals! WRAP-UP

Let’s sing Five Little Monkeys!

Please stand up!




Notes / Evaluation


Lollipop 3 7.2E–7.2F Big or Little

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 144–145 Phase: ESA (ACTIVATE) Aim To describe animals by numbers and size

Skill Tags Number sequencing Art experience Literary and ludic environment Vocabulary whale, eagle, fish, bird, elephant, tiger, monkey, duck, big, little Functional Language Is this a little fish? Yes. / No. This is a big elephant. Materials Flashcards no.: 174, 175, 176, 177, 178, 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189; (Numbers) 6–15 Homework N.A.


Good Morning (song)






Tell students to have their pencils ready.

Get them to join the dots from “1” to “15” in sequence.

If necessary, guide students from number to number.

Once the drawing is complete, ask students what animal they see and if it is big or little.

Get them to check the correct box (one big whale).

Ask students where a whale lives.

Then tell students to color the picture. Exercise 7.2F (page 145)






Get students to cut out the cards on page 217.

Play: Memory Game – Shuffle the cards and arrange them in neat rows face down. Students must find a pair of the same animal by “opening” any two cards each time. If they are different, students must “close” the cards and try again until they found all the pairs.

After explaining, allow students some time to play.

Tell them that they can bring the cards home to play. WRAP-UP




Have a pencil ready. We are going to join the dots in order and see what animal appears. Are you ready?

Let’s look for number one. Start from here.

Join to number two. Look for number three …. (If necessary, continue until number fifteen.)

Done? What animal do you see? (Ss: A whale!)

Is it a big whale or a little whale? (Ss: A big whale!)

Yes! Check the first box that says “one big whale.”

Is it a little fish? No! Do not check the second box.

Where does the big whale live? (Ss: In the sea.)

Correct! The big whale lives in the sea.

Now color the picture. Exercise 7.2F (page 145)


We are going to learn a new song today.

It goes like this. (Sing the song.)

Do you know what the song says?


(Do the actions.) Let’s do the actions. Follow me.

Try to sing the song on your own!


Let’s play a game. Turn to page 217. These are your game cards. Cut them out carefully along the lines.

Done? This is how you play. First shuffle the cards. Then put them face down like this in neat rows. Open any two cards. Are they the same? No. Turn them back and open another two cards. Oh here’s the rabbit. Do you remember where the other rabbit is? Once you find a pair, take away the two cards. Open another two. Continue until you find all the pairs.

WRAP-UP

Please stand up!




Notes / Evaluation

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Lollipop 3 Unit 8

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY 1 My Town

Value of the Month Cooperation

Understanding the value of cooperation

Identifying places in a town


Familiar and community learning

Penmanship


Listening skills

Language practice

Logical thinking skills

Fine motor skills: pointing, tracing, coloring, cutting, pasting

hospital, post office, police station, fire station, park, airport, school, restaurant

2 People in My Town Identifying community helpers


Language practice

Visual discrimination: word recognition

Critical and logical thinking skills

Language

Creative skills

Fine motor skills: pointing, matching, coloring, circling

teacher, postman, pilot, waiter, doctor, firefighter, policeman

3 Where do they work? Identifying where people work


Language practice

Logical thinking skills


Fine motor skills: pointing, matching, coloring, circling

at

4 Vehicles Songs and Rhymes Pat-a-Cake

Identifying means of transport Communication: vocabulary (thematic), vocabulary (math)

Visual discrimination: matching my attribute

Penmanship


Fine motor skills: pointing, tracing, matching, coloring

truck, motorcycle, car, bike, helicopter, airplane, boat



Lollipop 3 8.1A–8.1B My Town

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 146–147 Phase: ESA (ENGAGE) Aims To understand the value of cooperation To identify places in a town

Skill Tags Values and moral education Familiar and community learning environment Vocabulary hospital, post office, police station, fire station, park, airport, school, restaurant Functional Language This is the post office. Is this the police station? Yes. / No. Where is this? / Where is the airport? There is a post office in my town. Materials Flashcards no.: 190, 191, 192, 193, 194, 195, 196, 197 Homework Color pages 146–147.


Good Morning (song)




❶❷❸❹



Get them to observe the picture and say what they think cooperation is based on what they see.


If they have no opinion, tell them that cooperation is about helping others with their tasks.

Give students examples of how they can cooperate. Exercise 8.1B (page 147)


Introduce what students will learn – places in a town.

Ask students to name some places in their towns.

Starting with the hospital, get students to point and repeat after you: “There is a hospital in my town.”

Do the same for the other places.

Point to any place and ask individual students: “What do you have in your town?”

EXTENSION

Ask student if they have been to any of these places.

If so, get them to describe what it was like. WRAP-UP





We are going to learn about cooperation.

Look at the picture. What do you think cooperation is?

Cooperation means helping others with their work.

For example, if someone needs help, you can cooperate by listening and doing what they ask you to do. This way, you can help them finish their work faster.


We are going to learn about places in a town.

What places are there in your town?

Let’s look at the book! What can we find in this town?

Is there a hospital? Show me where it is.

Repeat after me: There is a hospital in my town.

Is there a post office? Where is it?

Repeat: There is a post office in my town. (Repeat the above for the remaining places.)

Now I will ask each of you what you have in your town. I will point a place and you will answer: There is a(n) … in my town.

Ready? What do you have in your town? (Point.) (Continue until every student has participated.) EXTENSION

Who has been to the airport before?

What did you see? What did you do there? (Repeat above questions for the other places.) WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 8.1C–8.1D My Town

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 148–149 Phase: ESA (STUDY) Aim To identify places in a town

Skill Tag Penmanship Vocabulary hospital, post office, police station, fire station, park, airport, school, restaurant Functional Language This is the post office. Is this the police station? Yes. / No. Where is this? / Where is the airport? Materials Flashcards no.: 190, 191, 192, 193, 194, 195, 196, 197 Homework N.A.


Good Morning (song)







Tell them to match each vehicle to its destination by tracing and continuing the pattern of each dotted line from left to right.

As students may not know the names of the vehicles yet, you may briefly introduce the words to them.

Do not worry if students cannot remember the words. They will look at vehicles more closely in Unit 8.2.

After tracing each line, get them to color the name of the place and repeat the word several times.


As they do, go to individual students, point to any place, and ask: “Where is this?”




Get students to trace and continue the pattern of the dotted lines from top to bottom this time.

WRAP-UP




We are going to match the different vehicles to the places they want to go. Have a pencil ready.

Look! This is a school bus. Where is it going?

To the school! Now let’s help the school bus get to the school by tracing the dotted line from left to right. You must follow the pattern of the dotted line and continue until you see the school. Trace again.

Done? Color the word school and repeat: School.

Look! Here is a bike. Where do you ride a bike?

In the park! Let’s help the bike get to the park by tracing and finishing the dotted line. Trace again.

Done? Color the word park and repeat: Park.

Look! This is an ambulance … / a car …. (Repeat the above for “hospital” and “restaurant.”)

Now you may color the pictures.

(Go to individual students.) Where is this? Exercise 8.1D (page 149)

Let’s continue! This is a police car. Where does it go?

To the police station! Let’s help the police car get to the police station by tracing the dotted line from top to bottom. Continue the dotted line until you see the police station. Trace again.

Color the word police station. Repeat: Police station.

Next we have an airplane! Where does it go?

To the airport of course! Help the airplane get to the airport by tracing and finishing the dotted line. Again.

Done? Color the word airport and repeat: Airport.

Look! This is a motorcycle ... / a fire engine …. (Repeat the above for “post office” and “fire station.”)

Now you may color the pictures.

(Go to individual students.) Where is this? WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 8.1E–8.1F My Town

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 150–151 Phase: ESA (ACTIVATE) Aim To identify places in a town

Skill Tags Awareness of everyday context Listening skills Language practice Logical thinking skills Vocabulary hospital, post office, police station, fire station, park, airport, school, restaurant Functional Language This is the post office. Is this the police station? Yes. / No. Where is this? / Where is the airport? Materials Flashcards no.: 190, 191, 192, 193, 194, 195, 196, 197 Scissors Glue Homework N.A.


Good Morning (song)




❺❻❼ CLASS ACTIVITY Exercise 8.1E (page 150)


Explain to students that they are going to help Paty and Tony get to the places they want to go.

First get students to help Paty with a red crayon.

Get them to listen and trace as you describe her route. She will go to the post office, the fire station, the restaurant, and finally, the park.

Then get students to help Tony with a blue crayon.

Get them to listen and trace as your describe Tony’s route. He will go to the hospital, the airport, the restaurant, and finally, the park.

Check that students have traced the correct routes.

Invite individual students to present their work. Exercise 8.1F (page 151)

Tell students that they are going to “build” a town.

Direct them to page 219 at the back of the book.

Tell them to cut out the different places of a town.


Tell students to arrange the cutouts anywhere they like, except on the road.

Then tell them to paste the cutouts.

Invite individual students to present their town.

Encourage them to point and say: “There is a(n) … in my town.”

WRAP-UP




We are going to help Paty and Tony get to the places they want to go by tracing the broken lines.

Let’s start with Paty. Have a red crayon ready.

Listen carefully: Paty will go to the post office first. She needs to post some letters. Then she will go to the fire station to send lunch to her dad. Next, she will go to the restaurant to have her lunch. Finally, she will go to the park to meet Tony there.

Let’s help Tony next. Have a blue crayon ready.

Listen carefully: First, Tony will visit a friend at the hospital. Then he will go to the airport to welcome an uncle. Next, he will have his lunch at the restaurant too. After lunch, he will go to the park to meet Paty.

Did you trace the correct routes? Let me check.

Who wants to come to the front and tell us what Paty and Tony are doing today?


Now you are going to build your own town.

Turn to page 219 at the back of your book.

Do you see pictures of the different places in a town?

Cut them out carefully along the black broken lines.

Done? Let’s turn back to page 151.

Arrange these places in your town wherever you like, but remember not to put them on the road.

Then paste the cutouts neatly to complete your town.

Who wants to come up and show us your town?

Remember to point and say: There is a(n) … in my town."

