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GUÍA DE AUTO APRENDIZAJE 1 GRADO.pdf

The document lists the authorities of the Ministry of Education of Panama including the Minister, Vice Ministers, and directors. It then provides the guide for an English learning workbook for 2nd grade students, outlining the topics to be covered over several weeks and listing the coordinating team.

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AUTORIDADES S. E. Maruja Gorday de Villalobos Ministra de Educación S. E. Zonia Gallardo de Smith Viceministra Académica S. E. José Pío Castillero Viceministro Administrativo S. E. Ricardo Sánchez Viceministro de Infraestructura Equipo Directivo del Ministerio de Educación Ricardo Alonzo Vaz Wilky – Secretario General Guillermo Alegría - Director General de Educación Victoria Tello – Subdirectora General de Educación Académica Anayka De La Espada – Subdirectora General Administrativa Lizgay Girón – Directora Nacional de Educación Básica General Carmen Reyes – Directora Nacional de Currículo y Tecnología Educativa
GUÍA DE APRENDIZAJE Inglés - Segundo grado Nombre del estudiante ____________________________________ Centro Educativo: _________________________________________
Equipo Coordinador Raquel Rodríguez Asesora del Despacho Superior César Castillo Subdirector Nacional de Currículo y Tecnología Educativa Karla Fischbach de Becerra Especialista Técnico Rufino Rodríguez Tuli Apoyo Técnico Curricular Wilmer Salinas Seguimiento y Apoyo Tecnológico Aracelis Agudo Coordinadora de Diagramación Equipo de producción y revisión Equipo de Diagramación e Ilustración Aleida Amado Marisol Magallón Coordinadoras Académicas Diana Tobar (UP) Diana Aguilar (UP) Ana Turner (UP) Diseño de Portada Ilustraciones - Freepik.com
WEEKS TOPICS WEEKS 1-2 GREETINGS WEEKS 3-4-5 FAMILY MEMBERS WEEKS 6-7-8 FAMILY MEMBER´S RELATIONSHIPS WEEKS 9-10 HOUSE - INTERNAL PARTS OF THE HOUSE WEEKS 11-12 HOUSE – EXTERNAL PARTS OF THE HOUSE WEEKS 13-14-15 PEOPLE AT SCHOOL WEEKS 16-17-18 PEOPLE AT SCHOOL PART 2 WEEKS 19-20 SCHOOL SUPPLIES WEEKS 21-22 SCHOOL SUPPLIES PART 2 WEEKS 23-24 PRIMARY COLORS WEEKS 25-26 SECONDARY COLORS WEEKS 27-28-29 UPPER PARTS OF THE BODY WEEKS 30-31-32 LOWER PARTS OF THE BODY WEEKS 33-34-35 THE FIVE SENSES WEEKS 36-37-38 FEELINGS WEEKS 39-40 FEELINGS ANSWER KEY INFOGRAPHY
HELLO! I’m your teacher and I will be with you during this school year. Let me show you the instructions pictures you will need to accomplish each one of the following activities. Read Cut Remember Look Paste Pronounce Color Test Match Trace Write Listen Check Complete Draw Number Circle
TOPIC1 GREETINGS
WEEKS 1-2 GREETINGS INTRODUCTION TO THE TOPIC It is common to use different greetings depending on whether you greet a friend, family or your teachers. When you meet friends, use informal greetings. Formal greetings are also used with people you do not know very well. 1. To use the words and expressions to greet their friends or family members. 2. To greet and introduce people formally and informally. OBJECTIVES …greetings and salutation are good manners to socialize?
CAN YOU SAY HOW YOU GREET A FRIEND?
 READING COMPREHENSION GREETINGS Read and trace the greetings. TOPIC EXPLANATION GREETINGS These are some words and expressions used to greet a friend or family. Hello! /jélou/ Good bye! /gud bái/ Good morning! /gud mórnin/ How are you? /jáo ar iú/ Good afternoon! /gud afternún/ What’s your name? /juáts iór néim/
ACTIVITY 1 Fill in the circles with the missing letters about greetings. ACTIVITY 2 Trace the greetings and color the images.
