Teacher's Guide - Alston Publishing House · Engage-Study-Activate (ESA) model. ... • Student Book • Teacher’s Guide (available online in both English and Spanish) • Online

2Patricia Avila

Teacher's Guide

Empowering Minds • Improving Lives

2Lollipop 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

2

2Patricia 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 Welcome to School (p.2)

1.2 Magic Words (p.8)

1.3 My Classroom (p.14)

1.4 Classroom Language (p.20)

Greetings

Introducing oneself and others

Using polite expressions

Identifying classroom objects

Understanding classroom language

Hello! My name is …. / I am ….

What’s your name?

What’s his name? / What’s her name?

His name is …. / Her name is ….

Thank you!

Sit down, please.

Excuse me!

May I go to the restroom?

This is a board.

Is this a board? Yes. / No.

What is this? A board.

Repeat after me. / Point to the picture.

name, thank you, sit down, please, excuse me, may, restroom, board, desk, chair, pencil, scissors, crayon, color, listen, repeat, trace, point, cut

Unit 22.1 My World of Colors (p.26)

2.2 My Colorful Classroom (p.32)

2.3 Shape, shape, shape! (p.38)

2.4 Big and Small Shapes (p.44)

Identifying colors

Identifying classroom objects

Identifying colors in classroom objects

Identifying geometric shapes

Comparing sizes of geometric shapes

This is red.

Is this blue? Yes. / No.

What color is this? Red.

What color is the monkey? Brown.

This is a green board.

What is this? It is a circle.

This is a big circle.

Is this circle big or small? Small.

red, green, orange, brown, pink, flag, board, book, pencil case, chair, table, circle, triangle, square, star, diamond, big, small

SCope And SequenCe For LeVeL 2


Unit 33.1 This is my body! (p.50)

3.2 Move your body! (p.56)

3.3 What can you do? (p.62)

3.4 Simon says …! (p.68)

Identifying parts of the body

Following simple commands

Expressing abilities

Playing a game: Simon Says!

This is my head.

Is this your hand? Yes. / No.

What is this? My hand.

Is this a hand or a leg? A leg.

I can shake my body.

Can you bend your knees? Yes. / No.

Clap your hands!

Can you hear with your ears? Yes. / No.

What can you do with your ears? I can hear with my ears.

Simon says … jump!

head, shoulders, knees, toes, fingers, hand, leg, foot, shake, bend, clap, wiggle, see, hear, smell, speak, run, jump, touch, stand up, sit down, turn around

Unit 44.1 This is my family! (p.74)

4.2 We can do many things! (p.80)

Identifying family members

Expressing abilities

This is mother.

Is this father? Yes. / No.

Who is this? It’s brother.

Father can sing

What can mother do? Dance.

Can mother sing? Yes. / No.

mother, father, baby, sister, brother, can, sing, dance, play, ride a bike, skate

Unit 55.1 My Father’s Healthy Breakfast

(p.86)

5.2 My Sister’s School Lunch (p.92)

5.3 My family eats dinner together! (p.98)

5.4 Healthy Habits (p.104)

Identifying food eaten at breakfast

Identifying food eaten at lunch

Identifying food eaten at dinner

Describing healthy habits

This is oatmeal. / These are eggs.

Is this milk? Yes. / No.

Father has eggs for breakfast.

What does sister have for lunch? Soup.

What is this? A hamburger.

Do you wash your hands? Yes. / No.

What do you do? I wash my hands.

milk, oatmeal, bananas, eggs, ham, sandwich, soup, salad, apple, cookies, chicken, meat, gelatin, hamburger, fries, wash your hands, wash your face, brush your teeth, comb your hair, take a shower


Unit 66.1 Let’s count! (p.110)

6.2 Let’s count shapes! (p.116)

6.3 How do you feel? (p.122)

6.4 How do they feel? (p.128)

Counting to ten

Expressing quantities

Counting up to ten different shapes

Expressing feelings on oneself

Expressing feelings on others

What number is this? Four.

How many crayons are there? Five.

There are three circles.

Are there three circles? Yes. / No.

I am angry.

Are you angry? Yes. / No.

How do you feel? Happy.

How does Paty feel? Happy.

Tony is sleepy.

Is Paty happy or sad? Sad.

one, two, three, four, five, six, seven, eight, nine, ten, sad, happy, sleepy, scared, angry

Unit 77.1 New Clothes, Old Clothes

(p.134)

7.2 Big Clothes, Small Clothes (p.140)

Describing clothes by appearance

Comparing sizes of clothes

Identifying girls’ and boys’ clothes

This blouse is new.

Is this blouse old? Yes. / No.

What is this? An old hat.

This shirt is small.

Is this shirt big? Yes. / No.

What is this? A big shirt.

new, old, hat, dress, skirt, blouse, big, small, jacket, shirt, shoes, jeans

Unit 88.1 This is my home! (p.146)

8.2 What’s in the house? (p.152)

8.3 My Playroom (p.158)

8.4 Where are the toys? (p.164)

Identifying rooms in a house

Identifying items in the house

Identifying toys

Describing location in a house

This is the kitchen.

Is this the kitchen? Yes. / No.

This is a bed.

What is this? A bed.

Where is the ball? In the bathroom.

Is the ball in the kitchen? Yes. / No.

The ball is in the bathroom.

bedroom, bathroom, living room, kitchen, yard, bed, shower, toilet, sofa, television, stove, refrigerator, tree, ball, blocks, car, jump rope, skates


Unit 99.1 People Who Help Us (p.170)

9.2 Buildings in My City (p.176)

9.3 Where do they work? (p.182)

9.4 People at Work (p.188)

Identifying community helpers

Identifying buildings found in a city

Describing where different people work

Identifying people’s work places

Describing opposites: in—out;

up—down

This is a doctor.

Is this a doctor? Yes. / No.

Who is this? A doctor.

This is a hospital.

Is this a hospital? Yes. / No.

What is this? A hospital.

The doctor works in the hospital.

Where does the doctor work? In the hospital.

Does the doctor work in the police station? No.

The doctor is in.

Is this up? Yes. / No.

dentist, doctor, nurse, firefighter, policeman, teacher, school, fire station, police station, hospital, dental clinic, up, down, in, out

Unit 1010.1 Animals in the City (p.194)

10.2 Animals in the Jungle (p.200)

Identifying animals that live in the city

Identifying animals that live in the wild

Associating animals with where they live

This is a parrot.

Is this a parrot? Yes. / No.

What is this? A parrot.

Where does a lion live? In the jungle.

cat, fish, dog, parrot, horse, duck, city, snake, monkey, zebra, elephant, giraffe, lion, jungle

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!

534

Lollisteps:

5 6

This is my body! 3.1D

Instructions

Trace, match, and say.

Logical and critical thinking skills

hand fingers

leg toes

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 web links to videos of songs, visit www.online-lollipop.com.

Lollipop 2 Unit 1

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 Welcome To School

Identifying oneself and others

Greetings and saying good-bye

Personal and social skills development

Everyday communication (self-introduction)

Left-to-right sequencing

Top-to-bottom sequencing

Fine motor skills: tracing, coloring, drawing, pasting

what, his, her, name

2 Magic Words Using polite expressions

Everyday communicative situation (courtesy)

Fine motor skills: tracing, coloring


Listening skills

thank you, sit down, please, excuse me, may, restroom

3 My Classroom Identifying classroom objects

Communication: vocabulary (familiar context)


Visual discrimination: matching by attribute

board, desk, chair, pencil, scissors, crayon

4 Classroom Language Understanding classroom language

Everyday communicative situation (instructions)

Penmanship

Word recognition

Fine motor skills: coloring, cutting, pasting

listen, repeat, color, point, cut, trace

Lollipop 2 1.1A–1.1B Welcome to School

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 2–3 Phase: ESA (ENGAGE) Aims To identify oneself and others To greet and to say good-bye Skill Tags Personal and social skills development Everyday communication (self-introduction) Vocabulary what, name Functional Language Hello! My name is .... What’s your name? I’m…. Materials Flashcards no.: 1, 2, 3 Small bean bag (palm-sized) Homework N.A.

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 this exercise until everyone has introduced him/herself.

Exercise 1.1A (Page 2)

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

Ask them who they think the teacher and children are.

Tell students their names and that they are going to help them learn English.

Exercise 1.1B (Page 3)

Direct students’ attention to page 3.

Tell students what Teacher Michelle is asking.

Get them to answer by saying “Hello! My name is ….”

Tell students to draw themselves and if it is possible for them to write their name, have them do so.

If not, write their name in the blank provided. WRAP-UP

Sing the good-bye song: Skidamarink

CLASS ACTIVITY

Please come and sit in a circle.

Hello! My name is Teacher/Miss/Mr. [your name].

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

S1: Hello! I am [his/her name].

Toss the bean bag back to me, please.

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

S2: Hello, I am [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.

What is happening?

This is the teacher, Miss Michelle.

She is saying hello to the students. Who are they?

Look! This is Paty and this is Tony.

They are going to help you learn English.

Exercise 1.1B (page 3)

Look! Who is this? Teacher Michelle!

She is saying “Hello! What’s your name?”

How do you answer? (Ss: Hello! My name is ….)

Now, draw yourself sitting at the table.

Done? Write your name below. (Point.)

(If you are writing names for students, say to individual students.) Hello! What’s your name?

WRAP-UP

Please stand up!

Let’s sing Skidamarink!

Thank you! Please sit down!

Good-bye! See you next class!

Notes / Evaluation

Lollipop 2 1.1C–1.1D Welcome to School

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 4–5 Phase: ESA (STUDY) Aims To identify oneself and others To greet and to say good-bye Skill Tags Left-to-right sequencing Top-to-bottom sequencing Vocabulary what, his, her, name Functional Language What’s his name? His name is Tony. What’s her name? Her name is Paty. 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:

Good Morning (song)



The Alphabet Song (song) LOLLISTEPS

❷❸❹❽

CLASS ACTIVITY

Sit students in a circle.

Toss the bean bag to one of the students.

Ask him/her to introduce him/herself by saying: “Hello! My name is ….”

The student who has the bean bag will then toss it to another student while saying: “What’s your name?”

The student who receives the bean bag should answer and then toss the bean bag to another student.

Continue until every student has participated.

Exercise 1.1C (page 4)

Have students go to their seats and open the book to page 4. Tell them what Teacher Michelle is doing.

Get students to repeat: What’s his name?

Tell them to trace the dotted arrows towards Tony with their finger. Repeat at least three times.

Explain that “his” is used when referring to a boy.

Then get them to trace the line with a crayon.

Do the same for Paty and explain when to use “her.”

Exercise 1.1D (page 5)

Continue on page 5 and explain to students how they should answer the questions using “his” and “her.”

Get students to repeat Tony and Paty’s answers.

Tell students to trace the dotted arrows with their fingers several times, and then trace the lines with a crayon.

WRAP-UP

Homework: Bring a photo of themselves.


CLASS ACTIVITY

Please come and sit in a circle.

Hello! I’m Teacher/Miss/Mr. [your name].

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

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

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


Look! This is Teacher Michelle. She is asking, “What’s his name?” Let’s repeat her question.

Now trace the dots with your finger. Again.

Who’s at the end of the line? Yes, Tony!

Teacher Michelle is asking the class what Tony’s name is. Tony is a boy. We use “his” for a boy.

Let’s repeat again: What’s his name?

Now trace the dotted line with your crayon.

Look! Now Teacher Michelle is asking, “What’s her name?” Let’s repeat her question.


Who do we see this time? Yes, Paty!

We use “her” this time because Paty is a girl.

Let’s repeat again: What’s her name?

Now trace the dotted line with your crayon.


Now Teacher Michelle is asking Tony what the girl’s name is. She says, “What’s her name?” Repeat.

Her name is …? Paty! Repeat: Her name is Paty.”


Next use a crayon to trace the dotted line.

Repeat: What’s her name? Her name is Paty. (Repeat for “What’s his name? His name is Tony.”) WRAP UP

Please bring a photo of yourself for the next class!

Please stand up!




Notes / Evaluation

Lollipop 2 1.1E–1.1F Welcome to School

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 6–7 Phase: ESA (ACTIVATE) Aims To identify oneself and others To greet and to say good-bye Skill Tags Left-to-right sequencing Everyday communication (self-introduction) Vocabulary what, his, her, name Functional Language What’s his name? His name is Tony. What’s her name? Her name is Paty. Materials Flashcards no.: 1, 2, 3 Scissors Glue Homework N.A.


Good Morning (song)




❺❻❼❽ CLASS ACTIVITY Exercise 1.1E (page 6)

Get students to open the book to page 6.

Point to Paty and ask students: “What’s her name?”

The students should answer: “Her name is Paty.”

Get students to trace the dotted arrow and repeat: “What’s her name? Her name is Paty.”

Repeat several times.

Then tell students to trace the line with a crayon.

Do the same for “What his name? His name is Tony.”

Remind students when to use “his” or “her.”

Then get students to color the pictures. Exercise 1.1F (page 7)


Tell students what Teacher Michelle is asking.

Get students to ask each other: “What’s your name?”

Tell them to answer by saying: “My name is ….”

Get 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.

As they are pasting or drawing, go to individual students and ask: “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.

WRAP-UP


CLASS ACTIVITY Exercise 1.1E (page 6)


(Point to Paty.) Look! What’s her name?

That’s right! Her name is Paty.

Now trace the dots with your finger.

Repeat: What’s her name? Her name is Paty.

Let’s do it again. Trace and repeat.

Now use a crayon to trace the dotted line.

(Point to Tony.) Look! What’s his name?

Correct! His name is Tony.

Trace the dots with your finger.

Repeat: What’s his name? His name is Tony.

Let’s do it again. Trace and repeat.

Now use a crayon to trace the dotted line.

Remember, when we talk about a girl, we use “her.” When we talk about a boy, we use “his.”

Color Teacher Michelle, Paty, and Tony. Exercise 1.1F (page 7)

Let’s look at page 7.

Teacher Michelle is asking you, “What’s your name?” How do you answer?

Now ask each other “What’s your name?”

Answer your friends by saying: My name is ….

Did you bring your photo?Have your photo ready!

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

(Ask individual students.) What’s your name?

Now write your name in the blank. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 1.2A–1.2B Magic Words

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 8–9 Phase: ESA (ENGAGE) Aim To use polite expressions Skill Tag Everyday communicative situation (courtesy) Vocabulary thank you, sit down, please, excuse me, may, restroom Functional Language Thank you. May I go to the restroom? Sit down, please. Excuse me. Materials Flashcards no.: 4, 5, 6, 7 Homework Color pages 8–9.


Good Morning (song)



The Alphabet Song (song)

LOLLISTEPS

❶❷❸❹ CLASS ACTIVITY

Tell students that they are going to learn some “Magic Words” that are very important and that they must use them in the classroom all the time.

Explain simply when these words should be used. Exercise 1.2A (page 8)


Get students to look for the picture where Tony is saying “Thank you!” Get them to repeat after you: “Thank you!”

Go around the class and ask individual students to point to “Thank you!” and say the words aloud.

Repeat the same presentation for “Sit down, please.” Exercise 1.2B (page 9)


Get students to look for the picture where Paty is saying “Excuse me!” Get them to repeat after you: “Excuse me!”

Do the same for “May I go to the restroom?”

Say any of the “Magic Words” randomly and get students to point to the correct picture.

Then reverse the activity by pointing to any picture and get students to say the correct “Magic Words.”

WRAP-UP

Homework: Color pages 8–9.


CLASS ACTIVITY

Today we are going to learn very important words that we must use in the classroom ALL the time.

They are called MAGIC WORDS!

Let’s look at how Tony, Paty, and Teacher Michelle use these words.



(Point to Tony.) Look! Who’s this? Tony!

Tony is saying “Thank you!”

Can you show me Tony in your book?

Repeat after me: Thank you!

(Go around the class.) Now when I come to you, point to Tony and say aloud what Tony is saying.

Next, let’s look for Teacher Michelle. (Repeat the above for “Sit down, please.”) Exercise 1.2B (page 9)


Where is Paty?

Paty is saying “Excuse me!”

Repeat after me: Excuse me!

(Point to Tony.) Look! What is Tony saying?

Yes! He is saying “May I go to the restroom?”

Repeat after me: “May I go to the restroom?”

Now I will say some “Magic Words.” Point to the correct picture. Thank you! Excuse me! Sit down, please? May I go to the restroom? (Repeat.)

This time I will point to a picture and you will say the “Magic Words”! Ready? (Point to any picture.)

WRAP-UP

For homework, please color pages 8–9.

Please stand up!




Notes / Evaluation

Lollipop 2 1.2C–1.2D Magic Words

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 10–11 Phase: ESA (STUDY) Aim To use polite expressions Skill Tag Fine motor skills Vocabulary thank you, sit down, please, excuse me, may, restroom Functional Language Thank you. May I go to the restroom? Sit down, please. Excuse me. Materials Flashcards no.: 4, 5, 6, 7 Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❻❼❽

CLASS ACTIVITY

Tell students they are going to continue working with the “Magic Words.”



Ask students to look for Tony.

Ask them what Tony is saying.

Tell students to trace the broken lines and then color the picture of Tony and his friend.

Get students to repeat: “Thank you!”

Next ask student to look for Teacher Michelle.

Ask them what she is saying.

Tell students to trace the broken lines and then color the picture of Teacher Michelle and Paty.

Get students to repeat: “Sit down, please.”


Ask students to look for Paty.

Ask them what Paty is saying.

Tell students to trace the broken lines and then color the picture of Paty and her friend.

Get students to repeat: “Excuse me!”

Ask students to look for Tony.

Ask them what Tony is saying.

Tell students to trace the broken lines and then color the picture of Tony and Teacher Michelle.

Get students to repeat: “May I go to the restroom?”

WRAP UP


CLASS ACTIVITY

We are going to practice the “Magic Words” today.

Do you remember them? What are they?



Where is Tony?

What is Tony saying?

Trace the broken lines with your black crayon.

Color Tony and his friend.

Done? Repeat after me: Thank you!

Where is Teacher Michelle?

What is she saying to Paty?


Color Teacher Michelle and Paty.

Done? Repeat after me: Sit down, please. Exercise 1.2D (page 11)

Where is Paty? There! Paty wants to come in.

What does she have to say?


Now color the picture of Paty and her friend.

Repeat after me: Excuse me!

Where is Tony?

What is Tony asking Teacher Michelle?


Now color the picture of Tony and Teacher Michelle. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 1.2E–1.2F Magic Words

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 12–13 Phase: ESA (ACTIVATE)

Aim To use polite expressions Skill Tags Logical and critical thinking skills Listening skills Vocabulary thank you, sit down, please, excuse me, may, restroom Functional Language Thank you. May I go to the restroom? Sit down, please. Excuse me. Materials Flashcards no.: 4, 5, 6, 7 Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❻❽ CLASS ACTIVITY Exercise 1.2E (page 12)


Tell students that they are going to read “Magic Words.”

Get students to look at the first speech bubble and ask them what it says. Get them to trace the dotted arrow with their finger to where it leads for the clue.

Although they may not be able to read the text, they should be able to guess from the picture.

Tell students to trace the line with a crayon.

Continue with the next three speech bubbles.

Then get students to color the pictures.

As they are coloring, go to individual students, point to any picture, and get them to say the “Magic Words.”

EXERCISE 1.2F (page 13)


Tell students to prepare their red, green, blue, and yellow crayons.

Explain to students that they must listen to the “Magic Words” you say, and then circle the pictures.

Check that students have circled them correctly.

Then get students to color the pictures. WRAP UP




Let’s read the “Magic Words”!

(Point to the first speech bubble.) Look! What does it say? Follow the dots with your finger!

What does it say? (Ss: Excuse me!) Very good!

Now take a crayon. Trace the dotted line to where Paty is saying “Excuse me!”

(Point to the second speech bubble.) Now look at the next one. What does it say? (Ss: Thank you!)

Trace the dotted line with your crayon. (Repeat the above for the next two speech bubbles.)

Now let’s color the pictures.

(Go to individual students.) What does this say? Exercise 1.2F (page 13)


Take out your red, green, blue, and yellow crayons.

I am going to say the “Magic Words.” Listen carefully. Then find and circle and correct picture.

Ready? Let’s start. 1. Circle in red: Excuse me! 2. Circle in green: Thank you! 3. Circle in blue: May I go to the restroom? 4. Finally, circle in yellow: Sit down, please.

Did you circle correctly? Let me check!

Great job! Now color the pictures. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 1.3A–1.3B My Classroom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 14–15 Phase: ESA (ENGAGE) Aim To identify classroom objects Skill Tag

Vocabulary (familiar context)

Vocabulary board, desk, chair, pencil, scissors, crayon Functional Language This is a chair. Is this a chair? Yes. / No. What is this? It’s a crayon. Materials Flashcards no.: 8, 9, 10, 11, 12, 13 Homework Color pages 14–15.


Good Morning (song)




LOLLISTEPS

❶❷❸❹ Note

For the presentation of these vocabulary items, we encourage you to use realia and the flashcards, so that students can get familiarized with the pictures.

CLASS ACTIVITY Exercise 1.3A (page 14)


Tell students that Teacher Michelle is going to teach them new words. They are things in the classroom.

Get students to point to the board and repeat: Board.

Continue with the same presentation for desk and chair. Exercise 1.3B (page 15)


Continue with the same presentation for pencil, scissors, and crayon.

EXTENSION

Have the flashcards of these items faced down on the table. Get individual students to come up, open any flashcard, and then say the item aloud.

WRAP-UP

Homework: color pages14–15.




Look! Who’s this? Yes, Teacher Michelle!

She is teaching us new words.

These are things in the classroom.

Let’s point to the words Teacher Michelle says.

Show me the board. Good! Repeat after me: Board.

Show me the desk. Repeat after me: Desk.

Show me the chair. Repeat after me: Chair. Exercise 1.3B (page 15)

Now look at these items.

Show me the pencil. Repeat after me: Pencil.

Show me the scissors. Repeat after me: Scissors.

Show me the crayon. Repeat after me: Crayon.

Well done! EXTENSION

Now take turns to come up.

Open any flashcard and tell the class what it is. WRAP-UP:


Please stand up!




Notes / Evaluation

Lollipop 2 1.3C–1.3D My Classroom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 16–17 Phase: ESA (STUDY) Aim To identify classroom objects Skill Tag Fine motor skills Vocabulary board, chair, crayon, pencil, scissors, desk Functional Language What is this? It’s a crayon. Is this a pencil or a crayon? A crayon. Is this a board or a desk? A desk. Materials Flashcards no.: 8, 9, 10, 11, 12, 13 Realia for the vocabulary items Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻❼ Note

❼: Do you have a pencil?

CLASS ACTIVITY Exercise 1.3C (page 16)


Tell them to prepare their green, red, and blue crayons.

Get students to listen as you give specific instructions.

Ask students to look for the board.

Tell them to trace the broken lines with their finger first.

Then get them to trace the lines with a green crayon.

As they are tracing, get them to repeat: “It is a board.”

Do the same for chair and crayon using different colored crayons.



Continue with the same activity. WRAP-UP




Have your blue, red, and green crayons ready!

Today we are going to trace some lines. We will first use our finger, and then our crayon. Let’s start!

Where is the board?

Trace the missing parts with your finger.

Now trace the lines with your green crayon.

Repeat after me: It is a board.

Next look for the chair.


Now trace the lines with your red crayon.

Repeat after me: It is a chair.

Where is the crayon?


Now trace the lines with your blue crayon.

Repeat after me: It is a crayon. Exercise 1.3D (page 17)

Let’s look for the scissors.


Then trace the lines with your blue crayon.

Repeat after me: Scissors.

Next look for the desk.


Now trace the lines with your green crayon.

Repeat after me: It is a desk.

Can you show the pencil?


Now trace the lines with your red crayon.

Repeat after me: It is a pencil.

You did a wonderful job!

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 1.3E–1.3F My Classroom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 18–19 Phase: ESA (ACTIVATE) Aim To identify classroom objects Skill Tag Matching by attribute Vocabulary board, chair, crayon, pencil, scissors, desk Functional Language What is this? It’s a crayon. Is this a pencil or a crayon? A crayon. Is this a board or a desk? A desk Materials Flashcards no.: 8, 9, 10, 11, 12, 13 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼: Do you have a pencil?

CLASS ACTIVITY Exercise1.3E (page 18)


Tell them to prepare their green, red, and blue crayons.

Ask students to point to the desk.

Then ask students to look for its shadow.

Tell students to match them with a red crayon.

Get them to repeat: “This is a desk.”

Do the same for chair and crayon using different colored crayons.

Exercise 1.3F (page 19)

Direct student’s attention to page 19.

Ask students to look for the pencil.

Then ask students to look for its shadow.

Tell students to match them with a red crayon.

Get them to repeat: “This is a pencil.”

Do the same for scissors and board using different colored crayons.

WRAP-UP




Have your crayons ready!

We need red, green, and blue.

Can you point to the desk? Great!

Which is the desk’s shadow?

Match them with your red crayon.

Repeat after me: This is a desk.

Now can you point to the chair?

Which is its shadow? Good!

Match them with your green crayon.

Repeat after me: This is a chair.

Let’s look for the crayon.

Which is its shadow?

Match them with your blue crayon.

Repeat after me: This is a crayon.


Let’s continue on page 19.

Can you point to the pencil? Great!

Which is the pencil’s shadow?

Match them with your red crayon.

Repeat after me: This is a pencil.

Now can you point to the scissors?

Which is its shadow? Good!

Match them with your green crayon.

Repeat after me: These are scissors.

Let’s look for the board.

Which is its shadow?

Match them with your blue crayon.

Repeat after me: This is a board. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 1.4A–1.4B Classroom Language

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 20–21 Phase: ESA (ENGAGE) Aim To understand classroom language Skill Tag Everyday communicative situation (instructions) Vocabulary listen, repeat, color, point, cut, trace Functional Language Point. Is this trace? Yes. / No. Is this point or color? Color. Materials Flashcards no.: 14, 15, 16, 17, 18, 19 Homework Color pages 20–21.


Good Morning (song)




❶❷❸❹❽ CLASS ACTIVITY Exercise 1.4A (page 20)


Tell them that Teacher Michelle is going to show them some words that they will use in class every day.

Get students to point to Paty who is repeating what Teacher Michelle is saying.

Get them to repeat after you: “Repeat.”

Then get students to point to Tony who is listening.

Get them to repeat after you: “Listen.”

Get students to point to the girl who is coloring.

Get them to repeat after you: “Color.”

Point to the each character randomly, and get students to say what the related instruction is.



While miming, say: “Trace.”

Get students to do the same.

Get students to point to the boy who is tracing.

Get them to repeat after you: “Trace.”

Continue with the same presentation for cut and point.

WRAP-UP





Look! Teacher Michelle is showing us some words.

These are words we will use in class all the time.

We must pay special attention and memorize them!

Teacher Michelle says “Pencil.” Then Paty says the same word! This is “Repeat.”

Now show me, who is repeating Teacher Michelle?

Say after me: Repeat.

Look! Tony is listening to Teacher Michelle.

When we listen, we do not talk.

Can you find Tony?

We just learned “Repeat.” Now repeat: Listen.

Look! This girl is coloring with her crayon.

Now show me, who is coloring?

Repeat after me: Color.

(Point to any character.) What is this?


Let’s continue on page 21.

Look at me. (Mime “trace.”) Trace.

Your turn! (Mime again.) Do this and say trace.

Show me, who is tracing?

Repeat after me: Trace.

(Mime “point.”) Look! This is how we point.

Let’s point to Tony!

Repeat after me: Point.

(Mime “cut.”) Cut!

Follow me. (Mime again.) Do this and say cut.

Who is cutting with her scissors? Point.

Repeat after me: Cut.

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 1.4C–1.4D Classroom Language

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 22–23 Phase: ESA (STUDY) Aim To understand classroom language Skill Tags Penmanship Word recognition Vocabulary listen, repeat, color, point, cut, trace Functional Language Please repeat! Can you show me color? Which is trace? Materials Flashcards no.: 14, 15, 16, 17, 18, 19 Homework N.A.


Good Morning (song)




❸❹❻❽ CLASS ACTIVITY Exercise 1.4C (page 22)


Tell students that they are going to read some words.

