Material Demonstrativo de Inglês

Transcription

Material Demonstrativo de Inglês
Educação Infantil
ernal
at
Mini M
Ensino Fundamental 1
1º ano
2º ano
Maternal
3º ano
Nível 1
Nível 2
Nível 3
4º ano
5º ano
ESSAS ESCOLAS FAZEM PARTE DO NOSSO TRABALHO.
Caros diretores, coordenadores e professores,
A Editora Kinderbooks oferece para sua escola um material didático, especialmente
desenvolvido para favorecer os diferentes estilos de aprendizagem, focando o ensino
significativo e eficaz para cada faixa etária.
Há mais de 12 anos no mercado atuando no ensino da Língua Inglesa para alunos na
faixa etária de 1 a 10 anos, a Kinderbooks conta com um número cada vez maior de
escolas parceiras.
Oferecemos muito além de material didático. Ao adotarem nossos livros em sua
escola terão, gratuitamente, respaldo pedagógico para capacitação da equipe e plantão permanente online, para acompanhar e colaborar com a aplicação do material
nas escolas parceiras, além de sugestões para relatórios, eventos, apresentações para
pais, provas, entre outros serviços.
Em nosso material ressaltamos a importância de se trabalhar os valores e princípios
com as crianças nas atividades do dia-a-dia.
A Kinderbooks também desenvolveu um grande número de jogos paradidáticos e
posters para serem usados ao longo do curso.
Foi lançado no ano de 2012 o Portal da kinderbooks que conta com uma página
dedicada às escolas parceiras onde os professores tem acesso a arquivos e atividades
extras durante o ano, além de notícias e acesso ao nosso catálogo online.
Entre em contato e solicite a visita de um representante,
Atenciosamente,
Equipe Kinderbooks.
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MATERIAL DIDÁTICO PARA ALUNOS DA EDUCAÇÃO INFANTIL
• Coleção Songs & Rhymes - 1 e 2 anos
A coleção é composta por dois livros de músicas para crianças, com ilustrações e ritmos adequados para a faixa etária. As músicas foram especialmente selecionadas e ilustradas para introduzir e
praticar o aprendizado do idioma, trazendo para as crianças diversão e conhecimento. Cada volume contém doze músicas.
Mini Maternal
Maternal
É opcional a adoção das fichas de atividades em tamanho A3 com notas explicativas para o professor.
• Coleção Lucky Kids - 3 à 5 anos
Para motivar crianças em seus diferentes estilos de aprendizagem, histórias, músicas, rimas, poemas,
dramatizações, jogos, artes, culinária, jardinagem, projetos e atividades gráficas fazem parte das aulas
de inglês desta coleção. A conexão com a realidade e o dia-a-dia das crianças é concretizada por
meio de rodas de conversa e projetos temáticos.
Contents - Conteúdo
Nível 1 - 3 anos - Material do Aluno
Livro de atividades opcional
Audio cd
Cd room
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Myself, greetings,
families, daily routine,
healthy habits, toys,
nature, person safety,
bears, houses,
parts of the body,
the five senses,
rooms in a house,
furniture in a house,
feelings, actions,
good and bad manners,
responsibility,
respecting others,
apologizing, friendship
and celebrations.
Audio cd
Cd room
People,
people in comunity,
homes,
farm,
pet animals,
hen life cycle,
horse,
means of transportation,
food,
families,
parts of body,
actions, nature,
asking for help,
trusting others
and feelings.
Rooms in a house,
healthy food,
pet animals,
snack food,
hobbies,
clothes,
making decisions,
likes and dislikes,
feelings,
junk food,
family,
toys,
country environment,
going home and
means of transportation.
Audio cd
Cd room
MATERIAL DIDÁTICO PERSONALIZADO
A Editora Kinderbooks conta com uma equipe pedagógica de profissionais altamente qualificados
e especializados no ensino de inglês para crianças a partir de 1 ano. Essa equipe elabora o Material
de acordo com a necessidade de cada Instituição de Ensino, levando em consideração o Projeto
Pedagógico da Instituição, a carga horária e a equipe de profissionais da mesma.
A Kinderbooks oferece todo o apoio pedagógico para os profissionais que trabalham com o Material didático personalizado. Esses são alguns modelos desenvolvidos pela editora:
As escolas que optarem pelo material personalizado
poderão escolher a arte das capas e dos cds, assim
como as fichas de exercícios que farão parte do
livro de atividades.
Lucia Miranda | Daniela Gallina
Lucia Miranda | Daniela Gallina
Entre em contato com uma de nossas assessoras pedagógicas e conheça todas as opções que
oferecemos.
3
OFERECEMOS PARA O PROFESSOR DA EDUCAÇÃO INFANTIL:
Portal: www.kinderbooks.com.br
O professor receberá login e senha para acessar todas as informações que disponibilizamos em
nosso portal. Artigos pedagógicos, sugestões de atividades para datas comemorativas, provas, relatórios, entre outros.
Suporte pedagógico online:
As autoras do material disponibilizam o suporte pedagógico on-line para capacitação dos profissionais que irão trabalhar com o material Kinderbooks. Um plantão permanente para esclarecimento de dúvidas faz parte do trabalho das “Teachers-On-Line”. Reuniões via Skype também são
realizados desde que agendadas com um dia de antecedência.
Material do professor
- Livro do professor:
O Teacher’s Book foi elaborado para ser um guia prático das atividades a serem desenvolvidas com
sugestões detalhadas de planos de aula, músicas, jogos, atividades de artes, atividades para hora da
roda, eventos, entre outros. Guia para projetos a serem desenvolvidos de acordo com cada história
e notas explicativas de atividades que podem envolver os pais no aprendizado do aluno “Home
connection”. Sugestão de bilhetes para casa, e material fotocopiavel fazem parte do material do
professor.
- Cd room igual ao do aluno com guia de atividades.
- Cd de áudio do professor com a narrativa da história relacionando cada página com a faixa correspondente no cd.
- Luvas dos personagens principais.
Opcional
- Kit igual ao do aluno para elaboração das aulas.
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EXEMPLO DO MANUAL DO PROFESSOR
SONGS AND RHYMES
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SONGS AND RHYMES - V.2 - MINI MATERNAL
EXEMPLO DO MANUAL DO PROFESSOR - AULA 1
Class 1
Music: Twinkle Twinkle Little Star
Date:____________
Song:
“TWINKLE, TWINKLE, LITTLE STAR”
Main Aims:
-Revise previous contents.
- Identify and/or name language related to:
Nature (star, sky, sun);
People (boy, girl);
Family (mum, dad);
Feelings;
Actions (sleep, play).
- Compare and contrast day and night.
- Memorize songs.
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!
Take notes of all materials needed for this class:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Circle Time
With all your students sitting in the circle time area, tell them the following story:
“Once upon a time there was a boy and a girl who were very excited about going to their best
friend’s birthday party. This party was supposed to happen at night and their mum and dad told
them that it was still day, and there was a long day until the nigh comes. But the boy and the girl
were so excited that they coudn’t stop asking the time, so their parents told them that as soon as
they saw the first star in the sky, they could go to the party. So the boy and the girl went to the
garden and started looking at the sky, searching for the first Little Star they could find! I’d didn’t
take them too long as the first shining star appeared, a beautiful star! They were so amazed that
they lost track of time and went to the party a little bit late...”
Play the Twinkle Twinkle Little Star song and role-play it with your students.You can also use the
paper dolls of the characters (mum, dad, boy and girl) to illustrate your story. These drawings can
be found at the “photocopiable session” at the back of the teachers guide.
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.
Arts&Crafts
Have some silver papers for the students to wrap up and paste on the star. In case you prefer, you
can also use other silver materials as glue or paint. Play the Twinkle Twinkle song while the children
do the activity.
Send the “home-connection” note to the parents (photocopiable material).
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Class 2
Date:____________
Song:
Main Aims:
People (boy, girl);
Family (mum, dad);
Feelings;
- Memorize songs.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Show & Tell / Role Play
Talk about Day and Night using pictures from magazines to illustrate your talk.You will also use
the ones parents and kids brought to school, encouraging children to show them during the Circle
Time activity.
Organize a spot in your classroom to display all the pictures dividing them into Day and Night.
Then, play the Day and Night game by inviting the children to follow your commands:
Day! Let’s play (and all students should go to the day area and play)
Night! Let’s sleep. (and all students should go to the night area and pretend they are sleeping. While
they pretend they are sleeping, play the Twinkle Twinkle song).
Repeat this activity as you wish.
Game: “What’s in the Box?”
So far it is expected that the students are able to identify and/or name the following vocabulary:
mum, dad, boy, girl, day, night and star.
Have all these picture cards in a box and invite students to sit in the circle time place. Show students the box and ask them “What’s in the Box?”. Take one card out and say its name out loud.
Display them all in front of you and ask students to repeat their names. Then, ask students to close
their eyes and put only one object back in the box. As they open their eyes ask: “What’s missing?”.
The student who guesses it right scores one point. Repeat this activity as many times as you wish.
Home-Connection
Srs Pais,
Na próxima aula faremos uma roda de conversa e
pedimos que mandem para a escola uma foto da família.