STRUCTURE WH-QUESTIONS AND THE VERB BE Ask and answer wh-questions with the verb be. ACTIVITY 3 Look and use a line to match the pictures with the correct word.
MY BINGO Create your bingo about greetings. PLAY WHILE LEARNING Write the words and expressions about greetings on a container with sand.
G L O S S R e v i
A R Y e w t h e w o r d s a n d e x p r e s si o n s l e a r n e d i n t
h e t o p i c . I CAN… Put a check mark to the activities you have learned. I can greet somebody pretty well. I can introduce myself to friends. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/x23rTDl4AMs Hello! How are you? Good bye! What’s your name? Good afternoon! Good morning!
https://www.dltk-kids.com/cards/bingo/instructions.htm
WEEKS 3-4-5 FAMILY MEMBERS INTRODUCTION TO THE TOPIC What is family? Family is a group of people composed of a father, a mother, a sister and a brother. 1. To identify the members of the family. 2. To ask and answer questions about family members. OBJECTIVES …family is the first social environment in which we learn values, principles, notions of life and share bond of love?
DO YOU HAVE FAMILY? Paste photos of your family. PHOTO PHOTO PHOTO PHOTO Family is…
ACTIVITY 1 MY FAMILY Draw your hand family. TOPIC EXPLANATION FAMILY MEMBERS These are the family members names that you will learn today. READING COMPREHENSION FAMILY MEMBERS Read the poem about family members.
ACTIVITY 2 Look at the pictures and match tracing a line to the corresponding word. STRUCTURE WH-QUESTIONS Ask and answer wh-questions. Who is he? Who is she? He is my father? She is my mother. ACTIVITY 3 Trace the family members names. WHO IS ______________?
He is my She is my He is my She is my He/She is my PLAY WHILE LEARNING Cut and place the pictures on the correct square.
MY BINGO CARD Construct a bingo card about your family members.
GLOSSARY TIME TO REVIEW THE VOCABULARY Make y origami.  Use a  Fold i  Take fold t  Draw house  Color EXAMPLE
MY FAMILY
I CAN… Put a check mark to the activities you have learned. I can distinguish family words very well. I can Identifies his/her family members on pictures very well. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/2UEfpsIPMvQ https://youtu.be/NVEzzzia8Yo
WEEKS 6-7-8 FAMILY MEMBERS RELATIONSHIP INTRODUCTION TO THE TOPIC Grandparents are very important in our life. 1. To recognize family member´s relationship. 2. To introduce his or her family members correctly. OBJECTIVES …the word grand was first used in 1375? The female or male ancestor…
TOPIC EXPLANATION MY GRANDPARENTS Color the pictures of the grandmother and grandfather. VOCABULARY My grandfather and grandmother are loving DO YOU HAVE GRANDPARENTS? Paste a photo of your grandfather and your grandmother.
Grandmother Grandfather READING COMPREHENSION FAMILY MEMBERS RELATIONSHIP Read the poem and the vocabulary. ACTIVITY 1 Fill in the spaces with the missing letters. people. Grandmother Grandfather
Grandmother Grandfather GR_____NDM____THER GRANDF____TH____R ACTIVITY 2 Trace the letters to form the words.
STRUCTURE WH-QUESTIONS Ask and answer wh-questions. Who is your grandmother? She is _________________________________ My grandmother´s name is _________________________________________ Who is your grandfather? He is _________________________________ My grandfather´s name is __________________________________________ ACTIVITY 3 ART PROJECT Use a magazine to cut out pictures of family members and paste them here.
PLAY WHILE LEARNING Cut the picture to form a dice.