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 8.2A–8.2B People in My Town

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 152–153 Phase: ESA (ENGAGE) Aim To identify community helpers

Skill Tag Familiar and community learning environment Vocabulary teacher, postman, pilot, waiter, doctor, firefighter, policeman Functional Language Who is he? / Who is she? He is a pilot. / She is a teacher. Materials Flashcards no.: 198, 199, 200, 201, 202, 203, 204 Homework Color pages 152–153.


Good Morning (song)






Introduce what students will learn today – occupations and community helpers in our town.

Starting with the teacher, get students to point and repeat after you: “She is a teacher.”

Do the same for the postman, pilot, and waiter.

Remind students when to use “he” or “she.” Exercise 8.2B (page 153)


Continue with the same presentation for doctor, firefighter, and policeman.

Point to any community helper and ask individual students: “Who is he/she?”

They should answer accordingly: “He/She is a ….” EXTENSION

Sing: Community Helpers or People Song

Web links to the lyrics and video of these songs are available online in the Teachers’ Corner.

Substitute the words with the community helpers presented in this unit.

Ask students what other community helpers they know and add them to the song. E.g., nurse, dentist.

WRAP-UP





We are going to learn about the people in our town and those who help us in the community.

(Point to Teacher Michelle.) Look! Who is this?

Teacher Michelle! She is a teacher.

Show me Teacher Michelle in your book.

Repeat after me: She is a teacher.

(Point to the postman.) Who is he? A postman!

Can you show me the postman?

Repeat after me: He is a postman. (Repeat the above for “pilot” and “waiter.”)

When do we use “he”? We use “he” to talk about a boy or a man. When do we use “she”? We use “she” to talk about a girl or a woman.


Look! There are more community helpers here.

(Point to the doctor.) Who is he? A doctor!

Point and repeat after me: He is a doctor. (Repeat the above for “firefighter” and “policeman.”)

Now I am going to ask you: Who is this?

As I point, you must answer and use “he is …” or “she is …” correctly. Ready? Who is this? (Point.)

(Continue until all students have participated.) EXTENSION

Let’s sing a song about the community helpers we just learned – Community Helpers / People Song!

What other community helpers are there? (Ss: Nurse!) Good! Now let’s sing about the nurse …!

WRAP-UP

For your homework, please color pages 152–153.

Please stand up!




Notes / Evaluation


Lollipop 3 8.2C–8.2D People in My Town

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 154–155 Phase: ESA (STUDY) Aim To identify community helpers

Skill Tags Language practice Word recognition Critical and logical thinking skills Vocabulary teacher, postman, pilot, waiter, doctor, firefighter, policeman Functional Language Who is he? / Who is she? He is a pilot. / She is a teacher. Materials Flashcards no.: 198, 199, 200, 201, 202, 203, 204 Homework N.A.


Good Morning (song)






Explain to students that they are going to match the speech bubbles to the pictures on the right.

Place the flashcards on the ledge of the board to give students clues on what to read.

Guide students as they read each speech bubble.

Get them to read each sentence several times.

Then tell them to color the pictures.

Invite individual students to the front to present their work. Encourage them to read the speech bubbles.



Continue with the same reading exercise as above.

Explain that they will first read the speech bubbles and then match the people to what they wear.


Invite individual students to the front to present their work. Encourage them to read the speech bubbles.

WRAP-UP





We are going to match the speech bubbles to the different community helpers on the right.

Let’s read the words in the speech bubbles.

What does the first speech bubble say?

It says, “I am a teacher.” Repeat and point to each word as you read: I – am – a – teacher. Read again.

Now match the speech bubble to the teacher.

Good. Color the teacher.

Look at the next speech bubble. (Repeat the above for “postman,” “pilot,” and “waiter.”)

Who wants to come up and show us your work? Exercise 8.2D (page 155)

Let’s continue. This time we will read and then match the people to what they wear at work. Ready?

What does the first speech bubble say?

It says, “I am a policeman.” Point to each word as you read: I – am – a – policeman. Let’s read it again.

What does a policeman wear? Can you find his uniform? Match the policeman to his uniform.

Now color the policeman and his uniform.

Look at the next speech bubble. (Repeat the above for “doctor” and “firefighter.”)

Who wants to come up and show us your work? WRAP-UP

Let’s sing the Community Helpers / People song!

Please stand up!




Notes / Evaluation


Lollipop 3 8.2E–8.2F People in My Town

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 156–157 Phase: ESA (ACTIVATE) Aim To identify community helpers

Skill Tags Language practice Creative and logical thinking skills Vocabulary teacher, postman, pilot, waiter, doctor, firefighter, policeman Functional Language Who is he? / Who is she? He is a pilot. / She is a teacher. Materials Flashcards no.: 198, 199, 200, 201, 202, 203, 204 Homework N.A.


Good Morning (song)




❹❺❻❼ / ❷❸❹❺❽ CLASS ACTIVITY Exercise 8.2E (page 156)


For each picture, ask students the question and allow them some time to answer accordingly.

If the answer is “yes,” tell them to circle the tick.

If the answer is “no,” tell them to circle the cross.

Go through the answers and check students’ work.

Tell students to color the pictures. Exercise 8.2F (page 157)


Ask students to identify the community helper.

Then get students to trace the broken lines and draw the missing parts of the firefighter – helmet and boots.

Place the “firefighter” flashcard on the ledge of the board so that students can refer to the drawing.

Once they have completed the drawing, tell them to color the picture, including the fire engine.

EXTENSION

Ask students what they want to be when they grow up and why.

WRAP-UP





Look at the ticks and crosses below each picture.

I am going to ask you some questions.

If your answer is YES, circle the tick with a pencil.

If your answer is NO, circle the cross. Ready?

Let’s start with the first picture. Is he a postman?

Look at the second picture. Is she a pilot?

Look at the next one. Is he a waiter?

Look at the last picture. Is he a doctor?

Done? Let’s check our answers!

First question: Is he a postman? (Ss: Yes!) Correct!

Second question: Is she a pilot? (Ss: No!) She is not a pilot. Who is she? (Ss: A teacher.) She is a teacher!

Third question: Is he a waiter? (Ss: No!) He is not a waiter. Who is he? (Ss: A firefighter.) That’s right!

Last question: Is he a doctor? (Ss: Yes!) Great!

Now color the pictures. Exercise 8.2F (page 157)

Look at this picture. It is incomplete.

Who do you think this is? (Ss: A firefighter!) Good!

But the firefighter is incomplete. Do you know which parts are missing? His helmet and his boots!

Now trace the broken lines first.

Then draw the missing parts to complete the drawing.

You may follow the drawing on this flashcard.

Done? Let’s color the completed picture! EXTENSION

Let’s talk about what you want to be when you grow up. Who wants to go first?

WRAP-UP

Let’s sing the Community Helpers / People song!

Please stand up!




Notes / Evaluation


Lollipop 3 8.3A–8.3B Where do they work?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 158–159 Phase: ESA (ENGAGE) Aim To identify where people work

Skill Tag Familiar and community learning environment Vocabulary airport, restaurant, post office, school, police station, fire station, hospital, at Functional Language Where does he work? / Where does she work? The waiter works at the restaurant. Materials Flashcards no.: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201, 202, 203, 204 A cardboard with “at the” written on it Homework Color pages 158–159.


Good Morning (song)




❸❹❺❻ CLASS ACTIVITY Exercise 8.3A (page 158)


Introduce what students will learn – workplaces.

Starting with the pilot, ask students who he is.

Then ask students where he works.

Get them to point and repeat several times: “The pilot works at the airport.”

Do the same for the restaurant and post office. Exercise 8.3B (page 159)


Continue with the same presentation for the school police station, fire station, and hospital.

EXTENSION

Hand out the flashcards of the community helpers and the places of work to different students.

Hold up the words “at the” in front of the class.

Call out any community helper and his/her workplace, for example: “A doctor works at the hospital.”

The student with the “doctor” flashcard must come and stand on your right, while the student with the “hospital” flashcard must come and stand on your left.

Get the class to read the words aloud several times: “The doctor works at the hospital.”

Repeat exercise and call out different occupations.

WRAP-UP





We have learned about the places in our town.

We have also learned about the people in our community. Where do they work? Let’s find out!

Look at the first picture. Who is he? (Ss: The pilot.)

Where does the pilot work? (Ss: At the airport.)

Show me the airport in your book.

Repeat after me: The pilot works at the airport.

Look at the next picture. Who do we see? (Repeat the above for “restaurant” and “post office.”) Exercise 8.3B (page 159)


(Point to Teacher Michelle.) Who is she?

Where does she work? (Ss: At the school.)

Let’s point to the school.

Repeat after me: The teacher works at the school.

(Point to the policeman.) Who is he?

Where does he work? (Ss: At the police station.)

Let’s point to the police station.

Repeat: The policeman works at the police station. (Repeat the above for “fire station” and “hospital.”) EXTENSION

I am going to hand out some flashcards.

I will say a sentence. If I mention the words you have, you must come up and stand next to me. Ready?

A doctor works at the hospital.

Who has the “doctor”? Who has the “hospital”?

Now let’s read these words together: The doctor works at the hospital. Read again.

(Repeat for the other community helpers and places.) WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 8.3C–8.3D Where do they work?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 160–161 Phase: ESA (STUDY) Aim To identify where people work

Skill Tags Language practice Logical thinking skills Vocabulary airport, restaurant, post office, school, police station, fire station, hospital, at Functional Language Where does he work? / Where does she work? The waiter works at the restaurant. Who works at the hospital? The doctor. Materials Flashcards no.: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201, 202, 203, 204 Homework N.A.


Good Morning (song)







Explain to students that they are going to match the community helpers to their workplaces.

Use a different color for each community helper.

Note that there are several ways to get to each place.

After matching, tell students to color the pictures.

Then invite individual students to come up and present their work. Encourage them to say: “This is a waiter. He works at the restaurant.”



For each building, ask students who works there.

Then tell them to circle the answer.

Tell them to color the building and the correct person.

For the community helpers they did not circle, ask students where they work.

WRAP-UP





We are going to help some community helpers through the maze to get to their workplaces.

Let’s start with the pilot! Have a red crayon ready.

Where should the pilot go? (Ss: The airport.) Yes!

Now help him get to the airport with your crayon.

There are a few ways to get there. Any one will do.

Done? Let’s look at the next one. Who is he?

Where does he work? (Ss: At the restaurant.)