Grata,
Teacher_________________
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Class 3
Date:__________
Main Aims:
Song:
People (boy, girl);
Family (mum, dad);
Feelings;
- Memorize songs.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Circle Time have all photos with you
Talking about Family
Tell children that this Teddy Bear that you are holding is very curious to know about their families
so you though that maybe they could tell him their parents’ names. Give each child his/her family’s
photo. Motivate them to talk. Reward every time they express themselves.
Arts & Crafts
Invite your students to make a beautiful magic wand using different materials as soft pens, paint and
paintbrushes, glitter...
Use the Annex paper and, if possible, paste the star on a cardboard paper so that it gets harder.
Game: Statue
Play the Twinkle Twinkle song and invite students to listen carefully to it. Star playing it in a low
volume and turn it louder bit by bit.
Encourage students to sing and dance along with you and, as the music stops, they freeze as in the
original Statue Game. As you play the song again, students can sing and dance along.
Repeat this procedure as many times as you wish.
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EXEMPLO DA FICHA DE ATIVIDADE
TAMANHO A3
Professor: Providencie papéis prateados e cola para que os alunos possam rasgar e colar em cima das estrelas.
TAMANHO A3
Professor: Providencie palitinhos de sorvete, giz de cera, tesoura e cola para que após pintura e recorte a estrela seja
colada no mesmo.
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Class 1
SONGS AND RHYMES - V. 1 - MATERNAL
Date:____________
Main Aims:
Song: “ONE POTATO”
- Revise previous contents
- Identify and/or name language
related to:
Parts of the face (head, eyes, nose, mouth, hair, ears)
Colours (brown)
Fruits and Vegetables (apple, carrot, potato)
- Count from 1 to 7
- Talk about preferences (I like ___ / I don`t like ___)
- Memorize songs
- Follow commands
One potato, two potatoes, three
potatoes, four, five potatoes, six
potatoes, seven, potatoes more.
Music: One Potato
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Circle Time
Have all your students sitting in the circle time area. Show them the activity paper and ask them
what they can see. Explore the scene as much as possible. Let them express themselves!
One Potato, two potatos,
three potatos, four,
Five potatos, six potatos,
seven potatos, more.
Have a supermarket bag with 7 potatoes in it. Don’t let the students see what is inside. Let them
touch the bag and ask students: “What’s in the bag?”. Let the students pass the bag around and feel
it. Then, show the students an apple, a carrot and a potato and ask the following questions:
“Are there apples in the bag? / Are there carrots in the bag? /Are there potatoes in the bag?”.
Motivate students to express their opinions. Show the potatoes and say: “ POTATOS! THERE ARE
POTATOES IN THE BAG!!!”. Count the potatoes: “One potato, two potatoes, three potatoes, four
potatoes, five potatoes, six potatoes, seven potatoes”! Count the potatoes again, motivating the
students to do it along with you!
Guessing Game:
Still with your students in the circle time area, display 10 potatoes on the floor and explain that, as
they close their eyes, some potatoes are going to be hidden. Tell the students to close their eyes
and put three potatoes in the bag. As you tell them to open their eyes, ask the question: “How
many potatoes are there in the bag?”. Repeat this procedure as many times as you wish.
Music
Show students the activity paper previously done and play the song. Sing along with them, using the
Potatoes to illustrate the song!
10
Class 2
Date:____________
Main Aims:
related to:
Colours (brown)
- Count from 1 to 7
- Memorize songs
- Follow commands
Music: One Potato
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Circle Time
With all the students sitting in the circle time área, show them an apple and a carrot. Explain that
these food were not in the bag, but that they are delicious and very healthy.
Ask kids if they like eating apples and carrots. Role-play a dialogue between the apple and the
carrot saying: “Do you like apples? Apples are yummy! Kids love eating apples! I like carrots as
well!!!”
Cookery Class
Prepare a bowl with some carrots and apples cut in advance. Encourage students to try them and
express their opinions by saying: “I like apples / I don’t like apples” and “I like carrots / I don’t like
carrots”. You can also make a carrot juice, if you prefer!
Make sure that no students are alergic to these food. This is also a good opportunity to review
numbers and colours.
Arts&Crafts
Have some potatoes CUT in half and use them as stamps. The students should dip them on the
brown paint (you can put the paint on plastic plates) and stamp the paper while they listen to the
ONE POTATO song.
11
Class 3
Date:____________
Main Aims:
related to:
Colours (brown)
- Count from 1 to 7
- Memorize songs
- Follow commands
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Arts &Crafts - Potato’s head
Have one potato per students and extra materials as buttoms, papers, wool and rubber for the
students to create facial features to decorate their potato head. They can make eyes, nose, hair and
mouth out of it. Each student will take his/her potato head home with the following note:
Desenho ilustração 5
HOME-CONNECTION
DearParents,
Na aula de hoje seu/sua filho (a) fez uma Potato’s Head (cabeça de batata). Colocamos na Potato’s
Head: eyes, nose, mouth, hair e ears. Depois cantamos a música:
“One potato, two potatoes, three potatoes, four, five potatoes, six potatoes, seven, potatoes more.”
Quando fizerem uma refeição que tenha batata no cardápio, lembre-se de cantarem a música com
seus filhos
Grata, Teacher ___________________
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SONGS AND RHYMES - V.1 - MATERNAL
TAMANHO A3
Professor: Disponibilize pedacinhos de papel marrom para que os alunos colem em cima das batatas.
Professor: Disponibilize batatas cortadas ao meio para que os alunos utilizem como carimbo.
13
TEACHING ENGLISH THROUGH STORIES
GOLDILOCKS AND THE
THREE BEARS
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THEMES APPROACHED IN THE COURSE
TEMAS ABORDADOS NO LIVRO
In the story “Goldilocks and The Three Bears” different themes are approached throughout the
story. Among them:
Unit
1
2
3
Title
Hello, I’m Goldilocks
This is my family
I’m a healthy girl
Themes
Myself, greetings and introductions
Families
Daily Routine – healthy habits
4
5
6
7
8
9
10
11
12
13
14
It’s time to sleep
I’m going for a walk
A bear family!
Yummy! I’ll rest a little
They are back!
What a fright
The bears are happy again
Telling the truth
Saying sorry
Having fun
Toys – bedroom
Nature – Personal Safety
Bears and Houses
Parts of the body and the senses
Rooms and furniture in a house
Feelings
Actions
Kitchen and living room objects – Feelings
Good and bad manners – Taking responsibility
Respecting others – Apologizing
Friendship and celebrations
PACING FOR THE COURSE BOOK
SUGESTÃO DE DIVISÃO DO CONTEÚDO
February
March
April
May
June
August
September
Introductory Unit, Unit 1
Units 2 and 3
Units 4 and 5
Units 6 and 7
Unit 8
Review Units 1 to 8 plus 9
Units 10 and 11
October
November
December
Unit 12
Unit 13
Unit 14
15
Introductory Classes
Aula introdutória
Overview
Explicação
Before using the book
Antes de utilizar o livro
Main Aim
Language
Key Vocabulary
Welcoming children.
Introducing the teacher.
Introducing oneself.
Establishing routine.
Talking about friendship.
Talking about birthdays.
Hello.
__________, please.
I’m __________ (age).
This is my hand.
How are you?
I’m fine.
Hello, bye-bye, sit down, stand
up, circle, boy, girl, baby, hand,
ball, water, toilet, bathroom,
peg, handprint, friend, yellow,
blue, raise, wait, fine, soap,
towel, dirty, clean, wet, dry.
Circle Time
Game
Listening
-----
Welcoming children
Establishing routine
Discussing friendship
Which puppet is missing?
Throw the ball
Songs
Workbook
-----
Note To Parents /
Home Connection
Hello Song (CD Track 10)
Bye-Bye Song (CD Track 17)
Art Activity
Printing hands (for the class
board)
Colouring pegs
-----
Photocopiable Material
Name tags
Birthday cards
16
Board
Teacher’s Board
Class Board
Birthday Board
INTRODUCTORY CLASSES - AULA INTRODUTÓRIA
Before using the book - Lesson 1
Antes de utilizar o livro - Aula 1
Main Aim
Language
Material
Welcoming children;
Introducing the teacher;
Introducing oneself;
Singing routine songs.
Hello.
I’m __________ (name).
CD; craft paper;
3 photos of the teacher;
sellotape;
name tags – photocociable
material;
surprise bag;
any puppets.
Key Vocabulary:
Hello, bye-bye, stand up,
sit down, circle, boy, girl, baby,
fine, friends.
AUTHORS’ SUGGESTIONS:
Stage 1 - Circle time: Welcoming children
Welcome the children greeting them one by one. Ask their names and write them on the
name tag (photocopiable material). Then say: ‘Hello, ___ (child’s name).’ The children will sit
wherever they want to.
• After they are all sitting, ask them to stand up and follow you to the ‘Circle Time’ place.
• Explain the meaning of the word ‘circle’ and ask them to sit in a circle.
• With all children sitting in this circle, say:
‘I have some “friends” in my surprise bag.’