MY FAMILY TREE Create your family tree. Grandmother Grandfather Make you  Tak  Dra exa  Use or p  Pas of y rec  Cut iden pho EXAMPLE
GLOSSARY TIME TO REVIEW THE WORDS Read and share the following family members names. My Family I CAN… Put a check mark to the activities you have learned. I can name family members. I can give information about my family. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/FHaObkHEkHQ https://youtu.be/wd2dl491RBk
WEEKS 9-10 HOUSE: INTERNAL PARTS OF THE HOUSE INTRODUCTION TO THE TOPIC Houses are made of different materials and sizes; however, every house has the same parts. Some parts of the house are:  Door  Window  Floor  Ceiling 1. To identify some internal parts of the house. 2. To pronounce the internal parts of the house. OBJECTIVES … the history and evolution of houses go along with the history of a country?
Draw your house here.
 Door /dóor/  Window /uíndou/  Floor /flóor/  Ceiling /sílin/ TOPIC EXPLANATION INTERNAL PARTS OF THE HOUSE Look and repeat these internal parts of a house. window ceiling door floor
READING COMPREHENSION Read the words in each box and unscramble the internal parts of the house. Write the correct word on the line. 1. ordo _____________________________________ 2. icneilg _____________________________________ 3. orfol _____________________________________ 4. dwoinw _____________________________________ ACTIVITY 1 Trace a line from the word to the corresponding picture. door ceiling floor window
ACTIVITY 2 Cut the words and place them in the correct part of the house. STRUCTURE Look at the structure to answer this question. WHAT IS THIS? This is a door. This is a window. ACTIVITY 3 Look at the pictures and write sentences according to the structure. WHAT IS THIS? door window ceiling floor This is This is
MY DREAM HOUSE Follow the instructions to make the following project. PLAY AND HAVE FUN Form a particular group of matching cards.
Draw you  Use  Ima  Writ the  Dra EXAMPLE M
GLOSSARY Say the glossary aloud. 1. Draw 2. Match 3. Unscramble I CAN… Put a check mark to the activities you have learned. I can mention some internal parts of the house using simple sentences. I can identify the internal parts of the house using flashcards. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/R9intHqlzhc
WEEKS 11-12 HOUSE: EXTERNAL PARTS OF THE HOUSE INTRODUCTION TO THE TOPIC Houses are buildings where families live together and every member of the family should keep the parts of the houses clean. The external parts of the houses, you are going to study are  Patio  Yard  Garage  Terrace  Garden 1. To recognize some external parts of the house. 2. To associate the family members with the external parts of the house. OBJECTIVES … the word “garage” comes from the French word “garer,” which means “to shelter.?
Complete the picture of the external part of a house and color it.
TOPIC EXPLANATION EXTERNAL PARTS OF THE HOUSE Look and repeat the external parts of the house.
READING COMPREHENSION EXTERNAL PARTS OF THE HOUSE Read the words on the clouds and circle them in the crossword. ACTIVITY 1 Look at the pictures and complete the boxes with the missing letters. ACTIVITY 2 Look at the words and re-write each one on the line. 1. Garage _______________________________________ 2. Garden _______________________________________ 3. Patio _______________________________________ 4. Terrace _______________________________________ 5. Yard _______________________________________
STRUCTURE WH-QUESTIONS Follow the structure examples to answer these questions. WHO IS SHE? WHERE IS SHE? WHO IS HE? WHERE IS HE? She is my mother. She is in the patio. ACTIVITY 3 Look at the pictures and write sentences according to the structure. WHO IS HE? WHERE IS HE? _____________________________________ _______________________________________
PLAY AND HAVE FUN Cut and form the puzzle.
MY DREAM HOUSE Follow the instructions to make the following project. Draw yo  Im  Us  W Ho sh  Dr ad EXAMPLE
GLOSSARY Read these words. 1. Circle 2. Color I CAN… Put a check mark to the activities you have learned. I can recognize some external parts of the house. I can pronounce all these external parts of the house pretty well. I can associate family members with internal and external parts of the house. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/R9intHqlzhc
WEEKS 13-14-15 PEOPLE AT SCHOOL INTRODUCTION TO THE TOPIC School is a place at which students receive instructions such as Spanish, English, Values and math. 1. To familiarize with the words used to name school personnel. 2. To pronounce the school personnel vocabulary words pretty well. OBJECTIVES. …our first elementary school was open in 1836 by the name of Nuestra Señora del Carmen, for girls from 6 to 12 years old.