Help him get to the restaurant with a green crayon.

Done? Who is the last community helper?

Where does the postman work? (Ss: The post office.)

Help the postman get there with your blue crayon.

Now color the pictures.


Tell us the community helpers and where they work. Exercise 8.3D (page 161)

Look! Here are four different places in our town.

We are going to circle the community helper who works at the place shown in each box. Ready?

Look at the first box. Where is this? (Ss: A hospital!)

Who works at the hospital? (Ss: A doctor.) Good!

Do you see the doctor? Circle the doctor.

Now color the hospital and the doctor.

Let’s say together: The doctor works at the hospital. (Repeat the above for the other three places.)

Let’s look at the other community helpers. Where does the waiter/postman/pilot/dentist/nurse work?

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 8.3E–8.3F Where do they work?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 162–163 Phase: ESA (ACTIVATE) Aim To identify where people work

Skill Tags Language practice Visual discrimination Vocabulary airport, restaurant, post office, school, police station, fire station, hospital, at Functional Language Where does he work? / Where does she work? The waiter works at the restaurant. Materials Flashcards no.: 190, 191, 192, 193, 194, 195, 196, 197, 198, 199, 200, 201, 202, 203, 204 Homework N.A.


Good Morning (song)




❷❸❹❺❻❼ CLASS ACTIVITY Exercise 8.3E (page 162)


Ask students where each community helper works at.

Tell them to circle and color the correct place.

Invite individual students to come up and present their work. Encourage students to say: “I am a postman. I work at the post office.”



Tell students they are going to look for some people.

First point to the box on the right and get students to identify the first person in the box – Teacher Michelle.

Then get students to look for her and circle.

Ask students where she is. Students should answer accordingly: “Teacher Michelle is at the restaurant.”

Do the same for the other people shown in the box. EXTENSION

Hand out the community helpers flashcards to students and hold on to the flashcards of places.

Randomly choose a flashcard from your pile.

For example, if it is the “hospital” flashcard, ask students: “Who works at the hospital?”

The student holding the “doctor” flashcard must come up and say: “I am a doctor. I work at the hospital.”

Continue until all the places have been mentioned. WRAP-UP




Look! The community helpers are telling us where they work. Let’s help them complete their sentences.

(Point to the postman.) Who is he? The postman!

Where does he work? Is it the school? No! Is it the post office? Yes! Circle and color the post office.

Let’s complete his sentence. The postman says, “I work at the post office.” Let’s say that again.

Who do we have in the next box? (Repeat the above for the other community helpers.)


Imagine you are the community helper. Tell us who you are and where you work.

Say: I am a …. I work at the …. Exercise 8.3F (page 163)

Look at this town! We are going to find some people.

(Point to the box on the right.) Look at this box!

These are the people we are going to find.

Let’s start with the first person. Who is she?

Yes! Can you find Teacher Michelle? Circle.

Where is Teacher Michelle? (Ss: At the restaurant.)

Yes! Repeat: Teacher Michelle is at the restaurant. (Repeat the above for the other people shown.) EXTENSION

I am going to hand out the flashcards of the community helpers. Whichever flashcard you received, imagine that is who you are.

I will call out names of places around our town.

If that is where you work, come up and say: I am a …. I work at the …. Ready?

Who works at the hospital/restaurant/school/…? WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 8.4A–8.4B Vehicles

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 164–165 Phase: ESA (ENGAGE) Aim To identify means of transport

Skill Tag Vocabulary (thematic) Vocabulary truck, motorcycle, car, bike, helicopter, airplane, boat Functional Language What is this? A car. This is a truck. Is this an airplane? Yes. / No. Materials Flashcards no.: 205, 206, 207, 208, 209, 210, 211 Toy vehicles for Extension Black cloth bag Homework Color pages 164–165.


Good Morning (song)






Introduce what students will learn today – vehicles.

Starting with the truck, get students to point and repeat several times: “This is a truck.”

Do the same for motorcycle, car, and bike. Exercise 8.4B (page 165)


Continue with the same presentation for helicopter, airplane, and boat.

Randomly point to any vehicle and ask: “What is this?” Students should answer accordingly.

EXTENSION

Place the toy vehicles in a black cloth bag.

Invite individual students to come to the front.

Ask for a specific toy, e.g., a boat.

Tell the student to put his/her hand into the black cloth bag and feel for the boat without looking inside.

Once the student has found the boat, get him/her to say: “This is a boat.”

Put the toy back into the bag and repeat activity until all students have participated.

WRAP-UP





Today we are going to learn about different vehicles!

We can see many vehicles on the road.

(Point to the truck.) What is this? A truck!

Point and repeat after me: This is a truck. (Repeat the above for “motorcycle,” “car,” and “bike.”) Exercise 8.4B (page 165)

We can also see vehicles in the air and on the sea.

(Point to the helicopter.) What is this? A helicopter.

Point and repeat after me: This is a helicopter.

(Point to the airplane.) What is this? An airplane.

Point and repeat after me: This is an airplane.

(Point to the boat.) What is this? A boat.

Paty and her father are in boat on the sea.

Now point and repeat after me: This is a boat. EXTENSION

Look! I have some toy vehicles here.

I am going to put them inside this black bag.

You will take turns to come up and find a vehicle.

Who wants to go first?

(To S1.) Find me the boat.

No looking inside the bag. Just feel for the boat.

Found it? Show and tell the class what this is.

Thank you! Who wants to go next? (Repeat activity with different students and vehicles.) WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 3 8.4C–8.4D Vehicles

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 166–167 Phase: ESA (STUDY) Aim To identify means of transport

Skill Tags Matching by attribute Penmanship Vocabulary truck, motorcycle, car, bike, helicopter, airplane, boat Functional Language What is this? A car. This is a truck. Is this an airplane? Yes. / No. Materials Flashcards no.: 205, 206, 207, 208, 209, 210, 211 Toy vehicles for Extension Tags with a vehicle name on each one Homework N.A.


Good Morning (song)






Starting with the airplane, get students to trace the missing part and then match it to the one on the right.

Tell them to color the word “airplane” at least three times while repeating the word each time they color.

Then tell them to color the pictures of the airplane.

Do the same for the car and truck. Exercise 8.4D (page 167)


Starting with the motorcycle, get students to trace the missing part and then match it to the one below.

Tell them to color the word “motorcycle” at least three times while repeating the word each time they color.

Then tell them to color the pictures of the motorcycle.

Do the same for the boat, bike, and helicopter. EXTENSION

Prepare tags with a vehicle name written each one and hand them out to different students.

Show one toy vehicle to the class.

The student with the corresponding tag must come up to the front and say: “This is a ….”

Continue until all students have participated.

Note: Flashcards can be used in place of the toys. WRAP-UP




Look at the vehicles on your left. This is how the vehicles are when they are not moving. Look at the vehicles on your right. This is how they move.

(Point to the airplane.) What is it? Yes, an airplane.

Trace the missing part with a pencil.

Can you see the moving airplane? Match them.

Color the word “airplane” three times. Each time you color, say the word aloud.

Then color the airplanes. (Repeat the above for “car” and “truck.”) Exercise 8.4D (page 167)

Look at the top row. This is how the vehicles are when they are not moving. Look at the bottom row. This is how they move.

What is the first vehicle? Yes, it is a motorcycle.

Now trace and complete the motorcycle.

Do you see a moving motorcycle below? Match them.

Color the word “motorcycle” three times. Each time you color, say the word aloud.

Then color the motorcycles.

What is the next vehicle? (Repeat the above for “boat,” “bike,” and “helicopter.”) EXTENSION

Look! These tags have different vehicle names on them. I am going to hand them out.

I am going to show you a toy vehicle / a flashcard.

If you have the word that matches this vehicle, come to the front and tell us the name of the vehicle.

Say: This is a(n) …. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 8.4E–8.4F Vehicles

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 168–169 Phase: ESA (ACTIVATE) Aim To identify means of transport

Skill Tags Formation and academic learning environment (math) Literary and ludic environment Vocabulary truck, motorcycle, car, bike, helicopter, airplane, boat Functional Language What is this? A car. This is a truck. Is this an airplane? Yes. / No. Materials Flashcards no.: 205, 206, 207, 208, 209, 210, 211 Homework N.A.


Good Morning (song)




❺❻❼ CLASS ACTIVITY Exercise 8.4E (page 168)


Get students to count the number of each vehicle and then write the number in the boxes on the right.

Invite individual students to come up and describe the picture. Encourage them to say, for example: “There is one helicopter. / There are two airplanes.”

Answers: airplane (2); helicopter (1); boat (3); truck (2); car (5); motorcycle (5).







Ask students if they know any other vehicles, e.g., rocket, UFO, hot air balloon, ferry.

Ask students if they have ever taken an airplane or a helicopter or boat. If so, get them to share their experience.

WRAP-UP




Look at this picture. There are many vehicles here. We are going to count the number of each vehicle.

(Point to the box on the right.) Look at this list.

Let’s start from the first one. How many airplanes are there? Let’s count! (Ss: Two!) Yes! There are two airplanes! Write the number “2” in the first box.

Next is helicopter. How many are there? (Ss: One!) Correct! Write the number “1” in the second box.

Next, how many boats are there? (Ss: Three!) There are three boats. Write the number “3” in the box.

(Repeat the above for the other items.)

Who wants to come up and tell us about the picture?

Use the list to help you. Say: There is/are …. Exercise 8.4F (page 168)


We are going to learn a new song today.

It goes like this. (Sing the song.)

Do you know what the song says?


(Do the actions.) Let’s do the actions. Follow me.

Try to sing the song on your own!


What other vehicles do you know?

Who has taken an airplane before? Where did you go? What did you see? Did you enjoy the ride?

Who has taken a helicopter/boat before? Tell us about it.

WRAP-UP

Please stand up!