Get students to point to the first picture of Teacher Michelle and ask them what she is saying.

Get them to trace the dotted arrow with their finger.

The students should be able to guess what Teacher Michelle is saying from the picture below.

Get students to repeat several times: “Listen.”

Tell students to match the pictures with a colored pencil.

Do the same for “Repeat” and “Color.” Exercise 1.4D (page 23)

Continue with the same activity on page 23.

Once all the pictures have been matched, tell students to color the pictures on both pages.

As they are coloring, go to individual students, point to any picture, and what Teacher Michelle is saying.

WRAP-UP




Let’s learn to read the classroom language!

Show me Teacher Michelle. What is she saying?

Follow the dots with your finger to find out!

So what did Teacher Michelle say? (Ss: Listen.)

Repeat after me: Listen.

Now use a colored pencil to match the pictures.

Let’s look at the next one. Show me Teacher Michelle again. What is she saying now?

Follow the dots. (Ss: Repeat.)

Good! Let’s say together: Repeat.

Now match the pictures with your colored pencil.

Let’s look at the third one. What do you think Teacher Michelle is saying this time? (Ss: Color.)

Good! Repeat after me: Color.

Match the pictures with your colored pencil.


Let’s continue. (Repeat the above for “Point,” “Cut,” and “Trace.”)

Now color the pictures on both pages.

(Go to individual students.) What is Teacher Michelle saying?

You did a great job! WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 1.4E–1.4F Classroom Language

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 24–25 Phase: ESA (ACTIVATE) Aim To understand classroom language Skill Tag Fine motor skills Vocabulary listen, repeat, color, point, cut, trace Functional Language Please repeat! Can you show me color? Which is trace? Materials Flashcards no.: 14, 15, 16, 17, 18, 19 Scissors Glue Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼ CLASS ACTIVITY Exercise 1.4E (page 24)

Tell students that they are going to cut and paste pictures of Paty and her friends.

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

Tell them to look for the cutouts related to classroom language. Then tell students to cut out the first three.

As this may be the first time some students are handling scissors, take some time to guide and show them how.

When they are done, direct them back to page 24.

Tell students to have their cutouts and glue ready.

Get students to paste the cutouts in their correct boxes. Exercise 1.4F (page 25)

Direct students to page 207 again to cut out the remaining three cutouts for classroom language.


Continue with the same activity.

Once the exercise is completed, invite students to come to the front to present their work.

Encourage them to point and describe each picture.

WRAP-UP



Today we are going to cut and paste pictures of Paty and her friends doing things in the classroom!

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

Let’s look for the classroom language Teacher Michelle taught us. Here they are!

(Point to cutouts for 1.4E.) Cut out these three.

Done? Let’s turn back to page 24.

Have your glue and cutouts ready. (Guide students by pointing to the correct boxes.)

Teacher Michelle says “Listen!” Show me who is listening. Good. Paste the picture here.

Teacher Michelle says, “Color!” Show me who is coloring. Paste the picture here.

Now Teacher Michelle says, “Repeat!” Who is repeating? Good. Paste the picture here.


Let’s cut out more pictures! Turn to page 207.

(Point to cutouts for 1.4F.) Now cut these out.


Have your glue and cutouts ready. (Guide students by pointing to the correct boxes.)

Teacher Michelle says “Point!” Let’s look for the correct picture. Good. Paste the picture here.

Teacher Michelle says, “Trace!” Who is tracing? Yes! Paste the picture here.

Now Teacher Michelle says, “Cut!” The last one is “cut.” Paste the picture here. Good job!

WRAP-UP

Please stand up!




Notes / Evaluation

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Lollipop 2 Unit 2

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 My World Of Colors

Identifying colors

Identifying colors in different objects

Communication: vocabulary (high frequency words)

Labeling by attribute

Awareness of everyday context

Fine motor skills: cutting, pasting, coloring

red, green, orange, brown, pink

2 My Colorful Classroom Identifying classroom objects

Identifying colors in classroom objects



Language practice in everyday context

Problem-solving skills: going through a maze

flag, book, board, pencil case, chair, table, green, pink, brown

3 Shape, shape, shape! Identifying geometric shapes

Communication: vocabulary (math)



Creativity and art experiences

circle, triangle, square, star, diamond

4 Big and Small Shapes Comparing sizes of geometric shapes


Language practice

Penmanship


big, small, circle, square, triangle, star, diamond

Lollipop 2 2.1A–2.1B My World of Colors

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 26–27 Phase: ESA (ENGAGE) Aim To identify colors Skill Tag Vocabulary (high frequency words) Vocabulary red, green, orange, brown, pink Functional Language What color is this? It’s blue. Is this red? Yes. / No. Is this red or blue? Blue. Materials Flashcards no.: 20, 21, 22, 23, 24 Scissors Glue Homework N.A.


Good Morning (song)




❶❷❸❹ CLASS ACTIVITY Exercise 2.1A (page 26)

Tell students they are going to cut and paste lollipops.

Direct students to pages 207 and 209 at the back of the book to find the colorful lollipops.

Get students to cut out the red, green, and orange ones.



Get students to paste the cutouts in their correct boxes.

After pasting the lollipops, get students to repeat each color several times.


Direct students to page 209 again.

Tell students to cut out the pink and brown lollipops.


Repeat the same activity and presentation as above.

Then go around the class and ask individual students the colors of the lollipops.

EXTENSION

Point to objects around the classroom, and ask students to name the color of the objects.

WRAP-UP



We are going to cut and paste some beautiful lollipops today! Let’s look for them first.

Turn to page 207 at the back of your book. There are more on the next page. Do you see them?

These lollipops have different colors. (Point to the cutouts for 2.1A.) Cut these out first.


Have your cutouts and glue and ready. (Guide students by pointing to the correct boxes.)

Look for the red lollipop first. Paste it here.

Let’s look for the green lollipop. Paste it here.

This is a beautiful color. It’s orange. Paste it here.

Now point and repeat after me: Red. Green. Orange.


Let’s turn to page 209 again. Can you find the brown and pink lollipops? Cut them out carefully.

Done? Let’s turn back to page 27. (Guide students by pointing to the correct boxes.)

Paste the brown lollipop here.

Finally, paste the pink lollipop here.

Now point and repeat after me: Brown. Pink.

(Point to any lollipop.) What color is this?

(Point to the orange lollipop.) Is this green?

(Point to the pink lollipop.) Is this pink or orange? EXTENSION

(Point to any object.) What color is this? WRAP-UP

Please stand up!


Thank you! Sit down please!


Notes / Evaluation

Lollipop 2 2.1C–2.1D My World of Colors

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 28–29 Phase: ESA (STUDY) Aim To identify colors in different objects Skill Tag Labeling by attribute Vocabulary red, green, orange, brown, pink Functional Language Color the monkey brown. Is this pink? Yes. / No. What color is this? Green. Materials Flashcards no.: 20, 21, 22, 23, 24, 25, 26, 27, 28, 29 Homework N.A.


Good Morning (song)




❹❺❻❼❽ Note

❼: Do you like blue/green/pink?



Tell students to have the following crayons at hand: green, red, orange, brown, and pink.

Point to the tree and ask students what color trees are.

Then get students to color the tree green.

Get students to repeat after you: “It’s green.”

Next ask students what can be brown in color.

Then get them to color the monkey brown.

Get students to repeat after you: “It’s brown.”

Ask students to color the flower pink.

Then get them to repeat after you: “It’s pink.” Exercise 2.1D (page 29)


Ask students which of the two fruits should be red.

Get students to color the apple red.

Then get them to repeat after you: “It’s red.”

Next get them to color the orange.

Get students to repeat after you: “It’s orange.”

Explain that the word “orange” is both a fruit and a color.

Point to any of the five objects and ask students about the colors of the objects.

WRAP-UP




Please have your crayons ready. You will need the red, green, orange, brown, and pink ones.

(Point to the tree.) Look! This is a tree! What color are the trees? (Ss: Green!) Yes!

Color the tree green. Repeat after me: It’s green.

What is brown in color? What color are monkeys?

Color the monkey brown. Repeat: It’s brown.

(Point to the flower.) This is a beautiful flower!

Color the flower pink. Repeat after me: It’s pink.


Look! There are two fruits on this page.

Which one of these should be red? Yes, the apple.

Color the apple red. Repeat after me: It’s red.

(Point to the orange.) This orange looks sweet!

Color the orange with your orange crayon.

Repeat after me: It’s orange.

Orange is a color. Orange is also a fruit.

What color is the monkey? (Ss: Brown!)

Is the flower orange or pink? (Ss: Pink!)

What color is the tree? (Ss: Green!)

Is the apple orange? (Ss: No!) WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 2.1E–2.1F My World of Colors

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 30–31 Phase: ESA (ACTIVATE) Aim To identify colors in different objects Skill Tag Awareness of everyday context Vocabulary red, green, orange, brown, pink Functional Language What color is this? Red. Is this pink or brown? Pink. Is this green? Yes. / No. The flower is pink. Materials Flashcards no.: 20, 21, 22, 23, 24, 25, 26, 27, 28, 29 Homework N.A.


Good Morning (song)




❹❺❻❼❽ CLASS ACTIVITY Exercise 2.1E (page 30)


Tell students to have the following crayons at hand: green, red, orange, brown, and pink.

Ask students to color the first lollipop brown.

Then ask them to look for something of the same color.

Get students to color the monkey brown.

Then get them to repeat: “A brown monkey.”

Do the same for green tree and pink flower. Exercise 2.1F (page 31)

Continue the same activity on page 31.

Do the same for red apple and orange.

Ask individual students about the colors of the objects. WRAP-UP




Have your crayons ready. You will need the green, red, orange, brown, and pink ones.

Show me your brown crayon.

(Point to the first lollipop.) Color the first lollipop!

Now let’s look for something brown!

Yes, the monkey is brown. Color it brown.

Repeat after me: A brown monkey.

Show me your green crayon.

(Point to the second lollipop.) The second lollipop is going to be ... Green! Color the lollipop green.

Do you see anything green? Is the tree green?

Yes! Color the tree with your green crayon.

Repeat after me: A green tree.

Now show me your pink crayon.

(Point to the third lollipop.) Color this lollipop pink!

What can be pink?

Yes! The flower. Color the flower pink.

Repeat after me: A pink flower.


Now show me your red crayon.

We are going to color the next lollipop red!

What is also red?

Is it the apple? Yes! Color the apple red.

Repeat after me: A red apple.

Show me your orange crayon.

Color the last lollipop orange!

How delicious it looks. What else is delicious and orange? Yes, the orange! Color the orange.

Repeat after me: An orange is orange.

Show me something red/green/orange/brown/pink.

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 2.2A–2.2B My Colorful Classroom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 32–33 Phase: ESA (ENGAGE) Aim To identify classroom objects Skill Tag Vocabulary (familiar context) Vocabulary flag, book, board, pencil case, table, chair Functional Language This is a flag. What is this? It’s a board. Is this a board or a table? A table. Materials Flashcards no.: 8, 10, 30, 31, 32, 33; 9, 11, 12, 13 (optional for Extension) Homework Color pages 32–33.


Good Morning (song)




❷❸❹❺ CLASS ACTIVITY Exercise 2.2A (page 32)


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

Get students to point to the flag and repeat: “It’s a flag.”

Repeat drill several times.

Continue with the same presentation for book and board.


Continue on page 33 with the same presentation for pencil case, table, and chair.

Point to real objects around the classroom and ask students: “What is this?”

The students should answer accordingly.

EXTENSION

Prepare the flashcards of all the classroom objects.

Invite a student to come up and pick a flashcard.

Without revealing the flashcard to the class or saying any clue, the student must draw the flashcard item on the board for the rest of the class to guess.

Students must raise their hand if they know the answer.

The student who guesses correctly will pick the next flashcard and draw.

WRAP-UP





(Point to the flag.) Look! What is this?

Now point to the flag in your book.

Repeat after me: It’s a flag.

(Point to the book.) What is this?

Find and point to the book in the picture.

Repeat after me: It’s a book.

Now let’s look for the board. Point to the board.

Repeat after me: It’s a board. Exercise 2.2B (page 33)


(Point to the pencil case.) What is this?

Point to the pencil case in your book.

Repeat after me: It’s a pencil case. (Repeat the above for “table” and “chair.”)

(Point to real classroom objects.) What is this? EXTENSION

Let’s have some fun! Who likes to draw?

(Choose a volunteer.) Choose one. Do not tell or show it to the class. Draw this object on the board.

The rest of you will try to guess what he/she is drawing. If you know the answer, raise your hand.

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 2.2C–2.2D My Colorful Classroom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 34–35 Phase: ESA (STUDY) Aim To identify classroom objects Skill Tag Fine motor skills Vocabulary flag, board, book, pencil case, table, chair Functional Language This is a flag. Is this a board? Yes. / No. What is this? A book. Materials Flashcards no.: 8, 10, 30, 31, 32, 33 Homework N.A.


Good Morning (song)




LOLLISTEPS


❼: Do you have a book?



Ask students to point to the flag.

Tell students to trace the broken lines with their finger.

Then tell them to trace the lines with a crayon.

Get students to repeat: “This is a flag.”

Then get students to color the flag any color they like.

Do the same for board and book.



Do the same for pencil case, table, and chair.

When students have colored all the objects, invite individual students to the front to present their work.

Encourage students to point and say: “This is a ….”

Review colors by asking further questions. For example: “What color is it? / Is it green or blue?”

WRAP UP



Today we are going to work with classroom objects.

Open your book to page 34. What do you see?

Can you show me the flag? Good!

Trace the missing parts with your fingers. Again.

Now trace the broken lines with a crayon.

What is this? Repeat after me: This is a flag.

Color the flag. You can use any color you like.

Next, where is the board? (Repeat the above for “board” and “book.”) Exercise 2.2D (page 35)

Let’s look for the pencil case.

Trace the missing parts with your finger first.

Then trace the broken lines with a crayon.

Repeat after me: This is a pencil case.

Color the pencil case any color you like. (Repeat the above for “table” and “chair.”)

Done? Now who would like to come up and show us your work? Point and tell us what it is,

What color is it? WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 2.2E–2.2F My Colorful Classroom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 36–37 Phase: ESA (ACTIVATE) Aim To identify colors in classroom objects Skill Tags Language practice in everyday context Problem-solving skills Vocabulary green, pink, brown, board, chair, table Functional Language This is a brown table. What color is the chair? Pink. Is the board green? Yes/No Materials Flashcards no.: 8, 10, 30, 31, 32, 33, 34, 35, 36; (Colors) 20–24 Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❼❽ Note

❼: Do you have a book?



Tell students to have the following crayons at hand: green, pink, and brown.

Get students to color the first lollipop green.

Ask students to look for the board and color it green.

Then get them to repeat: “This is a green board.”

Do the same for pink chair and brown table.

Then point to any of the three objects and ask: “What is this?” The students should specify the color and object.



Explain to students that they are going to help Paty and Tony find some school objects.

Tell students to find the way through the maze with their finger first. Guide students by asking them what objects they found along the way.

Get students to draw the correct way out with a crayon.

Then tell students to color Paty, Tony, and the school objects.

WRAP UP




Have your green, pink, and brown crayons ready.

Let’s color the first lollipop green.

Now look for the board and color it green.

What is this? Repeat: This is a green board.

Color the next lollipop pink.

Now look for the chair and color it pink.

What is this? Repeat: This is a pink chair.

Finally, color the last lollipop brown.

Let’s color the table brown too.

What is this? Repeat: This is a brown table.

(Point to any object.) What is this?


Look! Who do you see? Paty and Tony.

Paty and Tony are looking for some school objects.

Can you help them find?

Use your finger to find the way first.

Can you find the glue? Can you find the eraser? (If needed, repeat the question for the other objects.)

What do you see at the end? That’s right! A school bag and a pencil case!

Now use a crayon to draw the correct way out.

Color Paty, Tony, and the school objects!

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 2.3A–2.3B Shape, shape, shape!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 38–39 Phase: ESA (ENGAGE) Aim To identify geometric shapes Skill Tag Vocabulary (math) Vocabulary circle, triangle, square, star, diamond Functional Language This is a triangle. Is this a square? Yes. / No. What is this? It’s a diamond. Materials Flashcards no.: 37, 38, 39, 40, 41 Cutouts of different shapes (optional) Homework Color pages 38–39.


Good Morning (song)




LOLLISTEPS

❶❷❸❹❺ CLASS ACTIVITY Exercise 2.3A (page 38)


Point to the circle and ask students what shape it is.

Get students to point to the circle and then follow the outline of the circle with their finger.

Get students to repeat after you: “This is a circle.”

Repeat the same presentation for triangle and square.

Explain that the square has four equal sides. Exercise 2.3B (page 39)


Point to the star and ask students what shape it is.

Get students to point to the star and then follow the outline of the star with their finger.

Get them to repeat after you: “This is a star.”

Repeat the same presentation for diamond. EXTENSION

Sing: Twinkle, Twinkle, Little Star

Encourage students to do the actions as they sing. Twinkle, twinkle, little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are ♪

WRAP-UP

Homework: color pages 38–39.



Today we are going to learn shapes.


(Point to the circle.) What shape is this? Circle!

Now point to the circle and say: Circle.

Follow the outline of the circle with your finger. (Demonstrate.) Go around and around like this.

Repeat after me: This is a circle.

What is the next shape? Yes, it’s a triangle!

Now point to the triangle and say: Triangle.

Follow the outline of the triangle with your finger.

Repeat after me: This is a triangle.

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

A square has four equal sides.

Now point to the square and say: Square.

Follow the outline with your finger.

Repeat after me: This is a square. Exercise 2.3B (page 39)

(Point to the star.) Look! This is a beautiful shape.

What shape is it? Yes, it is a star.

Point to the star in your book and say: Star.

Follow the outline with your finger.

Repeat after me: This is a star. (Point to the diamond.) What shape is this? Yes, this is a diamond.

Point to the diamond and say: Diamond.

Follow the outline of the diamond with your finger.

Repeat after me: This is a diamond. EXTENSION

Let’s sing Twinkle, Twinkle, Little Star!

Follow my actions.

WRAP-UP:


Please stand up!




Notes / Evaluation

Lollipop 2 2.3C–2.3D Shape, shape, shape!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 40–41 Phase: ESA (STUDY) Aim To identify geometric shapes Skill Tag Fine motor skills Vocabulary circle, triangle, square, star, diamond Functional Language What’s this? It’s a triangle. Is this a square? Yes. / No. Materials Flashcards no.: 37, 38, 39, 40, 41 Cutouts of different shapes (optional) Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻❼ Note

❼: Do you have the triangle?

CLASS ACTIVITY Exercise 2.3D (page 40)

Get students to open the book to page 40. Tell them that they are going to help Paty draw some shapes.

Tell students to have the following crayons or colored pencils at hand: green, blue, red, brown, and orange.

Ask students to point to the circle and trace the shape with their finger while saying: “This is a circle.”

Get students to draw a circle in the air with their finger.

Then get students to trace the circle with a red crayon.

Get students to say: “This is a red circle.”

Do the same for triangle using a green crayon.

Do the same for square using a brown crayon.

Exercise 2.3E (page 41)

Direct students’ attention to page 41. Tell them that they are going to help Tony draw some shapes too.

Ask students to point to the star and trace the shape with the finger while saying: “This is a star.”

Get them to draw a star in the air with their finger.

Then get them to trace the star with an orange crayon.

Get students to say: “This is an orange star.”

Do the same for the diamond using a blue crayon. WRAP-UP


CLASS ACTIVITY Exercise 2.3D (page 40)


We are going to help Paty draw some shapes!

Have your crayons ready! You will need the green, blue, red, orange, and brown ones.

Point to the circle. Trace the circle with your finger.

Let’s say together: This is a circle.

Now draw a circle with your finger in the air, like this. (Demonstrate.) Let’s draw a few more circles.

Now trace the circle with your red crayon.

Done? Repeat after me: This is a red circle. (Repeat the above for “triangle” and “square.”) Exercise 2.3D (page 41)

We are going to help Tony draw some shapes too!

Point to the star. Trace the star with your finger.

Let’s say together: This is a star.

Now draw a star with your finger in the air, like this. (Demonstrate.) Let’s draw a few more stars.

Now trace the star with your orange crayon.

Done? Repeat after me: This is an orange circle. (Repeat the above for “diamond.”) WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 2.3E–2.3F Shape, shape, shape!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 42–43 Phase: ESA (ACTIVATE) Aims To identify geometric shapes To review colors Skill Tags Visual discrimination Creativity and art experiences Vocabulary circle, triangle, square, star, diamond Functional Language This is a circle. Is this a star? Yes. / No. What is this? It’s a triangle. Materials Flashcards no.: 37, 38, 39, 40, 41 Cutouts of different shapes (optional) Homework N.A.


Good Morning (song)




❺❼❽ Note

❼: Do you have the triangle?



Tell students to take out their crayons.

Point to the triangle and ask students what shape it is.

Ask them to look for another triangle in the same row.

Get them to circle the matching shape.

Then get them to color both triangles the same color.

Do the same for the next four shapes.

When they have finished coloring the shapes, go to individual students and ask: “What is this? What color is it?”



Ask students if they know what the picture is.

Tell students to have the following crayons ready: green, red, pink, brown, and orange.

Get students to color the different shapes accordingly.

There are three squares, seven stars, five circles, one triangle, and two diamonds.

WRAP-UP




We are going to look for shapes that match these ones on the left. Have your crayons ready.

(Point to the triangle.) What is the first shape?

Now find another triangle in the same row? Circle it!

Color the two triangles the same color. (Repeat the above for the next four shapes.)

(Go to individual students and point.) What is this? What color is it?


Look! Do you know what this is? It’s a train.

Now we are going to color the train. Have your crayons ready. You will need green, red, pink, brown, and orange.

Let’s look for all the squares. Color them green.

Now let’s look for the stars. Color them red.

Next find all the circles. Color them pink.

Can you find a triangle? Color it brown!

Are there any diamonds? Yes! Color them orange!

Great job!

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 2.4A–2.4B Big and Small Shapes

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 44–45 Phase: ESA (ENGAGE) Aim To compare sizes of geometric shapes Skill Tag Vocabulary (high frequency words) Vocabulary big, small, circle, triangle, square, star, diamond Functional Language This is a big circle. Is this a small star? Yes. / No. What is this? A big triangle. Materials Flashcards no.: 37, 38, 39, 40, 41, 42, 43 Homework Color pages 44–45.


Good Morning (song)




❸❹❺❼ Note

❼: Do you have a circle?



Tell students that Paty drew shapes of different sizes.

First explain “big” and “small.” Then get students to use physical movement to show “big” or “small.”

Ask students to point to the big circle.

Get students to repeat after you: “Big circle.”

Do the same for big triangle and big square.

Continue with the same presentation for small circle, small triangle, and small square.



Tell them that Tony drew shapes of different sizes too.

Ask students to point to the big star.

Get them to repeat after you: Big star.

Do the same for big diamond.

Continue with the same presentation for small star and small diamond.

Name a size and shape and get individual students to point accordingly. For example: “Small circle. / Big star. / Small square.”

WRAP-UP





Look! Paty drew some shapes of different sizes.

(Point to big shapes.) There are big ones. (Point to small shapes.) And there are small ones.

Now stretch your arms like this and say: Big.

Now close your arms like this and say: Small.

Can you show me the big circle? Great!

Repeat after me: Big circle.

Next can you show me the big triangle? (Repeat the above for “big triangle” and “big square.”)

Now let’s see if you can find the small circle.

Repeat after me: Small circle.

Next can you show me the small triangle? (Repeat the above for “small triangle” and “small square.”) Exercise 2.4B (page 45)

Look! Tony drew shapes of different sizes too.

He drew a big star! Can you point to it?

Repeat after me: Big star.

He also drew a big diamond! Point to it.

Repeat after me: Big diamond.

Now look for the small star. Can you find it?

Repeat after me: Small star.

There is a small diamond too. Where is it?

Repeat after me: Small diamond.

Now I will say a shape. Listen and point.

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 2.4C–2.4D Big and Small Shapes

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 46–47 Phase: ESA (STUDY) Aim To compare sizes of geometric shapes Skill Tags Language practice Penmanship Vocabulary big, small, diamond, star, square, triangle, circle Functional Language This is a big circle. Is this a small circle? Yes. / No. What is this? A big circle. Materials Flashcards no.: 37, 38, 39, 40, 41, 42, 43 Homework N.A.


Good Morning (song)




❸❹❺❻ CLASS ACTIVITY Exercise 2.4C (page 46)


Point to the circle and ask students: What is this?

Tell students to trace the dotted line from left to right with their finger several times.

As they trace, get them to say: “Big circle. Small circle.”

Then tell them to trace the dotted line with a crayon.

Get students to point and say: “This is a big circle. This is a small circle.”

Do the same for the squares and triangles.



Do the same for the diamonds and stars. EXTENSION

Play the game “I Spy” using colors and adjectives students have learned.

For example, say: “I spy with my little eye … I see something big and green.”

Students will then try to guess what you are describing. WRAP-UP




(Point to the big circle.) What is this?

Now trace the dotted line with your finger.

What’s at the other end? A small circle.

As you trace, say: Big circle. Small circle.

Let’s do it again.

Now trace the line with a crayon to match the big circle to the small circle.

Point and repeat after me: This is a big circle. This is a small circle.

(Repeat the above for “big/small square” and “big/small triangle.”) Exercise 2.4D (page 47)

(Point to the big diamond.) What is this? (Repeat the above for “big/small diamond” and “big/small star.”) EXTENSION

Let’s play a game called “I Spy”!

I spy with my little eye … I see something big and brown. (Answer: A desk)

Who can guess what it is? WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 2.4E–2.4F Big and Small Shapes

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 48–49 Phase: ESA (ACTIVATE) Aim To compare sizes of geometric shapes Skill Tag Matching by attribute Vocabulary big, small, square, triangle, star, diamond Functional Language This is a small triangle. Is this a big square? Yes. / No. What is this? It’s a big star. Materials Flashcards no.: 37, 38, 39, 40, 41, 42, 43 Homework N.A.


Good Morning (song)




LOLLISTEPS



Ask students to point to all the triangles they can see.

Get students to trace the broken line to group them.

Then tell students to color the triangles the same color.

Next ask students to point to all the stars.

Get them to circle the stars together.

Ask students to identify the big star and small stars.

Then tell them to color the stars the same color.

Do the same for the diamonds.



Tell students that they will do the same thing as they did on the previous page – to group the same shapes.

Allow students to group the same shapes on their own.

Then check that students have grouped them correctly.

Get students to color the same shapes the same color.

When they have finished coloring, invite individual students to the front to present their work.

Encourage them to describe the shape, size, and color.

WRAP-UP




Can you show me the triangles? Good!

There are three triangles – one is big, and the others are small.

Let’s group them together by tracing the broken line.

Now color all the triangles the same color.

Let’s look for the stars. How many do you see?

Let’s group them together.

Point to the big star. Show me the small stars.

Color the stars the same color.

Now can you find the diamonds?

Circle them together.

Point to the big diamond. Show me the small ones.

Color the diamonds the same color. Exercise 2.4F (page 49)

Let’s continue on the next page.

Here you will also group the same shapes together.

Try grouping the same shapes on your own.

Done? Did you circle correctly? Let me check.

Now color the same shapes the same color.

Done? Who wants to come to the front to show us your work? Tell us about the shape, size, and color. (Sample responses, S1: This is a triangle. It is big. It is orange. S2: This is a big triangle. It is orange.)

WRAP-UP

Please stand up!




Notes / Evaluation

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Lollipop 2 Unit 3

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 This is my body!