‘These “friends” will only come to say “Hello”, if you listen to the “Hello” song.’ (CD track 10)
• Play the song three times and every time the song starts a new puppet comes out of the bag.
• Put the puppets next to you.
• Use any puppet. Do not introduce the ones from the book yet.
• Explain that every English Class will start with the ‘Hello’ song.
• Invite children to sing with you miming with their fingers the words: Hello, fine and you
17
Stage 2 - Teacher _______________’s board
• On craft paper or card put three photos of yourself at different stages of your life.
• Tell the children:
‘I have something to show you about a little baby called __________(say your name and
paste your photo as a baby on the board).
This baby is a girl (paste the photo next to the other one).
This girl is now a grown-up and this is me.’
• Show a recent picture of yours and paste it next to the others.
• Explain that in class we have boys and girls and that some were baby boys and some baby girls.
• Ask children to say their names after you say ‘Hello, I’m teacher__________ and you?’
‘I’m __________ (child’s name).’
• Children could also say something relevant about their lives, their favourites… This is a good
opportunity for you to get to know your students better.
Stage 3 – Game: Which puppet is missing?
• With all the children seated on chairs, call their attention to the three puppets sitting on your
table. Tell them to look at the puppets for a few seconds because you are going to take one out of
there.
• Ask children to close their eyes. Take one of the puppets out and put it back in the surprise bag
singing the ‘Bye-Bye’ song. (CD Track 17) When you have done this, invite the children to open
their eyes then ask which puppet is missing.
• Repeat the procedure until all puppets are in the surprise bag.
Stage 4 – Ending the class with the ‘Bye-Bye’ song (CD track 17)
• Tell the children that today’s class is over.
• Sing the ‘Bye-Bye’ song again.
• Don’t expect the children to be able to sing the song. They will probably just listen, but you can
invite them to mime with their hands, waving at you.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Before using the book - Lesson 2
Main Aim
Language
Material
Establishing routine;
Singing routine songs.
_______ , please.
This is my hand.
Craft paper;
Yellow and blue water-based
paint;
Paintbrushes;
Ball;
CD.
Key vocabulary:
Yellow, blue, hand, handprints,
ball, circle, water, toilet,
bathroom, raise, wait, soap,
towel, dirty, clean, wet, dry.
18
Stage 1 - Circle Time: Establishing routine
• Sing the ‘Hello’ song while going to the Circle Time place.
• Sit down with all children in a circle and talk about routine.
• Ask children in L1 (native language) about the routine they already have at school. Discuss it with
them and establish some specific procedures for the English classes.
Classroom Language
Classroom Procedures
May I go to the toilet/bathroom, please?
May I have some water, please?
Children should:
• Raise hands to speak
• Wait for their turn
• Explain the meaning of ‘toilet’, ‘water’, ‘raise hands’ and ‘wait’.
Stage 2 – Art Activity: Making the ‘Class Board’
• The ‘Class Board’ (called: Kindergarten _____ or the group level name in Language 1) will be
made from the children’s handprints on craft paper.
• Provide two paintbrushes, yellow and blue water-based paint.
• Encourage the children to choose one of the two colours.
• Help them paint their hands and make their handprints on the chart.You should explain to the
children that the mark on the paper is called handprint.
• Write each child’s name below his/her printed hand.
• When class board is finished, teach the children to say: ‘This is my hand.’
Stage 3 – Game:Throwing the ball
• Explain that you are going to throw the ball to one of them.
• As you throw the ball to one child you have to say: ‘Hello _____ (classmate’s name).’
• Ask this child to throw the ball to another child and say: ‘Hello _____ (classmate’s name).’
• Play this game until all children have the opportunity to greet their classmates.
*** If the children are under four it is better to pass the ball.
Stage 4 – Ending the class with the ‘Bye-Bye’ Song (CD track 17)
• Ask children to sit down on their seats while the ‘Bye-Bye’ song is played.
• Encourage them to sing together.
*** After today’s art activity you will have to go with children to wash their hands, and here there
is an opportunity to introduce some words such as: hand/hands, soap, towel, water, dirty, clean, wet
and dry.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
19
Before Using the Book - Lesson 3
Main Aim
Language
Material
Talking about friendship;
Reviewing children’s routine;
Talking about birthdays.
How old are you?
I’m __________ (age).
CD; water-based paint;
Paintbrushes;
Pegs; washing line;
Different kinds of paper; felt
tip pens; some pictures.
Key Vocabulary:
peg, friend, colours.
Stage 1 - Circle Time: Discussing friendship
• Sing the ‘Hello’ song as you start your class.
• Ask the children to hold hands. All of them will have to be holding hands in order to move to the
Circle Time place.
• When you get there ask children to sit down.
• On this day you will discuss friendship.
• Talk to children about friendship. Ask who their best friends are and why they like them.
• Ask children what they think about these statements:
Good friends have to:
Look after each other;
Share things;
Play together;
Respect each other;
Help each other.
• Exchange opinions. It is really important to develop the feeling of friendship with children. They
can become more concerned about their friends’ problems and learn to respect others’
limitations.
• When you finish, ask the children to stand up and go to their places to do the art activity.
Stage 2 – Art Activity: Colouring Pegs
• Children will colour a peg using water-based paint and paintbrushes.
• Write their names on them as soon as they dry and hang them on a washing line.
• As soon as you have the children’s work you can hang them there.
• Have a look at some pegs on a washing line:
20
Stage 3 – Talking about birthdays and making a board
• Tell the children that you know the dates of their birthdays and you are all going to decorate a
‘Birthday Board’.
• Explain to the children that when their birthday comes you will all go to the board and sing the
‘Today is your birthday’ song. (CD Track 13)
• Ask the children how old they are and teach them to reply: ‘I’m __________ (age).’
• Tell them that they will receive a birthday card (photocopiable material) by the time of their
birthday. If possible have some to illustrate.
• Ask if they have ever received birthday cards.
Birthday Board
• Tell children that it can be decorated as: a Birthday tree, a Birthday train, a Bear calendar, or
anything suggested by them.
• Have a voting activity to choose what the board will look like.
• Have some art materials to be used such as: different kinds of paper, felt tip pens, some pictures
related to the topic etc.
• Display children’s names and write down the dates of their birthdays - categorise them into
months.
• Invite children to complete the decoration using their imagination.
• This board must be decorated by the children. Teacher will only provide the material and
supervise the activity.
Stage 4 - Ending Class, Reviewing Routine and Singing the ‘Bye-Bye’ Song (CD Track
17)
• Talk about the procedures that you have already established in your English classes:
• Singing the ‘Hello’ song when the class starts.
• Singing the ‘Bye-Bye’ song when the class ends.
• Asking: “Toilet, please.” “Water, please.”
• Raising hands to speak.
• Waiting for their turn.
•Tell the children that you are very proud of them for ‘trying’, ‘being able to’ or ‘doing so’.
•Play the ‘Bye-Bye’ song.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
21
UNIDADE 1
UNIT 1 - BOOK PAGE 4
TITLE: HELLO, I’M GOLDILOCKS.
OVERVIEW
Main Aim
Language
Key Vocabulary
Discussing and predicting what
the story is about.
Identifying the main character
of the story.
Introducing oneself.
Introducing others.
Establishing class routine.
Identifying and naming colours.
Counting.
Placing new words in the
context.
I’m ______. (Child’s name)
Let’s go.
I’ve finished.
I’m happy!
How cool!
This is____. (child’s hand)
This is _______. (yellow / blue
/ boy / girl)
Stop!
Hello, Bye-bye.
Numbers 1 to 3.
Yellow, red, blue.
Yellow hair, blue eyes, toes,
head, boy, girl, box.
Circle Time
Game
Listening
Counting to 3 and clapping
hands.
Calling roll using class board.
Playing with Goldilocks doll.
Looking for Yellow and Blue
objects.
Magnetic Board.
Introducing Goldilocks Page 4.
Songs
Activity Paper
Note To Parents /
Home Connection
-----
I can clap my hands (CD Track - - - - 11).
I’m Special (CD Track 01).
Tidy up (CD Track 14).
Art Activity
Board
-----
Goldilocks glove puppet.
Goldilocks stick puppet.
-----
22
UNIDADE 1 - EXEMPLO DO MANUAL DO PROFESSOR
Title: Hello, I’m Goldilocks - Lesson 1
Main Aim
Language
Material
Discussing and predicting
what the story is about;
Identifying the main character
of the story;
Counting from 1 to 3.
I’m __________ (Child’s
name).
Let’s go.
I’ve finished.
Goldilocks doll;
Surprise bag;
Blue, red and yellow crayons/
Coloured pencils;
Name pegs (from previous
class);
Big book;
CD.
Key Vocabulary:
Hello, Bye-bye
Numbers from 1 to 3
Yellow, red, blue
Clap, count.
Stage 1 - Circle Time: Counting to 3 and Clapping Hands
• Explain that everybody will go to the Circle Time place clapping hands and counting 1,2 and 3.
Invite them to go to the Circle Time place by saying ‘Let’s go.’
• Demonstrate clapping hands.