Notes / Evaluation

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Lollipop 3 Unit 9

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY 1 A, B, C, D Identifying and writing the letters

A–D

Communication: vocabulary (the alphabet)

Penmanship

Visual discrimination: letter recognition

Fine motor skills: tracing, writing, circling, coloring

Alan, airplane, Ben, ball, Christmas tree, cat, David, donkey

2 E, F, G, H Identifying and writing the letters E–H


Penmanship


Fine motor skills: tracing, writing, circling, matching

Emma, elephant, Friday, father, Greg, giraffe, Harry, hamster

3 I, J, K, L Identifying and writing the letters I–L


Penmanship


Alphabet sequencing: A–L

Fine motor skills: tracing, writing, crossing out

Ian, ice-cream, Judy, jump, Ken, kite, Lucy, love

4 M, N, O, P Identifying and writing the letters M–P


Penmanship


Fine motor skills: tracing, writing, matching, circling

Mary, mother, November, nurse, October, orange, Paty, parrot



Lollipop 3 9.1A–9.1B A, B, C, D

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages:170–171 Phase: ESA (ENGAGE) Aim To identify and write the letters A–D

Skill Tag The alphabet Vocabulary Alan, airplane, Ben, ball, Christmas tree, cat, David, donkey Functional Language This is capital “A.” This is small “a.” “A” is for Alan. Materials Flashcards no.: 212–219 (Aa to Dd) (Depending on the activities and class size, you may need to prepare several of each flashcard.) Homework N.A.

WARM-UP Daily Routine

Good Morning (song)




❸❹❺ CLASS ACTIVITY

Introduce what students will learn – the alphabet.

Tell students when to use the term “capital” or “small.”

Write the letters (Aa Bb Cc Dd) on the board with the numbered arrows as shown in the book.

Show students how to write each letter and get them to follow you by writing it in the air with their finger.

Remind students to follow the numbered arrows. Exercise 9.1A–B (page 170–171)


Introduce one letter at a time and get students to point and repeat, for example: “Capital ‘A’ is for Alan.”

Then tell them to trace with their finger the blue letters on this page according to the numbered arrows.

Get them to trace each blue letter several times while saying, for example: “Capital ‘A.’ / Small ‘a.’”

Then get students to complete your sentence by saying: “Capital ‘A’ is for …. / “Small ‘a’ is for ….”


Hand out the flashcards of Aa to Dd to students.

Get students to come up in order of the letters by calling and pointing to each letter on the board.

Shuffle and hand out the flashcards again to different students. This time erase the letters from the board and call the letters in random order.

The student who has that flashcard will stand up and say, for example: “Capital ‘A’ is for Alan.”

WRAP-UP


CLASS ACTIVITY

In the next few lessons, we are going to learn to read and write the letters we sing in the Alphabet Song!

(Show the flashcards of capital “A” and small “a.”) We say “capital” for big letters, and “small” for small letters. Look! This is capital “A.” This is small “a.”

Look at the board. This is how we write capital “A.”

Do you see these arrows and numbers?

(Point and write.) Follow these steps. 1… 2… 3…

Now write it with your finger in the air like this.

Remember to follow arrows and numbers.

Good! Now let’s learn to write small “a.” (Repeat the above for the letters a, B, b, C, c, D, and d.) Exercise 9.1A–B (page 170–171)


Show me capital “A.” Repeat: Capital “A” is for Alan.

Follow the arrows and numbers to write capital “A.”

Look for number 1 and put your finger there.

Now trace with your finger, like this: 1… 2… 3…

Trace it a few more times and say: Capital “A.”

Point to small “a.” Repeat: Small “a” is for airplane.

Follow the arrows and numbers to write small “a.”

Put your finger at number 1.

Now trace with your finger like this: 1… 2…

Trace it a few more times and say: Small “a.” (Repeat the above for the letters B, b, C, c, D, and d.)

Great! Let’s revise the letters. Capital “A” is for … (Ss: Alan.) Small “a” is for ….

(Continue the above to revise letters Aa to Dd.) EXTENSION

I am going to hand out the flashcards of these letters.

I will call a letter and point to it. If you have that letter, come up and show your flashcard to the class.

(Point to letters.) Capital “A/B/C/D”! Small “a/b/c/d!”

Let’s do it again. If you hear your letter, stand up. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.1C–9.1D A, B, C, D

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages:172–173 Phase: ESA (STUDY) Aim To identify and write the letters A–D

Skill Tag Penmanship Vocabulary Alan, airplane, Ben, ball, Christmas tree, cat, David, donkey Functional Language This is capital “A.” This is small “a.” “A” is for Alan. Materials Flashcards no.: 212–219 (Aa to Dd) Homework N.A.


Good Morning (song)




❹❺❻❼ Note

❼: Do you have the capital “A”?

CLASS ACTIVITY Exercise 9.1C–D (page 172–173)



Review each letter by getting students to identify the pictures below, for example: “a” is for airplane/apple!”

Get students to trace the broken line in the direction of the arrow and repeat, for example: “’a’ is for ….”

Then direct students’ attention to the dotted letters.

Remind students to pay attention to the numbered arrows and follow the steps to write each letter.

For every letter, get students to trace the first two, and then write another five or more on their own.

As they do, check that students are writing correctly.

Then get students to color the pictures in random order by asking, for example: “What starts with a ‘b’?”

EXTENSION

Pair students up.

Tell students to take turns writing a letter with their finger on their partner’s back without saying it out.

The one who is not writing will try to guess that letter.

Remind them to specify if it is a capital or small letter.

WRAP-UP




Let’s do some writing today. Have a pencil ready.

Let’s start with the first letter. What is this? “A”!

(Point to the airplane.) “a” is for … airplane!

Now follow the arrow and trace the broken line(s).

As you trace, repeat: “a” is for airplane.

(Point to the apple.) “a” is also for … apple!


As you trace, repeat: “a” is for apple.

Look at capital “A.” Do you remember how to write it?

Follow the numbers and arrows and trace the dots.

Trace the next one. Remember to follow the steps.

Now on your own, write another five capital “A.”

Follow the steps and write within the lines given.

Look at small “a.” Do you remember how to write it?



Now on your own, write another five small “a.”

Done? Let’s look at the next letter. What is this? (Repeat the above for the letters B, b, C, c, D, and d.)

What starts with a “b”? (Ss: Butterfly! Ball!) Yes!

Color the butterfly and repeat: “b” is for butterfly.

Color the ball and repeat: “b” is for ball. (Repeat the above for the other letters in random order.) EXTENSION

Let’s have some fun! Get a partner.

(Demonstrate on a student’s back.) Write a letter on your partner’s back like this with your finger.

Your partner will try to guess which letter you wrote.

Remember to say if it is a capital or small letter.

Now take turns to write and guess! WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.1E–9.1F A, B, C, D

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages:174–175 Phase: ESA (ACTIVATE) Aim To identify and write the letters A–D

Skill Tag Letter recognition Vocabulary Alan, airplane, Ben, ball, Christmas tree, cat, David, donkey Functional Language This is capital “A.” This is small “a.” “A” is for Alan. Materials Flashcards no.: 212–219 (Aa to Dd) Homework N.A.


Good Morning (song)




❹❺❻❼ Note

❼: Do you have an “A”?



Tell students that they are going to solve a maze.

Start by asking what letter “Alan” begins with.

Then get students to write “A” in the box and repeat: “Capital ‘A’ is for Alan.”

Tell students to circle all the letters “a” to see what Alan finds. Ask them what letter “apple” begins with.

Then get students to write “a” in the box and repeat: “Small ‘a’ is for apple.”

Continue with the same activity for the letter “Bb” Exercise 9.1F (page 175)


Tell students to color the letters “C” and “c” on the tree and the letters “D” and “d” on the balloons.

Get them to fill in the boxes with the correct letters and repeat: “Capital ‘C’ is for Christmas. / Small ‘c’ is for car. / Capital ‘D’ is for David. / Small ‘d’ is for doll.”

EXTENSION

Ask students what other names or words they know beginning with the each of the letters (Aa–Dd).

WRAP-UP




We are going to solve a maze. Take out a pencil.

(Point to Alan.) Look! This is Alan. What letter does “Alan” begin with? (Ss: Capital “A”!) Yes, capital “A.”

Write capital “A” in the box to complete the word.

Repeat after me: Capital “A” is for Alan.

Now let’s help Alan through the maze and see what he finds. Circle and follow all the small “a” to get to the other side. What does Alan find? (Ss: Apple!)

What letter does “apple” begin with? (Ss: Small “a”!)

Now write small “a” in the box to complete the word.

Repeat after me: Small “a” is for apple. (Repeat the above for the letters B and b.) Exercise 9.1F (page 175)

Look! Here are some balloons and a Christmas tree!

Find and color all the letters “C” on the tree.

Did you find one capital “C” and one small “c”? Good!

Find and color all the letters “D” on the balloons.

Did you find one capital “D” and one small “d”? Good!

What letter does “Christmas” begin with? (Ss: Capital “C”!) Write capital “C” in the box.

Repeat: Capital “C” is for Christmas.

Where is the car? What letter does “car” begin with? (Ss: Small “c”!) Write small “c” in the box.

Repeat: Small “c” is for car.

What about the doll? What letter does “doll” begin with? (Ss: Small “d”!) Yes, write small “d” in the box.

Repeat: Small “d” is for doll.

This is David! What letter does “David” begin with? (Ss: Capital “D”!) Write capital “D” in the box.

Repeat: Capital “D” is for David. EXTENSION

What other words begin with the letter “a/b/c/d”? WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.2A–9.2B E, F, G, H

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages:176–177 Phase: ESA (ENGAGE) Aim To identify and write the letters E–H

Skill Tag The alphabet Vocabulary Emma, elephant, Friday, father, Greg, giraffe, Harry, hamster Functional Language This is capital “E.” This is small “e.” “E” is for Emma. Materials Flashcards no.: 212–227 (Aa to Hh) (Depending on the activities and class size, you may need to prepare several of each flashcard.) Homework N.A.


Good Morning (song)





Write the letters (Ee Ff Gg Hh) on the board with the numbered arrows as shown in the book.




Introduce one letter at a time and get students to point and say, for example: “Capital ‘E’ is for Emma.”


Get them to trace each blue letter several times while saying, for example: “Capital ‘E.’ / Small ‘e.’”

Then get students to complete your sentence by saying: “Capital ‘E’ is for …. / “Small ‘e’ is for ….”


Hand out the flashcards of A to H (capital letters only) to students and get them to come up in order of the letters. Repeat activity with different students.

Then shuffle and hand out the flashcards of A to H to students again and arranged the flashcards of the small letters on the ledge of the board.