TOPIC EXPLANATION Every person at school is important for the students’ development. Let’s learn names of some people who work at school. Give names of people at school. Girl (Guerl) Principal Boy (Boy) Teacher Girl Boy
READING COMPREHENSION Cut and label the name of people at my school. Who are they? VOCABULARY PEOPLE AT SCHOOL Name and write the school staff. Girl Boy Students TEACHER CLASSMATE Principal
ACTIVITY 1 Look at the words and fill in the spaces with the missing letters. 1- B__y 2- G__rl 3- St__d__nts 4- Pr__nc__p__l 5- Cl__ssm__t__s 6- T__ __ch__r. ACTIVITY 2 BRAINSTORMING Complete the graphic organizer. PEOPLE AT SCHOOL
STRUCTURE WH-QUESTIONS Ask and answer these questions. Who is _____?
WORD SEARCH Find and color the words in the crossword.
Make your flashcards. Make yo  Tak  Loo peo  Pas she exa  Cu exa  Fol EXAMPLE M
GLOSSARY TIME TO REVIEW 1-Cut 2-Draw 3-Paste 4- Read 5-Write I CAN… Put a check mark to the activities you have learned. I can recognize school personnel pretty well. I can pronounce these vocabulary words pretty well. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/3BmczLcMlbo
WEEKS 16-17-18 PEOPLE AT SCHOOL INTRODUCTION TO THE TOPIC School is a place at which students receive instructions such as Spanish, English, Values and math School is 1. To recognize the school personnel. 2. To name and value the importance of the school members and their jobs. OBJECTIVES …people at school are subordinate to superior rules or employer?
TOPIC EXPLANATION PEOPLE AT SCHOOL We must always show respect to the school staff. DO YOU REMEMBER THESE SCHOOL MEMBERS NAMES? Give the names of school people. Girl (Guerl) Principal (príncipal) Boy (Boy) Teacher (Tícher )
READING COMPREHENSION Look at the pictures and complete the words with the missing letters. VOCABULARY Read and repeat the following words with the teacher.
ACTIVITY 1 Look at the pictures and write the words in the squares. ACTIVITY 2 Have a short conversation with a secretary.
STRUCTURE WH-QUESTIONS Answer these questions using personal pronouns and the verb be.
A C T I V I T Y 3 C u t a n d u s e t h e w o r d s b e
l o w t o a n s w e r t h e s e q u e s t i o n s . WHO IS SHE? WHO IS HE?
___________________________________________________________________________________ ___________________________________________________________________________________ Help the security guard, janitor and the bus driver find the secretary. HE A IS A SHE SECURITY GUARD BUS DRIVER IS
MY FLIP BOOK Create your flip book.
GLOSSARY Read the names of each school member. IN Make your  Use  Cut t  Past janit drive  Write pictu  Past the e EXAMPLE M PEOPLE AT SCHOOL SECRETARY BUS DRIVER JANITOR SECURITY GUARD
I CAN… Put a check mark to the activities you have learned. I can make connections between people and places in the school. I can name and value the school authorities. SUPPLEMENTARY MATERIAL Check this material for extra knowledge.
WEEKS 19-20 SCHOOL SUPPLIES INTRODUCTION TO THE TOPIC School items are objects commonly used at school such as glue, scissors, ruler and book. 1. To identify some of the school supplies. 2. To relate school supplies and numbers. OBJECTIVES. …that pencil was the mayor invention created by Borrodale England in 1564?
TOPIC EXPLANATION SCHOOL SUPPLIES Look at the pictures and read the names of the school supplies you find in a classroom. DO YOU REMEMBER SOME SCHOOL SUPPLIES? Cut and paste each of the following school supply.