Identifying parts of the body



Problem-solving skills

Exploring personal identity

head, shoulders, knees, toes, fingers, hand, leg, foot

2 Move your body! Following simple commands

Large motor skills

Penmanship

Language practice


Leadership and social skills development

shake, bend, clap, wiggle, toes, head, hands, knees

3 What can you do? Expressing abilities


Language practice

Penmanship

Language practice

Cross-curricular links (science)

Art experiences

Fine motor skills: cutting, folding, pasting

see, hear, smell, speak

4 Simon says …! Following commands

Playing the game – Simon Says

Large motor skills

Listening skills

Penmanship

Fine motor skills: cutting, pasting

jump, run, touch, turn around, stand up, sit down

Lollipop 2 3.1A–3.1B This is my body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 50–51 Phase: ESA (ENGAGE) Aim To identify parts of the body Skill Tag Vocabulary (familiar context) Vocabulary head, shoulders, knees, toes, fingers, hand, leg, foot Functional Language This is my head. Is this your hand? Yes. / No. What is this? My hand. Materials Flashcards no.: 44, 45, 46, 47, 48, 49, 50, 51 Homework Color pages 50–51.


Good Morning (song)




❶❷❸❹


Ask students to point to or touch their head, shoulders, knees, or toes as you mention them. Repeat.


Get them to point to Tony’s head and repeat: “Head.”

Do the same for shoulders, knees, and toes.


Ask students to show or point to their fingers, hand, leg, or foot as you mention them. Repeat.


Get them to point to Paty’s hand and repeat: “Hand.”

Do the same for fingers, leg, and foot.

EXTENSION

Sing: Head, Shoulders, Knees and Toes Head, shoulders, knees and toes, knees and toes, }x2 Eyes and ears and mouth and nose, Head, shoulders, knees and toes, knees and toes.

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, keep moving, }x3 And we’ll all be happy today! One finger, one thumb, one hand, two hands, one leg… (Cont.)

WRAP-UP




Can you show me your head?

Touch your shoulders!

Where are your knees?

Touch your toes!

Let’s do it again! (Repeat the above.)

Now open your book to page 50.

Look! Tony is at the doctor’s office for a check-up.

Where is his head? Point. Repeat after me: Head.

Where are his shoulders? Repeat: Shoulders.

Where are his knees? Repeat after me: Knees.

Can you show me his toes? Repeat after me: Toes. Exercise 3.1B (page 51)

Can you show me your fingers?

Where is your hand?

Show me your leg.

Point to your foot!

Let’s do it again! (Repeat the above.)

Look! Paty is at the doctor’s office too.

Point to her fingers. Repeat after me: Fingers.

Where is her hand? Repeat after me: Hand.

Point to her leg. Repeat after me: Leg.

Where is her foot? Repeat after me: Foot. EXTENSION

Let’s sing Head, Shoulders, Knees and Toes!

You have to touch the body part the song mentions.

Let’s sing again and faster this time!

Do you want to sing another song?

Let’s sing One Finger, One Thumb!

Follow the song and do the actions. (Demonstrate.) WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 3.1C–3.1D This is my body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 52–53 Phase: ESA (STUDY) Aim To identify parts of the body Skill Tags Logical and critical thinking skills Vocabulary head, shoulders, knees, toes, fingers, hand, leg, foot Functional Language This is my head. Is this your hand? Yes. / No. What is this? It’s my foot. Materials Flashcards no.: 44, 45, 46, 47, 48, 49, 50, 51 Homework N.A.


Good Morning (song)




❹❺❻ Note It is more significant for students to work with realia, e.g. in this case, their own bodies. Hence we strongly recommend you to first work with their own bodies, then the flashcards, and then proceed to the book to consolidate the learning. CLASS ACTIVITY Exercise 3.1C (page 52)


Direct students’ attention to the center of the page.

Ask students to point to Tony’s head.

Tell students to match by tracing the dotted arrow.

Get them to trace the broken line to complete the head.

Then get students to repeat: “This is my head.”

Ask students to point to Tony’s shoulders.

Tell students to match by tracing the dotted arrow.

Get them to trace the missing parts of the shoulders.

Then get students to repeat: “These are my shoulders.”

Do the same for Tony’s knees and foot. Exercise 3.1D (page 53)

Direct students’ attention to Paty on page 53.

Continue with the same activity as above. WRAP-UP

Sing: Head, Shoulders, Knees and Toes



CLASS ACTIVITY

Let’s stand up! Show me your head!

Show me your shoulders.

Touch your knees. Touch your toes!

Where are your eyes? Where are your ears?

Where is your mouth? Where is your nose?

Raise one hand! Show me your fingers.

Touch your leg. Where are your toes?



(Point to Tony.) Who’s this?

Tony! Can you point to his head?

Now trace the dotted line to match it to the head.

Finish the drawing of the head. Say: Head.

Repeat after me: This is my head.

Can you point to Tony’s shoulders?

Match them by tracing the dotted line.

Trace the missing parts of the shoulders.

Say: Shoulders. Repeat: These are my shoulders. (Repeat the above for “knees” and “foot.”)


(Point to Paty.) Look! Who’s this?

Paty! Can you point to her hand?

Now trace the dotted line to match it to the hand.

Finish the drawing of the hand. Say: Hand.

Repeat after me: This is my hand.

Now can you point to Paty’s fingers?

Match them by tracing the dotted line.

Finish the drawing of the fingers. Say: Fingers.

Repeat after me: These are my fingers. (Repeat the above for “leg” and “toes.”) WRAP UP


Next let’s sing One Finger, One Thumb!

Please stand up!




Notes / Evaluation

Lollipop 2 3.1E–3.1F This is my body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 54–55 Phase: ESA (ACTIVATE) Aim To identify parts of the body Skill Tags Problem-solving skills Exploring personal identity Vocabulary head, shoulders, knees, toes, fingers, hand, leg, foot Functional Language This is my head. Is this your hand? Yes. / No. What is this? My leg. Materials Flashcards no.: 44, 45, 46, 47, 48, 49, 50, 51 Homework N.A.


Good Morning (song)




❹❺❻❽ CLASS ACTIVITY Exercise 3.1E (page 54)


Explain that the puppet is missing some body parts.

Ask students which body parts are missing.

Get them to find the missing parts and match it to the puppet’s body with a crayon.

Tell students to color the puppet.

Get students to point to different parts of the puppet to review the body parts.



Tell them that they are going to draw their hands.

Demonstrate by outlining your hands on the board.

Get students to do the same in the space provided.

Then get students to count their fingers.

Get them to say: I have ten fingers.

Tell students to color the drawings of their hands.

Invite individual students to the front to present their work. Encourage them to say: “These are my fingers. I have ten fingers.”

WRAP-UP






Look! We have a puppet here. But some of its body parts are missing. Which parts are missing?

Yes! The hand, the arm, the leg, and the foot!

Let’s find the missing parts and match them to the puppet’s body. Take a crayon. Ready?

Look for the hand. Match it to the body.

Look for the arm. Match it to the body.

Where is the foot? Match it to the body.

Can you find the missing leg? Match it to the body.

Great job. Now color the puppet.

(Point to the nose.) What is this?

(Point to the toes.) What are these?

Where are his ears? Where is his mouth? Exercise 3.1F (page 55)

Everyone show me your hands!

Now we are going to draw our hands.

Look at the board. See how I draw my hands.

First I draw my left hand, then I draw my right hand.

Now draw both your hands in the space provided.

How many fingers do you have? 1, 2, 3, 4, 5!

And the other hand … 6, 7, 8, 9, 10!

Ten! We have ten fingers.

Repeat after me: I have ten fingers.

Now color your drawing.

Who wants to come up and show us your work? WRAP-UP



Please stand up!




Notes / Evaluation

Lollipop 2 3.2A–3.2B Move your body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 56–57 Phase: ESA (ENGAGE) Aim To follow simple commands Skill Tag Large motor skills Vocabulary shake, bend, clap, wiggle Functional Language Shake your head. Clap your hands. Wiggle your toes. Can you bend your knees? Materials Flashcards no.: 52, 53, 54, 55 Homework Color pages 56–57.


Good Morning (song)




❷❹❺❻ Note Remember that it is essential for students to first use their own bodies, then the flashcards, and then proceed to the book to consolidate the learning. For example:

Give simple commands and mime the actions so that students can follow you. Repeat several times.



Ask students to point to the character shaking his head.

Get students to repeat after you: “Shake.”

Ask students to point to the character bending his knees.

Get them to repeat after you: “Bend.” Exercise 3.2B (page 57)

Continue with the same presentation for clap and wiggle.

Point to any of the four characters randomly and get students to say and follow the actions.

EXTENSION

Sing: Reach for the Sky

Clap your hands, touch your toes, Turn around and put your finger on your nose. Flap your arms, jump up high, Wiggle your fingers and reach for the sky. ♪

WRAP-UP

Homework: color pages 56–57.




CLASS ACTIVITY

Let’s stand up! Repeat and follow me. Ready?

(Shake your head.) Shake your head!

(Bend your knees.) Bend your knees.

(Clap your hands.) Clap your hands!

(Wiggle your toes/fingers.) Wiggle your toes/fingers. Exercise 3.2A (page 56)

Now open your book to page 56.

Look! Tony and his friend are at the playground.

Who is shaking his head? Show me.

Repeat after me: Shake.

Let’s say together: Shake your head.

Who is bending his knees? Show me.

Repeat after me: Bend.

Let’s say together: Bend your knees. Exercise 3.2B (page 57)

Look! Paty and her friend are at the playground too.

Who is clapping her hands?

Repeat after me: Clap.

Let’s say together: Clap your hands.

Who is wiggling her toes?

Repeat after me: Wiggle.

Let’s say together: Wiggle your toes.

Now I will point and you will say and do the action. Ready? (Point to the characters randomly.)

EXTENSION

We’ll learn a new song today – Reach for the Sky!

Let’s sing and do the actions. WRAP-UP



Please stand up!




Notes / Evaluation

Lollipop 2 3.2C–3.2D Move your body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 58–59 Phase: ESA (STUDY) Aim To follow simple commands Skill Tag Penmanship Vocabulary shake, bend, clap, wiggle Functional Language Shake your head. Clap your hands. Wiggle your toes. Can you bend your knees? Materials Flashcards no.: 52, 53, 54, 55 Homework N.A.


Good Morning (song)




LOLLISTEPS

❸❹❺❼ Note

❼: Can you shake your head?



Tell students to have their crayon or pencil ready.

Ask students to point to the character bending his knees.

Get students to trace the dotted arrow from left to right several times while repeating: “Bend.”

Then get students to say: “Bend your knees.”

Do the same for “Shake your head.”



Continue with the same activity for “Clap your hands” and “Wiggle your toes.”

Give a command and get students to point to the correct picture.

WRAP UP


Sing: Reach for the Sky




Have your crayon/pencil ready.

Show me who is bending his knees? Good!

Trace the dotted line from left to right. Say: Bend.


Say with me: Bend your knees.

Now show me who is shaking his head? Tony!

Trace the dotted line and say: Shake.

Trace again and repeat.

Say with me: Shake your head. Exercise 3.2D (page 59)

Now show me who is clapping her hands?

Trace the dotted line and say: Clap.


Say with me: Clap your hands.

What is the last one? Wiggle!

Trace the dotted line and say: Wiggle.

Trace again and repeat.

Say with me: Wiggle your toes.

Now listen and point to the correct picture.

Shake your head! / Bend your knees! / Wiggle your toes! / Clap your hands!

WRAP-UP


Next let’s sing Reach for the Sky!

Please stand up!




Notes / Evaluation

Lollipop 2 3.2E–3.2F Move your body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 60–61 Phase: ESA (ACTIVATE) Aim To follow simple commands Skill Tags Language practice Leadership and social skills development Vocabulary shake, bend, clap, wiggle, toes, head, hands, knees Functional Language Shake your head. Clap your hands. Wiggle your toes. Can you bend your knees? Materials Flashcards no.: 52, 53, 54, 55; (Body parts) 44, 46, 49, 51 Homework N.A.


Good Morning (song)




LOLLISTEPS

❸❹❺❻ CLASS ACTIVITY Exercise 3.2E (page 60)


Point to Tony and ask students: What is Tony doing?

Ask students: Which part of the body is he moving?

Then get them to match it to the correct picture.

Tell students to trace the outline of the head.

Get them to repeat several times: “Shake your head.”

Do the same for “Bend your knees.”/ “Clap your hands.”/ “Wiggle your toes.”



Play “Follow the Leader.”

Invite a student to be the leader.

He/She must give the commands and do the action.

The rest of the class will follow the leader.

Allow different students to come up and be the leader. WRAP-UP




(Point to Tony.) Look! What is Tony doing?

He is shaking his head!

Which part of the body is he moving? (Ss: Head.)

Let’s match “shake” and “head.”

Then trace the head.

Repeat after me: Shake your head!

(Point to the boy.) What is he doing?

Let’s look for the knees. Match “bend” and “knees.”

Then trace the knees.

Repeat after me: Bend your knees. (Repeat the above for “Clap your hands.” and “Wiggle your toes.”)


Let’s play a game – Follow the Leader!

Follow me first! Ready?

Clap your hands! / Bend your knees! / Wiggle your toes! / Shake your head!

Who wants to be the next leader?

Tell and show the class what to do.

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 3.3A–3.3B What can you do?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 62–63 Phase: ESA (ENGAGE) Aim To express abilities Skill Tag Vocabulary (familiar context) Vocabulary see, hear, smell, speak Functional Language What can you do? I can see. Can you hear? Yes. / No. Materials Flashcards no.: 56, 57, 58, 59 Homework Color pages 62–63.


Good Morning (song)




LOLLISTEPS

❷❸❹❺

Note As with the earlier themes, it is essential here for students to first use their own bodies to learn the vocabulary, and then use the flashcards, and finally proceed to the book to consolidate the learning. CLASS ACTIVITY Exercise 3.3A (page 62)


Mime the action of seeing and say: I can see.

Get students to do the same.

Then point to “see” in the book and explain, if students know the words, that she can see the butterfly.

Get students to show you “see” in the book.

Get them to repeat several times: “I can see.”

Repeat the same presentation for hear.



Repeat the same presentation for smell and speak.

Point to any of the four pictures and get students to say the correct verb.

WRAP-UP




Today we are going to learn what we can do.


(Mime the action of seeing.) I can see.

Follow me. Do this and say: I can see.

(Point to “see.”) Look! She can see the butterfly.

Now point and repeat after me: See.

Let’s say together: I can see. Again.

(Mime the action of hearing.) I can hear.

Follow me and say: I can hear.

(Point to “hear.”) Look! He can hear the bird singing.

Now point and repeat after me: Hear.

Let’s say together: I can hear. Again.


(Mime the action of smelling.) I can smell.

Follow me. Do this and say: I can smell.

(Point to “smell.”) She can smell the smelly bin.

Now point and repeat after me: Smell.

Let’s say together: I can smell. Again.

(Mime the action of speaking.) I can speak.

Follow me and say: I can speak.

(Point to “speak.”) He can speak.

Now point and repeat after me: Speak.

Let’s say together: I can speak. Again. WRAP-UP:


Please stand up!




Notes / Evaluation

Lollipop 2 3.3C–3.3D What can you do?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 64–65 Phase: ESA (STUDY) Aim To express abilities Skill Tags Language practice Penmanship Vocabulary see, hear, speak, smell Functional Language I can see. Can you smell? Yes. / No. What can you do? Hear. Materials Flashcards no.: 56, 57, 58, 59 Homework N.A.


Good Morning (song)




LOLLISTEPS

❸❹❺❻



Tell students to have their crayon or pencil ready.

Point to the first picture and say: I can see.

Get students to trace the dotted line as well as the broken line in the picture on the other side.

Get students to repeat several times: I can see.

Do the same with “I can smell”.



Continue with the same activity for “I can speak.” and “I can hear.”

WRAP-UP





(Point to “I can see.”) Look! What can you do?

Yes! I can see.

Trace the dotted line from left to right.

Let’s do it again! Repeat after me: I can see.

Can you see a butterfly? Trace this broken line too.

(Point to “I can smell.”) Look! What can you do?

Yes! I can smell.


Let’s trace again. Repeat after me: I can smell.

I can smell a smelly bin. Trace the broken line here. Exercise 3.3D (page 65)

(Point to “I can speak.”) Look! What can you do?

Yes! I can speak.


Let’s do it again! Repeat after me: I can speak.

I can say “Hi!” Trace this broken line too.

(Point to “I can hear.”) Look! What else can you do?

Yes! I can hear.


Let’s trace again. Repeat after me: I can hear.

I can hear a bird singing. Trace this broken line.

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 3.3E–3.3F What can you do?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 66–67 Phase: ESA (ACTIVATE) Aim To express abilities Skill Tags Language practice Cross-curricular links (Science) Art experiences Vocabulary see, hear, smell, speak Functional Language I can see, can you hear? Yes. / No. What can you do? I can smell with my nose. Materials Flashcards no.: 56, 57, 58, 59 Homework N.A.


Good Morning (song)




❹❺❻❼❽



Tell students to have their pencil or crayon ready.

Ask students what they can do with their ears.

Get students to look for “hear” and match it to the ears.

Get them to repeat: “I can hear with my ears.”

Next ask students what they can do with their nose.

Get students to look for “smell” and match it to the nose.

Get them to repeat: “I can smell with my nose.”

Continue with eyes/see, and then finally mouth/speak. Exercise 3.3F (page 67)

Direct students to page 209 at the back of the book to cut out the picture of the cat’s face (square).

Get students to fold the cutout according to instructions.

Direct students back to page 67.

Tell them to paste the cat’s face in the space provided.

Get students to color the pictures on the page.

Ask individual students what the cat can do.

Encourage them to point and say: “It can ….”

WRAP-UP





(Mime hearing.) What can you do with your ears? (Ss: I can hear.) Yes!

Let’s look for “hear” and match it to the ears.

Repeat after me: I can hear with my ears.

(Mime smelling.) What can you do with your nose? (Ss: I can smell.) Perfect!

Let’s look for “smell” and match it to the nose.

Repeat after me: I can smell with my nose.

(Mime seeing.) What can you do with your eyes? (Ss: I can see.) Yes!

Let’s look for “see” and match it to the eyes.

Repeat after me: I can see with my eyes.

(Mime speaking.) What can you do with your mouth? (Ss: I can speak.) Good!

Let’s look for “speak” and match it to the mouth.

Repeat after me: I can speak with my mouth. Exercise 3.3F (page 67)

Let’s turn to page 209 at the back of the book.

(Point to the cutout for 3.3F.) Cut this out along the black dotted line. You should cut out a square.

Now fold the corners like this. (Demonstrate.)

Look! It’s a cat. Let’s turn back to page 67.

Paste the cat’s face in the space here.

Color the pictures around the cat.

Done? What can the cat do? Who would like to answer? (S1: It can smell; S2: It can hear.)

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 3.4A–3.4B Simon says …!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 68–69 Phase: ESA (ENGAGE) Aims To follow commands To play the game – Simon Says Skill Tag Large motor skills Vocabulary jump, run, touch, stand up, sit down, turn around Functional Language Simon says … turn around. Materials Flashcards no.: 60, 61, 62, 63, 64, 65 Homework Color pages 68–69.


Good Morning (song)




❶❷❸❹

CLASS ACTIVITY

Begin by explaining the rules of Simon Says.

Play a round of Simon Says using the verbs students will learn in this lesson.



Ask students to show you who is jumping.

Get them to repeat: “Jump.”

Ask students to show you who is running.

Get them to repeat: Run.

Ask students to show you who is touching her head.

Get them to repeat: Touch.

Tell students to stand up and do the following on the spot: “Run! / Jump! / Touch your head/toes!”



Continue with the same presentation for “stand up,” “sit down,” and “turn around.”

WRAP-UP



CLASS ACTIVITY

Let’s play Simon Says!

If I say “Simon says… stand up,” you must stand up. But if I just say “Stand up,” do not do it, or you will be out of the game. Do it only if I say “Simon says” first. Any questions? Are you ready?

Simon says … jump! / run! / touch your head! / turn around! / sit down! / stand up!

Stand up! / Touch your head! / Jump! Exercise 3.4A (page 68)

Let’s open the book to page 68.

Can you show me who is jumping? Good!

Repeat after me: Jump.

Next, can you show me who is running?

Repeat after me: Run.

Now show me, who is touching her head?

Repeat after me: Touch.

Let’s stand up. Listen and do what I say.

Run! Jump! Touch your toes! Exercise 3.4B (page 69)

Now let’s look at the next page.

Show me, who is standing up? Good!

Repeat after me: Stand up.

Next, can you show me who is sitting down?

Repeat after me: Sit down.

Now show me, who is turning around?

Repeat after me: Turn around.

Let’s stand up. Listen and do what I say.

Sit down! Stand up! Turn around! WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 3.4C–3.4D Simon says …!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 70–71 Phase: ESA (STUDY) Aims To follow commands To play the game – Simon Says Skill Tags Listening skills Penmanship Vocabulary touch, run, jump, sit down, turn around, stand up Functional Language Simon says … jump. Materials Flashcards no.: 60, 61, 62, 63, 64, 65 Homework N.A.


Good Morning (song)




❺❻❼❽ CLASS ACTIVITY Exercise 3.4C (page 70)


Tell students to listen and point to the correct picture.

Go in random order to test students’ listening skills.

E.g., say: “Run.” Students should point accordingly.

Tell students to trace the broken lines and then color.

As they are coloring, get them to repeat: “Run.”

Do the same for “touch” and “jump.” Exercise 3.4D (page 71)


Continue with the same activity as above, but this time, ensure that students trace in the direction of the arrows.

When students have finished coloring, go to individual students, point and ask them to say the action.

Play: Simon Says

Allow students to take turns to be Simon. WRAP-UP

Sing the good-bye song Skidamarink.



Listen and point to the correct picture. Ready?

Run. Show me “run.”

Trace the broken lines and color.

Repeat after me: Run.

Next: Touch your head. Show me “touch.”


Repeat after me: Touch.

Next: Jump. Show me “jump.”


Repeat after me: Jump. Exercise 3.4D (page 71)

Let’s continue! Sit down. Show me “sit down.”

Trace the lines downwards and color Tony.

Repeat after me: Sit down.

Next: Stand up. Show me “stand up.”

Now trace the lines upwards and color Paty.

Repeat after me: Stand up.

Next: Turn around. Show me “turn around.”

Follow the arrow to trace the lines. Then color.

Repeat after me: Turn around.

Do you remember how to play Simon Says?

Let’s play! Who wants to be Simon? WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 3.4E–3.4F Simon says …!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 72–73 Phase: ESA (ACTIVATE) Aims To follow commands To play the game – Simon Says Skill Tag Fine motor skills Vocabulary touch, run, jump, sit down, turn around, stand up Functional Language Simon says … sit down. Materials Flashcards no.: 60, 61, 62, 63, 64, 65 Scissors Glue Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻ CLASS ACTIVITY Exercise 3.4E (page 72)

Tell students what they are going to do today.


Get students to cut out the pictures for this exercise.

When they are done, get them to turn to page 72.


Get students to paste the cutouts in the correct places by saying: “Simon says … jump/touch your head/run!”


Direct students to page 211 again to cut out the remaining pictures for this exercise.



Get them to paste the cutouts in the correct places by saying: “Simon says … sit down/ stand up/ turn around.”

Invite individual students to the front to present their work. Get them to point and say the action.

Tell students to color the background on both pages. WRAP-UP



Today we are going to cut and paste some pictures.

Turn to page 211 at the back of your book.

Let’s look for “jump,” “touch,” and “run.”

Cut them out carefully.

Done? Let’s turn to page 72.

Have your cutouts and glue ready. (Guide students by pointing to the correct places.)

Simon says … jump! Paste the correct picture here.

Simon says … touch your head! Paste it here.

Simon says … run! Paste the last picture here. Exercise 3.4F (page 73)

Let’s go back to page 211 at the back of your book.

Cut out “sit down,” “stand up,” and “turn around.”

Done? Now turn back to page 73.

Let’s continue! Have your cutouts and glue ready. (Guide students by pointing to the correct places.)

Simon says … sit down! Paste the picture here.

Simon says … stand up! Paste the picture here.

And finally, Simon says …? Turn around! Paste the last picture here.

Who wants to come up and show us your work?

Point and tell us what Simon said. Good job!

Color the pictures on both pages. WRAP-UP

Please stand up!




Notes / Evaluation

Lo

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2

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3

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1)

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he

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.

3)

Where

is y

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no. 4

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:

Lollipop 2 Unit 4

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 This is my family!

Identifying family members


Penmanship

Language practice

Fine motor skills: cutting, pasting, coloring

Family values

mother, father, brother, baby, sister, Christmas

2 We can do many things! Expressing abilities in family members

Communicative: vocabulary (familiar context)

Language practice

Penmanship



sing, play, dance, ride a bike, skate

Lollipop 2 4.1A–4.1B This is my family! CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 74–75 Phase: ESA (ENGAGE) Aim To identify family members Skill Tag Vocabulary (familiar context) Vocabulary mother, father, brother, sister, baby Functional Language This is mother. Is this brother? Yes. / No. Who is this? Father. Materials Flashcards no.: 66, 67, 68, 69, 70, 71 Homework Color pages 74–75.


Good Morning (song)






Explain briefly what is going on in the picture.

Ask students to point to father.

Get them to repeat after you: “He is father.”

Continue with the same presentation for mother.

Then point to either and ask students: “Who is this?”

The students should answer accordingly. Exercise 4.1B (page 75)


Ask students to describe what is going on in this picture.

Point to brother and ask students to identify who he is.

Ask students to point to brother.

Get them to repeat after you: “He is brother.”

Continue with the same presentation for sister and baby.

Go to individual students, point to any family member, and ask: “Who is this?”

EXTENSION

Sing: Jingle Bells

( Jingle bells, jingle bells, jingle all the way! Oh what fun it is to ride in a one-horse open sleigh! ) x2 Dashing through the snow, in a one horse open sleigh, O’er the fields we go, laughing all the way, Bells on bob tail ring, making spirits bright, What fun it is to laugh and sing a sleighing song tonight! ♪

WRAP-UP




Christmas is coming!

Do you have Christmas decorations at home?


Look! This family is getting ready for Christmas! (Point to father/mother.) Father is putting up the Christmas tree and mother has the decorations.

Where is father? Show me father in your book.

Repeat after me: He is father.

Where is mother? Show me.

Repeat after me: She is mother.

(Point to either.) Who is this? Exercise 4.1B (page 75)

Look! Who else is at home? What are they doing?

(Point to brother.) Who is this? Brother!

Now, can you point to brother in your book?

Repeat after me: He is brother.

(Point to sister.) And who is this girl? Sister!

Point to sister in your book.

Repeat after me: She is sister.

(Point to baby.) And here’s a little baby!

Show me the baby in your book.

Repeat after me: She is the baby.

(Point to any family member.) Who is this? EXTENSION

Let’s sing a Christmas song – Jingle Bells! WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 4.1C–4.1D This is my family! CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 76–77 Phase: ESA (STUDY) Aim To identify family members Skill Tag Penmanship Vocabulary mother, father, brother, sister, baby Functional Language This is mother. Is this brother? Yes. / No. Who is this? Sister. Materials Flashcards no.: 66, 67, 68, 69, 70, 71 Homework N.A.


Good Morning (song)






Ask students to have their crayon or pencil ready.

Point to the first picture and ask students who he is.

Get them to trace the dotted arrow from left to right several times while repeating: “He is father.”

Do the same with mother.


Continue with the same activity on page 77.

Point to the first picture and ask students who he is.

Get them to trace the dotted arrow from top to bottom several times while repeating: “He is brother.”

Do the same for sister and baby.

Then get students to color the pictures on both pages.

As they are coloring, go to individual students and ask them to identify the family members.

Encourage them to say: “He is/ She is ….” WRAP-UP

Sing: Jingle Bells




Have your pencil/crayon ready.

(Point to father.) Who is this?

Let’s trace the dotted line from left to right.

Repeat after me: He is father. Trace and say again.

(Point to mother.) Who is this?


Repeat: She is mother. Trace and say again.


(Point to brother.) Who is this?

Let’s trace the dotted line from top to bottom.

Repeat after me: He is brother. Again.

(Point to sister.) Is this mother or sister?

Trace the dotted line with your pencil.

Repeat after me: She is sister. Let’s do it again.

And where is the baby?

Trace the dotted line from top to bottom.

Repeat after me: She is the baby. Again.

Now color the picture on both pages.

(Go to individual students.) Who is this? (S1: Brother.) Say: He is brother.

WRAP UP

Please stand up!