Get students to come up and match their capital letters to the corresponding small letters.

As they match, get them to say: “”Capital … is for … Small … is for ….”

WRAP-UP


CLASS ACTIVITY

Look at the board. This is how we write capital “E.”


(Point and write.) Follow these steps. 1… 2… 3… 4…



Good! Now let’s learn to write small “e.” (Repeat the above for the letters e, F, f, G, g, H, and h.) Exercise 9.2A–B (page 176–177)


Point to capital “E.” Repeat: Capital “E” is for Emma.

Follow the arrows and numbers to write capital “E.”


Now trace with your finger, like this: 1… 2… 3… 4…

Trace it a few more times and say: Capital “E.”

Point to small “e.” Repeat: Small “e” is for elephant.

Follow the arrow(s) and number(s) to write small “e.”


Now trace with your finger like this: 1…

Trace it a few more times and say: Small “e.” (Repeat the above for the letters F, f, G, g, H, and h.)

Great! Let’s revise the letters. Capital “E” is for … (Ss: Emma.) Small “e” is for ….

(Continue the above to revise letters Ee to Hh.) EXTENSION

Here are flashcards of the letters A to H.

Let’s arrange them in order. Who has “A”? Come and stand here with your flashcard. What’s the next letter? (Continue until students are able to arrange A to H.)

I will hand out the flashcard to you again.

When I call your letter, come up and match your letter to its small letter. Say, for example: Capital “E” is for Emma. Small “e” is for elephant. Ready?

Let’s start with “C”! Next letter… (Continue calling the letters in random order.)

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.2C–9.2D E, F, G, H

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 178–179 Phase: ESA (STUDY) Aim To identify and write the letters E–H

Skill Tag Penmanship Vocabulary Emma, elephant, Friday, father, Greg, giraffe, Harry, hamster Functional Language This is capital “E.” This is small “e.” “E” is for Emma. Materials Flashcards no.: 212–227 (Aa to Hh) Sheets of blank paper Homework N.A.


Good Morning (song)




❹❺❻❼ CLASS ACTIVITY Exercise 9.2C–D (page 178–179)



Review each letter by getting students to identify the pictures below, for example: “’e’ is for eraser/eyes!”

Get students to trace the broken line in the direction of the arrow and repeat, for example: “’e’ is for ….”





Then get students to color the pictures in random order by asking, for example: “What starts with a ‘g’?”

EXTENSION

Hand out the sheets of blank paper to students.

Call a letter and get students to write it on the paper.

Place the flashcard of the letters Aa to Hh on the ledge of the board so students can refer to them.

As they write, check that they are writing correctly.

Continue calling other letters (Aa to Hh).

WRAP-UP





Let’s start with the first letter. What is this? “E”!

(Point to the eraser.) “e” is for … eraser!


As you trace, repeat: “e” is for eraser.

(Point to the eyes.) “e” is also for … eyes!


As you trace, repeat: “e” is for eyes.

Look at capital “E.” Do you remember how to write it?



Now on your own, write another five capital “E.”


Look at small “e.” Do you remember how to write it?

Follow the number(s) and arrow(s) and trace the dots.

Trace the next one. Remember to follow the step(s).

Now on your own, write another five small “e.”

Done? Let’s look at the next letter. What is this? (Repeat the above for the letters F, f, G, g, H, and h)

What starts with a “g”? (Ss: Girl! Giraffe!) Yes!

Color the girl and repeat: “g” is for girl.

Color the giraffe and repeat: “g” is for giraffe. (Repeat the above for the other letters in random order.) EXTENSION

Here are some blank sheets of paper.

I will call a letter. Listen and write it on the paper.

You may look at these flashcards to help you.

Ready? Capital “E”! Small “c”! Capital “H”! Small “a”! (Continue calling other letters, checking students’ writing after each one.)

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.2E–9.2F E, F, G, H

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 180–181 Phase: ESA (ACTIVATE) Aim To identify and write the letters E–H

Skill Tags Visual discrimination Letter recognition Vocabulary Emma, elephant, Friday, father, Greg, giraffe, Harry, hamster Functional Language This is capital “E.” This is small “e.” “E” is for Emma. Materials Flashcards no.: 212–227 (Aa to Hh) Homework N.A.


Good Morning (song)




❹❺❻❼ Note

❼: Do you have the letter “H”?



For each row, get students to identify the first letter and then circle the letters that match the first.

Get them to use a different color for each row.

Direct students’ attention to each picture, tell them the word, and ask what letter each word begins with.

As they fill in each box, get students to repeat: “Capital … is for ….”



Get students to identify each capital letter and then match it to its small letter.

As they match, get them to say: “Capital … Small ….”

Ask students what each picture is.

Get students to fill in the each box with the correct letter and repeat: “Small … is for ….”

EXTENSION

Play: I Spy with My Little Eye

Get students to guess an object around the classroom by giving clues, such as what letter the word begins with, its color, shape, or size.

Use words/items students are familiar with.

Allow individual students to take turns to be the “Spy.” WRAP-UP





(Point to capital “E.”) Look! What letter is this? (Ss: Capital “E”!) Yes, it is capital “E”!

Find and circle capital “E” in the same row. Use your red crayon to circle them. Did you find them? Good!

(Repeat the above for F, G, and H using different colors.)

Now let’s look at the pictures.

(Point to Emma.) Her name is Emma. What letter is missing? Now write capital “E” in the box.

Repeat: Capital “E” is for Emma.

(Point to Friday.) It is Friday. What letter does “Friday” begin with? Write capital “F” in the box.

Repeat: Capital “F” is for Friday. (Repeat the above for Greg and Harry.) Exercise 9.2F (page 181)

Let’s look at page 181. We are going to match the capital letters to the small letters.

What is the first letter? Yes, it is capital “E.”

Can you find the small letter “e”? Match them!

As you match, say: Capital “E.” Small “e.”

(Point to the eagle.) Look! Do you remember what animal this is? It is an eagle!

Fill in the box with the missing letter.

Say together: Small “e” is for eagle.

What is the next letter? (Repeat the above for the remaining letters F, G, and H.) EXTENSION

Let’s play I Spy with My Little Eye!

I spy with my little eye … I see something small and white. It begins with the letter “e”! What is it?

If you know the answer, raise your hand! (S: Eraser!) WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.3A–9.3B I, J, K, L

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 182–183 Phase: ESA (ENGAGE) Aim To identify and write the letters I–L

Skill Tag The alphabet Vocabulary Ian, ice-cream, Judy, jump, Ken, kite, Lucy, love Functional Language This is capital “I.” This is small “i.” “I” is for Ian. Materials Flashcards no.: 212–235 (Aa to Ll) Homework N.A.


Good Morning (song)





Write the letters (Ii Jj Kk Ll) on the board with the numbered arrows as shown in the book.




Introduce one letter at a time and get students to point and say, for example: “Capital ‘I’ is for Ian.”


Get them to trace each blue letter several times while saying, for example: “Capital ‘I.’ / Small ‘i.’”

Then get students to complete your sentence by saying: “Capital ‘I’ is for …. / “Small ‘i’ is for ….”


Arrange the flashcards of A to L (capital letters only) on the ledge of the board and leave out some letters.

For example: A _ C D _ F _ H I _ K _

Hand out the “missing letters” to different students.

Ask students what the missing letters are.

In alphabetical order, get students to place the missing letters in the correct places.

Repeat activity by removing different and more letters each time.

WRAP-UP


CLASS ACTIVITY

Look at the board. This is how we write capital “I.”


(Point and write.) Follow these steps. 1… 2… 3…



Good! Now let’s learn to write small “i.” (Repeat the above for the letters I, J, j, K, k, L, and l.) Exercise 9.3A–B (page 182–183)


Point to capital “I.” Repeat: Capital “I” is for Ian.

Follow the arrows and numbers to write capital “I.”


Now trace with your finger, like this: 1… 2… 3…

Trace it a few more times and say: Capital “I.”

Point to small “i.” Repeat: Small “i” is for ice-cream.

Follow the arrows and numbers to write small “i.”



Trace it a few more times and say: Small “i.” (Repeat the above for the letters J, j, K, k, L, and l.)

Great! Let’s revise the letters. Capital “I” is for … (Ss: Ian.) Small “i” is for ….

(Continue the above to revise letters Ii to Ll.) EXTENSION

Look! We have letters “A” to “L” here! But some letters are missing. If you have the letter, come up and put the letter in the correct place. Ready?

Let’s start from “A”! A… What’s after “A”?

“B”! Who has the letter “B”? Come and place it here.

Let’s continue! A… B… C… D… What comes next? (Continue until all letters are in place.) WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.3C–9.3D I, J, K, L

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 184–185 Phase: ESA (STUDY) Aim To identify and write the letters I–L

Skill Tag Penmanship Vocabulary Ian, ice-cream, Judy, jump, Ken, kite, Lucy, love Functional Language This is capital “I.” This is small “i.” “I” is for Ian. Materials Flashcards no.: 212–235 (Aa to Ll) Sheets of blank paper (with 3x3 grids) Stickers for rewards Homework N.A.


Good Morning (song)







Review each letter by getting students to identify the pictures below, for example: “’i’ is for ice/ice-cream!”

Get students to trace the broken line in the direction of the arrow and repeat, for example: “’i’ is for ….”





Then get students to color the pictures in random order by asking, for example: “What starts with a ‘j’?”

EXTENSION

Hand out the sheets of blank paper to students.

Get students to draw a 3x3-grid (as in Tic-Tac-Toe).

Tell students to choose any nine different letters from A to L and write them in random order in the grid.

Show students a sample of your own.

As you call a letter, show the flashcard, and tell students to strike out the letter if they have it.

Whoever has three strikes in a row first wins.

Repeat activity and subsequently call the letters without showing the flashcards.

Award the winners with a sticker. WRAP-UP





Let’s start with the first letter. What is this? “I”!

(Point to the ice.) “i” is for … ice!


As you trace, repeat: “i” is for ice.

(Point to the ice-cream.) “i” is also for … ice-cream!


As you trace, repeat: “i” is for ice-cream.

Look at capital “I.” Do you remember how to write it?



Now on your own, write another five capital “I.”


Look at small “i.” Do you remember how to write it?



Now on your own, write another five small “i.”