• Ask the children to stand up and follow you saying: ‘Clap, clap, clap, one, two, three.’
• Count until the class comes to the Circle Time place and sits down.
• Congratulate the children on following your instructions (stand up, clap hands, count and sit).
Stage 2 - Listening Activity: Introducing Goldilocks
• Tell the children they are going to listen to a very interesting story about a girl called Goldilocks,
her mum, dad and three bears.
• Show them the cover page of the big book.
• Encourage the children to discuss and predict how the story could develop. As they express their
opinion you can take notes.
• Write on a paper _________ (child’s name) guesses _______. Keep this paper with you so that
you can use this information in your following reports.
• Let them see you writing using capital letters.
• Play the CD, but only the text corresponding to page 4 (CD Track 22).
• Play it again.
• Look inside the surprise bag. Talk to the class but don’t show the kids. On Stage 3 they will realise
who you are talking to.
*** It’s important to make clear to children when the teacher is talking and when the teacher is
acting.
23
Stage 3 - Playing with Goldilocks Doll
This activity will give children the opportunity to get to know the character better and speak in a
real situation of meeting others.
• Look at the children.
• Look again inside the surprise bag and say:
‘What are you doing here? What? Ok! Ok!’
‘I’ll let you meet my kids. Come and say “Hello”.’
• Take Goldilocks out of the surprise bag saying:
‘Here I am.”
‘Hello! I’m Goldilocks!’
‘Hello ________ (child’s name), I’m Goldilocks.’
• Have children say ‘Hello. I’m _______ (name).
• Goldilocks greets all children, one by one.
• Ask if the children want to hold Goldilocks and greet a classmate saying ‘Hello’.
• Then he / she will give it to another child to greet.
• After sometime say that it is time for her to leave, but she will come back another day.
• Ask children to say ‘bye-bye’ to Goldilocks and put her back in your surprise bag.
Stage 4 – Colouring Goldilocks Glove Puppet (photocopiable material)
• Tell the children they will be able to have their own Goldilocks puppet to colour with crayon or
colour pencil.
• Have all materials needed on the table.
• Give out only blue, yellow and red crayons or pencils. They will have to know them to colour
Goldilocks (yellow hair, blue eyes and overalls, red t-shirt and socks).
• Practise talking about the colours as much as possible by asking which one they like the most.
Say: ‘What colour is this one?’
• When they finish colouring, ask them to raise their hands and say: ‘I’ve finished.’
• Show children how to hang his/her work with the name-peg they had painted on the Introductory Class on the washing line. The ones who have finished can go to the Circle Time place and
wait looking at the class library books.
• To turn this paper into a glove puppet, glue the dotted line of the picture on a second piece of
paper so the child is able to put her hand in through the bottom and hold it like a puppet.
• Give it back to children so they can play with it the following class. After playing, keep it with you.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
24
COLOUR GOLDILOCKS’ HAIR.
SONG - GOLDILOCKS
GOLDILOCKS, WITH
YELLOW HAIR
YELLOW HAIR
YELLOW HAIR
IN THE HOUSE, AND UP THE
STAIRS
UP THE STAIRS
GOLDILOCKS IS WEARING
BLUE
WEARING BLUE
WEARING BLUE
GOLDILOCKS IS WEARING
BLUE
WE ALL LOVE YOU!
Tamanho A4
25
WHAT ABOUT YOUR FAMILY?
HOME CONNECTION
Dear Parents,
Nosso próximo Circle Time será sobre
família. Pedimos que ajudem seu/sua
filho(a) a desenhar sua família (avós,
pais, irmãos) ou colar uma foto nessa
página.
Tamanho A4
26
THE GINGERBREAD MAN
27
LEVEL 2 – NÍVEL 2
THE GINGERBREAD MAN
In “The Gingerbread Man”, some themes are reviewed and others are introduced, such as:
Unit
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Title
Hello, We’re farmers
This is our house
This is your farm
These are Zigzag and zag
Mother Hen and Her chicks
The super Hop-Trot
Bell, the cow
The Happy Family Duck
Backing and Decorating Gingerbread
Gosh! Gingerbread can run
Let’s catch Gingerbread Man!
What shall we do?
The crocodile
Let’s cook again
Themes
People – People in community
Homes
Farm and Farm Animals
Pet Animals
Life cycle of a Hen
Horses and Means of Transportation
Food
Families
Parts of the Body
Actions – Nature
Asking for help
Trusting in others
Fellings
Solving problems
PACING FOR THE COURSE BOOK - SUGESTÃO DE DIVISÃO DO CONTEÚDO
February
March
Units 2 and 3
April
May
June
Units 4 and 5
Units 6 and 7
Unit 8
August
September
October
November
December
Units 10 and 11
Unit 12
Unit 13
Unit 14
28
UNIDADE 1
TITLE: HELLO, WE’RE FARMERS.
OVERVIEW
Main Aim
Language
Key Vocabulary
Introducing two of the main
characters of the book.
Talking.
Counting.
Talking about community
workers.Naming some professions and colours.
Talking about family members.
Talking about professions.
Talking about farms.
Hello, I’m _____.
(Child’s name)
I’ve finished.
My name is ______.
I’m a _____(profession)
____(Child’s name) the ____
(profession).This is my mum.
She is a ____(profession).This
is my dad. He is a ____(profession).
Clap
1 to 10
Hello, bye-bye
Clothes (the ones the old man
and the old woman are wearing)
Colours (all they want to)
Professions
Family members (mum, dad)
Farm places
Farm animals
Circle Time
hands.Talking about community workers.
Calling roll using class board.
Game
Dorothy and Jeremy doll
Catwalk wearing hats
Listening
Introducing Dorothy and
Jeremy
Song
Old MacDonald had a farm
(CD TRACK 1)
Activity Paper
Page 1 – We can live in different places such as cities and
farm. Think about these places
and complete the scenes. Page
3 – Look at Dorothy’s pictures at different times of her
life. Number them from the
youngest to the oldest.Page
4 – Can you do the same with
Jeremy’s pictures?
..
Note To Parents /
Home Connection
Picture or drawing of parents
working
Art Activity
Different hats
-----
Board
Board - Mum and Dad at work
29
Title: Hello, we’re farmers - Lesson 1
Main Aim
Language
Material
Introducing two of the main
characters of the book;
Talking;
Counting.
Hello, I’m ____ (child’s name).
I’ve finished.
CD;
Surprise bag;
Puppets;
Jeremy glove puppet;
Colour pencils/crayons
Key Vocabulary:
Clap
1 to 10
Hello, bye
Clothes (the ones the old man
and old woman are wearing)
Colours (all they want to)
• Demonstrate how to clap your hands.
• Ask the children to stand up and follow you chanting…
‘Clap, clap, clap, one, two, three.’
‘Clap, clap, clap, four, five, six.’
‘Clap, clap, clap, seven, eight, nine.’
‘Clap, clap, clap, ten, ten, ten.’
• Keep counting and clapping until everyone is sat in a circle.
• Congratulate the children for doing this.
‘Congratulations ________, you did very well.’ Or ‘Good job!’
Stage 2 - Listening Activity: Introducing Dorothy and Jeremy
• Tell your class that they are going to hear a story about an old man and an old woman, Jeremy
and Dorothy.
• Show them page 4 of the Big Book.
• Look at the cover of the book with your class and ask them to try and guess the relationship
between the Gingerbread man and Jeremy and Dorothy.
• Ask how the story might develop. Make notes of your class’s suggestions.
• Play the CD corresponding to page 4 and then play it again. (track 19)
• Take the dolls of Jeremy and Dorothy out of your surprise bag and ask the dolls…
‘Gosh! What are you doing here?’
• Put the dolls back in your surprise bag.
Stage 3 - Playing with Dorothy and Jeremy Dolls
• Look at the children.
• Look again inside the surprise bag and say: ‘What are you doing here? What? Ok! Ok!’
‘I’ll let you meet my class. Come and say “Hello”.’
• Take Dorothy and Jeremy out of the surprise bag: ‘Here we are.’
‘Hello! I’m Dorothy!’
‘Hello! I’m Jeremy!’
‘Hello ________ (child’s name), we are
farmers.’
30
• Dorothy and Jeremy then greet the children, one by one.
• Ask if the children would like to hold the dolls and greet a classmate.
• After some time say that it is time for Jeremy and Dorothy to leave, but explain that they will
come back another day.
• Ask children to say bye-bye to Dorothy and Jeremy and put them back in your surprise bag.
Stage 4 – Colouring Jeremy Glove puppet
• Tell children they will have their own Jeremy puppets to colour.
• Have all art materials and equipment ready on the table.
• Review colours and clothes vocabulary. Ask children which they like most:
‘What colour is this?’
‘What is Jeremy wearing?’
• If the children can’t get the names of the clothes right, help them by miming.
• Have children ask for the colours they want in English.
• When pupils finish ask them to raise their hands and say: ‘I’ve finished.’
• Show children how to hang their work, with their pegs on the washing line.
• Those who finished early can sit in the Circle Time place and read class library books.