Let’s sing Jingle Bells!




Notes / Evaluation

Lollipop 2 4.1E–4.1F This is my family! CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 78–79 Phase: ESA (ACTIVATE) Aim To identify family members Skill Tags Language practice Fine motor skills Family values Vocabulary mother, father, brother, sister, baby Functional Language This is mother, He is father. Is this mother? Yes. / No. Who is this? She is mother. Materials Flashcards no.: 66, 67, 68, 69, 70, 71 Scissors Glue Homework N.A.


Good Morning (song)






Direct them to page 213 at the back of the book.

Tell them to cut out the pictures of the family members.


Tell them to have their cutouts and glue ready.

Get students to paste the cutouts in the correct places by allowing them to guess from the “shadows.”

Then invite individual students to the front to present and describe the picture.

Encourage them to say: “He is father. She is mother. ….”



Explain briefly what the picture is about.

Tell students to color the picture freely.

When they have finished coloring, invite individual students to the front to present their work.

This time, encourage students to say: “This is father. This is mother. …. We celebrate Christmas together!”

If it is possible, allow students to talk about how they celebrate Christmas at home.

WRAP-UP

Sing: Jingle Bells



We are going to cut and paste some beautiful pictures of the family members.


(Point to cutouts for 4.1E.) Cut these out carefully.

Done? Now turn to page 78.

Have your cutouts and glue ready.

(Point to brother’s spot.) Who do you think is?

Brother! Yes! Paste his picture here.

(Point to sister’s spot.) What do you think this is?

Sister! Look for the correct cutout and paste it here.

(Point to father’s spot.) What do you think this is?

That’s right! Paste his picture here.

(Point to mother’s spot.) And who else is there?

Mother and the baby! Paste the last cutout here.

Who wants to come to the front to show us your picture of the family?

Tell the class who’s in the picture.

Remember to say: He is …. / She is ….


Look! Here’s another nice photo of the family!

It’s Christmas! We celebrate Christmas together.

Repeat after me: We celebrate Christmas together!

Color this picture as you wish. Make it beautiful.

Who’s finished? Do you want to come to front to show us your work? Describe the picture.

Say: This is father. This is ….

End by saying: We celebrate Christmas together!

How do you celebrate Christmas at home? WRAP-UP

Please stand up!

Let’s sing Jingle Bells!




Notes / Evaluation

Lollipop 2 4.2A–4.2B We can do many things! CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 80–81 Phase: ESA (ENGAGE) Aim To express ability in family members Skill Tag Vocabulary (familiar context) Vocabulary dance, sing, play, ride a bike, skate Functional Language Mother can dance. Can father sing? Yes. / No. What can brother do? He can ride a bike. Materials Flashcards no.: 72, 73, 74, 75, 76; (Family members) 66–70 Homework Color pages 80–81.


Good Morning (song)




❹❺❼ Note

❼: Can you dance? CLASS ACTIVITY Exercise 4.2A (page 80)


Explain what is going on in the picture.

Point to father and ask students what father can do.

Tell them to point to father in the book.

Get them to repeat after you: “Father can sing.”

Repeat each sentence several times.

Continue with the same presentation for “Mother can dance.” and “The baby can play.”


Direct students attention to page 81.

Explain what is going on in the picture.

Continue with the same presentation for “Brother can ride a bike.” and “Sister can skate.”

Ask individual students what each family member can do.

EXTENSION

Ask students what they can do.

Encourage them to say: “I can ….”

If they can sing or dance, invite them to perform in front of the class.

WRAP-UP


Sing: Jingle Bells




Look! Who’s at home? (Ss: Father! Mother! Baby!)

Yes! And they can do many things!

(Point to father.) What can father do? He can sing!

Repeat after me: Father can sing.

(Point to mother.) What can mother do?

Repeat after me: Mother can dance.

(Point to the baby.) What can the baby do?

Repeat after me: She can play. Exercise 4.2B (page 81)

Look! Brother and sister are outside playing.

(Point to brother.) What can brother do?

Repeat after me: Brother can ride a bike.

(Point to sister.) What can sister do?

Repeat after me: Sister can skate.

What can mother/father/baby/sister/brother do?

EXTENSION

What about you? What can you do?

Can you sing? Say with me: I can sing. (Repeat the above for other verbs if necessary.)

Would you like to sing a song for us? WRAP-UP


Please stand up!

Let’s sing a Christmas song – Jingle Bells!




Notes / Evaluation

Lollipop 2 4.2C–4.2D We can do many things! CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 82–83 Phase: ESA (STUDY) Aim To express abilities in family members Skill Tags Language practice Penmanship Vocabulary dance, sing, play, ride a bike, skate Functional Language Mother can dance. Can father sing? Yes. / No. What can brother do? Materials Flashcards no.: 72, 73, 74, 75, 76; (Family members) 66–70 A paper with “can” written in big letters Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻❼ Note

❼: Can you sing?

CLASS ACTIVITY

Get three volunteers and allow students to take turns.

Hand the “father” flashcard to S1, the “can” flashcard to S2, and the “sing” flashcard to S3.

They should hold the flashcards in front of them at chest-level so the class can see them clearly.

Get students to read the flashcards from left to right as they repeat after you: “Father can sing.”

Repeat with different flashcards for the following: “Mother can dance.” / “Sister can skate.” / “Brother can ride a bike.” / “The baby can play.”



Ask students to identify each family member.

Then ask students what he/she can do.

For example, point to the baby and ask: “Who is this?”

Then ask students what the baby can do.

Get students to trace the dotted arrow from left to right several times while repeating: “The baby can play.”

Do the same for “Sister can skate.” and “Brother can ride a bike.”


Do the same for “Father can sing.” and “Mother can dance.”

WRAP UP

Sing: Jingle Bells


CLASS ACTIVITY

Who wants to come to the front to help me?

(Hand the flashcards to S1, S2, and S3.) Thank you! Hold these flashcards and face the class.

(Point to the “father” flashcard.) Who is this?

(Point to the “sing” flashcard.) What can father do?

Now let’s read together: Father can sing. (Change the flashcards and continue with the other members and their abilities.)


Now open you book to page 82.

(Point to the baby.) Who is this? Baby!

What can the baby do? She can play!

Let’s trace the dotted line from left to right and say: The baby can play.

Trace and repeat again. (Repeat the above for “Sister can skate.” and “Brother can ride a bike.”) Exercise 4.2D (page 83)

(Point to father.) Look! Who do we have here?

What can father do? He can sing!

Trace the dotted line carefully from left to right.

Repeat after me: Father can sing.

Let’s trace and repeat again. (Repeat the above for “Mother can dance.”) WRAP-UP

Please stand up!





Notes / Evaluation

Lollipop 2 4.2E–4.2F We can do many things! CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 84–85 Phase: ESA (ACTIVATE) Aim To express abilities in family members Skill Tags Matching by attribute Logical and critical thinking skills Vocabulary dance, sing, play, ride a bike, skate Functional Language Mother can dance. Can father sing? Yes. / No. What can brother do? He can ride a bike. Materials Flashcards no.: 72, 73, 74, 75, 76; (Family members) 66–70 Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻❼❽ CLASS ACTIVITY Exercise 4.2E (page 84)


Get students to identify each family member.

Encourage them to say: “He is …. / She is ….”

For example, point to father and ask: “Who is this?”

Then ask students what father can do.

Tell them to match father to the correct picture.

Get students to repeat: Father can sing.

Do the same for mother, brother, sister, and baby.



Point to the happy and sad faces. Explain that if the answer is “no” they will circle the sad face; if the answer if “yes” they will circle the happy face.

Allow students to answer the questions on their own.

Do not say out the answers at this point yet.

Then check that students have answered correctly.

Go through the questions and answers again.

Tell students to color the pictures freely.

WRAP-UP

Sing: Jingle Bells




(Point to father.) Look! Who is this? Say: He is ….

What can father do? He can sing!

Look for “sing.” Match father to the correct picture.

Let’s say together: Father can sing.

(Point to mother.) Who is this? Say: She is ….

What can mother do? She can dance!

Now match mother to the correct picture. (Repeat the above for brother, sister, and baby.) Exercise 4.2F (page 85)

Let’s look at page 85. Look and listen carefully.

(Point to .) What is this? A happy face!

(Point to .) And what is this? A sad face.

Now I am going to ask you some questions.

If the answer is YES, circle the happy face.

If the answer is NO, circle the sad face.

Do not say out the answers yet.

Ready? 1. Can father skate? (No.) 2. Can brother ride a bike? (Yes.) 3. Can sister dance? (No.) 4. Can mother sing? (No.) 5. Can the baby play? (Yes.)

Did you circle correctly? Let me check.

Let’s go through the questions and answers again! (Repeat questions and say out the answers this time.)

Now color the pictures.

WRAP-UP

Please stand up!





Notes / Evaluation

Lo

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6–7

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Lollipop 2 Unit 5

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 My Father’s Healthy

Breakfast

Identifying food eaten at breakfast



Penmanship



milk, oatmeal, bananas, eggs, ham, breakfast

2 My Sister’s School Lunch Identifying food eaten at lunch


Fine motor skills: tracing, coloring, pasting

Penmanship


Logical thinking skills

sandwich, soup, salad, apple, cookies, lunch

3 My family eats dinner together!

Identifying food eaten at dinner

Classifying food for breakfast, lunch, and dinner



Penmanship


Sorting and classifying

chicken, gelatin, meat, hamburger, fries, dinner

4 Healthy Habits Learning and describing healthy habits

Communication: vocabulary (personal experiences)

Cross-curricular links (health)

Listening skills

Fine motor skills: tracing, cutting, pasting

wash your hands, wash your face, brush your teeth, comb your hair, take a shower

Lollipop 2 5.1A–5.1B My Father’s Healthy Breakfast CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 86–87 Phase: ESA (ENGAGE) Aim To identify food eaten at breakfast Skill Tag Vocabulary (familiar context) Vocabulary milk, oatmeal, bananas, eggs, ham Functional Language What is this? It’s a banana. Is this ham or oatmeal? Oatmeal. Is this oatmeal? Yes. / No. Materials Flashcards no.: 77, 78, 79, 80, 81, 82 Homework Color pages 86–87.


Good Morning (song)






Introduce what students will learn today.

Explain to students what breakfast is.

Tell students that father eats a very healthy breakfast.

Get students to point to the milk.

Then get them to repeat: “This is milk.”

Continue with the same presentation for oatmeal and banana, and repeat each sentence several times.

Go through the words again by asking students: “What does father have for breakfast?”

Then point and get students to answer accordingly: “Father has … for breakfast.”



Ask students what else father has for breakfast.

Continue with the same presentation for eggs and ham. EXTENSION

Ask students what they have for breakfast.

Get them to answer: “I have … for breakfast.” WRAP-UP




Today, we are going to learn some breakfast food!

What is breakfast? It is what we eat in the morning.

Look! Who’s this? Father! He is having breakfast.

Father likes his breakfast to be very healthy!

Now let’s see what father has for breakfast.

Show me the milk.

Repeat after me: This is milk.

Next point to the oatmeal.

Repeat after me: This is oatmeal.

Where are the bananas?

Repeat after me: These are bananas.

What does father have for breakfast?

(Point to the milk/oatmeal/bananas.) Say: Father has milk/oatmeal/bananas for breakfast.


Look! What else does father have for breakfast?

Can you show me the eggs?

Repeat after me: These are eggs.

Can you point to the ham?

Repeat after me: This is ham.

What else does father have for breakfast?

(Point to eggs/ham.) Say: He has eggs/ham for breakfast.

EXTENSION

What about you? What do you have for breakfast?

Say: I have … for breakfast! WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 5.1C–5.1D My Father’s Healthy Breakfast CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 88–89 Phase: ESA (STUDY) Aim To identify food eaten at breakfast Skill Tags Fine motor skills Penmanship Vocabulary milk, oatmeal, bananas, eggs, ham Functional Language What is this? Oatmeal. Is this oatmeal or ham? Ham. When do you have oatmeal? At breakfast. Materials Flashcards no.: 77, 78, 79, 80, 81, 82 Homework N.A.


Good Morning (song)




❹❺❻❽ CLASS ACTIVITY Exercise 5.1C (page 88)


Point to the milk and ask students what it is.

Tell them to trace the missing parts of the picture.

Get students to color the word and repeat: “Milk.”

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

Get students to say: “This is milk.”

Do the same for oatmeal. Exercise 5.1D (page 89)


Continue with the same activity for ham, eggs, and bananas.


As they are coloring, go to individual students, point to any picture and ask: “What is this? / What are these?”

Students should answer accordingly. EXTENSION

Invite individual students to come up and without speaking, draw on the board what they have for breakfast. The class will then try to guess.

Alternatively, assign students the food item to draw.

Get students to say together: “[Name of student] has … for breakfast!”

WRAP-UP




(Point to the milk.) Look! What is this? Milk!

Now trace the missing parts to finish the picture.

(Point to .) Color the word “milk” carefully and say: Milk. Say together: This is milk.

(Repeat the above for “oatmeal.”)


(Point to the ham.) What is this? Ham!

Trace the missing parts of the ham.

(Point to .) Color the word “ham” carefully and say: Ham. Let’s say together: This is ham.

(Point to the eggs.) What are these? Eggs!

Follow the broken lines to trace the eggs.

(Point to .) Color the word “eggs” carefully and say: Eggs. Let’s say together: These are eggs.

(Repeat the above for “bananas.”)


(Go to individual students and point to any food item.) What is this? / What are these? (S1: This is …. / S2: These are ….)

EXTENSION

Now let’s guess what our friends have for breakfast.

Who would like to come up first?

Draw on the board what you have for breakfast. Remember, no speaking.

Who knows the answer?

Say: [Name of student] has … for breakfast!

Good job! Now who would like to go next? WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 5.1E–5.1F My Father’s Healthy Breakfast CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 90–91 Phase: ESA (ACTIVATE) Aim To identify food eaten at breakfast Skill Tags Matching by attribute Problem-solving skills Vocabulary milk, oatmeal, bananas, eggs, ham Functional Language What is this? Oatmeal. Is this oatmeal or ham? Ham. When do you have oatmeal? At breakfast. Materials Flashcards no.: 77, 78, 79, 80, 81, 82 Homework N.A.


Good Morning (song)




❹❺❻❽



Get them to identify the food items on this page.

In the order that students answer, get them to match the pictures, trace the broken lines, and color the pictures.

Check that students have matched correctly.

Go to individual students, point to any food item, and ask: “When do you have …?”

Students should answer: “At breakfast. / I have … for breakfast.”



Explain that father is looking for his breakfast and that they need to help him find his breakfast food.

Get students to find the way with their finger first.

Once they have found the way, tell them to trace the way with a crayon/pencil.

Then ask students what father is having for breakfast.

Get students to color the pictures freely. WRAP-UP




Look! These are the food we eat at … breakfast!

What do we have here? (Go in the order that students answer.)

(For example, Ss: Milk!) Good! Now look for the other milk and match them.

Trace the broken lines to complete the picture.

Done? Now color both pictures of the milk.

Repeat after me: We have milk at breakfast.

What else is there? (Repeat the above for the remaining four items.)

Did you match correctly? Let me check.

(Go to individual students.) When do you have milk/oatmeal/ham/eggs/bananas? (S1: At breakfast. / S2: I have … for breakfast.)


Look! Who is this? Father!

Father is looking for his breakfast!

Can you help him find his breakfast food?

Use your finger to find the first way.

Have you found the way? Now use a crayon to help father get to his breakfast.

What’s for breakfast? (Ss: Milk and oatmeal.)

Well done! Now color the pictures.

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 5.2A–5.2B My Sister’s School Lunch CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 92–93 Phase: ESA (ENGAGE) Aim To identify food eaten at lunch Skill Tag Vocabulary (familiar context) Vocabulary sandwich, soup, salad, apple, cookies Functional Language What is this? It’s soup. Is this a sandwich? Yes. / No. Do you like cookies? Yes. / No. Materials Flashcards no.: 83, 84, 85, 86, 87, 88 Homework Color pages 92–93.


Good Morning (song)







Explain to students what lunch is.

Tell students that sister eats her lunch at school.

Get students to point to the sandwich.

Then get them to repeat: “This is a sandwich.”

Continue with the same presentation for soup and salad, and repeat each sentence several times.

Go through the words again by asking students: “What does sister have for lunch?”

Then point and get students to answer accordingly: “Sister has … for lunch.”



Tell students that brother is giving her more food.

Then continue with the same presentation for apple and cookies.

EXTENSION

Ask students what they have for lunch.

Get them to answer: “I have … for lunch.” WRAP-UP




Open the book to page 92.

Today, we are going to learn food we eat at lunch!

What is lunch? It is what we eat in the afternoon.

Have you had your lunch? (Ss: Yes! / No!)

Look! Sister is eating her lunch at school!

What does she have for lunch? Let’s have a look.

Point to the sandwich.

Repeat after me: This is a sandwich.

Next look for the soup.

Repeat after me: This is soup.

Now show me the salad.

Repeat after me: This is salad.

What does sister have for lunch?

(Point to the soup/sandwich/salad.) Say: Sister has soup/a sandwich/salad for lunch.


Look! Brother is giving more food to sister.

What does he have for her?

Can you show me the cookies?

Repeat after me: These are cookies.

Where is the apple?

Repeat after me: This is an apple.

What else does sister have for lunch?

(Point to the cookies/apple.) Say: She has cookies/ an apple for lunch.

EXTENSION

What about you? What do you have for lunch?

Say: I have … for lunch! WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 5.2C–5.2D My Sister’s School Lunch CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 94–95 Phase: ESA (STUDY) Aim To identify food eaten at lunch Skill Tags Fine motor skills Penmanship Vocabulary sandwich, soup, salad, apple, cookies Functional Language These are cookies. What is this? A sandwich. Is this soup or salad? It’s soup. Materials Flashcards no.: 83, 84, 85, 86, 87, 88 Homework Find and bring clippings of lunch items from home.


Good Morning (song)




LOLLISTEPS



Ask students what they see on this page.

Ask students to look for the salad.

Get them to trace the missing parts of the picture.

Get them to color the word and repeat: “Salad.”

Note that students may not know the alphabet yet.

Then get students to say: “This is salad.”

Do the same for soup and sandwich.



Continue with the same activity for cookies and apple.


As they are coloring, go to individual students, point to any picture and ask: “What is this? / What are these?”


Invite individual students to come up and without speaking, draw on the board what they have for lunch. The class will then try to guess.


Get students to say together: “[Name of student] has … for lunch!”

WRAP UP

Homework: Find and bring clippings of lunch items from home to work with for the next class.




Look! What do we have here? Good!

Are these for lunch or for breakfast? (Ss: Lunch!)

First, let’s look for the salad.

Trace the missing parts of the picture.

(Point to .) Color the word “salad” carefully and say: Salad. Let’s say together: This is salad.

Next, point to the soup. (Repeat the above for “soup” and “sandwich.”) Exercise 5.2D (page 95)

Where are the cookies?

Trace the broken lines carefully to see the cookies.

(Point to .) Color the word “cookies” and say: Cookies. Say together: These are cookies.

What else is there? An apple!

Trace the broken lines to draw the apple.

(Point to .) Color the word “apple” carefully and say: Apple. Let’s say together: This is an apple.


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

EXTENSION

Now let’s guess what our friends have for lunch.


Draw on the board what you have for lunch.


Say together: [Name of student] has … for lunch!

Very good! Now who would like to go next? WRAP-UP

For homework, you must cut out pictures of food we have for lunch from newspapers or supermarket advertisements. We will need the clippings of lunch food for the next class. Do not forget to bring them!

Please stand up!




Notes / Evaluation

Lollipop 2 5.2E–5.2F My Sister’s School Lunch CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 96–97 Phase: ESA (ACTIVATE) Aims To identify food eaten at lunch To describe what one has for lunch Skill Tags Language practice in everyday context Logical thinking skills Vocabulary sandwich, soup, salad, apple, cookies Functional Language What is this? A sandwich. Is this a sandwich or soup? Soup. Is this a salad? Yes. / No. Materials Flashcards no.: 83, 84, 85, 86, 87, 88 Homework N.A.


Good Morning (song)




LOLLISTEPS


❼: Do you have a sandwich? / Do you like sandwiches?



Tell students to choose what sister has for lunch.

Starting with the soup, point and ask students: “Does sister have soup for lunch?”

If the answer is yes, get students to color it.

If the answer is no, tell them not to color it.

Continue with the oatmeal, milk, salad, eggs, and sandwich. You may do so in any order.

Then invite individual students to come to the front to tell the class what Sister has for lunch.

Encourage them to say: “Sister/She has … for lunch.”



Get them to paste clippings of what they have for lunch.

If students did not bring any clippings, get them to draw.

Then invite individual students to come to the front and tell the class what they have for lunch.

Encourage them to say: “I have … for lunch.” EXTENSION

For every lunch item presented, ask students if they like to have that for lunch.

Get them to say: “I like to have ….” WRAP UP




(Point to sister.) Look! Who’s here? Sister.

Does sister have all of these for lunch? No!

Let’s see what sister has for lunch.

If you see something sister has for lunch, color it.

If not, do not color it. Are you ready? Let’s start!

Does sister have soup for lunch? Yes! Color it!

Does she have oatmeal for lunch? No! Don’t color it.

Does she have milk for lunch? No! Don’t color it.

Does she have salad for lunch? Yes! Color it.

Does she have eggs for lunch? No! Don’t color it.

Does she have a sandwich for lunch? Yes! Color it.

Now who wants to come to the front to tell us what sister has for lunch? You may say: Sister has soup, salad, and a sandwich for lunch!!


What about you? What do you have for lunch?

Did you bring your clippings of lunch food today?

Take them out and put them in front of you.

Now choose what you have for lunch.

Then paste them on the big plate here.

If you did not bring any clippings, you may draw what you have for lunch on the plate.

Done? Who wants to come to the front and tell us what you have for lunch?

Say: I have … for lunch. Excellent! EXTENSION

Do you like to have … for lunch?

Yes? Say: I like to have … for lunch. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 5.3A–5.3B My family eats dinner together! CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 98–99 Phase: ESA (ENGAGE) Aim To identify food eaten at dinner Skill Tag Vocabulary (familiar context) Vocabulary chicken, meat, gelatin, hamburger, fries Functional Language What is this? It’s chicken. Is this chicken or meat? It’s chicken. Is this gelatin? Yes. / No. Materials Flashcards no.: 89, 90, 91, 92, 93, 94 Homework Color Pages: 98–99.


Good Morning (song)




LOLLISTEPS




Explain to students what dinner is.

Tell them that a family usually has dinner together.

Get students to point to the chicken.

Then get them to repeat: “This is a chicken.”

Continue with the same presentation for meat and gelatin, and repeat each sentence several times.

Go through the words again by asking students: “What do we have for dinner?”

Then point and get students to answer accordingly: “We have … for dinner.”



Continue with the same presentation for hamburger and fries.

WRAP-UP





We already know what we have for breakfast and lunch. Today we are going to learn about dinner!

What is dinner? It is what we eat in the evening.

This is usually when the family eats together.

Look! Father, mother, sister, brother, and the baby are having dinner together!

Repeat after me: My family eats dinner together!

What do we eat for dinner? Let’s have a look!

Point to the chicken.

Repeat after me: This is chicken.

Show me the meat.

Repeat after me: This is meat.

Next point to the gelatin.

Repeat after me: This is gelatin.

So what do we have for dinner?

(Point to the chicken/meat/gelatin.) Say: We have chicken/meat/gelatin for dinner.


(Point to the hamburger.) Look! This looks delicious! What is it? A hamburger!

Repeat after me: This is a hamburger.

(Point to the fries.) And what are these? Fries!

Now show me the fries.

Repeat after me: These are fries.

(Point to the hamburger/fries.) Say: We have hamburger/fries for dinner.

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 5.3C–5.3D My family eats dinner together! CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 100–101 Phase: ESA (STUDY) Aim To identify food eaten at dinner Skill Tags Fine motor skills Penmanship Vocabulary chicken, meat, gelatin, hamburger, fries Functional Language This is a hamburger. What is this? Meat. Is this chicken or meat? Chicken. Materials Flashcards no.: 89, 90, 91, 92, 93, 94 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽

Note

❼: Do you have chicken? / Do you like chicken?



Ask students what they see on this page.

Ask students to look for the meat.

Get them to trace the missing parts of the meat.

Tell get them to color the meat.

Next tell them to color the word and repeat several times: “Meat.”

Remember that students do not know the alphabet yet.

Then get students to say: “This is meat.”

Do the same for chicken and gelatin. Exercise 5.3D (page 101)


Continue with the same activity for fries and hamburger. EXTENSION

Invite individual students to come up and without speaking, draw on the board what they have for dinner. The class will then try to guess.


Get students to say together: “[Name of student] has … for dinner!”

WRAP-UP




What do we have here? Dinner food! Excellent!

What are they? Yes! Meat, chicken, and gelatin.

Let’s start with the meat. Look for the meat.

Trace the meat. Then color it.

(Point to .) Color the word “meat” carefully and say: Meat. Let’s say together: This is meat.

Next, point to the chicken. (Repeat the above for “chicken” and “gelatin.”) Exercise 5.3D (page 101)

What else do we have for dinner? Excellent!

Show me the fries.

Trace the broken lines to see all the fries and color.

(Point to .) Color the word “fries” carefully and say: Fries. Let’s say together: These are fries.

Show me the hamburger.

Trace the missing parts of the hamburger and color.

(Point to .) Color the word “hamburger” carefully and say: Hamburger. Let’s say together: This is a hamburger.

EXTENSION

Now let’s guess what our friends have for dinner.


Draw on the board what you have for dinner.


Say together: [Name of student] has … for dinner!

Very good! Now who would like to go next? WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 5.3E–5.3F My family eats dinner together! CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 102–103 Phase: ESA (ACTIVATE) Aims To identify food eaten at dinner To classify food for breakfast, lunch, and dinner Skill Tags Language practice in everyday context Sorting and classifying Vocabulary chicken, meat, gelatin, hamburger, fries Functional Language This is a hamburger. What is this? A hamburger. Is this a hamburger? Yes. / No. When do you have a hamburger? At dinner. Materials Flashcards no.: 89, 90, 91, 92, 93, 94 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼ Do you have a hamburger? / Do you like hamburger?



Ask students what food items there are.

Explain to students what they are going to do.

Starting with the gelatin, point and ask students: “Do we have gelatin for dinner?”

If the answer is yes, get students to color it.

If the answer is no, tell them not to color it.

Continue with the milk, hamburger, sandwich, and chicken. You may do so if any order.

Then invite individual students to come to the front to tell the class what is eaten at dinner time.

Encourage them to say: “We have … for dinner.”



Tell them to take out their red, blue, and green crayons.

Tell them that they are going to circle the breakfast food with the red crayon, the lunch food with the green crayon, and the dinner food with the blue crayon.

Check that students have circled the food correctly.

WRAP-UP




Look! We have a lot of food here! What are they?

It is evening. The family is going to have dinner!

What does the family have for dinner?

Let’s look at the food one by one. If it is a dinner food, color it. If not, do not color it. Ready?

Do we have gelatin for dinner? Yes! Color it!

Do we have milk for dinner? No! Don’t color it.

Do we have hamburger for dinner? Yes! Color it.

Do we have a sandwich for dinner? No!

Do we have chicken for dinner? Yes! Color it!

Now who wants to come to the front and tell us what food we have for dinner? You may say: We have chicken, hamburger, and gelatin for dinner.


Have your red, blue, and green crayons ready.

We are going to circle the breakfast food red, the lunch food green, and the dinner food blue. Ready?

(Point to the meat.) What is this? Meat! When do we have meat? At dinner! Circle it with the blue crayon.

What other dinner food can you see? (Ss: Fries! Chicken!) Perfect! Now circle them in blue too.

(Point to the eggs.) What are these? Eggs! When do we have eggs? At breakfast! Circle them in red.

What else do we have for breakfast? (Ss: Milk! Oatmeal!) Great! Circle them in red too.

(Point to the salad.) Now what is this? Salad! And when do we have salad? At lunch! Circle in green.

What else do we have for lunch? (Ss: Sandwich! Soup!) Good! Circle them in green too!