Done? Let’s look at the next letter. What is this? (Repeat the above for the letters J, j, K, k, L, and l.)

What starts with a “j”? (Ss: Jug! Jeans!) Yes!

Color the jug and repeat: “j” is for jug.

Color the jeans and repeat: “j” is for jeans. (Repeat the above for the other letters in random order.) EXTENSION

Let’s play an Alphabet Tic-Tac-Toe.

On your paper, draw the grid for Tic-Tac-Toe.

Then choose any nine letters from “A” to “L”!

Fill in the grid with these nine letters in any order.

I will call a letter. If you have it, cross it out.

Once you have crossed out three letters in a row, raise your hand! The winner will get a small prize!

Ready? G! L! B! E! (Continue until someone wins.) WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.3E–9.3F I, J, K, L

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 186–187 Phase: ESA (ACTIVATE) Aim To identify and write the letters I–L

Skill Tags Visual discrimination Letter recognition Alphabet sequencing Vocabulary Ian, ice-cream, Judy, jump, Ken, kite, Lucy, love Functional Language This is capital “I.” This is small “i.” “I” is for Ian. Materials Flashcards no.: 212–235 (Aa to Ll) Homework N.A.


Good Morning (song)




❹❺❻❼ Note

❼: Do you have the letter “J”?



Get students to identify the first letter and then cross out the ones that do match the first in the same row.

Get them to use a different color for each row.

Direct students’ attention to each picture, tell them the word, and ask what letter each word begins with.

As they fill in each box, get students to repeat: “Small/Capital … is for ….”


Tell students that they are going to help Ian find Judy.

Tell students to find the correct path with their finger by following the letters A to L in alphabetical order.

Then get them to trace the correct path with a pencil.

Check that students have drawn the correct path.

Get students to fill in the boxes with the correct letters by telling them what the words are.

Get them to say: “Capital/Small … is for ….” EXTENSION

Play a game: Spelling Bee

Hand out the flashcards of small letters a to z.

Say a word and spell it out. Possible words: bed, big, bike, eagle, face, flag, head, ice, leaf, leg.

Get students who have these letters to come to the front and stand in the correct order.

WRAP-UP





(Point to small “i.”) Look! What letter is this? (Ss: Small “i”!) Yes, it is small “i”!

Find and cross out the ones that are not small “i" in this row. Use a red crayon. Did you find them? Good!

(Repeat the above for j, K, and L using different colors.)

Now let’s look at the pictures.

(Point to the ice.) This is an ice. What letter is missing? Now write small “i” in the box.

Repeat: Small “i” is for ice.

(Point to Ken.) His name is Ken. What letter does “Ken” begin with? Write capital “K” in the box.

Repeat: Capital “K” is for Ken. (Repeat the above for jacket and Lucy.) Exercise 9.3F (page 187)

Look! Here is a maze. We are going to help Ian find the correct way to get to Judy.

Let’s look at Ian. What letter does his name begin with? (Ss: Capital “I.”) Yes! Write capital “I” in the box.

Say together: Capital “I” is for Ian.

What is Ian holding? A kite! What letter is missing? (Ss: Small “k.) Yes! Write small “k” in the box.

Say together: Small “k” is for kite.

To help Ian find the correct way, use your finger to follow the letters in alphabetical order from “A” to “L.”

Did you find Judy? Now use a pencil to draw the path.

Look at Judy. What letter does her name begin with? (Ss: Capital “J.”) Yes! Write capital “J” in the box.

Say together: Capital “J” is for Judy.

Judy is holding a lamp. What letter is missing? (Ss: Small “l.”) Yes! Write small “l” in the box.

Say together: Small “l” is for lamp. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.4A–9.4B M, N, O, P

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 188–189 Phase: ESA (ENGAGE) Aim To identify and write the letters M–P

Skill Tag The alphabet Vocabulary Mary, mother, November, nurse, October, orange, Paty, parrot Functional Language This is capital “M.” This is small “m.” “M” is for Mary. Materials Flashcards no.: 212–243 (Aa to Pp) Homework N.A.


Good Morning (song)





Write the letters (Mm Nn Oo Pp) on the board with the numbered arrows as shown in the book.




Introduce one letter at a time and get students to point and say, for example: “Capital ‘M’ is for Mary.”


Get them to trace each blue letter several times while saying, for example: “Capital ‘M.’ / Small ‘m.’”

Then get students to complete your sentence by saying: “Capital ‘M’ is for …. / “Small ‘m’ is for ….”


Hand out the flashcards of A to P (capital letters only) to students and get them to arrange themselves in order of the letters. Repeat with different students.

Sing: BINGO

Invite five students to come up and hold the flashcards of the letters B-I-N-G-O facing the class.


WRAP-UP


CLASS ACTIVITY

Look at the board. This is how we write capital “M.”


(Point and write.) Follow these steps. 1… 2… 3… 4…



Good! Now let’s learn to write small “m.” (Repeat the above for the letters m, N, n, O, o, P, and p.) Exercise 9.4A–B (page 188–189)


Point to capital “M.” Repeat: Capital “M” is for Mary.

Follow the arrows and numbers to write capital “M.”


Now trace with your finger, like this: 1… 2… 3… 4…

Trace it a few more times and say: Capital “M.”

Point to small “m.” Repeat: Small “m” is for mother.

Follow the arrows and numbers to write small “m.”


Now trace with your finger like this: 1… 2… 3… 4…

Trace it a few more times and say: Small “m.” (Repeat the above for the letters N, n, O, o, P, and p.)

Great! Let’s revise the letters. Capital “M” is for … (Ss: Mary.) Small “m” is for ….

(Continue the above to revise letters Mm to Pp.) EXTENSION

If you get a flashcard, come up and stand in front.

Hold the flashcard up for everyone to see your letter.

Now arrange yourselves in alphabetical order.

Let’s have “A” stand on my right. Who should stand next to “A”? (Continue until all letters are in place.)

Let’s learn a new song – BINGO!

I need five volunteers to hold the letters B-I-N-G-O.

I will gently tap on you when we sing your letter. WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.4C–9.4D M, N, O, P

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 190–191 Phase: ESA (STUDY) Aim To identify and write the letters M–P

Skill Tag Penmanship Vocabulary Mary, mother, November, nurse, October, orange, Paty, parrot Functional Language This is capital “M.” This is small “m.” “M” is for Mary. Materials Flashcards no.: 212–243 (Aa to Pp) Homework N.A.


Good Morning (song)







Review each letter by getting students to identify the pictures below, for example: “’m’ is for milk/monkey!”

Get students to trace the broken line in the direction of the arrow and repeat, for example: “’m’ is for ….”





Then get students to color the pictures in random order by asking, for example: “What starts with ‘n’?”

EXTENSION

Sing: BINGO

Invite five students to come up and hold the flashcards of the letters B-I-N-G-O facing the class.

This time, sing one less letter each time. Clap above the student whose letter is not sung.

Prepare the flashcards of A to P facing down.


Without revealing the flashcard or speaking, the student must get the rest of the class to guess that letter by “writing” the letter in the air with a body part, e.g., bottom, head. Ensure that the correct direction faces the class.

WRAP-UP





Let’s start with the first letter. What is this? “M”!

(Point to the milk.) “m” is for … milk!


As you trace, repeat: “m” is for milk.

(Point to the monkey.) “m” is also for … monkey!


As you trace, repeat: “m” is for monkey.

Look at capital “M.” Do you remember how to write it?



Now on your own, write another five capital “M.”


Look at small “m.” Do you remember how to write it?



Now on your own, write another five small “m.”

Done? Let’s look at the next letter. What is this? (Repeat the above for the letters N, n, O, o, P, and p.)

What starts with an “n”? (Ss: Net! Notebook!) Yes!

Color the net and repeat: “n” is for net.

Color the notebook and repeat: “n” is for notebook. (Repeat the above for the other letters in random order.) EXTENSION

Let’s sing BINGO! I need five volunteers again.

Today we are going to take away a letter each time we sing. If I clap above your head, quickly put your flashcard down. We will clap instead of singing it.

Ready? Let’s take away “B”! / Let’s take away “B-I”!

(Sing.) … (Clap)-I-N-G-O! / (Clap)-(Clap)-N-G-O! (Continue until all the letters have been removed.)

Let’s play a game. Get your friends to guess a letter by writing it with a body part. Who wants to go first?

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 9.4E–9.4F M, N, O, P

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 192–193 Phase: ESA (ACTIVATE) Aim To identify and write the letters M–P

Skill Tag Letter recognition Vocabulary Mary, mother, November, nurse, October, orange, Paty, parrot Functional Language This is capital “M.” This is small “m.” “M” is for Mary. Materials Flashcards no.: 212–243 (Aa to Pp) Sheets of blank paper (with 4x4 grids) Stickers for rewards Homework N.A.


Good Morning (song)




❹❺❻❼ Note

❼: Do you have the letter “P”?



Get students to trace with the finger each letter on the cloud several times while repeating the letter.

Then tell students to have a pencil ready.

Get students to match each letter to the correct picture and then fill in the box with that letter.

Get them to say: “Capital/Small … is for ….” Exercise 9.4F (page 193)


Get students to identify the familiar letters in the picture of the board (i.e., all except letter q).

Tell students to listen and circle the correct letters.

Then check that students have circled correctly.

Tell students what Paty is doing and get them to fill in the boxes with the correct letters.

Get students to repeat the complete the sentence. EXTENSION

Play a game: BINGO

Hand out the sheets of paper with 4x4-grid on them.

Tell students to fill in the grid with all the letters from A to P in any order. When a letter is called, they must strike it out. The first to get four rows of strikes wins.

WRAP-UP

Sing: BINGO



Look at these letters on the clouds. What is the first letter? Capital “M”! Trace the letter with your finger and say: Capital “M”! (Repeat for letters m, N, and n.)

Have a pencil ready. We are going to match each letter to the correct picture and then fill in the box.

Look at the first picture. It shows morning. What letter does “morning” begin with? Small “m”! Match small “m” to this picture. Write small “m” in the box.

Say: Small “m” is for morning. (Repeat the above for “November,” “May,” and “night.”) Exercise 9.4F (page 193)

Look! Here is a board with different letters on it

(Point to each letter, except q.) What is this?