• Sing the ‘Bye-Bye’ song to dismiss class.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Follow the instructions to turn this paper into a glove puppet. Do it and give it back to children so
they can play with it in the following class.
After children have played keep their papers.
Tamanho A4
31
Title: Hello, we’re farmers - Lesson 2
Main Aim
Language
Material
Talking about community
workers;
Naming some professions and
colours.
Talking about family members
My name is _____ .
I’m a _____ (profession)
_____ (child’s name) the
_____ (profession)
CD;
Pictures of community
workers;
Pieces of craft/cardboard
paper;
Colour pencils/crayons.
Key Vocabulary:
Professions
Colours
Stage 1 - Circle Time:Talking about Community Workers
• Discuss community workers.
• Ask the children if they know what a community worker is, point out that you are a community
workers.
• Display some magazines and search for examples of different types of professions with your class.
• When you find examples, cut them out for a display board.
• Have some pictures of Community workers with you in case you cannot find many in the magazines.
Stage 2 – Art Activity: Different hats
• Point out the variety of hats that different community workers wear; cook, nurse, policeman,
fireman and postman.
• Fold a piece of craft paper or card in two so that it looks somewhat like a hat.
• Prepare art material and equipment for your class to use while they design their community hats.
•Remember to take all possible opportunities to review vocabulary; in this case colours.
Stage 3 – Game: Catwalk wearing hats
• Organise a show for your class to present their hats.
• This will also be an opportunity for students to practice new vocabulary:
‘My name is _________. I’m a __________ (profession).’
Variation: Ask the children to sit in a circle and close their eyes. The teacher then touches one child
and asks him/her to leave the room. Then ask the group to open their eyes and ask: ‘Who’s missing?’
Children will have to say: ‘______ (child’s name), the _______ (profession).’
32
Stage 4 – Activity Paper pages 3 and 4.
Page 3: Look at Dorothy’s pictures at different times of her life. Number them from the youngest
to the oldest.
Page 4: Can you do the same with Jeremy’s pictures?
• Ask the children to look at the Teacher’s Board previously done (Introductory Class Lesson 1)
• Explain that they are going to do the same with Dorothy’s and Jeremy’s pictures.
• Have colour pencils and crayons on the table.
• Encourage children to say something about the pictures after they number them in the correct
order:
‘Look at the doll’
‘This is a pacifier’
Note to parents:
Dear Parents,
Durante este mês desenvolveremos com os alunos o tema “profissões”. Para tanto, precisamos
que enviem uma foto de vocês no trabalho ou um desenho.
Thanks.
Teacher_______
Dismiss class by singing the ‘Bye-Bye’ song. (CD Track 14)
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Title: Hello, We’re farmers - Lesson 3
Main Aim
Language
Material
Talking about family members.
Talking about professions.
Talking about farms.
This is my mum.
She is a _____ (profession).
This is my dad.
He is a ______ .
CD;
Pictures sent by parents;
Chalk;
Bowls of water;
Paper.
Key Vocabulary:
Family members
Professions
Farm places / animals
33
Stage 1 - Circle Time: Calling roll using class board
• Use the class board from the Introductory Class to call the roll by pointing to each child’s picture
with your magic wand.
Stage 2 – Building the board: Look at Mum and Dad at work!
• Sit in a circle with your class and have them present their family photos or pictures.
• Urge them to present the pictures of their parents using set phrasal constructions.
‘This is my mum. She is a _______ (profession).‘
‘This is my dad. He is a _______ (profession).’
• Children should put their picture on the board and write their names underneath.
Stage 3 – Activity Paper page 1: We can live in different places such as cities and farms.
Think about these places and complete the scenes.
• Ask children if they have ever been to a farm. If possible, show them some pictures or books
about it.
• Tell the children they will make a drawing of a farm.
• Have colour chalk and some bowls with water on the table. Explain that they have to put the
chalk
inside the water bowl for 10 seconds (let them count aloud so that they review numbers), and
then it will be ready to be used for painting.
• When they finish ask them to raise their hands and say: “I’ve finished”.
Stage 4 – Music and Movement: ‘Old MacDonald’ Song (CD Track 1)
• Tell children that you have some animals in your surprise bag, but the animals will only come out
of
the bag if they guess what animal they are.
• When they guess correctly the animal will come out and introduce itself:
Dog: ‘Hello, I’m a dog. My name is Zig Zag. Do you know why? Because I like running around the
farm
making zig zags. I’m brown and I have a short tail.’
• Once all the animals are in the middle of the circle, tell your class that you know a beautiful song
and
that you would like to share it with them.
• Play the song once and show the puppets as their names’ are mentioned.
• Play it a second time. Urge your class to sing and mime.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
34
MAKE A CIRCLE AROUND THE DOG AND A SQUARE AROUND THE COW.
SONG - OLD MACDONALD HAD A FARM
OLD MACDONALD HAD A FARM, E-I-E-I-O
AND ON HIS FARM HE HAD SOME COWS, E-I-E-I-O
WITH A MOO, MOO, HERE AND A MOO, MOO THERE
HERE A MOO, THERE A MOO
EVERYWHERE A MOO, MOO
OLD MACDONALD HAD A FARM, E-I-E-I-O
VARIATION: PIGS, DUCKS, DOGS
8
LISTEN TO WHAT YOUR TEACHER SAYS AND DRAW.
THE GINGERBREAD MAN HAS
YELLOW PANTS.
THE GINGERBREAD MAN
HAS RED T-SHIRT.
THE GINGERBREAD MAN
HAS BLACK BOOTS.
34
35
THE COUNTRY MOUSE
AND THE TOWN MOUSE
36
LEVEL 3 - NÍVEL 3
THE TOWN MOUSE AND THE COUNTRY MOUSE
“The Country Mouse and The Town Mouse” emphasizes themes like:
Unit
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Title
Who lives there?
Vegetable garden and orchard
Taking care of animals
Having a snack with friends
Mr. Frog
Country Mouse’s Friend
An invitation
Here I am
What a nightmare
Going to town
A human being’s house
A cat!
Our favourite place
Going home
Theme
Room in a house
Healthy Food
Pet animals
Snack Food
Hobbies
Clothes
Making decisions
Likes and dislikes
Feelings
Junk food
Family rooms in a house – toys – danger
Country Environment
Going home
Means of transportation
PACING FOR THE COURSE BOOK
SUGESTÃO DE DIVISÃO DO CONTEÚDO
February
March
April
May
June
August
September
October
Units 2 and 3
Units 4 and 5
Units 6 and 7
Unit 8
Units 10 and 11
Unit 12
November
December
Unit 13
Unit 14
37
Unit 1
Title: Who lives there?
Book Pages 3 to 5
Main Aim
Language
Key Vocabulary
Discussing and predicting what
the story is about;
Identifying the main characters
of the story;
Counting;
Naming colours;
Talking about houses;
Talking about country environment;
Talking about clothes;
Talking about and naming
rooms in a house;
Talking about and naming objects of the house.
I’m _______(Child’s name).
I’ve finished.
What’s this?
This is a / an _______.
The________ (object) is
________(colour).
This is ________ (colour).
Hello, Bye-bye;
Colours;
Clothes;
Numbers 1 to 15;
Types of housing;
Kitchen, living room, bedroom,
bathroom.
Some housing utilities and
furniture.
Circle Time
Game
Listening
hands
Counting and talking about the
country environment
Calling roll using class board
Playing with mice puppets.
Looking for yellow, blue, red
and green objects.
Page 3 – Introducing Country
Mouse and Town Mouse
Page 5 – Country Mouse’s
house
Song
Workbook
I can clap my hands
(CD TRACK 9)
Page 1– Compare the second
picture to the first...
Page 2- Look at the book…
Page 3- Draw at least one…
Note To Parents /
Home Connection
-----
Art Activity
Board
Cutting mice masks
-----
-----
• Explain that everybody will go to the Circle Time place clapping hands and counting from 1 to 10.
• Ask them to stand up and follow you saying:
‘Clap, clap, clap, one, two, three, clap, clap, clap, four, five, six, clap, clap, clap, seven, eight, nine, clap,
clap, clap, ten, ten, ten.’
• Count until the group sits down in the Circle Time Place.
• Congratulate the children for following your instructions (stand up, clap hands, count and sit).
• Explain to the children that next time everybody goes to the Circle Time place, they will sing ‘I can
clap my hands’ (CD Track 9). Play this track of the CD. You can dramatise the song for children’s
understanding.
38
Stage 2 - Listening Activity: Introducing Country Mouse and Town Mouse
• Tell the children they are going to listen to a very interesting story about two mice.
• Show them page 3 of the Big book.
• Encourage the children to discuss and predict what the story is about and how it could develop.
As they express their opinion you can take notes.
• Write on a paper: _________ (child’s name) guesses ___________.
• Let them see you writing using capital letters.
• Play the CD track corresponding to page 3 (CD Track 19).
• Play it again.
• Pull out the Mice dolls or glove puppets from your surprise bag. With a tone of surprise and suspense in your voice say to them: ‘Gosh! What are you doing here?’
* It’s important to make clear to the children when the teacher is talking and when the teacher is
acting.
Stage 3 - Playing with mice puppets.