Did you circle them correctly? Excellent!

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 5.4A–5.4B Healthy Habits

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 104–105 Phase: ESA (ENGAGE) Aim To learn and describe healthy habits Skill Tags Vocabulary (personal experiences) Cross-curricular (health) Vocabulary wash your hands, wash your face, brush your teeth, comb your hair, take a shower Functional Language Do you wash your hands? Yes. What do you do? I wash my hands. Materials Flashcards no.: 95, 96, 97, 98, 99 Homework Color pages 104–105.


Good Morning (song)







Ask students to look for father.

Ask them what father is doing.

Get students to repeat: “Wash your hands.”

Get them to mime the action while repeating the words.

Continue with the same presentation for “wash your face” and “brush your teeth.”



Continue with the same presentation for “comb your hair” and “take a shower.”

EXTENSION

Sing: This is the Way …

Use the healthy habits.

Encourage students to mime 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 brush my teeth… This is the way I comb my hair… This is the way I take a shower…

WRAP-UP





Look! These are photos of the family members.

They are all doing different things. These photos show us what we must do every day to be healthy!

These are called healthy habits.

Let’s see what each family member is doing.

Where is Father? What is father doing?

Father says “wash your hands.”

How do you wash your hands? (Mime washing hands.) Now do this and repeat: Wash your hands.

Where is mother? What is she doing?

Mother says “wash your face.”

Repeat after me: Wash your face.

Now show me how you face your face and repeat!

Where is the baby? What is the baby doing?

The baby says “brush your teeth.”

Pretend you have a toothbrush.

Brush your teeth and repeat: Brush your teeth. Exercise 5.4B (page 105)

Look at sister! What is she doing?

Sister says “comb your hair.”

Pretend you have a comb. Show me how your comb your hair. Repeat after me: Comb your hair.

Who’s this? What is he doing?

Brother says “take a shower.”

How do you shower? Repeat: Take a shower.

Remember to do all of these things every day! EXTENSION

Let’s learn a new song – This is the Way …!

You must sing and do the actions. Ready?

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 5.4C–5.4D Healthy Habits

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 106–107 Phase: ESA (STUDY) Aim To learn and describe healthy habits Skill Tags Listening skills Word recognition Vocabulary wash your hands, wash your face, brush your teeth, comb your hair, take a shower Functional Language Do you wash your hands? Yes. What do you do? I wash my hands. You must brush your teeth. Materials Flashcards no.: 95, 96, 97, 98, 99 Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻❼❽ CLASS ACTIVITY Exercise 5.4C (page 106)


Explain that mother is telling us how to be healthy.

Point to the first picture and ask students what mother is saying. They should answer: “Comb your hair.”

Then get students to match the pictures by tracing the dotted arrow while repeating: “Comb your hair.”


Do the same for the next two pictures.

Tell students to have their crayons ready.

Get them to listen and color the pictures accordingly.

After saying each healthy habit, check that students color the correct picture.



Explain that now father is telling us how to be healthy.

Point to the first picture and ask students what father is saying. They should answer: “Wash your face.”

Then get students to match the pictures by tracing the dotted arrow while repeating: “Wash your face.”


Do the same for the last picture.

Get students to listen and color the correct pictures.

Check that students color the correct picture. WRAP-UP





Look! Mother is telling us what to do to be healthy.

Let’s look at the first picture! What do you think she is saying? (Ss: Comb your hair!) Yes!

Match the pictures by tracing the dotted line. Repeat: Comb your hair. Let’s do it again!

Now, what is mother saying? (Repeat the above for the next two pictures.)


Listen carefully to what I say. Then color the correct picture so we will remember what it is. Ready? 1. You must brush your teeth every day. 2. You must comb your hair. 3. Remember to wash your hands.


Now father is telling us what to do to be healthy!

Look at the first one! What do you think father is saying? (Ss: Wash your face!) Yes!

Match the pictures by tracing the dotted line. Repeat: Wash your face. Trace and say again!

(Repeat the above for the last picture.)

Now listen to me and color the correct picture. 1. You should take a shower every day. 2. Remember to wash your face.

WRAP-UP

Please stand up!

Remember the song we learned last lesson?

Let’s sing it – This is the Way …!




Notes / Evaluation

Lollipop 2 5.4E–5.4F Healthy Habits

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 108–109 Phase: ESA (ACTIVATE) Aim To learn and describe healthy habits Skill Tag Fine motor skills

Vocabulary wash your hands, wash your face, brush your teeth, comb your hair, take a shower Functional Language Do you wash your hands? Yes. What do you do? I wash my hands. You must wash your hands. Materials Flashcards no.: 95, 96, 97, 98, 99 Scissors Glue Homework N.A.


Good Morning (song)




LOLLISTEPS



Direct them to page 213 at back of the book.

Get students to cut out the pictures of the healthy habits.



Get students to paste the cutouts in the correct boxes.


When students are done, direct them to page 215 to cut out the remaining pictures of the healthy habits.

Then direct them back to page 109.

Get them to paste the cutouts in the correct boxes.

Invite individual students to the front to present their work. Encourage them to point to each picture and say: “You must ….”

WRAP-UP




We are going to cut and paste some picture today.

Let’s go to page 213 at the back of your book.

Look for pictures of the healthy habits.

There are three of them. Cut them out carefully.

Done? Now turn to page 108.

Have your cutouts and glue ready. (Guide students by pointing to the correct boxes.)

Look for father! What does father say? (Ss: Wash your hands.) Good! Paste this picture here.

Let’s look for the baby! What does she say? (Ss: Brush your teeth.) Right! Paste this picture here.

Who’s left? Mother! What does mother say? (Ss: Wash your face.) Yes! Now paste this picture here.



There are two more healthy habits! Can you find them? Cut them out carefully.

Done? Let’s turn back to page 109. (Guide students by pointing to the correct boxes.)

Now show me brother. What does he say? (Ss: Take a shower.) Good! Paste this picture here.

And finally, who’s left? Sister! What does she say? (Ss: Comb your hair.) Perfect! Paste this here.

Who wants to come to the front to show us your work? Tell us what we must do to stay healthy!

Point and say: You must ….

Thank you! Let’s not forget these healthy habits!

WRAP-UP

Please stand up!

Let’s sing This is the Way…!

Which healthy habit should we sing first?




Notes / Evaluation

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:

Lollipop 2 Unit 6

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 Let’s count!

Counting to ten

Expressing quantities

Communication: vocabulary (math)

Penmanship

Cross-curricular links (math)

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

2 Let’s count shapes! Counting to ten with shapes

Language practice

Cross-curricular links (math)


Number sequencing (1–10)

one–ten, circle, square, triangle, star, diamond

3 How do you feel? Describing and expressing feelings

Communication: vocabulary (personal experiences)

Fine motor skills: tracing, drawing

Penmanship

Creativity and art experiences

Visual discrimination: matching by attribute, finding the odd one out

sad, happy, scared, sleepy, angry

4 How do they feel? Describing feelings on others

Personal and social skills development


Language practice


happy, sad, sleepy, angry, scared

Lollipop 2 6.1A–6.1B Let’s count!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 110–111 Phase: ESA (ENGAGE) Aims To count to five To express quantities Skill Tags Vocabulary (math) Penmanship Vocabulary one, two, three, four, five Functional Language What number is this? One. Is this number two? Yes. / No. How many crayons are there? Five. Materials Flashcards no.: 100, 101, 102, 103, 104 Homework Color pages 110–111.


Good Morning (song)






Tell them they are going to count and write numbers.

Starting with one, get students to count the pencils.

Get them to trace over the number “1” with their finger in the direction of the arrow several times.

Then get them to trace the dotted number with a pencil.

Get them to say “one” each time they write the number.

Continue with the same presentation for two and three.



This time ask students how many crayons there are.

Continue with the same presentation for four and five. EXTENSION

Sing: Five Little Monkeys

Get five volunteers to come to the front. After each verse, get one students 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





We are going to count and write numbers today!

Let’s start with the first one.

(Point to the first pencil.) How many pencils do you see? Let’s count together: One.

There is one pencil.

Trace over the number “1” with your finger like this.

Now trace the dotted number with your pencil.

Repeat after me: One.

Let’s trace the next one and repeat: One. (Continue for the remaining three dotted number.)

Let’s look at the next one. How many pencils are there? Let’s count together: One, two!

(Repeat the above for “two” and “three.”)


Now, how many crayons do you see? Let’s count together: One, two, three, four!

There are four crayons. (Repeat the above for “four” and “five.”) EXTENSION

Let’s learn a new 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 2 6.1C–6.1D Let’s count!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 112–113 Phase: ESA (STUDY) Aims To count to ten To express quantities Skill Tags Vocabulary (math) Penmanship Vocabulary six, seven, eight, nine, ten Functional Language What number is this? Six. How many lollipops are there? Seven. Is this number six or seven? Seven. Materials Flashcards no.: 105, 106, 107, 108, 109 Homework Color pages 112–113.


Good Morning (song)




❶❷❸❹



Tell students that they will learn more numbers today.

Point to the first picture (six) and ask students how many lollipops there are.

Get them to trace over the number “6” with their finger in the direction of the arrow several times.

Then get them to trace the dotted number with a pencil.

Get them to say “six” each time they write the number.

Continue with the same presentation for seven and eight.



Continue with the same presentation for nine and ten. EXTENSION

Get students to write the numbers in the air using different parts of their body. E.g., head, bottom, foot, etc.

WRAP-UP






Look! We have lollipops today! We are going to learn to count and write to ten. Are you ready?

Let’s start with the first one.

(Point to “6.”) How many lollipops are there? Let’s count together: One, two, three, four, five, six!

There are six lollipops!

Trace over the number “6” with your finger like this.

Now trace the dotted number with your pencil.

Repeat after me: Six.

Let’s trace the next one and repeat: Six. (Continue for the remaining three dotted number.)

Let’s look at the next one. What number is this? How many lollipops do you see? Let’s count!

(Repeat the above for “seven” and “eight.”) Exercise 6.1D (page 113)

(Point to “9.”) Now what number is this? How many lollipops are there? Let’s count together!

(Repeat the above for “nine” and “ten.”)

Well done! Now you can count from one to ten! EXTENSION

Now let’s write the numbers in the air with our body parts. (Demonstrate to students.)

Let’s try using our head/backside/nose/foot!

Write one/two/three/ … /ten! WRAP-UP

You have homework again today.

Please color pages 112–113.

Let’s sing Five Little Monkeys!

Do you remember the words? Who wants to come up and jump like monkeys today? Fantastic!

Please stand up!




Notes / Evaluation

Lollipop 2 6.1E–6.1F Let’s count!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 114–115 Phase: ESA (ACTIVATE) Aims To count to ten To review classroom objects Skill Tag Cross-curricular links (math) Vocabulary one, two, three, four, five, six, seven, eight, nine, ten Functional Language What number is this? Four. Is this number five or six? Six. How many erasers are there? Three. Materials Flashcards no.: 100, 101, 102, 103, 104, 105, 106, 107, 108, 109 Homework N.A.


Good Morning (song)




❺❻❼

CLASS ACTIVITY

Revise one to ten with students by counting fingers. Exercise 6.1E (page 114)


Explain briefly that they will match the numbers to the correct number of classroom objects.

Go through the numbers of the left with students.

Then go through the classroom objects on the right.

Then get students to count the classroom objects on their own, and write the number next to the pictures.

Starting with one, get students to find the row that has only one object, and then match them.

Continue with two, three, four, and five.


Continue with the same activity as above for six to ten. WRAP-UP



CLASS ACTIVITY

Let’s count one to ten together using our fingers!

(Show one finger, two fingers, etc.) One, two, three, four, five, ..., ten!

(Randomly show any number of fingers.) What number is this?



Now we are going to count classroom objects.

Then we will match them to the correct numbers.

Let’s go through the numbers first. I will point and you will say the number. Ready?

(Point to “1,” then “2,” … until “10.”) (Ss: One! …)

Let’s go through the classroom objects.

(Point to each item.) What is this? (Ss: Pencil! …)

On your own, count the objects and write the number next to the picture. For example, if there are two pencils, write “2” next to the pencils.

Done? Now we are going to match them.

(Point to “1.”) What number is this? One!

Let’s look for one object! How many pencils are there? One, two! No, that’s not it. How about the crayon. Let’s count! One! This is it!

Match one to the crayon.

(Point to “2.”) What number is this? Two! (Repeat the above for “two,” “three,” “four,” and “five.”)


Let’s continue counting!

(Point to “6.”) What number is this? Six!

Look for the classroom object that has six items.

The scissors? Yes! Let’s count to be sure: One, two, three, four, five, six! Match six to the scissors.

(Repeat for “seven,” “eight,” “nine,” and “ten.”)

WRAP-UP

Let’s sing Five Little Monkeys!

Please stand up!




Notes / Evaluation

Lollipop 2 6.2A–6.2B Let’s count shapes!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 116–117 Phase: ESA (ENGAGE) Aim To count to ten with shapes Skill Tag Language practice Vocabulary Numbers one to ten; triangle, circle, square, star, diamond Functional Language How many squares are there? There are three squares. Are there four circles? Yes. / No. Materials Flashcards no.: 110, 111, 112, 113, 114, 115, 116, 117, 118, 119 Homework Color pages 116–117.


Good Morning (song)




❷❸❹❺❻ CLASS ACTIVITY Exercise 6.2A (page 116)


Tell students that they are going to count shapes today.

Starting with one, get students to first identify the number on top and trace the dots to write the number.

Then get students to identify the shape below the number and count the number of shapes in each set.

Get students to point to the shape as they count.

Get them to repeat after you: “One triangle.”

Continue with two, three, four, and five.

Point to any sets of shapes and ask students: “How many … are there?”

Students should answer accordingly.


Continue with the same presentation for six to ten.

Go to individual students and get them to count the shapes in different sets.

EXTENSION

Sing: This Old Man

Web link to the lyrics and video of this song is available online in the Teachers’ Corner.

WRAP-UP





Today we are going to count shapes!

(Point to “1.”) What number is this? (Ss: One!)

Now trace the dots with a pencil to write “1.”

(Point to the triangle.) What shape is this?

Good! Let’s see how many triangles there are.

Let’s point and count together: One!

There is one triangle. Repeat: One triangle.

(Point to “2.”) What number is this? (Ss: Two!)

Trace the dots with a pencil to write “2.”

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

How many circles are there?

Let’s point and count together: One, two!

There are two circles! Repeat: Two circles. (Repeat the above for the remaining sets of shapes.)

(Point to any set.) How many … are there?


Let’s continue! (Point to “6.”) What number is this?

Trace the dots with a pencil to write “6.”

(Point to the triangles.) What do we have here? Triangles! How many triangles are there?

Let’s point and count together: One, two, …, six!

There are six triangles! Repeat: Six triangles. (Repeat the above for the remaining sets of shapes.)

(Go to individual students and point to any set.) How many … there?

EXTENSION

Let’s learn a new song – This Old Man!

When you sing “one,” show me one finger. When you sing “two,” show me two fingers, and so on.

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 6.2C–6.2D Let’s count shapes!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 118–119 Phase: ESA (STUDY) Aim To count different shapes Skill Tag Cross-curricular links (math) Vocabulary Numbers one to ten; triangle, circle, square, star, diamond Functional Language How many squares are there? There are three squares. Are there four circles? Yes. / No. Materials Flashcards no.: 110, 111, 112, 113, 114, 115, 116, 117, 118, 119 Homework N.A.


Good Morning (song)




LOLLISTEPS




Starting with one, point to the number and ask students to identify the number.

Tell them to count and color only one circle accordingly.

Then get students to repeat: “One circle.”

Do the same for two squares and three diamonds.



Continue with the same activity as above. EXTENSION

Say any number of any shapes, for example: “Six stars.”

Then get students to draw six stars with their finger in the air, counting each one as they draw.

Alternatively, invite students to draw on the board.

Repeat with different or more challenging combinations, for example: “One circle and three diamonds.”

WRAP UP

Sing: This Old Man




Have your crayons ready. We are going to color some shapes today! Are you ready?

(Point to “1.”) What number is this? (Ss: One!)

Yes! Now count and color only one circle.

Done? Repeat after me: One circle.

(Point to “2.”) What number is this? (Ss: Two!)

Good! Let’s count two squares and color: One, two!

Be careful! Color only two squares. Do not color all.

Done? Repeat after me: Two squares. (Repeat the above for “three diamonds.”) Exercise 6.2D (page 119)

(Point to “4.”) What number is this? (Ss: Four!)

Can you count four stars? Then color four stars.

Let’s say together: Four stars.

(Point to “5.”) What number is this? (Ss: Five!)

Now count five triangles and color them.

Done? Let’s say together: Five triangles. (Repeat the above for “six rectangles.”) EXTENSION

Now I will say a number and the shape.

Then draw the shape in the air and count. For example, I say “five stars.” As you draw each star, count: One, two, three, four, five. (Demonstrate.)

(Alternatively, invite individual students.) Who wants to draw on the board? Draw six stars. Is this correct? Let’s count together. Well done!

Now draw three squares and two diamonds. (Repeat with other combinations.) WRAP-UP

Please stand up!

Let’s sing This Old Man!




Notes / Evaluation

Lollipop 2 6.2E–6.2F Let’s count shapes!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 120–121 Phase: ESA (ACTIVATE) Aims To review numbers one to ten To review colors Skill Tags Logical thinking skills Cross-curricular links (math) Vocabulary one, two, three, four, five, six, seven, eight, nine, ten Functional Language What number is this? One. Materials Flashcards no.: 110, 111, 112, 113, 114, 115, 116, 117, 118, 119; (Numbers with classroom objects) 100–109. Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❻❽ CLASS ACTIVITY Exercise 6.2E (page 120)


Get them to have their crayons ready. They will need: orange, yellow, red, purple, blue, and green.

Starting with one, get students to look for the spaces marked with “1” and color them orange.

Then get students to look for the spaces marked with “2” and color them orange.

Continue with “3” to “10” according to the instructions: o three and four – yellow o five and six – red o seven – purple o eight – blue o nine and ten – green



Explain that they must join the dots in the correct order to see a picture at the end.

Get students to look for “1” and follow the numbers in order up to “10.” Get them to join the dots with a pencil.

Once students have finished joining the dots, ask them what they see. Students should answer: “Star.”

Then get students to color the star.

WRAP UP

Sing: This Old Man




Look! This is a rainbow! Today you are going to color the rainbow and make it beautiful.

Have your crayons ready. You will need orange, yellow, red, purple, blue, and green. Ready?

First take your orange crayon. Look for the spaces marked with “1.” Color them orange.

Next look for the spaces marked with “2.” Color them orange too.

Now show me your yellow crayon. (Repeat the above for each number up to ten.)

Look! Now you see a beautiful rainbow!


Now have your pencil ready!

You are going to join the dots to draw a picture.

You must join the dots in order from “1” to “10.”

Let’s look for “1”! Start on “1.”

Now look for “2” and join the dots.

What’s next? Three!

Now look for “3” and join the dots.

What comes after three? Four!

Look for “4” and join the dots.

Continue joining the dots from “5” to “10” in order.

Done? What did you draw? A star! Perfect!

Now you can color the star as you wish!

WRAP-UP

Please stand up!

Let’s sing This Old Man!




Notes / Evaluation

Lollipop 2 6.3A–6.3B How do you feel?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 122–123 Phase: ESA (ENGAGE) Aim To describe and express feelings Skill Tag Vocabulary (personal experience) Vocabulary sad, happy, sleepy, scared, angry Functional Language I am happy. How do you feel? Happy. Are happy or sad? Sad. Are you sad? Yes. / No. Materials Flashcards no.: 120, 121, 122, 123, 124 Masks made from paper plates and Popsicle sticks (prepared in advance) Prepare before the class: Draw on 8-inch paper plates the five different faces. Refer to the drawings on pages 122–123. Attach a Popsicle stick to each plate to complete the masks. Make several sets. Homework Color Pages: 122–123.


Good Morning (song)




LOLLISTEPS



Ask students to guess what is happening in the picture.

Tell them that Teacher Michelle and the children are using masks and saying how they feel.

Ask students to point to Teacher Michelle.

Get them to repeat after you: “I am happy.”

Continue with the same presentation for sad and sleepy. Exercise 6.3B (page 123)

Continue and do the same for scared and angry. EXTENSION

Distribute the masks. Describe any feelings. Students with the masks you described must stand up and repeat.

Sing: If You’re Happy (make use of the masks or mime)

If you’re happy and you know it, clap your hands! If you’re happy and you know it, clap your hands! If you’re happy and you know it, and you really want to show it, If you’re happy and you know it, clap your hands! ♪ If you’re sad … cry boo-hoo! If you’re angry … stomp your feet! If you’re sleepy … go to sleep! (Shhh, Shhhh!) If you’re scared … yell oh-no! But … If you’re happy … clap your hands! / stamp your feet! / shout hurray! / do all three!

WRAP-UP





Look! What do you think is going on?

In Teacher Michelle’s class, everybody is saying how they feel. But they are each holding a mask – just like these. (Hold up the masks.)

Now where is Teacher Michelle? How is she?

Teacher Michelle says “I am happy.” Repeat.

Now show me who is sad. Tony! (Vary voice tone and facial expression accordingly.)

Tony says “I am sad.” Repeat: I am sad.

Repeat after me: I am sad.

Can you show me who is sleepy?

Yes, he says “I am sleepy.” Repeat: I am sleepy. Exercise 6.3B (page 123)

Who is scared? Show me!

That’s right! The girl says “I am scared.” Repeat.

Look! This is Paty. How does she feel?

Paty says “I am angry.” Repeat: I am angry. EXTENSION

Here are some masks! Let’s play a game, just like the children in the book. If I say “I am happy” and you have the happy mask, stand up and say: I am happy! Are you ready? Let’s start.

I am … sad/angry/happy/sleepy/scared!

Now let’s sing a very fun song – If You’re Happy!

We will use our own faces this time! If you’re happy, make a happy face! If you’re angry, make an angry face! Let’s sing!

WRAP-UP:


Please stand up!




Notes / Evaluation

Lollipop 2 6.3C–6.3D How do you feel?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 124–125 Phase: ESA (STUDY) Aim To describe and express feelings Skill Tags Fine motor skills Penmanship Matching by attribute Vocabulary sad, happy, sleepy, scared, angry Functional Language I am happy. How do you feel? Happy. Are happy or sad? Sad. Are you sad? Yes. / No. Materials Flashcards no.: 120, 121, 122, 123, 124 Masks used in the previous lesson Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻❼



Explain that they will ask each character how they feel.

Starting with Teacher Michelle, get students to ask: “How do you feel?”

Get students to match as they repeat: “I am happy.”

Then tell them to trace the happy face.

Ask students again: “How do you feel?”

Students should answer by saying: “I am happy.”

Do the same with angry and sleepy.


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

Then get them to find the correct face and match.

As they match, get them to repeat: “I am sad.”

Then tell them to trace the sad face.

Ask students again: “How do you feel?”

Students should answer by saying: “I am sad.”

Do the same with scared. EXTENSION

Distribute the masks. Invite students to come to the front in pairs. Get them to “wear” their masks and ask each other “How do you feel?” and then answer accordingly.

WRAP-UP

Sing: If You’re Happy

Encourage students to change their facial expressions.




Look! Teacher Michelle and the children are wearing masks. Let’s ask them how they feel.

Let’s ask Teacher Michelle: How do you feel?

And what will she say? Happy! That’s right!

Now match Teacher Michelle to the happy face.

Let’s say together: I am happy.

The happy face is not complete. Trace the broken lines with a pencil to finish it.

How do you feel? Say together again: I am happy. (Repeat the above for “angry” and “sleepy.”)


Let’s ask Tony: How do you feel?

And Tony will say …? I am sad.

Now look for the sad face and match.

Let’s say together: I am sad. (Vary voice tone.)

Trace the broken lines to complete the sad face.

How do you feel? Say together again: I am sad. (Repeat the above for “scared.”) EXTENSION

Now it is your turn to wear the masks!

(To S1 and S2.) Please come to the front. Wear your masks. Take turn to ask: How do you feel?

If you have a happy face, answer: I am happy.

Well done! Let’s have the next pair. (Repeat until all students have participated.) WRAP-UP

Please stand up!

Now let’s sing If You’re Happy!




Notes / Evaluation

Lollipop 2 6.3E–6.3F How do you feel?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 126–127 Phase: ESA (ACTIVATE) Aim To describe and express feelings Skill Tags Creativity and art experiences Visual discrimination Vocabulary sad, happy, sleepy, scared, angry Functional Language I am happy. How do you feel? Happy. Are happy or sad? Sad. Are you angry? Yes. / No. Materials Flashcards no.: 120, 121, 122, 123, 124 Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻❼ CLASS ACTIVITY Exercise 6.3E (page 126)


First go through with students the “feelings” on the page.

Then tell them that they are going to draw on the masks.

Explain that they must listen carefully, and then draw.

Point to the first mask and say: “I am sad.”

Then get students to draw “sad” on the first mask.

Continue with “I am sleepy,” “I am happy,” and finally “I am scared.”

Check that students have drawn the “feelings” correctly.

Go to individual students, point to different masks, and ask: “How do you feel?”



Tell students that they are going to find the face that is different from the rest in each row.

For each face, ask students how he/she is feeling.

Then get students to point out the odd one out, circle, and color it.

Do the same for the next three rows.

WRAP-UP






I will point to a face and you must answer: I am ….

(Point to the happy/scared/sleepy/sad face.) How do you feel? (Ss: I am happy/scared/sleepy/sad.)

Now we are going to draw on these masks.

Have your pencil ready. Listen to me carefully and draw the correct face. Follow the drawings above.

Let’s start with the first mask. (Point.) I am sad.

Draw the sad face. Repeat after me: I am sad.

(Point to the second mask.) Next: I am sleepy.

Draw the sleepy face. Repeat: I am sleepy. (Repeat the above for “I am happy” and “I am scared.”)

Did you draw correctly? Show me your book.

(Go to individual students and point to any mask.) How do you feel? (S: I am sleepy.)


Look at these faces! We are going to find the one that is different. Let’s start with the first row.

(Point to each face from left to right.) How is she? (Ss: Happy!) How is he? How is baby? How is she?

So whose face is different? Circle and color it.

What face it is? That’s right! It is an angry face.

Let’s continue with the next row. How is he? Sleepy! Find the one that is not sleepy. Circle and color it.

What face it is? Scared! The baby is scared.

Let’s continue with the next row. What face is this? Angry! Whose face is different? Circle and color it.

Did you circle sister’s face? How is she? Sad.

Let’s look at the last row. What face is this? Scared! Find the one that is not scared. Circle and color it.

Which face did you circle? The happy face? Great! WRAP-UP

Please stand up!





Notes / Evaluation

Lollipop 2 6.4A–6.4B How do they feel?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 128–129 Phase: ESA (ENGAGE) Aim To describe feelings on others Skill Tag Personal and social skills development Vocabulary happy, sad, sleepy, angry, scared Functional Language Tony is sleepy. How does Paty feel? She is sad. Is she angry or scared? Angry. Materials Flashcards no.: 120, 121, 122, 123, 124 Masks used in the previous lessons Homework Color pages 128–129.


Good Morning (song)




❹❺❻❼ Note

❼: Is she sad?



Tell them that they are going to say how everyone feels.

Ask students how Teacher Michelle feels.

Get students to answer: “Teacher Michelle is happy.”

Continue with Tony and ask them how Tony feels.

Then get students to answer: “Tony is sleepy.”

Continue with Paty and ask them how Paty feels.

Get students to answer: “Paty is sad.”



Continue with the same presentation on page 129 by asking students how the little girl and boy feel.

EXTENSION

Distribute the masks. Describe any feelings by saying: “They are ….” Students with the masks you described must stand up and say: “We are ….”

WRAP-UP







Let’s see how everybody feels today.

How does Teacher Michelle feel? (Ss: Happy!)

Say: Teacher Michelle is happy.

How does Tony feel? (Ss: Sleepy.)

Let’s say together: Tony is sleepy.

How does Paty feel? (Ss: Sad.)

Say: Paty is sad. Exercise 6.4B (page 129)

How about this little girl and this little boy?