READING COMPREHENSION Find and color the school supplies in the backpack. ACTIVITY 1 Cut the pictures and paste them on the words. ACTIVITY 2 Use color pencils to trace the following words.
STRUCTURE Match the words with the corresponding pictures.
A CT IVI TY 3 Us e the pic tur es in the str uct ur e to an sw er the se qu est ion s.
How Many? How many books are there? There are _________________ How many pencils are there? There are _________________ How many crayons are there? There are__________________ How many school bags are there? There are__________________ How many colors pencils are there? There are __________________ Complete the crossword using the words below.
COLORING ACTIVITY Color the picture using your favorite color pencils. U CRAYON COLORED PENCIL BOOK PENCIL SCHOOL BAG
GLOSSARY Practice these words. I C A N … P u t a c h e c k m a r k t o t h e a c ti v it i e
s y o u h a v e l e a r n e d . I can name some of the school supplies I have. I can count the school supplies I see on a picture. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://www.google.com/amp/s/www.pinterest.com/amp/pin/526287906457731026/ https://www.youtube.com/watch?v=hAwGe6hnR5w&feature=youtu.be
WEEKS 21-22 SCHOOL SUPPLIES INTRODUCTION TO THE TOPIC School items are objects commonly used at school such as glue, scissors, ruler and notebook. 1. To name the school supplies shown in the flashcard. 2. To locate school supplies at home. OBJECTIVES. … a notebook is a collection of sheets of paper, used to make notes and draw?
TOPIC EXPLANATION Let´s see together (teacher, parents, classmates) some school supplies items commonly used at school. Using the given vocabulary, write the school supplies numbers. 1. Pencil case 2. Eraser 3. Notebook 4. Scissor 5. Glue
READING COMPREHENSION Read and draw your school supplies. ACTIVITY 1 Trace the lines and color the school supplies. Pencil case Eraser Notebook Scissor Glue
ACTIVITY 2 Complete the words with the missing vowels. STRUCTURE Look at the pictures and read the sentences. ACTIVITY 3 Look at the pictures and answer the questions.
Cut the circle, rotate it and give the names.
PHOTO FRAME Cut from magazines or newspapers your favorite school supplies and paste them on these frames.
GLOSSARY Say the words.
I CAN… Put a check mark to the activities you have learned. I can name some of the school supplies I have. I can count the school supplies I see on a picture. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. Good Morning I wake in morning I raise up may hands I look at the sky And say God is Good. In The Morning In the morning In the morning The sun shine for you ******** In the morning In the morning say hello how are you I’m fine thanks and you?
WEEKS 23-24 PRIMARY COLORS INTRODUCTION TO THE TOPIC Colors affect people mood and emotions from eyes to brain. 1. To identify the primary colors. 2. To say what color things are. OBJECTIVES …colors in nature have universal meaning. For example, green, represents nature and white, peace?
TOPIC EXPLANATION PRIMARY COLORS Colors are bright as the rainbow. Let’s read together. CAN YOU REMEMBER THE COLORS OF YOUR SCHOOL SUPPLIES? Look at the pictures and color your favorite school supplies. Pen Eraser Sharperner Pencil case Pencil
READING COMPREHENSION PRIMARY COLORS POEM Read the poem and color the pictures. VOCABULARY Look and read the primary colors. RED YELLOW BLUE
ACTIVITY 1 Trace the words and match them to the corresponding object. A C u t
C T I V I T Y 2 a n d p a s t e r e d , b l u e a n d y e l l o w s q u a r e
s a n d p l a c e t h e m i n f r o n t o f t h e s c h o o
l s u p p l i e s n a m e s . 1- _________________________ Sharpener. 2- _________________________Pen. 3- _________________________ Eraser. 4- _________________________ Pencil case. 5- _________________________School bag STRUCTURE DEMONSTRATIVE ADJECTIVES
Answer these questions using demonstrative adjectives this and that with your favorite color. What color is this pen? That pen is red. What color is that ruler? _____ ruler is__________ What color is this book? _____book is__________ What color is this Pencil? _____pencil is ________ What color is that sharpener? _____sharpener is ____ ACTIVITY 3 Cut and paste the primary colors below and place them on the rectangles.