This activity will give children the opportunity to get to know the characters better.
• Look at the mice and say:
‘What are you doing here? What? Ok! Ok!’ ‘I’ll let you meet my kids. Come and say Hello.’
• The mice puppets will say:
‘Here we are.’ ‘Hello! I’m Country Mouse!’ ‘Hello! I’m Town Mouse!’
‘Hello ________ (child’s name), I’m Town Mouse.’
‘Hello ________ (child’s name), I’m Country Mouse.’
• They will greet all the children, one by one.
• Ask the children to reply to their greetings by saying ‘Hello, I’m ______. Nice to meet you.’
• Ask if the children want to hold the puppets and play with them. Call their attention to the
puppets’ clothes.
• After some time say that it is time for them to leave, but they will come back another day.
• Ask the children to say bye-bye to Town Mouse and Country Mouse and put them back in your
surprise bag.
39
Stage 4 - Cutting Mice Masks (children’s book).
• Tell the children they will have mice masks to play with.
• Take the mask papers out of the book. (SB pages 33 and 34) and give them to the children.
• Have all the material needed for this activity (such as scissors and glue) on the table.
• Explain that they do not need to cut the eyes; you can do it later if they prefer.
• When they finish, ask them to raise their hands and say: ‘I’ve finished.’
• Show the children how to hang their mice masks with the name-peg they had painted in the Introductory Class on the washing line. The ones who have finished can go to the Circle Time place
and wait for the others while looking at the class library books.
• Get all masks cut by the children and follow the instructions to turn them into masks.
Cut them around the eyes. (This may be too difficult for their age)
Use some sellotape and a wooden stick for each mask.
Tape the stick in the middle of the mask.
Cover the end of the stick with some tape to prevent children from getting hurt.
• You can do it and give them back to the children so that they can play with them the following
class.
• Remember to have the children write their names on their masks, so that you can identify which
masks belong to which child.
• Always collect the masks after children play.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
40
Tamanho A4
Tamanho A4
41
Main Aim
Lesson 2
Language
Material
Talking about country environment; What’s this?
CD;
Counting;
This is a / an ________. Books showing country environment;
Talking about clothes.
Pencils.
Key vocabulary:
Numbers 1 to 15
Clothes
Stage 1-Circle Time: Counting and talking about the Country Environment
• After singing the ‘Hello’ song (CD Track 8) say:
‘Today we’ll go to the Circle Time place counting from 1 to 15. When I say “stop”, we will stop and
count very fast from 1 to 15 again. Are you ready? Let’s go!’
• When you get there, sing ‘I can clap my hands’ (CD Track 9) before sitting on the floor.
• Show them as many books as possible about country environment.You can use some Art books.
Famous painters have wonderful pictures portraying country life.
• Ask if children have already been to a farm or to a countryside house.
• Tell them what we can find in the country.
• It is important to tell them that real life in the countryside is not hard for everyone, that there
are rich people, like some farmers, living there.
Stage 2 – Listening Activity – Book page 3
• Show children the two mice. Ask which one they think lives in the country and wait. Let them
express their opinion in L1 (mother tongue) if necessary.
• Call children’s attention to the mice’s clothes. Ask what they look like. Ask if they have ever seen
any other mouse wearing clothes. (They will probably remember Mickey Mouse and Minnie Mouse,
among others).
• While pointing to an item of clothing, ask: “What’s this?”
• Help them answer: “This is a/an _____”.
• Invite children to stand up and go to their seats.
Stage 3 – Activity Paper page 1: Circle the animal that lives in this tree house.
• Open your Big Book on page 4 and encourage children to guess what animal lives in this tree
house.
• Ask the children to get a colour pencil and circle the animal that lives in there.
• Let them colour the scenery.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
42
UNIT 1- BOOK PAGE 5
Main Aim
Lesson 3
Language
Material
Talking about and naming
The___ (object) is ___(colour).
rooms in a house;
This is ____ (colour).
Identifying objects in a house;
Naming colours.
Key vocabulary:
Kitchen, living room, bedroom,
bathroom.
Some housing utilities and furniture.
Colours.
CD;
Big book;
Red, yellow, green and blue;
objects (crayons, colour pencils, paper cards, toys etc);
Coloured boxes.
Stage 1 - Circle Time: Calling roll using class board
• Say:
‘Today, we are going to our Circle Time place dancing to the ‘Lemon Tree’ song (CD Track 01).
• Use the class board from the Introductory Class to call the roll by pointing to each child’s handprint and saying:
‘This is _______ (child’s) handprint.‘
• If someone missed the class, say:
‘ ________ (Child’s name) is absent today.’
Stage 2 - Game: Looking for yellow, blue, red and green objects
• Show the children four boxes: a yellow, a blue, a red and a green one.
• Tell them you have three objects of each colour hidden in the classroom. They can be crayons colour pencils – paper cards – toys.
• The boys will look for blue and green objects. When they find something they will have to bring it
to the teacher and say:
‘This is blue/green’ and put it into the corresponding box.
• The girls will follow the same procedures for yellow and red objects.
• Whenever they bring something, tell them how many objects they brought up to that moment.
• When they find three things of each colour, they will have reached the aim. If not, they will have
to look for the objects a little longer with your help. Their whole class can help out now.
43
Stage 3 - Listening Activity: Book Page 5
* In this activity, call children’s attention to the rooms in a house and its objects.
• With all the children sitting on their chairs, open the Big Book on page 5.
• Read the text related to page 5.
•Ask the children what they think you are reading about. If they can identify the objects they can
stand up, come to the teacher’s desk and point to the corresponding picture on the book.
• Let them express their opinion in L1 (mother tongue) if necessary.
• Ask the children to open their books. Play the CD Track 21.
• While they are listening to the CD, invite children to point to the corresponding pictures on
their own books.
• Help children use colours to describe objects using structures like:
“The ______ (object) is _______ (colour)”.
“This is _______ (colour)”.
Stage 4 – Activity Paper page 2: Listen to what your teacher says and colour the
objects.
• The teacher is going to choose three or four objects in the scene.
• Tell the children that they are going to colour the objects according to what their teacher says.
• Dictate the following sentences:
“The sofa is blue”
“The fish is red”
“Colour two chairs yellow”
“Country Mouse is grey”
• Comment about children’s work individually.
Dismiss class singing the ‘Bye-Bye’ song.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
44
Size A4
45
LISTEN AND SING.
SONG - GUNG GUNG
GUNG GUNG SAID THE LITTLE MR. FROGGY
GUNG GUNG SAID THE LADY FROGGY, TOO
GUNG GUNG SAID THEM BOTH TOGETHER
AND THEIR EYES WENT WOO, WOO, WOO!
AND THEY KISSED EACH OTHER
LIKE THE LITTLE FROGGIES DO
AND HE SAID, GOOD-BYE!
AND SHE SAID, OH MY!
I’M COMING, TOO
I’M COMING, TOO
I’M COMING, TOO
I’M COMING, TOO
NOW, DRAW MR. FROGGY.
24
COUNT THE TYPES OF TRANSPORTS AND WRITE THE NUMBER:
TOTAL:
33
Size A4
46
MATERIAL DIDÁTICO PARA ALUNOS DO FUNDAMENTAL 1
• Coleção A to Z - 6 à 10 anos
A coleção A to Z é baseada no conceito da aprendizagem significativa e foi elaborada para facilitar
a interdisciplinaridade e contextualização dos conteúdos programáticos. As unidades são de temas
variados e todas as áreas de conhecimento são favorecidas, assim como os diferentes estilos de aprendizagem. A exposição à escrita é ressaltada nos primeiros níveis, valorizando o ato da reflexão da
escrita, o levantamento de hipóteses e a conscientização das diferenças entre a língua mãe e o novo
idioma a ser adquirido. Já nos níveis seguintes, priorizamos a formalização da gramática em contextos
próximos à realidade dos alunos dando a oportunidade de refletir sobre a escrita por meio de jogos.
- Material do aluno
PURPLE BOOK
1º ano - 6 anos
RED BOOK
2º ano - 7 anos
have you any
wool?
s los
Yes sir, yes sir,
eep ha
three bags
m
Bo-P ep
full!
One for the
d the
she
Little
master, one
e to fin come
for
wher
the dame,
know , and they’ll
esn’t
And one for
ne
the little
m.
And do them alo me
ho behind the
Leave
ls
ir tai
the
ing
Bring
Five little ducks
went
The wheels on the bus
to play
Wibble wobble
, wibble wobble
go round and round
to and fro
But the one little
duck
Round and round, round and round
With the feathe
r on his back
The wheels on the bus go round and round
He led the others
with a quack,
All through the town.
quack, quack.
Quack, quack,
quack
Quack,
The wipers on the bus go “Swish, swish, swish,
He led the others quack, quack
with a quack,
Swish, swish, swish, swish, swish, swish”
quack, quack
The wipers on the bus go “Swish, swish, swish”
have you any
wool?
s los
Yes sir, yes sir,
eep ha
three bags
m
Bo-P ep
full!