Now listen and circle the correct letters. Ready? 1. Circle in red capital “O”! 2. Circle in orange small “o”! 3. Circle in green capital “P”! 4. Circle in blue small “p”!

Done? Did you circle correctly? Let me see.

Paty is painting an animal. What is it? An octopus!

Look at the sentence below. Fill in the boxes with the correct letters: In October, Paty paints an octopus.

Done? Capital “O/P” is for … / Small “o/p” is for ….

Let’s repeat: In October, Paty paints an octopus. EXTENSION

Let’s play a game called BINGO!

On your 4x4-grids, fill in all the letters from “A” to “P” in any order. There should not be any empty square.

When you hear a letter, look for it and cross it out.

Every time you get four crosses in a row, draw a line.

Once you have four lines or four rows of crosses, raise your hand. The winner will get a small prize!

WRAP-UP

Let’s sing BINGO!

Please stand up!




Notes / Evaluation

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Lollipop 3 Unit 10

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILLS VOCABULARY 1 Q, R, S, T, U Identifying and writing the letters

Q–U


Penmanship

Sound recognition


Fine motor skills: tracing, writing, circling

Quinn, quiet, Ron, run, Sunday, sun, Tony, train, UFO, up

2 V, W, X, Y, Z Songs and Rhymes Yankee Doodle

Identifying and writing the letters V–Z


Penmanship

Sound recognition


Alphabet sequencing: A–Z

Literary learning

Fine motor skills: tracing, writing, matching, connecting dots

Vicky, vase, Wednesday, window, X-ray, xylophone, Yankee Doodle, yo-yo, Zorro, zebra



Lollipop 3 10.1A–10.1B Q, R, S, T, U

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 194–195 Phase: ESA (ENGAGE) Aim To identify and write the letters Q–U

Skill Tag The alphabet Vocabulary Quinn, quiet, Ron, run, Sunday, sun, Tony, train, UFO, up Functional Language This is capital “Q.” This is small “q.” “Q” is for Quinn. Materials Flashcards no.: 212–253 (Aa to Uu) Homework N.A.


Good Morning (song)





Write the letters (Qq Rr Ss Tt Uu) on the board with the numbered arrows as shown in the book.




Introduce one letter at a time and get students to point and say, for example: “Capital ‘Q’ is for Quinn.”


Get them to trace each blue letter several times while saying, for example: “Capital ‘Q.’ / Small ‘q.’”

Then get students to complete your sentence by saying: “Capital ‘Q’ is for …. / “Small ‘q’ is for ….”


Hand out the flashcards of A to U (capital letters only) to students and get them to come up in order of the letters. Repeat activity with different students.

Hand out the flashcards of A to U to students again (each student may get >one flashcards) and arranged the small letters on the ledge of the board.

Get students to come up and match their capital letters to the corresponding small letters.

As they match, get them to say: “”Capital … is for … Small … is for ….”

WRAP-UP


CLASS ACTIVITY

Look at the board. This is how we write capital “Q.”


(Point and write.) Follow these steps. 1… 2…



Good! Now let’s learn to write small “q.” (Repeat the above for q, R, r, S, s, T, t, U, and u.) Exercise 10.1A–B (page 194–195)


Point to capital “Q.” Repeat: Capital “Q” is for Quinn.

Follow the arrows and numbers to write capital “Q.”


Now trace with your finger, like this: 1… 2…

Trace it a few more times and say: Capital “Q.”

Point to small “q.” Repeat: Small “q” is for quiet.

Follow the arrows and numbers to write small “q.”


Now trace with your finger like this: 1… 2… 3…

Trace it a few more times and say: Small “q.” (Repeat the above for R, r, S, s, T, t, U, and u.)

Great! Let’s revise the letters. Capital “Q” is for … (Ss: Quinn.) Small “q” is for ….

(Continue the above to revise letters Qq to Uu.) EXTENSION

Here are flashcards of the letters A to U.

Let’s arrange them in order. Who has “A”? Come and stand here with your flashcard. What’s the next letter? (Continue until students are able to arrange A to H).

I will hand out the flashcard to you again.

When I call your letter, come up and match your letter to its small letter. Say, for example: Capital “T” is for Tony. Small “t” is for train. Ready?

Let’s start with “O”! Next letter… (Continue calling the letters in random order.)

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 10.1C–10.1D Q, R, S, T, U

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 196–197 Phase: ESA (STUDY) Aim To identify and write the letters Q–U

Skill Tag Penmanship Vocabulary Quinn, quiet, Ron, run, Sunday, sun, Tony, train, UFO, up Functional Language This is capital “Q.” This is small “q.” “Q” is for Quinn. Materials Flashcards no.: 212–253 (Aa to Uu) Homework N.A.


Good Morning (song)




❹❺❻❼ Note

❼: Do you have capital “Q”?




Review each letter by getting students to identify the pictures below, for example: “’q’ is for queen.”

Get students to trace the broken line in the direction of the arrow and repeat, for example: “’q’ is for ….”





Then get students to color the pictures in random order by asking, for example: “What starts with a ‘q’?”

EXTENSION

Play: Memory Game – refer to 7.2F lesson plan.

For example, in the first round, use letters Qq to Uu.

Arrange the flashcards of these letters in neat rows and face down. Invite students to open any two cards until they match a capital letter to its small letter.

If the two flashcards do not match, turn back the cards and get students to try again.

Repeat with different sets, e.g., Aa to Ee, Ff to Jj, or any combinations as long as each pair is complete.

WRAP-UP





Let’s start with the first letter. What is this? “Q”!

(Point to the queen.) “q” is for … queen!


As you trace, repeat: “q” is for queen.

(Point to the question.) “q” is also for … question!


As you trace, repeat: “q” is for question.

Look at capital “Q.” Do you remember how to write it?



Now on your own, write another five capital “Q.”


Look at small “q.” Do you remember how to write it?



Now on your own, write another five small “q.”

Done? Let’s look at the next letter. What is this? (Repeat the above for R, r, S, s, T, t, U, and u.)

What starts with an “r”? (Ss: Ruler! Rabbit!) Yes!

Color the ruler and repeat: “r” is for ruler.

Color the rabbit and repeat: “r” is for rabbit. (Repeat the above for the other letters in random order.) EXTENSION

Let’s play a memory game. Come around my table.

Look at these cards. You will take turns to open any two cards. Try to match the capital letters to the small letters. For example, if you see capital “Q,” you must try to find small “q” to match it. Who wants to go first?

Open any two cards. Are they the same? No. Turn them back. Who wants to go next? Open another two.

Oh here’s capital …. Where is the small letter …?

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 10.1E–10.1F Q, R, S, T, U

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 198–199 Phase: ESA (ACTIVATE) Aim To identify and write the letters Q–U

Skill Tags Sound recognition Letter recognition Vocabulary Quinn, quiet, Ron, run, Sunday, sun, Tony, train, UFO, up Functional Language This is capital “Q.” This is small “q.” “Q” is for Quinn. Materials Flashcards no.: 212–253 (Aa to Uu) Realia (optional for Extension) A black bag/box Homework N.A.


Good Morning (song)




❹❺❻❼ Note

❼: Do you have capital “Q”?



Get students to fill in each box with the correct letter by telling them the word for each picture. Then get them to say, for example: “Capital ‘Q’ is for Quinn.”

Then tell students what the pictures below are.

Pronounce each word clearly and get students to circle the pictures that begin with the same sound.

Check that students circle the correct pictures.

Get students to say, for example: “’q’ is for queen.” Exercise 10.1F (page 199)


Ask students to identify the picture in each box.

Ask them what letter that word begins with.

Get students to circle the correct letter and fill in the box with that letter to complete the word.

Then get them to say, for example: “’s’ is for salad.” EXTENSION

Put pictures of different items (or several small realia, e.g., classroom objects, clothes) in a black bag.

Invite students to draw an item from the bag.

Get students to identify the object and say what letter is begins with, for example: “This is a pencil. ‘Pencil’ begins with the letter ‘p.’”

WRAP-UP




(Point to Quinn.) Look! This is Quinn. What letter does her name begin with? Capital “Q”! Write capital “Q” in the box. Say together: Capital “Q” is for Quinn.

Look at these pictures. Circle the ones that also begin with the letter “q.” (Point accordingly.) Listen carefully: queen; question; chair; carrot.

Did you circle the queen and the question mark?

Good! Let’s say together: “q” is for queen/question.

(Point to Ron.) Let’s continue. This is Ron. (Repeat the above for the remaining columns – R: Ron, ring, rectangle; S: Sunday, skirt, scissors; T: Tony, toothbrush, tomato, truck; and U: UFO, up, umbrella.) Exercise 10.1F (page 199)


We are going to choose the correct letter for each picture and then fill in the box to complete the word.

Look at the first picture. What is it? Salad!

What letter does “salad” begin with? It begins with the letter “s.” Find and circle the correct letter.

Then write the letter in the box to complete the word.

Repeat after me: “s” is for salad. (Repeat the above for queen, television, policeman, octopus, and umbrella.) EXTENSION

I have some items in this black bag.

You are going to take turns to come up and draw something from the bag without looking in.

Who wants to go first? Put your hand it.

Tell us what it is. What letter does it begin with? WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 10.2A–10.2B V, W, X, Y, Z

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 200–201 Phase: ESA (ENGAGE) Aim To identify and write the letters V–Z

Skill Tag The alphabet Vocabulary Vicky, vase, Wednesday, window, X-ray, xylophone, Yankee Doodle, yo-yo, Zorro, zebra Functional Language This is capital “V.” This is small “v.” “V” is for Vicky. Materials Flashcards no.: 212–263 (Aa to Zz) Stickers for rewards Homework N.A.


Good Morning (song)





Write the letters (Vv Ww Xx Yy Zz) on the board with the numbered arrows as shown in the book.




Introduce one letter at a time and get students to point and say, for example: “Capital ‘V’ is for Vicky.”


Get them to trace each blue letter several times while saying, for example: “Capital ‘V.’ / Small ‘v.’”

Then get students to complete your sentence by saying: “Capital ‘V’ is for …. / “Small ‘v’ is for ….”


Divide the class into groups of three or four.

Give to each group an envelope with the alphabet inside – each letter printed on a small piece of paper.