How does she feel? (Ss: Angry!)

Say together: She is angry.

How does he feel? (Ss: Scared!)

Yes, let’s say together: He is scared. EXTENSION

Here are some masks! Let’s play this game again!

This time, if I say “They are happy” and you have the happy mask, stand up and say: We are happy!

Are you ready? Let’s start.

They are … sad/angry/happy/sleepy/scared! WRAP-UP


Please stand up!





Notes / Evaluation

Lollipop 2 6.4C–6.4D How do they feel?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 130–131 Phase: ESA (STUDY) Aim To describe feelings on others Skill Tag Matching by attribute Vocabulary happy, sad, sleepy, angry, scared Functional Language Tony is sleepy. How does Paty feel? She is sad. Is she angry or scared? Angry. Materials Flashcards no.: 120, 121, 122, 123, 124 Masks used in the previous lessons Homework N.A.


Good Morning (song)




LOLLISTEPS



Point to the first picture and ask: “How does he feel?”

Ask students to find the face that expresses the same feeling, match, and repeat: “He is scared.”

Then tell them to color the word .

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

Do the same for the next two characters.



Continue with the same activity as above.

Get students to color the pictures on both pages.

As students are coloring, go to individual students and ask them how each character feels.

EXTENSION

Invite individual students to the front.

Randomly hand out a mask to the student in front.

Ask the class: “How does [student’s name] feel?”

They should answer according to that student’s mask. WRAP-UP






(Point to the first picture.) Look! How does he feel?

Yes! He is scared! Find the face that is scared too.

Match them and repeat: He is scared.

(Point to .) Now color the word “scared.”

How does Teacher Michelle feel?

She is happy! Find the face that is happy.

Match them and repeat: Teacher Michelle is happy.

(Point to .) Now color the word “happy.”

How does Tony feel?

He is sleepy! Now find the sleepy face.

Match them and repeat after me: Tony is sleepy.

(Point to .) Now color the word “sleepy.” Exercise 6.4D (page 131)

Look! Who’s this? Paty! How does Paty feel?

She is sad. Can you find the face that is sad too?

Match them and repeat after me: Paty is sad.

(Point to .) Now color the word “sad.”

How about this little girl? How does she feel?

She is angry! Match her to the angry face.

Repeat after me: She is angry.

(Point to .) Color the word “angry.”

Now color the picture on both pages.

(Go to individual students.) How does Teacher Michelle/Tony/Paty/he/she feel? (S1: He/She is ….)

EXTENSION

Who wants to come to the front?

(Masks faced down.) Choose a mask and wear it.

Everyone, how does [student’s name] feel?

Good! Who wants to be next? WRAP-UP

Please stand up!





Notes / Evaluation

Lollipop 2 6.4E–6.4F How do they feel?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 132–133 Phase: ESA (ACTIVATE) Aim To describe feelings on others Skill Tags Language practice Problem-solving skills Vocabulary happy, sad, sleepy, angry, scared Functional Language Tony is sleepy. How does Paty feel? She is sad. Is she angry or scared? Angry. Materials Flashcards no.: 120, 121, 122, 123, 124 Homework N.A.


Good Morning (song)




LOLLISTEPS



Tell students to have their pencils ready.

Explain that you are going to ask them some questions.

They must circle the check mark if the answer is “Yes” or circle the cross if the answer is “No.”

If the answer is “No,” ask them for the correct answer.

When the exercise is completed, get students to color the pictures.



Explain that they are going to help Tony and Paty get to the other side of the maze.

Get them to draw the correct path with their pencil.

Then check that they have solved the maze correctly.

Ask students how Tony and Paty feel at the end. WRAP-UP






Have a pencil ready.

I am going to ask you some questions.

If the answer is “Yes,” circle the check mark.

If the answer is “No,” circle the cross. Ready?

Is Paty happy? (Ss: No.)

How does Paty feel? Paty is sad. Repeat.

Is Tony sleepy? (Ss: Yes.) Say: Tony is sleepy.

Is he sad? (Ss: No.)

How does he feel? He is scared. Repeat.

Is she angry? (Ss: Yes.) Say: She is angry.

Now color all the pictures! Exercise 6.4F (page 133)

Look at Tony and Paty! How do they feel? Sad!

Repeat after me: They are sad.

Let’s help them go through the maze!

Use a pencil to draw the correct way.

Have you solved the maze? Let me see.

Look! How do they feel now? Happy!

Let’s say together: They are happy!

WRAP-UP

Please stand up!





Notes / Evaluation

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Lollipop 2 Unit 7

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 New Clothes, Old Clothes

Describing clothes by

appearance

Communication: vocabulary (high frequency words, familiar context)

Language practice




new, old, dress, hat, skirt, blouse

2 Big Clothes, Small Clothes Describing and comparing sizes of clothes

Differentiating girls’ and boys’ clothes

Communication: vocabulary (high frequency words, familiar context)

Language practice




big, small, shirt, jacket, shoes, jeans

Lollipop 2 7.1A–7.1B New Clothes, Old Clothes CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 134–135 Phase: ESA (ENGAGE) Aim To describe clothes by appearance Skill Tags Vocabulary (high frequency words) Vocabulary (familiar context) Vocabulary new, old, hat, dress, skirt, blouse Functional Language This blouse is new. Is this blouse old? Yes. / No. What is this? An old hat. Materials Flashcards no.: 125, 126, 127, 128, 129, 130 Homework Color pages 134–135.


Good Morning (song)




❶❷❸❹



Briefly describe what is going on in the picture.

Get students to point to the old clothes.

Get them to repeat after you: “Old clothes.”

Then get students to point to the new clothes.

Get them to repeat: “New clothes.”

Tell students to look for old or new things around the classroom. Get them to point and say: “Old/New.”



Explain that these are clothes for girls.

Get students to point to the hat and repeat: “A hat.”

Ask students if the hat is old or new.

Then get them to repeat: “A new hat.”

Continue with the same presentation for dress, skirt, and blouse.

WRAP-UP





(Point to Paty.) Look! Who’s this? Paty!

(Point to mother.) And who’s this? Mother!

Mother is taking Paty to buy new clothes.

Paty’s clothes are old and they don’t fit her anymore. So Paty is trying on some new clothes to see if they fit.

Can you point to her old clothes?

Yes, her old clothes are on the bench.

Repeat after me: Old! Repeat: Old clothes.

Can you point to the new clothes?

Yes, Paty is wearing the new clothes.

Repeat after me: New! Repeat: New clothes.

Look around the classroom.

Can you show me something new?

(Point to the new object.) Let’s point and say: New!

Now, show me something old in the classroom.

(Point to the old object.) Let’s point and say: Old! Exercise 7.1B (page 135)

Look! These are clothes that girls wear.

Do boys wear these clothes? No!

Where is the hat? Point and repeat: A hat.

Is the hat old or new? New!

Repeat after me: A new hat.

Show me the dress. Repeat: A dress.

Is the dress old or new? New!

Repeat after me: A new dress. (Repeat the above for “a skirt” and “a blouse.”) WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 7.1C–7.1D New Clothes, Old Clothes CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 136–137 Phase: ESA (STUDY) Aim To describe clothes by appearance Skill Tags Language practice Labeling by attribute Vocabulary new, old, hat, dress, skirt, blouse Functional Language This blouse is new. Is this blouse old? Yes. / No. What is this? An old hat. Materials Flashcards no.: 125, 126, 127, 128, 129, 130 Homework N.A.


Good Morning (song)





❼: Do you have an old hat? / Do you have a new dress?



Tell them to have a pink and a brown crayon ready.

Ask students to look for the new dress.

Get students to repeat: “A new dress.”

Tell them to color the new dress pink.

Ask students to point to the old dress.

Get students to repeat: “An old dress.”

Tell them to color the old dress brown.

Do the same for the new and old hats.



Ask students to look for the new blouse.

Get them to repeat: “A new blouse.”

Tell students to color the new blouse pink.

Ask students what is the opposite of “new.”

Get students to match the new blouse to the old one.

Get them to repeat: “An old blouse.”

Tell them to color the old blouse brown.

Do the same for the new and old skirts.

Randomly point to any item on both pages and ask students: “What is this?”

WRAP-UP




Paty and her mother are looking at some clothes.

Let’s see which ones are new and which ones are old. You will need two crayons – brown and pink.

(Point to the dresses.) There are two dresses here.

Which one is new? Yes!

Repeat after me: A new dress.

Color the new dress pink.

Now show me the old dress.

Repeat after me: An old dress.

Color the old dress brown. (Repeat the above for “a new hat” and “an old hat.”) Exercise 7.1D (page 137)

Look! What do you see on this page?

Where is the new blouse?

Repeat after me: A new blouse.

Color the new blouse pink.

What is the opposite of “new”? Old!

Now match the new blouse to the old blouse.

Repeat after me: An old blouse.

Color the old blouse brown. (Repeat the above for “a new skirt” and “an old skirt.”)

(Point to any item on either page.) What is this? (Ss: A new blouse! / An old dress!)

WRAP UP

Please stand up!




Notes / Evaluation

Lollipop 2 7.1E–7.1F New Clothes, Old Clothes CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 138–139 Phase: ESA (ACTIVATE) Aim To describe clothes by appearance Skill Tags Sorting and classifying Matching by attribute Vocabulary new, old, hat, dress, skirt, blouse Functional Language This blouse is new. Is this blouse old? Yes. / No. What is this? An old hat. Materials Flashcards no.: 125, 126, 127, 128, 129, 130 Homework N.A.


Good Morning (song)




❺❻❽



Tell them to have their pink and brown crayons ready.

Ask students which clothes are new and which are old.

First get students to color the new clothes pink.

Then get them to color the old clothes brown.

Go to individual students to check that they have colored the items correctly.

As you do so, point to the items and ask: What is this?

Students should answer: “A new …. / An old ….”



Starting with the blouse, point and ask: “What is this?”

Then get students to color the blouse.

You may specify the color to review colors with students.

Then get students to match it to its shadow.

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

Continue with the dress, hat, and finally, skirt. EXTENSION

Invite individual girl students to the front to describe their clothes. Get them say: “I am wearing a dress. / I am wearing a blouse and a skirt.”

You may also add: “What color is it?” WRAP-UP




Look! What do we have here?

New clothes and old clothes!

Have your pink and brown crayons ready.

Which of these clothes are new? (Ss: The dress! The hat! The blouse!)

Which of these clothes are old? (Ss: The hat! The skirt!)

Now color the new clothes pink.

Then color the old clothes brown.

(Go to individual students and point to any item.) What is this? (S1: A new dress; S2: An old hat.)


We are going to match the clothes to their shadows.

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

Color the blouse yellow (or any color).

Now look for its shadow and match them.

Repeat: This is a blouse.

(Point to the dress.) Next, what is this? A dress!

Color the dress pink (or any color).

Can you find the shadow of the dress? Match them.

Repeat: This is a dress. EXTENSION

Now which girl would like to come up and tell us about your clothes? Say: I am wearing ….

What color is it? / What color is your blouse/skirt?

Terrific! Thank you! Let’s have another girl! WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 7.2A–7.2B Big Clothes, Small Clothes CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 140–141 Phase: ESA (ENGAGE) Aim To describe and compare sizes of clothes Skill Tags Vocabulary (high frequency words) Vocabulary (familiar context) Vocabulary big, small, jacket, shirt, jeans, shoes Functional Language This shirt is small. Is this shirt big? Yes. / No. What is this? A big shirt. Materials Flashcards no.: 131, 132, 133, 134, 135, 136 Homework Color pages 140–141.


Good Morning (song)






Briefly describe what is going on in the picture.

Get students to point to the big shirt.

Get them to repeat after you: “This shirt is big.”

Then get students to point to the small shirt.

Get them to repeat: “This shirt is small.”

Tell students that Tony’s father wears a big shirt and Tony wears a small shirt.

Ask individual students to look for big things around the classroom. Get them to point and say: “Big.”

Do the same for small things.



Explain that these are clothes for boys.

Get students to point to the jacket and repeat: “A jacket.”

Continue with the same presentation for shirt, jeans, and shoes.

EXTENSION

Invite individual boy students to the front to describe their clothes. Get them say: “I am wearing a jacket. / I am wearing a shirt and jeans.”

You may also add: “What color is it?” WRAP-UP





Look! Who do we have here? Tony and his father!

(Point to the shirts.) How many shirts are there?

Two! One big shirt and one small shirt.

Can you point to the big shirt?

Repeat after me: This shirt is big.

Now show me the small shirt.

Repeat after me: This shirt is small.

Who do you think wears a big shirt? Tony’s father!

And who wears a small shirt? Tony!

Now let’s look for big things in the classroom!

Who wants to help me?

When you see something big, point and say: Big.

Now let’s look for small things!

When you see something small, point and say: Small.


Look! These are clothes that boys wear.

Where is the jacket? Point and repeat: A jacket.

Where is the shirt? Point and repeat: A shirt.

Now show me the jeans. Repeat: Jeans.

Point to the shoes. Repeat: Shoes.

Everyone, show me your shoes!

We do not use “a” with shoes or jeans.

EXTENSION

Who wants to tell us about your clothes today? Let’s have a boy this time. Say: I am wearing ….

What color is your shirt? What color are your jeans?

Excellent! Thank you! Let’s have another boy! WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 7.2C–7.2D Big Clothes, Small Clothes CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 142–143 Phase: ESA (STUDY) Aim To describe and compare sizes of clothes Skill Tags Language practice Labeling by attribute Vocabulary big, small, jacket, shirt, jeans, shoes Functional Language This shirt is small. Is this shirt big? Yes. / No. What is this? A big shirt. Materials Flashcards no.: 131, 132, 133, 134, 135, 136 Homework N.A.


Good Morning (song)




LOLLISTEPS


❼: Do you have a shirt?



Briefly describe what is happening in the picture.

Point to the shirt and ask students if it is big or small.

Then get them to repeat: “Big shirt.”

Point to the jeans. Ask students if they are big or small.

Then get them to repeat: “Big jeans.”

Do the same for the small shirt and jeans.

Then get students to color the big clothes blue and the small clothes green.



Ask students to look for the big jacket.

Get them to repeat: “Big jacket.”

Ask students what is the opposite of “big.”

Get students to match the big jacket to the small one.

Then get them to repeat: “Small jacket.”

Do the same for the small and big shoes.

Then get students to color the big clothes blue and the small clothes green.

Go to individual students, point to any items on either page, and ask: “What is this?”

WRAP UP




Look! Who do we have here? Tony and his father!

They are showing us their clothes!

Let’s see what Tony’s father has.

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

Is the shirt big or small? Big! Repeat: Big shirt.

(Point to the big jeans.) What about these? Jeans!

Are his jeans big or small? Big! Repeat: Big jeans.

Tony’s father has big shirt and big jeans.

Now let’s look at Tony! He has jeans and shirt too!

Are his jeans big or small? Repeat: Small jeans.

What about his shirt? Small! Repeat: Small shirt.

Now color the big clothes blue.

Then color the small clothes green.


Look! What do you see on this page?

Show me the big jacket.

Repeat after me: Big jacket.

What is the opposite of “big”? Small!

Now match the big jacket to the small one.

Repeat after me: Small jacket.

Let’s say again: Big jacket. Small jacket.

Now show me the small shoes.

Repeat after me: Small shoes.

And what is the opposite of “small”? Big!

Match the small shoes to the big shoes.

Repeat after me: Big shoes.

Let’s say again: Small shoes. Big shoes.

Color the big clothes blue and the small ones green.

(Go to individual students and point to any item.) What is this? (S1: Big jeans; S2: A small jacket.)

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 7.2E–7.2F Big Clothes, Small Clothes CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 144–145 Phase: ESA (ACTIVATE) Aims To describe and compare sizes of clothes To differentiate girls’ and boys’ clothes Skill Tags Sorting and classifying Visual discrimination Vocabulary big, small, jacket, shirt, jeans, shoes Functional Language This shirt is small. Is this shirt big? Yes. / No. What is this? A big shirt. Materials Flashcards no.: 131, 132, 133, 134, 135, 136 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼: Do you have a shirt?



Tell students to have their blue and pink crayons ready.

Ask students: “What does Tony/Paty wear?”

Tell them to match the boys’ clothes to Tony with the blue crayon. Then get them to match the girls’ clothes to Paty with the pink crayon.

As they match each item, get them to say: “Tony wears (a) …. / Paty wears a ….”



Starting with the first row, point to the blouse and ask students to identity it.

Get students to repeat: “This is a blouse.”

Then get students to find the same item and color it.

Do the same for the remaining three rows.

As a review, randomly point to any other items on this page and get students to identify them.

WRAP-UP




Look! Who do we have here? Tony and Paty!

Here are many different clothes.

What does Tony wear? What does Paty wear?

Have your pink and blue crayons ready.

We will use the blue for Tony’s clothes and pink for Paty’s clothes. Are you ready? Let’s start.

(Point to the jacket.) What is this? Who wears it?

Tony! Match the jacket to Tony with the blue crayon.

Let’s say together: Tony wears a jacket.

(Point to the hat.) What is this? Who wears a hat?

Paty! Match the hat to Paty with the pink crayon.

Let’s say together: Paty wears a hat.

(Point to the shoes.) What are these? Are the shoes for Tony? Yes! Match them to Tony with blue.

Let’s say together: Tony wears shoes.

(Point to the blouse.) What is this? Is it for Tony? No! It’s for Paty. Match the blouse to Paty with pink.

Let’s say together: Paty wears a blouse. (Repeat the above for the remaining items.)

Now color the boy’s clothes blue and the girl’s clothes pink! Well done!


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

Repeat: This is a blouse.

Now find a blouse that is the same in this row.

Can you find it? Color them the same color.

(Point to the jeans.) What are these? Jeans!

Repeat: These are jeans.

Find the same jeans. Color them the same color. (Repeat the above for the next two – dress and shoes.)

(Point to any other item.) What is this?

WRAP-UP

Please stand up!




Notes / Evaluation

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Lollipop 2 Unit 8

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 This is my home!

Identifying parts of a house


Left-to-right sequencing

Listening skills

Problem-solving skills: doing a jigsaw puzzle

Fine motor skills: cutting, arranging, pasting

bedroom, bathroom, living room, kitchen, yard

2 What’s in the house? Identifying items around the house


Language practice

Fine motor skills: tracing, circling



bed, shower, toilet, sofa, television, stove, refrigerator, tree

3 My Playroom Identifying toys




Penmanship

Visual discrimination: pairing


ball, blocks, car, jump rope, skates

4 Where are the toys? Describing location around the house

Locating toys around the house



Visual discrimination: finding the odd one out

kitchen, bedroom, bathroom, living room, yard, skates, train, ball, jump rope, car

Lollipop 2 8.1A–8.1B This is my home!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 146–147 Phase: ESA (ENGAGE) Aim To identify parts of a house Skill Tag Vocabulary (familiar context) Vocabulary bedroom, bathroom, living room, kitchen, yard Functional Language This is the kitchen. Is this the kitchen? Yes. / No. Where is this? The kitchen. Materials Flashcards no.: 137, 138, 139, 140, 141, 142 Homework Color pages 146–147.


Good Morning (song)




LOLLISTEPS




Point to the bedroom and explain simply what it is.

Get students to point to the bedroom.

Then get students to repeat: “This is the bedroom.”

Continue with the same presentation for bathroom.




Continue with the same presentation for living room, kitchen, and yard.

Randomly point to any parts of the house and ask students: “Where is this?”

Students should answer accordingly. WRAP-UP





Today we are going to learn parts of a house.

(Point to the bedroom.) Look! Here’s the bedroom. We sleep in the bedroom.

Now show me the bedroom.

Repeat after me: This is the bedroom.

(Point to the bathroom.) This is the bathroom. We brush our teeth and take a shower here.

Now show me the bathroom.

Repeat after me: This is the bathroom.


(Point to the living room.) Look! This is the living room. We watch TV here.

Now point to the living room.

Repeat after me: This is the living room.

(Point to the kitchen.) Here’s the kitchen. We cook and have food in the kitchen.

Now show me the kitchen.

Repeat: This is the kitchen.

(Point to the yard.) This is the yard. We can play in the yard.

Now point to the yard.

Repeat after me: This is the yard.

(Point to any part of the house.) What is this? (Ss: This is the bedroom. / This is the kitchen.)

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 8.1C–8.1D This is my home!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 148–149 Phase: ESA (STUDY) Aim To identify parts of a house Skill Tags Matching by attribute Left-to-right sequencing Vocabulary bedroom, bathroom, living room, kitchen, yard Functional Language This is the kitchen. Is this the kitchen? Yes. / No. Where is this? The kitchen. Materials Flashcards no.: 137, 138, 139, 140, 141, 142 Homework N.A.


Good Morning (song)




❺❻❼❽



Tell students that they are going to help each family member get to different parts of the house.

Starting with mother, ask students to identify her.

Ask students to guess where she is going.

Get students to trace the path several times.

Then get students to identify the place.

Get them to repeat: “This is the kitchen.”

Do the same with brother/bathroom and sister/yard. Exercise 8.1D (page 149)

Do the same for father/bedroom and baby/living room.


As they do, go to individual students, point, and ask: “Where is this?”

EXTENSION

Play: Broken Telephone

Invite four or five students to the front. Whisper a message to the first student, who will then pass it on to the next student by whispering. The last student will then tell the class what the message is.

Use words that students have covered in this unit. For example: “Father is in the bathroom. / Sister is in the yard.”

WRAP-UP




Who do we see here? We are going to help them get to different parts of the house. Ready?

(Point to mother.) Who is this? Mother!

Where do you think mother wants to go?

The kitchen? Let’s find out!

Follow the path with a crayon to help mother get there. Trace it again.

Where is this? The kitchen!

Repeat after me: This is the kitchen. (Repeat the above for “bathroom” and “yard.”) Exercise 8.1D (page 149)

(Point to father.) Look! Who’s this? Father!

Father is sleepy. Where does he want to go?

Let’s find out. Follow the path with your crayon to help father get there. Trace it again.

Where is this? The bedroom.

Repeat after me: This is the bedroom. (Repeat the above for “living room.”)


(Go to individual students and point.) Where is this? EXTENSION

Let’s play a game – Broken Telephone!

I need five of you to come to the front.

I will tell you something. Then you will tell the next person by whispering. Any questions? Let’s start!

(Whisper to S1.) Father is in the bathroom.

(To S5.) What’s the message?

Thank you! Let’s have another five students. (Repeat with different students and messages.) WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 8.1E–8.1F This is my home!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 150–151 Phase: ESA (ACTIVATE) Aim To identify parts of a house Skill Tags Listening skills Problem-solving skills Vocabulary bedroom, bathroom, living room, kitchen, yard Functional Language This is the kitchen. Is this the kitchen? Yes. / No. Where is this? The kitchen. Materials Flashcards no.: 137, 138, 139, 140, 141, 142 Scissors Glue Homework N.A.


Good Morning (song)




❺❻❼❽ Note

❼: Are you in the kitchen?



Tell them to have their crayons/colored pencils ready.

Get them to listen carefully and then color accordingly.

Then check that students have colored correctly. Exercise 8.1F (page 151)

Tell students to have their glue and scissors ready.


Get students to cut out the different parts of the house.


As this is a jigsaw puzzle, allow students to arrange the pieces in the correct order on their own by matching.

Once they have figured out, get student to paste each piece in the correct box.

Then invite individual students to the front to present their work. Encourage them to point and say: “This is my home! This is the ….”

You may further add: “Is the room big or small?” WRAP-UP




Have your crayons ready.

Now listen carefully to my instructions and color. 1. Color the kitchen with your orange crayon. 2. Color the bedroom with your blue crayon. 3. Color the living room with your red crayon. 4. Color the bathroom with your yellow crayon. 5. And finally, color the yard green.

Did you color correctly? Let me check your work.

Good job!


Now we are going to need scissors and glue.


Do you see the different parts of a house?

Cut them out carefully along the broken lines.

Done? Now let’s turn back to page 151.

On your own, try to arrange the cutouts in the correct order to match the picture in the book.

Did you arrange correctly? Let me see. Good!

Now let’s paste them! Have your glue ready.

Let’s start! Where is the bathroom? Paste it first.

Next, paste the kitchen in the correct box.

Where is the bedroom? Paste it in the correct box.

Now let’s paste the living room.

Where is the yard? Paste it next.

And finally, paste the last piece in the correct box.

Who wants to come up and show us your house?

Point and tell us about your house! Excellent!

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 8.2A–8.2B What’s in the house? CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 152–153 Phase: ESA (ENGAGE) Aim To identify items around the house Skill Tag Vocabulary (familiar context) Vocabulary bed, toilet, shower, sofa, television, stove, refrigerator, tree Functional Language This is a bed. Is this a bed? Yes. / No. What is this? A bed. Materials Flashcards no.: 143, 144, 145, 146, 147, 148, 149, 150 Homework Color pages 152–153.


Good Morning (song)






Review the different parts of a house and ask students what they can find in each room/part.

Starting with the bedroom, tell students there is a bed.

Get students to point to the bed.

Then get them to repeat: “This is a bed.”

Continue with the same presentation for the toilet and shower in the bathroom.



Continue with the same presentation for the following: sofa and television in the living room; stove and refrigerator in the kitchen, and tree in the yard.

Ask students: “What is in the bathroom/bedroom/...?”

Students should answer accordingly. WRAP-UP





Look! Here’s a big house! Can you name me the different parts of a house? (Ss: Bedroom! Bathroom! Living room! Kitchen! Yard!) Correct!

Now we are going to learn things that are in these places. Let’s start with the bedroom.

What can we find in the bedroom? A bed!

Now show me the bed.

Repeat after me: This is a bed.

Next, what can we find in the bathroom?

A toilet! Let’s point to the toilet.

Repeat after me: This is a toilet.

What else is there? A shower! Point to the shower.

Repeat after me: This is a shower.


Let’s look at the living room. What do you see?

A sofa! Now point to the sofa.

Repeat after me: This is a sofa.

What else is there? A television! Where is it?

Repeat after me: This is a television.

Next, what can we find in the kitchen?

A stove! Show me the stove.

Repeat after me: This is a stove.

What else is there? A refrigerator! Where is it?

Repeat after me: This is a refrigerator.

And finally, what’s in the yard?

A tree! Can you point to the tree?

Repeat after me: This is a tree.

What’s in the bedroom? (Ss: A bed!) WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 8.2C–8.2D What’s in the house? CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 154–155 Phase: ESA (STUDY) Aim To identify items around the house Skill Tags Language practice Fine motor skills Vocabulary bed, shower, toilet, sofa, television, stove, refrigerator, tree Functional Language This is a bed. Is this a bed? Yes. / No. What is this? A bed. Materials Flashcards no.: 143, 144, 145, 146, 147, 148, 149, 150 Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻ CLASS ACTIVITY Exercise 8.2C (page 154)


Point to the stove and get students to identify it.

Tell them to trace the broken lines.

Get them to repeat: “This is a stove.”

Then get students to match it to its shadow.

Then ask students: “Where is the stove?”

Students should answer: “The stove is in the kitchen.”

Do the same for the toilet, refrigerator, and shower. Exercise 8.2D (page 155)


Continue with the same activity for the bed, television, tree, and sofa.

EXTENSION

Place the flashcards of all the items faced down.

Invite individual students to the front to open a card.

He/She will then show the class and describe the item, for example: “This is a tree. The tree is in the yard.”

Repeat until every student has participated. WRAP UP




What do you see here? What’s in the house? (Ss: A refrigerator/toilet/stove/shower.)

(Point to the stove.) What is this?

Now trace the broken lines to complete the drawing.

Let’s say together: This is a stove.

Can you find a shadow of the stove? Match them.

Where is the stove? (Ss: In the kitchen.)

Say: The stove is in the kitchen. (Repeat the above for the remaining items.) Exercise 8.2D (page 155)

Let’s look at the next page. What do we have here? (Ss: A bed/television/tree/sofa.)

Now look for the bed.

Trace the missing parts to complete the drawing.

Let’s say together: This is a bed.

Now look for a shadow of the bed and match them.

Where is the bed? (Ss: In the bedroom.)

Say: The bed is in the bedroom. (Repeat the above for the remaining items.) EXTENSION

Here are flashcards of the items in a house.