One for the
find the
she
Little
master, one
me
ere to
for
w wh they’ll co
the dame,
sn’t kno ne, and
And one for
the little
m.
And doe them alo me
ho behind the
Leave
ls
ir tai
the
ing
Bring
Five little ducks
went to play
Wibble wobble
, wibble wobble
go round and round
to and fro
But the one little
duck
With the feathe
r on his back
He led the others
with a quack,
quack, quack.
Quack, quack,
quack
Quack,
with
a quack, quack,
quack
A to Z
have you any
her
wool?
s lost
Yes sir, yes sir,
eep ha
three bags
m
Bo-P ep
full!
One for the
find the
she
Little
master, one
me
ere to
for
w wh they’ll co
the dame,
sn’t kno ne, and
And one for
the little
m.
And doe them alo me
ho behind the
Leave
tails
ir
ing the
Bring
Five little ducks
went
to play
Wibble wobble
, wibble wobble
go round and round
to and fro
But the one little
duck
With the feathe
r on his back
He led the others
with a quack,
quack, quack.
Quack, quack,
quack
Quack,
with
a quack, quack,
quack
A to Z
PURPLE BOOK
A to Z
YELLOW BOOK
RED BOOK
le, little
Oh playmate,
Twinkle, twink
come out and play with me
star,
are.
And bring your dollies three.
er what you
How I wond world so high,
Climb up my apple tree,
the
Up above ond in the sky.
Look down my rain barrel
Like a diam le, little star,
Slide
down
my cellar door
Reader
are!
Twinkle, twink
The Great Big er what you
And we’ll be jolly friends forever more.
How I wond
le, little
Oh playmate,
Twinkle, twink
star,
are.
er what you
the
Slide
down
my cellar door
twink
Reader
Twinkle,
you are! And we’ll be jolly friends forever more.
Peter and wond
Claireer what
How I
Level 3
Level 2
Level 1
le, little
Oh playmate,
Twinkle, twink
star,
are.
er what you
the
Slide down my cellar door
Reader
Twinkle, twink what you are!
And
we’ll
be
jolly
friends forever more.
er
Pinocchio
How I wond
Enormous Turnip
LUCIA MIRANDA DANIELA GALLINA
LUCIA MIRANDA PRISCILA PRADO
PURPLE BOOK - out2011.indd 1
YELLOW BOOK
3º ano - 8 anos
t her
t her
YELLOW BOOK - out2011.indd 1
11/22/11 11:17 PM
RED BOOK - OUT2011.indd 1
11/21/11 11:13 PM
11/22/11 11:07 PM
Contents
Contents
Contents
Unit 1. The great big enourmous
turnip
Unit 2. Family & Houses
Unit 3. Fruits & Vegetables
Unit 4.Talking about the story
Unit 5. Our body & Senses
Unit 6. Seasons & Weather
Unit 7. Toys & Games
Unit 8. Famous Nursery Rhymes
Unit 1. About me
Unit 2. Families
Unit 3. Talking about colours
Unit 4. Shapes & Numbers around Us
Unit 5. Pinocchio
Unit 6. Helping Gepetto
Unit 7. Neighborhood
Unit 8. AESOP’S fable: The Monkey &
The Dolphin
Unit 1. School
Unit 2. Peter and Claire
Unit 3. ABC around me
Unit 4. Clothes we wear
Unit 5. At the beach
Unit 6. In the Community
Unit 7. Sports, Hobbies and Activities
Unit 8. AESOP’S fable: The Lion and The Mouse
r
have you any
lost he
wool?
Yes sir, yes sir,
p has
three bags
-Pee
them
full!
One for the
sheep e to find me
master, one
er
for
w wh they’ll co
the dame,
sn’t kno ne, and
And one for
the little
m.
And doe them alo me
ho behind the
Leave
ls
ir tai
ing the
ing
Br
Five little ducks
went to play
go round and round
Wibble wobble
, wibble wobble
to and fro
But the one little
duck
With the feathe
r on his back
He led the others
with a quack,
quack, quack.
Quack, quack,
quack
Quack,
Swish, swish, swish, swish, swish, swish”H
Hee led the others quack, quack
with a quack,
quack, quack
Bo
Little
A to Z
GREEN BOOK
Level 4
le, little
Twinkle, twink
star,
are.
er what you
Oh playmate,
the
Twinkle, twink what you are!
er
Reader
How I wond
The Sunshine
English Camp
GREEN BOOK - jun2010.indd 1
11/22/11 11:27 PM
Contents
BLUE BOOK
5º ano - 10 anos
r
have you any
lost he
wool?
Yes sir, yes sir,
p has
three bags
-Pee
them
full!
One for the
sheep e to find me
master, one
er
for
w wh they’ll co
the dame,
sn’t kno ne, and
And one for
the little
m.
And doe them alo me
ho behind the
Leave
ls
ir tai
ing the
Bring
Five little ducks
went to play
Wibble wobble
, wibble wobble
go round and round
to and fro
But the one little
duck
With the feathe
r on his back
He led the others
with a quack,
quack, quack.
Quack, quack,
quack
Quack, quack,
quack
He led the others
with a quack,
quack, quack
Contents
Bo
Little
Unit 1. Hello everyone
Unit 2. The Sunshine English Camp
Unit 3. What do people do?
Unit 4. Reading is all around
Unit 5. Animals around us
Unit 6. Air, Sea and Land
Tranportation
Unit 7. Meals in a day
Unit 8. Indian Fairy Tale: The Tiger,
The Braham and The Jackal
A to Z
BLUE BOOK
le, little
Oh playmate,
Twinkle, twink
star,
are.
er what you
the
Reader
kle, twink
are!
TwinTriple
you
Dave’s
what
er
How I wond
Level 5
GREEN BOOK
4º ano - 9 anos
Trouble
LUCIA MIRANDA RENATA CUNHA
BLUE BOOK - jun2010.indd 1
47
11/22/11 11:34 PM
Unit 1. Things about me!
Unit 2. Dave`s Triple Trouble
Unit 3. Taking care of Pets
Unit 4. School Time
Unit 5. All in one Year!
Unit 6. Talking about time
Unit 7. Being Healthy!
Unit 8.Hobbies & Travelling
OFERECEMOS PARA O PROFESSOR DO FUNDAMENTAL 1:
Suporte pedagógico on-line
As autoras do material disponibilizam o suporte pedagógico on-line para capacitação dos profissionais que irão trabalhar com o material Kinderbooks. Sugestões para reunião de pais, relatórios
de alunos, eventos para as datas comemorativas e um plantão permanente para esclarecimento de
dúvidas faz parte do trabalho das “Teachers-On-Line”.
Material do professor
have you any
have you any
have you any
her
her
her
have you any
her
have you any
her
wool?
wool?
wool?
s lost
s lost
s lost
wool?
s lost
wool?
s lost
Yes sir, yes sir,
Yes sir, yes sir,
Yes sir, yes sir,
Yes sir, yes sir,
Yes sir, yes sir,
eep ha
eep ha
eep ha
eep ha
eep ha
three bags
three bags
three bags
em
em
em
three bags
three bags
Bo-P eep
Bo-P eep
Bo-P eep
full!
full!
full!
Bo-P eep
them
One for the
One for the
One for the
Bo-P eep
them
nd th
nd th
nd th
full!
full!
One for the
One for the
sh
sh
sh
Little
Little
Little
master, one
master, one
master, one
sh
Little
sh
Little
to find me
e to fi come
e to fi come
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master, one
to find me
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he
he
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co
for
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w
w
’ll
’ll
’ll
he
co
for
he
the dame,
the dame,
the dame,
the dame,
ow w d they’ll
the dame,
know and they
know and they
know and they
ow w d they’ll
t
t
t
kn
kn
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n’
n’
t
t
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alone, e
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.
.
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nd
nd
the
the
the
.
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A
A
.
nd
em
em
em
em
em
em
little
little
little
the
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the
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em
little
em
th
th
th
little
them home
hom behind th
hom behind th
hom behind th
ho behind th
ind th
boy who
boy who
boy who
Leave
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boy who
boy who
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ils
ils
ils
ils beh
ils
eir ta
eir ta
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eir ta
ng th
ng th
ng th
ng th
ng th
Bringi Each
Bringi Each
Bringi Each
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Bringi Each
Five little duck
Five little duck
Five little duck
Five little duck
Five little duck
s went to play
s went to play
s wen
s
wen
s
The
wheels
on
the
bus
go
The
wheels
on
the
bus
go
The
wheels
on
the
bus
go
wen
Wib
Wib
Wib
t
to
t
The
wheels
on
the
bus
go
ble
ble
ble
to
play
The wheels on the bus go
Wib
play
Wibble wobble,
wobble, wibble
wobble, wibble
wobble, wibble t to play
ble wobble, wib
wibble wobble
wobble to and
wobble to and
wobble to and
ble wobble to
round and round
round and round
round and round
round and round
round and round
fro
fro
fro
to and fro
and fro
But the one little
But the one little
But the one little
But the one little
But the one little
duck
duck
duck
duck
duck
With the feat
With the feat
With the feat
With the feat
With the feat
her
her
her
on
on
on his back
her
her
his
his
on
He
He
He
The wheels on the bus go round and round led the othe
back
back
on his back
his back
He led the othe
He led the othe
rs with a qua
rs with a qua
rs with a qua
rs with a qua
rs with a qua
ck,
ck,
ck, quack, qua
quack, quack.
quack, quack.
ck, quack, qua
ck, quack, qua
ck.