RECOGNIZE AND COLOR Yellow is one of the three (3) primary colors. Below are some objects that are yellow. Color them.
Design your spinning wheel to review primary colors. EXAMPLE
GLOSSARY Read the vocabulary. IN Make your  Use  Draw  Cut  Divid  Colo yello  Ope  Pass MY SPINNING WHEEL
I CAN… Put a check mark to the activities you have learned. I can identify primary colors on pictures. I can classify objects that have the primary colors. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/yP8Qedl1gS0 https://youtu.be/BOA15qs179w
WEEKS 25-26 SECONDARY COLORS INTRODUCTION TO THE TOPIC Colors play a vitally important role in the world in which we live. They can inspire thinking, change actions, and cause reactions. 1. To relate colors with school objects. 2. To classify things according to their colors. OBJECTIVES …the exact same thing can taste different depending on the color of the dish in which it's served?
TOPIC EXPLANATION COLORS INSPIRE THINKING Secondary colors – green, orange and purple - are the complement of primary colors. DO YOU REMEMBER THE PRIMARY COLORS? Color the caterpillar using the primary colors and add new colors.
ACTIVITY 1 Mix primary colors to acquire secondary colors.
STRUCTURE Use this and that demonstrative adjectives to answer these questions. ACTIVITY 2 Look for purple, green and orange school supplies and paste them in the correct oval. Trace the lines using green, orange and purple color pencils.
It is purple. That is green. ACTIVITY 3 Complete and write sentences using the demonstrative adjectives this and that. This? That? It is____________________________________________ That is _________________________________________ _________________________________________________ _________________________________________________
SEQUENCE GAME Cut the color circles and paste them following the colors sequence.
MY PROJECT Follow the instructions to make your project. Create  Us  Di se  W or se  Pa th  Pa EXAMPLE
GLOSSARY Review colors. I CAN… Put a check mark to the activities you have learned. I can classify school objects according to their colors. I can identify the colors I see. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/bmquqAP2w_8 https://youtu.be/IwfZvRuE7s8
WEEKS 27-28-29 UPPER PARTS OF THE BODY INTRODUCTION TO THE TOPIC The human body has many different parts and one of the basic parts of the human body is the head. 1. To identify some upper parts of the body. 2. To say and point to upper part of the body. OBJECTIVES … the human eye can differentiate approximately 10 million different colors? UPPER PARTS OF THE BODY
TOPIC EXPLANATION UPPER PARTS OF THE BODY Let’s learn together different parts of the face. Draw and complete the parts of the face.
READING COMPREHENSION Read, cut and label each word in the correct place. VOCABULARY Recognize and name each upper part of the body. head mouth eyes nose ears
ACTIVITY 1 Form and paste the face puzzle on a sheet of paper.
STRUCTURE Look at the wh- questions structure and write sentences with the possessive adjective my and the verb be. WHAT COLOR ARE YOUR EYES? ACTIVITY 3 Use magazines or newspapers to cut and paste parts of the face and write sentences using the possessive adjective my and the verb be. WHAT COLOR ARE YOUR EYES? My is are
_____________________________________________________________________________ DICE GAME Listen (teacher, mother or friend), cut and play with the parts of the body dice. head
MY PROJECT Create a face project. Make a  Us ma co pe  Pu co co  Sh fam EXAMPLE
GLOSSARY Review these words. 1. Cut 2. Paste 3. Play 4.Read 5. Say 6. Write I CAN… Put a check mark to the activities you have learned. I can pronounce the vocabulary words of the upper part of the body. I can identify some upper part of the body. I can answer simple questions.
SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/Ma5EMrurTmU https://youtu.be/6pLFxeumlpE https://youtu.be/sZdy89thv3g
WEEKS 30-31-32 LOWER PARTS OF THE BODY INTRODUCTION TO THE TOPIC The main parts of the human body are head, chest and limbs. Let’s study specific parts of human body as for example:  chest  shoulder  knee  foot  toes 1. To identify some lower parts of the body. 2. To say and point to lower parts of the body. OBJECTIVES … the foot is one of the most overworked, under- appreciated parts of the human body? LOWER PARTS OF THE BODY
Brainstorm ideas about the lower parts of the body. Complete the organizer with pictures of the lower part parts of the body.
READING Look, cut and form the body with each given TOPIC EXPLANATION These are some lower parts of the body: shoulder, chest, knee, foot, toes.
COMPREHENSION part. Choose the names from the box and paste them in the correct part. S T R U C T U R E R e a d t h e w ACTIVITY 1 Look at the pictures and write the names of the lower parts of the body with the corresponding number.
h - q u e s t i o n a n d w r i t e t h e s e n t e
n c e u s i n g t h e p e r s o n a l p r o n o u n
i t , t h e v e r b b e a n d t h e n a m e
o f t h e s h o w n p i c t u r e . WHICH PART OF THE BODY IS IT? ACTIVITY 3 Follow the example and write sentences with It is the knee. the chest.
the lower parts of the body. COUNT AND NAME Play this board game about the lower parts of the body using a dice.
Follow the instructions to draw the picture of your body. EXAMPLE
GLOSSARY Read the glossary aloud. MY BODY
I CAN… Put a check mark to the activities you have learned. I can pronounce the vocabulary words of the lower part of the body. I can identify some lower part of the body. I can answer simple questions. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/h4eueDYPTIg
WEEKS 33-34-35 THE FIVE SENSES INTRODUCTION TO THE TOPIC Senses allow us to observe and understand the world around us. 1. To identify the five senses. 2. To recognize the function of the senses. OBJECTIVES …the sense of smell is the first sense, developing even while a person is still in the womb?
TOPIC EXPLANATION The five senses - seeing, hearing, smelling, tasting and touching - help us learn about our surroundings. Paste the pictures that brainstorm ideas about your five senses. THE FIVE SENSES
READING COMPREHENSION WHAT DO YOU DO WITH YOUR FIVE SENSES? Read and name what you do with your five senses. VOCABULARY THE FIVE SENSES Read and repeat the following words with your teacher, parents or classmates. PICTURE I SEE WITH MY EYES. I TOUCH WITH MY HANDS. I HEAR WITH MY EARS. I TASTE WITH MY MOUTH. I SMELL WITH MY NOSE.
ACTIVITY 1 SENSES I USE TO… Look, read and write a check mark ( ) beside the corresponding sense. ACTIVITY 2 Using magazines and newspapers, cut out your favorite pictures and paste them under the correct sense. STRUCTURE Read the pattern to ask and answer questions to say what you do with your senses.
WHAT DO YOU DO WITH YOUR ____________________________? I SEE WITH MY EYES. I SMELL WITH MY NOSE. I HEAR WITH MY EARS. I TASTE WITH MY MOUTH. I TOUCH WITH MY HANDS. ACTIVITY 3 Cut, paste and trace the words. LET’S HAVE FUN Cut the pictures below and paste them under the corresponding sense.
Follow the instructions to make a booklet.
GLOSSARY Read aloud the vocabulary. EXAMPLE
I CAN… Put a check mark to the activities you have learned. I can pronounce the vocabulary words about senses pretty well. I can realize the function that each sense has in students’ life. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/q1xNuU7gaAQ https://youtu.be/LNajQTnZviQ https://youtu.be/OEi39haJwHk
WEEKS 36-37-38 FEELINGS INTRODUCTION TO THE TOPIC Our feelings change from moment to moment depending on what’s going on around us. 1. To identify feelings using a variety of adjectives. 2. To say how a person feels at the moment. OBJECTIVES … you have 43 facial muscles express ing the whole spectrum of feelings? FEELINGS
THIS IS HOW I FEEL. Place a check mark on the picture and draw a feeling that tells me how you feel the first day of class.