You will come up one by one to open a flashcard.

Show the class what you picked and tell us about it.

For example, if you picked the “tree,” tell us by saying: This is a tree. The tree is in the yard.

Who wants to go first?/ Who wants to go next? WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 8.2E–8.2F What’s in the house? CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 156–157 Phase: ESA (ACTIVATE) Aim To identify items around the house Skill Tags Logical and critical thinking skills Problem-solving skills Vocabulary bed, shower, toilet, sofa, television, stove, refrigerator, tree. Functional Language This is a bed. Is this a bed? Yes. / No. What is this? A bed. Materials Flashcards no.: 143, 144, 145, 146, 147, 148, 149, 150 Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻❼ Note

❼: Do you have a shower? CLASS ACTIVITY Exercise 8.2E (page 156)


Explain that some things are in the wrong places.

Starting with the bedroom, ask students what is wrong (shower) and tell them to circle it with a red crayon.

Ask students where the shower should be.

Then ask students what is missing from the bedroom.

Continue with the other parts of the house,



Tell students that we need a key to open a door.

Get students to solve the maze – starting at the key and ending at the door of the house.

Reward the students that solved the maze the fastest. WRAP UP




Look at this house! It is strange! The things are all in the wrong places. Let’s find out what is wrong.

Circle in red the things that are wrong. Ready?

Let’s start with the bedroom! What do you see? What is wrong? The shower! Circle it in red.

Where should the shower be? In the bathroom!

What is missing from the bedroom? Yes, a bed!

Let’s go to the bathroom! What do you see? (Ss: A bed!) Should it be in the bathroom? No! Circle it.

Where should the bed be? In the bedroom!

What is missing? A toilet and a shower.

Let’s go to the living room? What’s wrong? Yes! The toilet should not be in the living room. Circle it.

Where should the toilet be? In the bathroom!

What is missing from the living room? A sofa!

Let’s look at the kitchen! What’s wrong? A tree is in the kitchen. That’s not good! Circle it.

Where should the tree be? In the yard!

What is missing from the kitchen? A refrigerator!

And finally, let’s look at the yard! What do you see? A refrigerator and a sofa! Should they be here? No.

Circle the refrigerator and the sofa.

Where should the refrigerator be? In the kitchen!

What about the sofa? In the living room!

And what is missing from the yard? Yes, a tree!


(Point to the key.) Look! This is a key.

We use a key to unlock the door into our house.

Now find the way from the key to the house so that you can open the door.

Once you’ve found the way, raise your hand. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 8.3A–8.3B My Playroom

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 158–159 Phase: ESA (ENGAGE) Aim To identify toys Skill Tag Vocabulary (familiar context) Vocabulary ball, blocks, car, jump rope, skates Functional Language This is a ball. Is this a ball? Yes. / No. What is this? A ball. Materials Flashcards no.: 151, 152, 153, 154, 155 Homework Color pages 158–159.


Good Morning (song)




LOLLISTEPS




Get students to point to the ball.

Then get them to repeat: “This is a ball.”

Get students to point to the blocks.

Then get them to repeat: “These are blocks.”

Continue with the same presentation for car.

Repeat each sentence several times. Exercise 8.3B (page 159)


Continue with the same presentation for jump rope and skates.

Point to any toy on either page and ask students: “What is this? / What are these?”

WRAP-UP





We are going to learn something fun today – toys!

Let’s look for the ball and point.

Repeat after me: This is a ball.

Look! What is Tony playing with? Blocks!

Point to the blocks and repeat: These are blocks.

Show me the car.

Repeat after me: This is a car.


Look! What is Paty playing with? A jump rope!

Now point and repeat: This is a jump rope.

Where are the skates?

Point and repeat: These are skates.

(Point to any item.) What is this? / What are these? (Ss: This is a ball. / These are skates.)

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 8.3C–8.3D My Playroom CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 160–161 Phase: ESA (STUDY) Aim To identify toys Skill Tags Logical and critical thinking skills Fine motor skills Penmanship Vocabulary ball, blocks, car, jump rope, skates Functional Language This is a ball. Is this a ball? Yes. / No. What is this? A ball. Materials Flashcards no.: 151, 152, 153, 154, 155 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼: Do you have a car?



Starting with the car, ask students to identify it.

Then tell students to match it to the missing part.

Get students to say: “This is a car.”

Point to the word and get them to color.

Note that students may not know the alphabets yet.

Do the same for blocks and ball.



Point to the jump rope and ask students to identify it.

Tell students to trace the broken lines.

Then get them to repeat: “This is a jump rope.”

Point to the letters and get them to color.

Do the same with the skates.

Then tell students to color the pictures on both pages.

As they do so, go to individual students, point to any toy and ask: “What is this?”

WRAP-UP




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

Part of the car is missing. Can you find it?

Draw a line to match them. Say: This is a car.

(Point to .) Color the word “car” carefully.

(Point to the blocks.) What are these? Blocks!

Some of the blocks are missing. Can you find them?

Draw a line to match them. Say: These are blocks.

(Point to .) Color the word “block.”

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

Part of the ball is missing. Can you find it?

Draw a line to match them. Say: This is a ball.

(Point to .) Now color the word “ball.”


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

Trace the broken lines to complete the jump rope.

Say: This is a jump rope.

(Point to .) Color the word “jump rope.”

(Point to the skates.) What are these? Skates!

Trace the broken lines carefully.

Say: These are skates.

(Point to .) Color the word “skates.”

Done? Now color the pictures on both pages.

(Go to individual students and point to any toy.) What is this? (S1: This is a car; S2: These are blocks.)

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 8.3E–8.3F My Playroom CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 162–163 Phase: ESA (ACTIVATE) Aim To identify toys Skill Tags Visual discrimination Sorting and classifying Vocabulary ball, blocks, car, jump rope, skates Functional Language This is a ball. Is this a ball? Yes. / No. What is this? A ball. Materials Flashcards no.: 151, 152, 153, 154, 155 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼: Do you have a car? CLASS ACTIVITY Exercise 8.3E (page 162)



Explain what they will do in this activity.

First direct their attention to the balls.

Get them to count and repeat: “There are four balls.”

Get them to find two balls that are identical and color.

Continue with the cars, skates, and blocks.

Then check that students have matched them correctly. Exercise 8.3F (page 163)

Direct students’ attention to the center of page 163.

Tell students what a toy box is.

For each item, ask students if it goes into the toy box.

If yes, tell them to color and match it to the toy box.

If not, ask them where that item should be? EXTENSION

Ask students what else they have in their toy box.

Invite individual students to talk about their favorite toy.

WRAP-UP




Have your crayons ready. We are going to need them to color toys that are the same. Ready?

(Point to the balls.) What do we have here? Balls!

How many balls are there? One, two, three, four!

There are four balls! Let’s say that again.

But only two are exactly the same. Can you find them? Now color the two balls that are the same.

(Point to the cars.) What are these? Cars!

And how many cars are there? Four cars!

Let’s say together: There are four cars.

Look for two cars that are the same and color them. (Repeat the above for “skates” and “blocks.”)

Did you match them correctly? Let me see.


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

A toy box is where we keep our toys.

Only toys can go inside the toys box.

Now let’s us look for the toys!

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

Let’s say together: This is a car.

Can the car go into the toy box? Yes!

Color and match it to the toy box.

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

Let’s say together: This is a tree.

Can the tree go into the toy box? Of course not!

It is not a toy. Do not color it.

Where should the tree be? In the yard! That’s right. (Repeat the above for the remaining items.) EXTENSION

What else do you have in your toy box?

What is your favorite toy? Tell us about it! WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 8.4A–8.4B Where are the toys? CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 164–165 Phase: ESA (ENGAGE) Aim To describe location around the house Skill Tag Language practice in everyday context Vocabulary kitchen, living room, bedroom, bathroom, yard, car, ball, skates, jump rope, blocks Functional Language Where is the ball? In the bathroom. Is the ball in the kitchen? Yes. / No. The ball is in the bathroom. Materials Flashcards no.: (Parts of the house) 138–142; (Toys) 151–155 Homework Color pages 164–165.


Good Morning (song)




❸❹❺❻ CLASS ACTIVITY Exercise 8.4A (page 164)


Ask students to look for the toys in the pictures and describe where the toys are.

Starting with the first picture, ask students: “Where are the skates?”

Students should point and answer: “In the yard.”

Then get them to repeat several times: “The skates are in the yard.”

Continue with the next two pictures.



Continue with the last two pictures.

Ask randomly where each toy is.

Get students to point and answer accordingly. EXTENSION

Put the flashcards of the toys in one stack (A) and those of the parts of a house in another stack (B), faced down.

Invite a student to draw a flashcard from A and tell the class what it is. Then get him/her to draw another card from B and this time, tell the class where the toy is.

Shuffle the flashcards and repeat with other students. WRAP-UP





We are going to look for the toys around the house because the children do not know where they are.

Where are the skates?

Point and answer. (Ss: In the yard.)

Good! Repeat after me: The skates are in the yard.

Where are the blocks?

Point and answer. (Ss: In the bedroom.)

Correct! Repeat: The blocks are in the bedroom.

Where is the ball?

Point and answer. (Ss: In the bathroom.)

Repeat after me: The ball is in the bathroom. Exercise 8.4B (page 165)

Where is the jump rope? (Ss: In the living room.)

Repeat: The jump rope is in the living room.

And where is the car? (Ss: In the kitchen.)

Repeat after me: The car is in the kitchen.

Now I will ask again and you will point and answer.

Where is the ball/car/jump rope? / Where are the skates/blocks?

EXTENSION

Let’s do something fun! Who wants to go first?

(To S1.) Choose a flashcard from here (Stack A).

Show and tell us. Say: This is …. / There are ….

Now choose another card from here (Stack B.)

Now tell us where is/are the ….? (Sample response, S1: The ball is in the kitchen.)

Thank you! Now who wants to go next?

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 8.4C–8.4D Where are the toys? CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 166–167 Phase: ESA (STUDY) Aim To locate toys around the house Skill Tag Problem-solving skills Vocabulary kitchen, living room, bedroom, bathroom, yard, car, ball, skates, jump rope, blocks Functional Language Where is the ball? In the bathroom. Is the ball in the kitchen? Yes. / No. The ball is in the bathroom. Materials Flashcards no.: (Parts of the house) 138–142; (Toys) 151–155 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼: Do you have the jump rope?




Explain that they are going to help find the toys.

Starting with the first girl, ask students what she is looking for and then ask students where it is.

Then get them to match the girl to the correct place.

Do the same with the second picture (Paty).

Then tell students to color the pictures.



Continue with the same activity as above.

Then get students to color the pictures.

As they are coloring, go to individual students and ask: Where is/are the …?

WRAP-UP





We are going to help the children find their toys.

(Point to the first girl.) Let’s start with this girl. What is she looking for? The skates! Do you see them?

Where are the skates? That’s right! In the yard.

Let’s say together: The skates are in the yard.

Now draw a line to help the girl get to the yard.

(Point to Paty.) What does Paty want? The jump rope! Where is the jump rope? In the living room!

Say together: The jump rope is in the living room.

Draw a line to help Paty get to the living room.

Now color the pictures.


(Point to Tony.) Look! Here’s Tony. What is he looking for? His toy car! Where is it? In the kitchen!

Say together: The car is in the kitchen.

Help Tony find his way to the kitchen.

There are two ways to get there. Either way is good!

(Point to the baby.) What does the baby want? The blocks! Where are the blocks? In the bedroom!

Say together: The blocks are in the bedroom.

Now help the baby get to the blocks.

(Point to the last boy.) What is he looking for? The ball! Where is the ball? It is in the bathroom.

Say together: The ball is in the bathroom.

Help the boy get to the bathroom.

Now you may color the pictures.

(Go to individual students.) Where is/are the …? WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 8.4E–8.4F Where are the toys? CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 168–169 Phase: ESA (ACTIVATE) Aim To locate toys around the house Skill Tags Language practice in everyday context Visual discrimination Vocabulary kitchen, living room, bedroom, bathroom, yard, car, ball, skates, jump rope, blocks Functional Language Where is the ball? In the bathroom. Is the ball in the kitchen? Yes. / No. The ball is in the bathroom. Materials Flashcards no.: (Parts of the house) 138–142; (Toys) 151–155 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼: Do you have the jump rope?




Get students to look for the different toys around the house and color them.

Get them to say where each toy is.



For each row, get students to identify the toys.

Then get them to find the toy that is different from the rest and then circle it.

Check that students have circled correctly.

Tell them to color the toys they circled. EXTENSION

Place the flashcards of the toys faced down on a table.

Invite a student to come up and pick a flashcard.

Without revealing the flashcard to the class or saying any clue, the student must draw the flashcard item on the board for the rest of the class to guess.

Students must raise their hand if they know the answer.

The student who guesses correctly will pick the next flashcard and draw.

WRAP-UP




Look! The toys are all in different parts of the house.

Let’s find them! Have your crayons ready.

Where is the doll? It’s in the bedroom. Color it.

Let’s say together: The doll is in the bedroom.

Where is the ball? It’s in the living room. Color it.

Now say together: The ball is in the living room.

Where is the car? It’s in the kitchen. Color it.

Say together: The car is in the kitchen.

Where are the skates? They are in the bathroom!

What else is in the bathroom? The blocks!

Color the skates and the blocks.

Repeat after me: The skates are in the bathroom. The blocks are in the bathroom.

Where is the jump rope? It’s in the yard! Color it.

Let’s say together: The jump rope is in the yard.

We should not leave our toys around the house like this. Where must we keep our toys? In the toy box!


(Point to the trains.) Look! What are these? Trains!

How many trains are there? Let’s count …. Five!

But one train is different from the rest.

Can you find it? Circle it.

(Point to the balls.) What are these? Balls!

Which one is different? Find and circle it. (Repeat the above for the dolls and cars.)

Did you circle correctly? Let me check!

Well done! Now color the toys you have circled. EXTENSION

Let’s have some fun! Who likes to draw?

(Choose a volunteer.) Choose one. Do not tell or show it to the class. Draw this object on the board.

What is this? Raise your hand if you know. WRAP-UP

Please stand up!




Notes / Evaluation

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:

Lollipop 2 Unit 9

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 People Who Help Us

Identifying community helpers

Communication: vocabulary (thematic)

Fine motor skills: tracing, coloring, circling

Penmanship

Listening skills


Language practice


dentist, doctor, nurse, firefighter, policeman, teacher

2 Buildings in My City Identifying buildings found in a city


Listening skills


Problem-solving skills: going through a maze, doing a jigsaw puzzle

school, fire station, hospital, police station, dental clinic

3 Where do they work? Describing where different people work

Language practice

Penmanship


Critical thinking skills

Fine motor skills: coloring, cutting, pasting

Exploring personal identity

doctor, nurse, policeman, firefighter, dentist, teacher, police station, school, fire station, hospital, dental clinic

4 People at Work Describing opposites: in—out, up—down



Listening skills

Language practice

Fine motor skills: coloring, circling, tracing

Visual discrimination: finding the odd one out, spotting the differences

up, down, in, out

Lollipop 2 9.1A–9.1B People Who Help Us CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 170–171 Phase: ESA (ENGAGE) Aim To identify community helpers Skill Tag Vocabulary (thematic) Vocabulary dentist, doctor, nurse, firefighter, policeman, teacher Functional Language This is a doctor. Is this a doctor? Yes. / No. Who is this? A doctor. Materials Flashcards no.: 156, 157, 158, 159, 160, 161 Homework Color pages 170–171.


Good Morning (song)




LOLLISTEPS



Introduce what students will learn today – community helpers or people who help the community.

Starting with the dentist, briefly describe what he does.

Get students to point to the dentist and repeat several times: “This is a dentist.”

Continue with the same presentation for doctor and nurse.



Continue with the same presentation for firefighter, policeman, and teacher.

Go to individual students and ask them the names of the community helpers.

WRAP-UP





We are going to learn about the people who help our community. Let’s call them community helpers.

(Point to the dentist.) Who is this? A dentist!

We see a dentist to check our teeth.

Now point to the dentist. Repeat: This is a dentist.

(Point to the doctor.) Who is this? A doctor!

We see doctor when we are sick.

Now show me the doctor. Repeat: This is a doctor

(Point to the nurse.) Who is this? A nurse.

A nurse takes care of us when we are not well.

Where is the nurse? Repeat: This is a nurse.


(Point to the firefighter.) Look! Here’s a firefighter.

A firefighter saves lives by putting out fire.

Point to the firefighter. Repeat: This is a firefighter.

(Point to the policeman.) Who’s this? A policeman!

A policeman keeps the community safe.

Now show me the policeman and repeat: This is a policeman.

(Point to the teacher.) Who’s this? A teacher!

I am a teacher. I help you to learn in school.

Show me the teacher. Repeat: This is a teacher.

(Ask individual students.) Who is this? (S1: This is a teacher; S2: This is a firefighter.)

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 9.1C–9.1D People Who Help Us CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 172–173 Phase: ESA (STUDY) Aim To identify community helpers Skill Tags Fine motor skills Penmanship Listening skills Vocabulary dentist, doctor, nurse, firefighter, policeman, teacher Functional Language This is a doctor. Is this a doctor? Yes. / No. Who is this? A doctor. Materials Flashcards no.: 156, 157, 158, 159, 160, 161 Homework N.A.


Good Morning (song)




❺❻❼❽ Note

❼: Are you a doctor?



Get students to identify the community helpers.

Starting with the nurse, ask students to trace the broken lines and then color the picture.

Then get students to color the word while repeating the word several times.

Then get students to say: “This is a nurse.”

Do the same for the other community helpers.

You may go in random order to train students’ listening skills. Suggested order: nurse, firefighter, teacher, dentist, doctor, and policeman.


Direct students attention to page 173.


Get them to listen carefully and follow your instructions.

For each row, tell students to circle each community helper a specific color.

Once the exercise is done, check students’ work.

Then tell students to color the community helpers. WRAP-UP

Sing the good-bye song : Skidamarink



Who do we have here? The community helpers!

(Point to each community helper.) Who is this?

Now we are going to trace and color the pictures.

Let’s start with the nurse. Trace the broken line to complete the picture. Then color the nurse.

(Point to .) Color the word “nurse” carefully.

As you color, repeat: Nurse.

Now say together: This is a nurse.

Next let’s look for the firefighter. Trace the broken lines to complete the picture. Then color it.

(Point to .) Now color the word “firefighter” carefully.

As your color, remember to repeat: Firefighter.

Let’s say together: This is a firefighter. (Repeat the above for the other community helpers.) Exercise 9.1D (page 173)

For the next exercise, you will need your crayons.

Listen carefully and follow my instructions.

(Point to the top row.) Let’s begin with the first row.

Are you ready? 1. Take your pink crayon. Circle the nurse. 2. Take your brown crayon. Circle the dentist. 3. Take your red crayon. Circle the firefighter. 4. Take your blue crayon. Circle the policeman.

Done? Let’s continue with the next row 1. With your yellow crayon, circle the teacher. 2. With your red crayon, circle the firefighter. 3. With your blue crayon, circle the policeman. 4. With your green crayon, circle the doctor.

Done? Now let me check your work. Good job!

Now color the community helpers. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 9.1E–9.1F People Who Help Us CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 174–175 Phase: ESA (ACTIVATE) Aim To identify community helpers Skill Tags Matching by attribute Language practice Awareness of everyday context Vocabulary dentist, doctor, nurse, firefighter, policeman, teacher Functional Language This is a doctor. Is this a doctor? Yes. / No. Who is this? A doctor. He is a doctor. Materials Flashcards no.: 156, 157, 158, 159, 160, 161 Homework N.A.


Good Morning (song)




❺❻❼❽ Note




Tell students that they are going to match the community helpers to their shadows.

Point to the policeman and get students to identify him.

Get students to match the policeman to his shadow.

Then tell students to color the policeman.

As they do, get them to repeat: “He is a policeman.”

Do the same for the other community helpers. Exercise 9.1F (page 175)


Tell students that they must help the community helpers get to the correct places.

Starting with the doctor, get students to identify him.

Ask them to describe what a doctor does.

Tell students that the doctor needs to get to the girl who’s hurt. Get them to find the way with a blue crayon.

Continue with the firefighter and policeman. Use different colored crayons.

Tell students to color the pictures.

WRAP-UP




We are going to match the community helpers to their shadows. Are you ready?

(Point to the policeman.) Who is this? A policeman!

Can you find his shadow? Match the policeman to his shadow. Then color the policeman.

Repeat after me: He is a policeman.

Look! Who do we see next? A firefighter!

Match the firefighter to his shadow and color.

Repeat after me: He is a firefighter.

Look! Who do we have next? A doctor and a nurse!

Now match them to their shadows and color.

Repeat: He is a doctor. She is a nurse. (Repeat for the other community helpers.)


Now we are going to help some community helpers get to the correct places. Are you ready?

(Point to the doctor.) Who is this? A doctor.

What does a doctor do? Who wants to tell us?

This girl is hurt. She needs a doctor. Can you help the doctor get to the girl?

Use a blue crayon to help the doctor find his way.

(Point to the firefighter.) Who is this? A firefighter.

Who can tell us what a firefighter does?

Now the firefighter needs your help to get to the fire.

Show him the way with your red crayon.

(Point to the policeman.) Who is this? A policeman.

What does a policeman do? Who wants to answer?

The policeman is looking for a thief!

With a black crayon, help the policeman catch the thief! Great job! You have helped the community!

Now you may color the pictures.

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 9.2A–9.2B Buildings in My City CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 176–177 Phase: ESA (ENGAGE) Aim To identify buildings found in a city Skill Tag Vocabulary (thematic) Vocabulary school, fire station, police station, hospital, dental clinic Functional Language This is a hospital. Is this a hospital? Yes. / No. What is this? A hospital. Materials Flashcards no.: 162, 163, 164, 165, 166 Homework Color pages 176–177.


Good Morning (song)







Get students to point to the school.

Get them to repeat several times: “This is a school.”

Continue with the same presentation for fire station and police station.



Continue with the same presentation for hospital and dental clinic.

Point to any building and ask students: “What is this?”


Get students to look at page 176 again.

Ask students where the following people are: Tony and Paty; the policeman; the fireman.

Get them to answer by saying: “… is/are at the ….”

Ask students if they have seen any of these buildings in their city before, apart from the school.

If so, get them to describe what they saw. WRAP-UP





Look at the city! Do you know these buildings?

Let’s learn the names of these buildings.

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

Now show me the school. Repeat: This is a school. (Repeat for “fire station” and “police station.”) Exercise 9.2B (page 177)

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

Show me the hospital and repeat: This is a hospital. (Repeat the above for “dental clinic.”)

(Point to any building.) What is this? (Ss: This is a hospital. / This is a police station.)

EXTENSION

Let’s look at page 176 again.

Where are Tony and Paty? Can you see them?

They are at the school. Repeat.

Where is the policeman/fireman?

He is at the police/fire station. Repeat.

Have you seen any of these buildings before?

(To those who answered “yes.”) What did you see? Where did you see it? Did you see anyone there?

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 9.2C–9.2D Buildings in My City CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 178–179 Phase: ESA (Study) Aim To identify buildings found in a city Skill Tag Listening skills Vocabulary school, fire station, police station, hospital, dental clinic Functional Language This is a hospital. Is this a hospital? Yes. / No. What is this? A hospital. Materials Flashcards no.: 162, 163, 164, 165, 166 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼: Are you at the hospital?



Note: If students are able to read, get them to read the building names. If not, use this as a listening exercise.

Starting with the first picture, ask students to “read” where the car is going. Tell them it is the fire station.

Get students to look for the correct building and match by following the road. Use different colored crayons.

Get students to trace the broken lines while repeating the building name: “Fire station.”

Then tell students to color the fire station.

Do the same for the police station and hospital.


Do the same for the school and dental clinic. EXTENSION

Ask students if they have been to any of these buildings before, apart from the school.

If so, ask them what they went there for. WRAP UP




We are going to read today. Are you ready?

(Point to the first sign.) What does it say here?

Yes, it says “Fire Station.” This car is going to the fire station. Can you help the car find the way?

Where is the fire station? Match with a red crayon.

Trace the broken lines and repeat: Fire station.

Now color the fire station.

Where is the next car going? To the police station.

Help the car find the way there with a black crayon.

Trace the broken lines and repeat: Police station.

Now color the police station.

Where is the last car going? To the hospital.

Look for the hospital and match with a blue crayon.

Trace the broken lines and repeat: Hospital.

Now color the hospital. Exercise 9.2D (page 179)

Let’s continue reading.

Look at this sign. What does it say? School.

Find the way to the school with a yellow crayon.

Trace the broken lines and repeat: School.

Now color the school.

What about the last sign? Dental clinic.

Find the way there with your brown crayon.

Trace the broken lines and repeat: Dental clinic.

Now color the dental clinic. EXTENSION

Have you been to any of these buildings before?

What did you go there for? (Sample response, S1: Dental clinic – I went to see a dentist.)

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 9.2E–9.2F Buildings in My City CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 180–181 Phase: ESA (ACTIVATE) Aim To identify buildings found in a city Skill Tag Problem-solving skills Vocabulary school, fire station, police station, hospital, dental clinic Functional Language This is a hospital. Is this a hospital? Yes. / No. What is this? A hospital. Materials Flashcards no.: 162, 163, 164, 165, 166 Scissors Glue Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼ ❽ Note

❼: Are you at the hospital?



Ask students what buildings they can see on this page.

Tell them that Tony and Paty are going to school.

Tell them to use a blue crayon to help Tony and Paty find their way.


Tell students that they are going to do a jigsaw puzzle.


Get them to cut out the six pieces of the jigsaw puzzle.


Allow students to solve the jigsaw puzzle on their own.

Explain that the three pictures provided can help them.

Check that students have arranged the pieces correctly.

Then get them to paste each piece in the correct box.

Invite individual students to the front to present their work.

EXTENSION

Get students to look at page 180 again.

Get students to help Tony and Paty get to the other buildings. Use different colored crayons.

WRAP UP




Look! What buildings can you see? (Ss: Police station! Fire station! School! Hospital! Dental clinic!)

And who do we have here? Tony and Paty!

Tony and Paty are going to school.

Now you are going to help them get to the school.

Use a blue crayon. Are you ready?

Start from Tony and Paty.

There are different ways to get there.

Draw any one way will do.


Now let’s do a jigsaw puzzle. That is putting a few small pictures together to get a big picture.

First let’s go to page 217 at the back of your book.

Do you see colorful pictures of the buildings?

Now cut them out carefully along the broken lines.


Do you have all six pieces?

On your own, try to arrange the pieces so that you will get a beautiful picture of the city.

You can start with the police station, school, and hospital. Match them to the pictures in the book.

Did you arrange them correctly? Let me see! Good!

Now paste them carefully in the correct boxes.

Who wants to come up to show us your work?

Tell us about your little city and the buildings it has. EXTENSION

Let’s look at the previous page (page 180) again.

Tony and Paty would like to go to the hospital now.

Can you help them find the way? Use a red crayon. (Repeat for the other buildings.) WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 9.3A–9.3B Where do they work? CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 182–183 Phase: ESA (ENGAGE) Aim To describe where different people work Skill Tag Language practice Vocabulary fire station, police station, school, hospital, dental clinic, firefighter, policeman, teacher, doctor, nurse, dentist Functional Language The doctor works in the hospital. Where does the doctor work? At the hospital. Does the doctor work at the police station? No. Materials Flashcards no.: 156, 157, 158, 159, 160, 161, 162, 163, 164, 165, 166 Homework Color pages 182–183.


Good Morning (song)




LOLLISTEPS

❸❹❺❻ Note Combine the flashcards of the community helpers and the buildings as you ask the questions and expect the answer. For example, combine “teacher” and “school” and ask: “Where does the teacher work?” Ss: “At the school.” CLASS ACTIVITY Exercise 9.3A (page 182)


Point to the first picture and get students to identify the community helper. Ask students where the place is.

Get them to point and repeat several times: “A firefighter works at the fire station.”

Note: As the sentence is long, get students to repeat phrase by phrase first, and then the whole sentence.

Continue with the same presentation for the teacher/school and policeman/police station.