Get students to arrange the letters from A to Z.

The first group to arrange the alphabet correctly wins.

Sing: Yankee Doodle


WRAP-UP


CLASS ACTIVITY

Look at the board. This is how we write capital “V.”


(Point and write.) Follow these steps. 1… 2…



Good! Now let’s learn to write small “v.” (Repeat the above for v, W, w, X, x, Y, y, Z, and z.) Exercise 10.2A–B (page 200–201)


Point to capital “V.” Repeat: Capital “V” is for Vicky.

Follow the arrows and numbers to write capital “V.”


Now trace with your finger, like this: 1… 2…

Trace it a few more times and say: Capital “V.”

Point to small “v.” Repeat: Small “v” is for vase.

Follow the arrows and numbers to write small “v.”



Trace it a few more times and say: Small “v.” (Repeat the above for W, w, X, x, Y, y, Z, and z.)

Great! Let’s revise the letters. Capital “V” is for … (Ss: Vicky.) Small “v” is for ….

(Continue the above to revise letters Vv to Zz.) EXTENSION

Let’s get into groups of three/four!

Inside the envelope you will find all the letters from A to Z! Work together to arrange the letters in order.

The group that finishes first will wins a prize!

Once you finish, everyone in the group must stand up together and say: Alphabet! Ready… Go!

Let’s learn a new song – Yankee Doodle! WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 3 10.2C–10.2D V, W, X, Y, Z

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 202–203 Phase: ESA (STUDY) Aim To identify and write the letters V–Z

Skill Tag Penmanship Vocabulary Vicky, vase, Wednesday, window, X-ray, xylophone, Yankee Doodle, yo-yo, Zorro, zebra Functional Language This is capital “V.” This is small “v.” “V” is for Vicky. Materials Flashcards no.: 212–263 (Aa to Zz) Homework N.A.


Good Morning (song)







Review each letter by getting students to identify the pictures below, for example: “v” is for vest/vegetable!”

Get students to trace the broken line in the direction of the arrow and repeat, for example: “’v’ is for ….”





Then get students to color the pictures in random order by asking, for example: “What starts with a ‘w’?”

EXTENSION

Prepare the flashcards of A to Z face down.

Invite a student to come up and pick a flashcard.

The student will then, without revealing the letter, draw something (other than that on the flashcard) that begins with that letter on the board.

The rest of the class will try to guess what it is.

The student who guesses correctly gets to say what letter it begins with: “It begins with the letter ….”

If the student cannot think of what to draw, give your suggestion or allow him/her to pick another letter.

WRAP-UP

Sing: Yankee Doodle





Let’s start with the first letter. What is this? “V”!

(Point to the vest.) “v” is for … vest!


As you trace, repeat: “v” is for vest.

(Point to the vegetable.) “v” is also for … vegetable!


As you trace, repeat: “v” is for vegetable.

Look at capital “V.” Do you remember how to write it?



Now on your own, write another five capital “V.”


Look at small “v.” Do you remember how to write it?



Now on your own, write another five small “v.”

Done? Let’s look at the next letter. What is this? (Repeat the above for W, w, X, x, Y, y, Z, and z.)

What starts with a “w”? (Ss: Wall! Whale!) Yes!

Color the wall and repeat: “w” is for wall.

Color the whale and repeat: “w” is for whale. (Repeat the above for the other letters in random order.) EXTENSION

Let’s play a game! Who wants to go first?

Pick a flashcard. Do not show the class what it is.

Can you think of something that begins with this letter? Do not say it out. Just draw it on the board.

Who knows what this is? Raise your hand!

Correct! What letter does it begin with?

Now you get to pick the next letter.

WRAP-UP

Please stand up!

Let’s sing Yankee Doodle.




Notes / Evaluation


Lollipop 3 10.2E–10.2F V, W, X, Y, Z

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 204–205 Phase: ESA (ACTIVATE) Aim To identify and write the letters V–Z

Skill Tags Letter recognition Sound recognition Alphabet sequencing Literary and ludic learning environment Vocabulary Vicky, vase, Wednesday, window, X-ray, xylophone, Yankee Doodle, yo-yo, Zorro, zebra Functional Language This is capital “V.” This is small “v.” “V” is for Vicky. Materials Flashcards no.: 212–263 (Aa to Zz) Homework N.A.


Good Morning (song)




❹❺❻❼ Note

❼: Do you have capital “V”?




Get students to match each letter to the correct picture and then fill in the box with that letter.

Get them to say: “Small … is for ….” Exercise 10.2F (page 205)


Explain to students that they are going to join the dots to complete the picture for Yankee Doodle.

Get students to join the dots in alphabetical order.

Get students to read/sing the text below on their own.


Play: Word Train

Think of a word and write it on the board, e.g., cat.

Get students to take turns to come up with the next word, which has to begin with the last letter of the previous word. Spell each word on the board.

For example: cat – train – nose – egg – girl – love … WRAP-UP

Congratulate students for completing the series.

Award students with the Certificate of Completion found at the back of the Student Book. Remember to fill in the names and date.




Have a pencil ready. We are going to match each letter to the correct picture and then fill in the box.

Look at the first letter. What is it? It is the letter “v”!

Which picture shows a word beginning with “v”?

Is it the watermelon/zoo/vase? Yes, the vase!

Match the letter “v” to the vase and write the correct letter in the box. Say together: “v” is for vase.

What is the next letter? (Repeat the above for w, x, y, and z.) Exercise 10.2F (page 205)

Look! Here are two drawings. We are going to complete them by joining the dots.

Let’s start with the first picture. Connect the dots in alphabetical order from the small letter “a” to “z”!

Done? Look at the next drawing. This is Yankee Doodle! We have been singing about him!

What is he riding on? That’s right, a pony!

Let’s complete the pony by joining the dots from capital “A” to “Z.” Be sure to connect them in order.

You have now completed the picture of Yankee Doodle! Let’s read the words below. Let’s sing it!

Color the picture. EXTENSION

Let’s play a game called the Word Train!

I will think of a word and write it on the board.

Then you must come up with the next word. It must begin with the last letter of the previous word.

For example, let’s start with “cat”! Spell cat: c-a-t!

Can you think of a word beginning with the letter “t”?

Train? Let’s spell train: t-r-a-i-n. What’s the last letter?

Can you think of a word beginning with …? WRAP-UP

You have completed Lollipop 3. Congratulations!

Here is your Certificate of Completion!

Please stand up!


Thank you! You did a great job!

Notes / Evaluation

© A

lsto

n P

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hin

g H

ouse

Pte

Ltd

Lo

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op

3 U

nit

10

M

ON

TH

LY

EV

AL

UA

TIO

N

ST

UD

EN

T:

MO

NT

H:

CL

AS

S:

DA

TE

:

Pla

ce

the

fla

shcard

s o

f le

tters

fro

m “

Q”−

“U”

(no.

244

−253)

befo

re t

he s

tude

nt a

nd s

ay:

I)

IDE

NIT

IFY

ING

TH

E L

ET

TE

RS

“Q

”−

“U

”

1)

Sho

w m

e c

apital “Q

.”

2)

Poin

t to

cap

ita

l “S

.”

3)

Sho

w m

e c

apital “T

.”

4)

Where

is s

mall “u”?

5)

Where

is s

mall “r”?

Pla

ce

the

fla

shcard

s o

f le

tters

“V

”−“Z

” (n

o. 2

54

−26

3)

befo

re t

he s

tudent

an

d s

ay:

II)

IDE

NT

IFY

ING

TH

E L

ET

TE

RS

“V

”−

“Z

”

1)

What le

tter

is this

? (

Po

int

to s

mall

v.)

2)

What le

tter

is this

? (

Po

int

to c

apital W

.)

3)

What le

tter

is this

? (

Po

int

to s

mall

x.)

4)

What le

tter

is this

? (

Po

int

to c

apital Z

.)

5)

What le

tter

is this

? (

Po

int

to s

mall

y.)

Pla

ce

the

fla

shcard

s o

f le

tters

“V

”−“Z

” (n

o. 2

54

−26

3)

befo

re t

he s

tudent

an

d s

ay:

III)

ID

EN

TIF

YIN

G T

HE

LE

TT

ER

S “

V”−

“Z

”

1)

What w

ord

be

gin

s w

ith

th

is lett

er?

(P

oin

t to

v.)

2)

What w

ord

be

gin

s w

ith

th

is lett

er?

(P

oin

t to

w.)

3)

What w

ord

be

gin

s w

ith

th

is lett

er?

(P

oin

t to

x.)

4)

What w

ord

be

gin

s w

ith

th

is lett

er?

(P

oin

t to

y.)

5)

What w

ord

be

gin

s w

ith

th

is lett

er?

(P

oin

t to

z)

OV

ER

AL

L A

SS

ES

SM

EN

T

HIG

HE

ST

ST

AG

E A

CC

OM

PL

ISH

ED

: I)

P

re-p

rod

ucti

on

II)

Earl

y P

rod

ucti

on

III)

S

pee

ch

Em

erg

en

ce

R

EM

AR

KS

:

3Patricia Avila

Teacher's Guide

Empowering Minds • Improving Lives

3Lollipop is an innovative and engaging three-level English series for preschoolers. This complete program is based on sound pedagogical methodologies: the Natural Approach, Total Physical Response (TPR), and the Engage-Study-Activate (ESA) model. Lollipop is carefully designed to help teachers ensure an effective and steady acquisition of vocabulary and language structures in their classrooms.

Features• A complete program with Lollisteps (structured daily routines that reinforce learning)• Lesson structures based on the Engage-Study-Activate (ESA) model• Age-appropriate skills development such as logical thinking skills and creative thinking skills• Attractive illustrations and color cutouts that engage the students and offer opportunities for developing

penmanship and fine motor skills

Components• Student Book• Teacher’s Guide (available online in both English and Spanish)• Online Flashcards and other resources

About the AuthorPatricia Avila is a teacher of students and a trainer of teachers. She has also been a coordinator and head of the English department for various schools. After forty years of teaching experience, Patricia Avila has now used her knowledge and passion to create Lollipop – a series that will make teaching and learning English a comfortable, confident, and sweet experience.

Teacher's Guide

Teacher's GuideTeacher's Guide

Teacher's Guide

Teacher's Guide

3

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