Quack, quack,
Quack, quack,
Quack, quack,
ck.
Quack, quack,
ck.
Quack, quack,
quack
quack
quack
quack
quack
Quack,
Quack,
Quack,
Quack,
Quack,
He led the othe quack, quack
rs with a qua
rs with a qua
rs with a qua
rs with a qua
rs with a qua
ck, quack, qua
ck, quack, qua
ck, quack, qua
Swish, swish, swish, swish, swish,
swish”
swish”
Swish, swish, swish, swish, swish,Blue
swish” Book
ck, quack, qua
ck, quack, qua
Swish, swish, swish, swish, swish, Red
swish” Book
swish”
ck
ck
ck
Yellow
Book
Green
Book
ck
ck
Purple Book
A to Z
A to Z
Collection
Collection
Collection
Collection
Teacher’s Book
Teacher’s Book
Teacher’s Book
Teacher’s Book
Teacher’s Book
www.editorakinderbooks.com.br
nkle, little
Oh playmate,
Twinkle, twi
star,
you are.
nder what high,
How I wo
rld so
wo
Climb
up my apple tree,
the
sky.
Up above
mond in the
Like a dia e, little star,
nkl
Twinkle, twi what you are!
nder
How I wo
1 FREE
1 FREE
CD INSIDE
1 FREE
nkle, little
Oh playmate,
Twinkle, twi
star,
you are.
nder what high,
How I wo
rld so
wo
Climb
up my apple tree,
the
sky.
Up above
mond in the
nkl
nder
How I wo
CD INSIDE
1 FREE
CD INSIDE
CD INSIDE
1 FREE
nkle, little
Oh playmate,
Twinkle, twi
star,
you are.
nder what high,
How I wo
rld so
wo
Climb
up my apple tree,
the
sky.
Up above
mond in the
nkl
nder
How I wo
nkle, little
Oh playmate,
Twinkle, twi
star,
you are.
nder what high,
so
How I wo
rld
wo
Climb
up my apple tree,
the
sky.
Up above
mond in the
nkl
nder
How I wo
nkle, little
Oh playmate,
Twinkle, twi
star,
you are.
nder what high,
so
How I wo
rld
wo
the
sky.
Up above
mond in the
nkl
nder
How I wo
CD INSIDE
A to Z
A to Z
A to Z
Collection
- Livro do professor com orientações aula a aula para o professor, com fotocopiáveis, sugestões de
atividades extras ligadas a datas comemorativas, notas explicativas de atividades que podem envolver
os pais no aprendizado do aluno, home connection e sugestão para testes;
have you any
her
wool?
s lost
Yes sir, yes sir,
ep ha
three bags
them
Bo-Pe eep
full!
One for the
sh
master, one
to find me
for
co
here
the dame,
ow w d they’ll
kn
t
an
esn’
e,
And one for
the little
And do them alon me
em.
ho behind th
Leave
ils
ta
eir
ing th
Bring
Five little duck
s went to play
Wibble wobble,
wibble wobble
go round and round
to and fro
But the one little
duck
With the feat
her
on his back
He led the othe
rs with a quac
k, quack, quac
Quack, quack,
k.
quack
Quack,
rs with a quac
k, quack, quac
k
have you any
her
wool?
s lost
Yes sir, yes sir,
ep ha
three bags
Bo-Pe eep
full!
One for the
d them
sh
master, one
to fin me
for
where
’ll co
the dame,
know and they
t
n’
es
e,
And one for
the little
And do them alon me
em.
ho behind th
Leave
ils
ta
eir
ing th
Bring
Five little duck
s went to play
Wibble wobble,
wibble wobble
go round and round
to and fro
But the one little
duck
With the feat
her on his back
He led the othe
rs with a quac
k, quack, quac
Quack, quack,
k.
quack
Quack,
rs with a quac
k, quack, quac
k
Little
Little
A to Z
A to Z
PURPLE BOOK
RED BOOK
kle, little
Oh playmate,
Twinkle, twin
star,
you are.
der what
How I won world so high,
the
Look
down
my rain barrel
Like a diam
star,
kle, little
Reader
are!
Twinkle, twin
The Great Bigder what you
won
Enormous
How I Turnip
Level 2
Level 1
kle, little
Oh playmate,
Twinkle, twin
star,
you are.
nder what high,
so
How I wo
the world sky.
ve
abo
Up
mond in the r,
Like a dia
sta
kle, little
Reader
Twinkle, twin what you are!
nder
Pinocchio
How I wo
LUCIA MIRANDA PRISCILA PRADO
11/22/11 11:17 PM
YELLOW BOOK
Level 3
kle, little
Oh playmate,
Twinkle, twin ,
star
you are.
der what
the
Look
down
my rain barrel
Like a diam
star,
kle, little
Reader
Twinkle, twin what you are!
Peter and won
Claireder
How I
RED BOOK - OUT2011.indd 1
A to Z
Five little duck
s went to play
go round and round
Wibble wobb
le, wibble wobb
But the one little le to and fro
duck
With the feath
er on his back
He led the othe
rs with a quac
k, quack, quac
Quack, quack,
k.
quack
Quack,
Swish, swish, swish, swish, swish, swish”H
Hee led the othe quack, quack
rs with a quac
k, quack, quac
k
e
kle, littl
Twinkle, twin ,
star
you are.
der what
Oh playmate,
the
Like a diam
star,
kle, little
twin
,
Twinkle
you are!
der what
Reader
won
I
How
The Sunshine
English Camp
GREEN BOOK
11/21/11 11:13 PM
A to Z
BLUE BOOK
kle, little
Oh playmate,
Twinkle, twin ,
star
you are.
der what
the
,
Like a diam
little star
Reader
, twinkle,
are!
Twinkle
Dave’s
Triple
what you
I wonder
Trouble
How
YELLOW BOOK - out2011.indd 1
11/22/11 11:07 PM
have you any
her
wool?
s lost
Yes sir, yes sir,
ep ha
three bags
Bo-Pe eep
full!
One for the
d them
sh
master, one
e
e to fin
for
wher they’ll com
the dame,
ow
kn
d
esn’t
e, an
And one for
.
the
And do them alon me
little
em
ho behind th
Leave
ils
ta
eir
ing th
Bring
Five little duck
s went to play
Wibble wobb
le, wibble wobb
go round and round
duck
With the feath
er on his back
He led the othe
rs with a quac
k, quack, quac
Quack, quack,
k.
quack
Quack, quack,
quack
He led the othe
rs with a quac
k, quack, quac
k
Little
Level 5
A to Z
have you any
her
wool?
s lost
Yes sir, yes sir,
ep ha
three bags
Bo-Pe eep
full!
One for the
d them
sh
master, one
to fin me
for
where
’ll co
the dame,
know and they
t
n’
es
e,
And one for
the little
And do them alon me
em.
th
e
ho behind
Leav
ils
ta
r
ei
ing th
Bring
Little
Level 4
PURPLE BOOK - out2011.indd 1
have you any
her
wool?
s lost
Yes sir, yes sir,
ep ha
three bags
Bo-Pe eep
full!
One for the
d them
sh
Little
master, one
to fin
e
for
where they’ll com
the dame,
know
esn’t alone, and
And
one
do
for
d
.
the little
An
them home hind them
Leave
ils be
eir ta
ing th
Bring
Five little duck
s went to play
Wibble wobb
le, wibble wobb
go round and round
duck
With the feath
er on his back
He led the othe
rs with a quac
k, quack, quac
Quack, quack,
k.
quack
Quack,
rs with a quac
k, quack, quac
k
GREEN BOOK - jun2010.indd 1
11/22/11 11:27 PM
LUCIA MIRANDA RENATA CUNHA
BLUE BOOK - jun2010.indd 1
- Livro igual ao do aluno;
- Livro de história com CD de áudio igual ao do aluno;
- Carimbos para serem utilizados nas atividades realizadas pelos alunos.
48
11/22/11 11:34 PM
PURPLE BOOK - 1º ANO
EXEMPLO DO LIVRO DO PROFESSOR
• Teacher’s guide - Livro do professor
49
50
51
52
• Student’s book - Livro do Aluno
53
54
55
56
57
58
59
RED BOOK - 2º ANO
• Teacher’s guide - Livro do professor
60
61
62
63
64
65
66
YELLOW BOOK - 3º ANO
• Teacher’s guide - Livro do Professor
67
68
69
70
71
72
73
74
75
76
GREEN BOOK - 4º ANO
77
78
79
80
81
82
83
84
85
86
BLUE BOOK - 5º ANO
87
88
89
90
91
92
93
94
Publishing
Seja nosso parceiro. Acesse:
www.kinderbooks.com.br
(5511) 4191 - 9160
95

Material Demonstrativo de Inglês

Transcription

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