Continue with the same presentation for doctor/nurse/hospital and dentist/dental clinic.

Ask individual students: “Where does the … work?” EXTENSION

Divide the class into two groups.

One group will ask questions and the other will answer.

After a few rounds, switch the roles and repeat activity. WRAP-UP





Do you remember the community helpers?

Today we are going to learn where they work.

(Point to the firefighter.) Look! Who is this?

Where is he? Where does the firefighter work?

Now point and repeat after me (phrase by phase): A firefighter works at the fire station.

Let’s look at the next picture. Who is this? Teacher!

Where is she? Where does the teacher work?

Point and repeat: A teacher works at the school. (Repeat the above for “police” and “police station.”) Exercise 9.3B (page 183)

Let’s continue! There are two community helpers here. Who are they? The doctor and the nurse!

Where are they? Where do they work?

Point and repeat: A doctor works at the hospital.

A nurse works at the hospital too. Repeat.

And finally, who is this? The dentist!

Where is he? Where does the dentist work?

Point and repeat: A dentist works at the dental clinic.

(Ask individual students.) Where does the policeman work? (S1: At the police station.)

EXTENSION

Now I will divide the class into two groups.

(To group 1.) You are the BLUE team.

(To group 2.) You are the RED team.

BLUE team will ask RED team a question, for example: Where does the firefighter work?

RED team, you will answer: At the fire station. WRAP-UP:


Please stand up!




Notes / Evaluation

Lollipop 2 9.3C–9.3D Where do they work? CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 184–185 Phase: ESA (STUDY) Aim To describe where different people work Skill Tags Penmanship Critical and logical thinking skills Vocabulary fire station, police station, school, hospital, dental clinic, firefighter, policeman, teacher, doctor, nurse, dentist Functional Language The doctor works in the hospital. Where does the doctor work? In the hospital. Does the doctor work at the police station? No. Materials Flashcards no.: 156, 157, 158, 159, 160, 161, 162, 163, 164, 165, 166 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note




Get them to first identify the community helpers.

Explain to students what they are going to do.

Then starting with the dentist, ask students where he works. Students should answer: “At the dental clinic.”

Get students to match the dentist to the dental clinic.

Tell them to follow the path with a crayon.

Get them to say: “The dentist works at the dental clinic.”

Do the same for the doctor and nurse.



Get them to identify the community helpers on this page.

Starting with the policeman, ask students where he works. Students should answer: “At the police station.”

Then get them to look for the police station and match.

Get them to say: “The policeman works at the ….”

Do the same for the teacher and firefighter.


As they do so, go to individual students and ask: “Who is this? Where does the … work?”

WRAP-UP




Look! Who do we have here?

Yes! The dentist, the doctor, and the nurse!

We are going to match them to where they work.

Let’s start with the dentist! Have a blue crayon ready. Where does the dentist work?

At the dental clinic. Good!

Now match the dentist to the dental clinic.

Follow the path with your blue crayon.

Say together: The dentist works at the dental clinic.

Let’s continue. Have a red crayon ready. Where does the doctor work? (Ss: At the hospital.)

Now get the doctor to the hospital with your crayon.

Say together: The doctor works at the hospital. (Repeat the above for “nurse” and the hospital.)


Look! Who do we have on this page?

The policeman, the teacher, and the firefighter!

Have a black crayon ready. Where does the policeman work? (Ss: At the police station.)

Now look for the police station. Match the policeman to the police station with your black crayon.

Say: The policeman works at the police station. (Repeat the above for “teacher” and “firefighter” using different colored crayons.)


(Go to individual students.) Who is this? (S1: A doctor.) Where does the doctor work? (S1: At the hospital.)

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 9.3E–9.3F Where do they work? CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 186–187 Phase: ESA (ACTIVATE) Aim To describe where different people work Skill Tags Logical thinking skills Fine motor skills Exploring personal identity Vocabulary fire station, police station, school, hospital, dental clinic, firefighter, policeman, teacher, doctor, nurse, dentist Functional Language The doctor works in the hospital. Does the doctor work at the police station? No. Who works at the police station? The policeman works at the police station. Materials Flashcards no.: 156, 157, 158, 159, 160, 161, 162, 163, 164, 165, 166 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note




Get students to identify the buildings.


Tell them to cut out pictures of the community helpers.



For each building, ask students: “Who works at the …?”

Then get students to find that community helper and paste the cutout at or next to the correct building.

As they paste, get them to say: “The … works at the ….”



Get students to identify the community helpers.

Ask students what they want to be when they grow up.

Tell them to color the community helper that they chose.

Invite individual students to the front.

Get them to first present their city on page 186 by saying who works where.

Then get them to say what they want to be when they grow-up. Encourage them to say: “I want to be a ….”

WRAP-UP




Look! This is a city. What buildings can you see?

Now turn to page 219 at the back of your book.

Do you see the community helpers?

There are six of them. Cut them out carefully.

Done? Now let’s turn back to page 186.

Have your cutouts and glue ready.

(Point to the police station.) Where is this?

Who works at the police station?

A policeman! That’s right. Now let’s look for the policeman. Paste him at the police station.

Say: The policeman works at the police station.

What building is next to the police station? (Repeat the above for the remaining buildings and the respective community helpers.)


Who do we have here? The community helpers!

What do you want to be when you grow up?

Which of these community helpers do you want to be? Choose one and color.

Now who would like to come to the front first?

Show us your city on the previous page.

Tell us about the community and who works where. (S1: The dentist works at the dental clinic, etc.)

Good! What do you want to be when you grow up?

(S1: A doctor.) Say: I want to be a doctor.

Excellent! Thank you. Who wants to come up next?

WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 9.4A–9.4B People at Work CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 188–189 Phase: ESA (ENGAGE) Aim To describe opposites: in–out; up–down Skill Tag Vocabulary (high frequency words) Vocabulary up, down, in, out, firefighter, policeman, doctor Functional Language The doctor is in the clinic. Is the doctor in? Yes. / No. The doctor is out. Is it going up or down? Up. / Down. Materials Flashcards no.: 167, 168, 169, 170; (Community Helpers) 156–161; (Buildings)162–166 Homework Color pages 188–189.


Good Morning (song)






Point to the police car and drag your finger upwards.

Tell students that it is going up.

Get students to point to it and repeat: “Up.”

Point to the fire engine and drag your finger downwards.

Tell students that it is going down.

Get students to point to it and repeat: “Down.”

Get students to repeat several times: “Up–Down.”

Point to “up” or “down” randomly. Get students to use physical movement to show and say “Up!” or “Down!” accordingly.



Explain that there are two different clinics in the picture.

Point to Clinic A and tell students that the doctor is in.

Get students to point to the doctor and repeat: “In.”

Point to Clinic B and tell students that the doctor is out.

Get them to point to the other doctor and repeat: “Out.”

Get students to repeat several times: “In–Out.”

Go to the door and take one step out of the classroom.

Say: “The teacher is out.”

Step back in and say: “The teacher is in.”

Invite one student at a time to do the same.

Repeat until all students have participated.

WRAP-UP

Homework, color pages 188–189.




(Point to the police car.) Look! This is a police car.

(Drag finger upwards.) It is going up a hill.

Can you show me the police car? Repeat: Up.

(Point to the fire engine.) This is a fire engine.

(Drag finger downwards.) It is going down the hill.

Show me the fire engine. Repeat: Down.

Let’s repeat again: Up–Down.

Now let’s play a game! When I point to “up,” you must put your hands up and say: Up! When I point to “down,” put your hands down and say: Down!

Ready? (Point to “up” and “down” randomly.) Exercise 9.4B (page 189)

Look! Here are two clinics where doctors work.

Look at Clinic A – the doctor is in.

Now let’s point to this doctor and repeat: In.

Look at Clinic B – the doctor is not in. He is out.

Now point to this doctor and repeat: Out.

Let’s repeat again: In–Out.

Now look at me! (Step out of the classroom.) The teacher is out. (Step back in.) The teacher is in.

Repeat: The teacher is out. The teacher is in.

Now who wants to help me? (E.g. Mary)

Mary! Thank you. Come over here.

Look! Mary is out. Mary is in.

Thank you! Who wants to help me next?

WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 9.4C–9.4D People at Work CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 190–191 Phase: ESA (STUDY) Aim To describe opposites: in–out; up–down Skill Tags Awareness of everyday context Listening skills Vocabulary up, down, in, out, firefighter, policeman, doctor, dentist Functional Language The doctor is in the clinic. Is the doctor in? Yes. / No. The doctor is out. Is it going up or down? Up. / Down. Materials Flashcards no.: 167, 168, 169, 170; (Community Helpers) 156–161; (Buildings)162–166 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼: Are you in?



Point to the firefighter and tell them that he is going up.

Get them to repeat: “The firefighter is going up.”

Point to the policeman. Tell them that he is going down.

Get students to repeat: “The policeman is going down.”

Tell students to trace the broken line from left to right.

As they trace, get students to repeat: “Up–Down.”

Tell students to color the word and the up-arrow red,

and the word and the down-arrow blue.

Then tell students to color the rest of the picture.

As they do so, go to individual students, point, and ask: “Is this up or down?”



Tell students to have their red and blue crayons ready.

Get them to listen and circle accordingly.

After the exercise, check that they have circled correctly.

Then get students to color the picture.

As they do so, go to individual students, point, and ask: “Is the doctor/dentist in?”

WRAP-UP




(Point to the firefighter.) Look! Who is this?

The firefighter is walking up the bridge.

Repeat after me: The firefighter is going up.

(Point to the policeman.) And who is this?

The policeman is walking down the bridge.

Repeat after me: The policeman is going down.

Now trace the broken line of the bridge.

As you follow the up-arrow, say: Up.

Then as you follow the down-arrow say: Down.

Color the word and the up-arrow red.

Color the word and the down-arrow blue.

Good! Now color the picture.

(Ask individual students.) Is this up or down?


Look! Do you see two doctors and two dentists?

Good! Have your red and blue crayons ready.

Now listen carefully and circle. Ready? 1. Take your blue crayon. Circle: The doctor is in. 2. Take your red crayon. Circle: The doctor is out. 3. With your red crayon, circle: The dentist in out. 4. With your blue crayon, circle: The dentist is in.

Done? Did you circle correctly? Let me check.

Well done! Now you can color the pictures. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 9.4E–9.4F People at Work CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 192–193 Phase: ESA (ACTIVATE) Aim To describe opposites: in–out; up–down Skill Tags Visual discrimination Language practice Vocabulary up, down, in, out, firefighter, policeman, doctor, dentist, nurse Functional Language The doctor is in the clinic. Is the doctor in? Yes. / No. The doctor is out. Is it going up or down? Up. / Down. Materials Flashcards no.: 167, 168, 169, 170; (Community Helpers) 156–161; (Buildings)162–166 Homework N.A.


Good Morning (song)




LOLLISTEPS


❼: Are you in?



For each row, get students to find and circle the one that is different. Use a different colored crayon for each row.

Get them to describe and color the pictures they circled.



Tell students to spot and circle the differences in red.

There are three differences: cat; firefighter; policeman.

Get students to describe the difference they spotted.

Then tell students to color the pictures. EXTENSION

Do a review of the community helpers and their work places. Place the flashcards of the various buildings on the ledge of the board. Have the flashcards of the community helpers faced down in your hands.

Invite individual students to pick a card from your hand.

For example, S1 picked “teacher.” Then get S1 to match it to the “school” flashcard on the ledge of the board.

Repeat until the flashcards run out.

Shuffle or exchange the flashcards of the buildings with those of the community helpers.

WRAP-UP




For each row, look carefully at all the pictures.

Find the one that is different from the rest and circle.

Let’s start with the first row. Circle the one that is different with your red crayon.

Done? Which picture did you circle? (Ss: Teacher.)

For the second row, circle the one that is different with your blue crayon.

Done? Which picture is different? (Ss: Firefighter.)

For the last row, circle the different one in green.

Done? Did you circle the last picture? What is different about it? Yes, the dentist! Excellent!

Now color only the pictures you have circled.


Look! These two pictures look very similar.

But there are some differences. Can you see them?

Good! Circle the differences with your red crayon.

What are the differences? Who wants to tell us?

The cat! In the first picture, the cat is sad. In the second picture, the cat is happy.

The firefighter! In the second picture, the firefighter is climbing up the ladder.

The policeman! In the first picture, he is in the car. In the second picture, he got out of the car.

Now color the pictures. EXTENSION

Now let’s do something fun! Who wants to come up first? (To S1.) Pick a flashcard.

Who is it? Show and tell the class.

Where does the teacher work?

Now match it to the correct building on the board.

Perfect! Thank you! Who wants to go next?

WRAP-UP

Please stand up!




Notes / Evaluation

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:

Lollipop 2 Unit 10

MONTHLY PLANNER

THEME TOPIC FUNCTIONS SKILL TAGS VOCABULARY 1 Animals in the City

Identifying animals that live in the

city



Penmanship



cat, fish, dog, parrot, horse, duck, city

2 Animals in the Jungle Identifying animals that live in the jungle

Classifying animals by where they live



Cross-curricular links (science)


snake, monkey, zebra, elephant, giraffe, lion, jungle

Lollipop 2 10.1A–10.1B Animals in the City CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 194–195 Phase: ESA (ENGAGE) Aim To identify animals that live in the city Skill Tag Vocabulary (thematic) Vocabulary fish, cat, dog, parrot, horse, duck, city Functional Language This is a parrot. Is this a parrot? Yes. / No. What is this? A parrot. Where does the parrot live? In the city. Materials Flashcards no.: 171, 172, 173, 174, 175, 176, 183 Homework Color pages 194–195.


Good Morning (song)




❶❷❸❹




Explain that these are pet animals.

Tell students where pets can commonly be found.

Ask students if they have seen any pet animals before.

Get students to point to the fish.

Get them to repeat: “This is a fish.”

Repeat the same presentation for cat, dog, and parrot. Exercise 10.1B (page 195)


Tell them that these animals may be found in the park.

Get students to point to the horse.

Get them to repeat: “This is a horse.”

Repeat the same presentation for duck.

Randomly point to any animals and ask: “What is this?”


Ask students if they have pets at home.

Invite students who have to talk about their pets.

WRAP-UP




We are going to learn animals that live in a city!


Look! These are animals that can live in our homes.

They are called pets.

We can see pets in shops and along the streets.

Have you seen any of these pet animals before?

Now let’s point to the fish. Is this a pet? Yes!

Repeat after me: This is a fish.

Show me the cat. Is it a pet? Yes!

Repeat after me: This is a cat.

Look! Tony is walking his dog. Point to the dog.

Repeat after me: This is a dog.

Where is the parrot? It’s in the pet shop.

Point and repeat: This is a parrot. Exercise 10.1B (page 195)

Look! Here’s a horse and here’s a duck.

These are also animals that we can find in a city, but not in our homes. We may find them in parks.

They live in special places not inside our houses!

Do you know any other animals that live in the city but are not pets? (E.g. rats, squirrels, bees, bats)

Look! Paty is sitting in a horse carriage.

Let’s point to the horse and repeat: This is a horse.

We can see ducks swimming in a pond.

Point to the duck and repeat: This is a duck.

(Point to any animal.) What is this? EXTENSION

Do you have any pets? / Who has pets at home?

Who wants to come up and tell us about your pet? WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 10.1C–10.1D Animals in the City CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 196–197 Phase: ESA (STUDY) Aim To identify animals that live in the city Skill Tags Fine motor skills Penmanship Vocabulary fish, cat, dog, parrot, horse, duck, city Functional Language This is a parrot. Is this a parrot? Yes. / No. What is this? A parrot. Where does the parrot live? In the city. Materials Flashcards no.: 171, 172, 173, 174, 175, 176, 183 Homework N.A.


Good Morning (song)




❺❻❼❽ Note

❼: Do you have a cat?




Starting with the cat, ask students what it is.

Tell them that the cat is trying to catch the butterfly.

Tell students to help the cat by tracing the dotted line.

As they trace, get them to repeat: “This is a cat.”

Then get students to color the word .

Continue with the fish and dog.



Starting with the duck, tell them to trace the dotted line to help the duck get to the pond.

As they trace, get them to repeat: “This is a duck.”

Then get students to color the word .

Continue with the parrot and horse.


As they do, go to individual students, point, and ask: “What is this?”

EXTENSION

Ask students what sounds these animals make.

E.g. cat – meow; dog – woof; duck – quack; fish – bloob; horse – neigh; parrot – “Hello!”

WRAP-UP




These pets are trying to catch something they like.

Let’s help them! Have your crayons ready.

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

The cat is trying to catch a … butterfly!

Trace the dotted line from the cat to the butterfly.

Repeat: This is a cat. Now color the word “cat.”

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

The fish wants to catch a worm! Let’s help the fish.

Trace the dotted line from the fish to the worm.

Repeat: This is a fish. Now color the word “fish.”

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

The dog is trying to catch the bone!

Trace the dotted line from the dog to the bone.

Repeat: This is a dog. Now color the word “dog.” Exercise 10.1D (page 197)

Now we are going to help the other animals!

The duck loves the water!

Trace the dots to help the duck get to the pond.

Repeat: This is a duck. Now color the word “duck.”

Look! Here is the parrot.

Trace the dots to help the parrot find its perch.

Repeat: This is a parrot. Color the word “parrot.”

Look at the horse! It has a beautiful carriage!

Trace the dots to match the horse to its carriage.

Repeat: This is a horse. Color the word “horse.”


(Go to individual students.) What is this? EXTENSION

What sounds do these animals make? Let’s start with the cat! (Ss: Meow!)

WRAP UP

Please stand up!




Notes / Evaluation

Lollipop 2 10.1E–10.1F Animals in the City CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 198–199 Phase: ESA (ACTIVATE) Aim To identify animals that live in the city Skill Tags Matching by attribute Problem-solving skills Vocabulary fish, cat, dog, parrot, horse, duck, city Functional Language This is a parrot. Is this a parrot? Yes. / No. What is this? A parrot. Where does the parrot live? In the city. Materials Flashcards no.: 171, 172, 173, 174, 175, 176, 183 Homework N.A.


Good Morning (song)




❺❻❼



Tell students that they are going to match the animals to their shadows and to have their crayons ready.

Point to the duck and ask students to identify it.

Get students to repeat: “This is a duck.”

Get them to match it to the correct shadow on their own.

Do the same for the other animals.

Then check that they have matched correctly.

Tell students to color the animals.


Direct students’ attention to the maze on page 199.

Tell them that the horse and the dog are looking for the others animals. Get them to find the way with a crayon.

Explain that the horse cannot go by the broken paths.

Then check that students drew the correct path.

Ask students what animals they found.

Invite individual students to the front to present the city animals. Encourage them to say: “This is a dog. It lives in the city. ….”

WRAP-UP




Look! We have animals that live in the city here.

We are going to match these animals to their shadows. Have you crayons ready.

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

Let’s say together: This is a duck.

Now look for its shadow. Draw a line to match them. (Repeat the above for the other animals.)

Did you match correctly? Let me check!

Now color all the city animals.


Look! This is a beautiful picture of a park in the city.

The horse and the dog are looking for their friends.

Can you help them? Use a crayon.

(Point to any broken path.) These are broken paths. The horse cannot walk on these broken paths.

Find a way where there are no broken paths.

Who has found the way? Let me check. Excellent!

What animals did they find?

Yes! The fish, the duck, the parrot, and the cat!

Now color the beautiful picture.

Who wants to come up to present the city animals?

Show us the animal and tell us where it lives. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 10.2A–10.2B Animals in the Jungle CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 200–201 Phase: ESA (ENGAGE) Aim To identify animals that live in the jungle Skill Tag Vocabulary (thematic) Vocabulary snake, monkey, zebra, elephant, lion, giraffe, jungle Functional Language This is a lion. Is this a lion? Yes. / No. What is this? A lion. Where does a lion live? In the jungle. Materials Flashcards no.: 177, 178, 179, 180, 181, 182, 184 Homework Color pages 200–201.


Good Morning (song)







Explain what a jungle is.

Get students to point to the snake.

Get them to repeat: “This is a snake.”

Repeat the same presentation for monkey and zebra.



Repeat the same presentation for elephant, lion, and giraffe.

EXTENSION

Tell students that these animals can be found in the zoo.

Ask students if they have been to the zoo and what animals they saw.

WRAP-UP





Look! These are animals that live in a jungle.

Do you know what a jungle is?

Only wild animals live in the jungle. It is usually hot.

It has no buildings, only trees and grass, like this picture.

Now let’s look for the snake.

Point and repeat: This is a snake.

A zebra is black and white! Can you find it?

Point and repeat: This is a zebra.

Where is the monkey?

Point and repeat: This is a monkey. Exercise 10.2B (page 201)

Now show me the elephant.

Repeat after me: This is an elephant.

The lion is the king of the jungle! Where is it?

Point and repeat: This is a lion.

A giraffe is tall and has a very long neck!

Where is the giraffe?

Repeat: This is a giraffe. EXTENSION

These animals can also be found in the zoo.

Have you been to the zoo before?

What animals did you see? WRAP-UP


Please stand up!




Notes / Evaluation

Lollipop 2 10.2C–10.2D Animals in the Jungle CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 202–203 Phase: ESA (STUDY) Aim To identify animals that live in the jungle Skill Tags Fine motor skills Cross-curricular links (Science) Vocabulary snake, monkey, zebra, elephant, lion, giraffe, jungle Functional Language This is a lion. Is this a lion? Yes. / No. What is this? A lion. Where does a lion live? In the jungle. Materials Flashcards no.: 177, 178, 179, 180, 181, 182, 184 Homework N.A.


Good Morning (song)




LOLLISTEPS

❺❻❼❽ Note

❼: Do you have the snake?



Ask students to point to the giraffe.

Tell them to trace the missing parts of the giraffe.

As they trace, get them to repeat: “This is a giraffe.”

Then get them to color the word .

Continue with the snake and zebra.

Tell students to color the snake green, the giraffe brown and yellow, and the zebra black and white.



Starting with the sign, ask students to read it.

Tell them to follow the footprints to see if they read correctly. Then tell them to color the letters.

Get students to match the sign to the elephant while repeating: “Elephant.”

Tell them to trace the missing parts of the elephant.

Then get them to repeat: “This is an elephant.”

Continue with the monkey and lion.

Tell students to color the animals.

WRAP UP




Where is the giraffe? Point to the giraffe.

Some parts are missing. Trace the missing parts.

Repeat after me: This is a giraffe.

(Point to .) Now color the word “giraffe.”

Can you see the snake?

Some parts are missing. Trace the missing parts.

Repeat after me: This is a snake

(Point to .) Now color the word “snake.”

Look for the zebra and trace the missing parts.

Repeat after me: This is a zebra.

(Point to .) Now color the word “zebra.”

Let’s color the animals! Color the snake green. Color the giraffe brown and yellow. Color some parts of the zebra black.


Look! These are signs with names of the animals!

Can you read them?

Let’s read the first one. (Ss: Elephant.)

Is that correct? Let’s follow the footprints to find out.

Is it elephant? Yes! Now color the “elephant” sign.

Match the sign to the elephant and say: Elephant.

Now trace the missing parts of the elephant.

Repeat after me: This is an elephant.

What does the next sign say? (Ss: Monkey!) (Repeat the above for “monkey” and “lion.”)

Now you can color the animals. WRAP-UP

Please stand up!




Notes / Evaluation

Lollipop 2 10.2E–10.2F Animals in the Jungle CONTENTS LESSON PLAN TEACHER’S SCRIPT

Pages: 204–205 Phase: ESA (ACTIVATE) Aims To identify animals that live in the jungle Classifying animals by where they live Skill Tags Cross-curricular links (Science) Sorting and classifying Vocabulary snake, monkey, zebra, elephant, lion, giraffe, jungle Functional Language This is a lion. Is this a lion? Yes. / No. What is this? A lion. Where does a lion live? In the jungle. Materials Flashcards no.: 177, 178, 179, 180, 181, 182, 184 Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻❼ CLASS ACTIVITY Exercise 10.2E (page 204)


Explain that they need to match two correct pieces to complete the drawing of each animal.

Allow students to complete the activity on their own.

Then check that they have matched correctly.

Go through each animal by pointing and asking: “What is this?” or “Is this a monkey?”



Get students to cut out the pictures of all the animals.


Allow students to sort the city and jungle animals on their own. Then check that they have sorted correctly.

Get students to paste the animals in the correct places.

Invite individual students to the front to present their work. Encourage students to say, for example: “This is an elephant. It lives in the jungle. ….”

WRAP-UP

Tell students that this is the last exercise and they have come to the end of the book.

Award students with the Certificate of Completion found at the back of the Student Book. Remember to fill in the names and date.




Look! The animal drawings have been cut into two.

Join two correct pieces to complete each animal.

On your own, try to complete all the animals.

Done? Let’s see if you have matched correctly.

(Point to the first piece.) What do you see here?

Is this a monkey? Did you find the other half? Good!

Let’s say together: This is a monkey.

What animal do you see next?

Is it a snake? Where is the missing part?

Let’s say together: This is a snake. (Repeat the above for the rest of the animals.)

What is this last animal? Where is the missing part?

Great! Let’s say together: This is an elephant.


What do you see here? The city and the jungle.

Now turn to page 219 at the back of your book.

See the colorful animals? Cut them out carefully.

Done? Let’s go back to page 205.

On your own, find the city animals and put them in the city. Then put the jungle animals in the jungle.

Do not paste them yet.

Done? Did you sort them correctly?

First tell me, what animals do you have in the city? (Ss: A fish, a dog, a parrot, and a cat.) Yes!

Now paste the city animals in the city.

What animals do you have in the jungle? (Ss: A giraffe, an elephant, a monkey, and a lion.)

Good! Paste the jungle animals in the jungle.

Who wants to come to the front and tell us about the animals and where they live?

WRAP-UP

You have completed Lollipop 2. Well done!

Here is your Certificate of Completion!

Please stand up!



Good-bye! See you in Level 3!

Notes / Evaluation

Lo

llip

op

2 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 anim

als

that

live in t

he

city (

no

. 171–

17

6)

be

fore

the s

tud

ent a

nd s

ay:

I)

DE

SC

RIB

ING

AN

IMA

LS

TH

AT

LIV

E IN

TH

E C

ITY

1)

Sho

w m

e the p

arr

ot.

2)

Poin

t to

th

e f

ish.

3)

Where

is the h

ors

e?

4)

Sho

w m

e the c

at.

5)

Poin

t to

th

e d

og.

Pla

ce

the

fla

shcard

s o

f th

e a

nim

als

that

live in th

e jung

le (

no

. 17

7–

182)

befo

re the

stu

den

t an

d s

ay:

II)

DE

SC

RIB

ING

AN

IMA

LS

TH

AT

LIV

E IN

TH

E J

UN

GL

E

1)

What is

this

? (

Poin

t to

th

e m

on

key

.)

2)

What is

this

? (

Poin

t to

th

e z

eb

ra.)

3)

Is this

a t

iger

or

a lio

n?

(P

oin

t to

the l

ion

.)

4)

Is this

a s

nake o

r a g

iraffe? (

Poin

t to

the

gir

aff

e.)

5)

What is

this

? (

Poin

t to

th

e e

lep

ha

nt.

)

Pla

ce

the

fla

shcard

s o

f anim

als

, city,

and

ju

ng

le (

no. 1

71–1

84)

befo

re t

he s

tude

nt

and s

ay:

III)

C

LA

SS

IFY

ING

AN

IMA

LS

BY

WH

ER

E T

HE

Y L

IVE

1)

Where

does the m

onke

y liv

e?

2)

Where

does the f

ish liv

e?

3)

Where

does the e

leph

ant

live?

4)

Does th

e p

arr

ot

live in th

e c

ity o

r th

e jung

le?

5)

Does th

e g

iraffe liv

e in t

he c

ity o

r th

e ju

ng

le?

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

:

2Patricia Avila

Teacher's Guide

Empowering Minds • Improving Lives

2Lollipop 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 Guide

Teacher's Guide

2

Documents

Teacher's Guide - Alston Publishing House · Engage-Study-Activate (ESA) model. ... • Student Book • Teacher’s Guide (available online in both English and Spanish) • Online