TOPIC EXPLANATION These are some motivating faces showing different feelings. ACTIVITY 1 Trace a line to join the feelings pictures to their names.
STRUCTURE Use wh-word how, singular and plural personal pronouns and the verb be to answer questions. ACTIVITY 3 Look at the pictures, draw the feelings and write sentences using personal pronouns and the verb be. ACTIVITY 2 Cut out pictures about feelings from magazines or newspapers and paste them on the circles.
GAME TIME Cut the domino pieces and play matching the feelings with their corresponding name.
Follow the instructions to make your emoji. EXAMPLE MY EMOJI
GLOSSARY Pronounce the words. 1. Cut 2. Paste 3. Read 3. Say 5. Write
I CAN… Put a check mark to the activities you have learned. I can identify feelings shown in pictures. I can pronounce the feelings words correctly. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/dOkyKyVFnSs https://youtu.be/4Rh6H8fa4UM https://youtu.be/71hqRT9U0wg
WEEKS 39-40 FEELINGS INTRODUCTION TO THE TOPIC Feelings are contagious, even if we are not paying attention to them. When we are in a group or with one other person, we can “catch” both positive and negative emotions. 1. To identify feelings using a variety of adjectives. 2. To say how a person feels at the moment. OBJECTIVES …feelings spread between people like a virus? FEELINGS
TOPIC EXPLANATION Let’s learn some words that express feelings. VOCABULARY Cut out the feelings and paste them on the faces according to the sentences. Look at the images and draw how do you feel when you are in these situations.
READING COMPREHENSION Let’s learn more about feelings using this reading. Arial
ACTIVITY 2 Help the teacher identify feelings. Check the correct word according to the emoji. ACTIVITY 1 Look at the words below, write them on the boxes and draw the feelings on the faces.
STRUCTURE WH-QUESTIONS WITH ADJECTIVES Pay attention to the wh- questions sentences with adjectives. ACTIVITY 3 Look at each picture and answer the questions.
TEST YOUR KNOWLEDGE Follow the instructions to create your feeling wheel. EXAMPLE M Today I am…
GLOSSARY Pronounce these words. arrow face Triangle square I CAN… Put a check mark to the activities you have learned. I can identify feelings shown on pictures. I can pronounce the feelings words correctly. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://wordwall.net/resource/349343/emotions-feelings-wheel
INFOGRAPHY https://bit.ly/2CG3hS9 https://bit.ly/2CgFJDI https://bit.ly/2ZFTbcQ https://bit.ly/2DUMNpX https://bit.ly/2CI2cJJ https://bit.ly/3eEwTwG https://bit.ly/2Bfq476 https://bit.ly/3fDRK4w https://bit.ly/3hhtdTj https://bit.ly/3jhC4Wz https://bit.ly/2B892aK https://bit.ly/2OxkNL0 https://bit.ly/2CmYfdu https://bit.ly/2Wy52I7 https://bit.ly/2DLeFfZ https://bit.ly/3fRk4QI https://bit.ly/3h8FgSE https://bit.ly/396brQ1 https://bit.ly/2OwWKMm https://bit.ly/2ZJ9dmF https://bit.ly/2ZCEM1a https://bit.ly/3h3Qkk2 https://bit.ly/2ZEf3FB https://bit.ly/3fRmK0I https://bit.ly/2CLE7Sh https://bit.ly/2CeeTMw https://bit.ly/2CLghpA https://bit.ly/2WvUBVw https://bit.ly/2WvWWzD

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GUÍA DE AUTO APRENDIZAJE 1 GRADO.pdf

  • 2.
    AUTORIDADES S. E. MarujaGorday de Villalobos Ministra de Educación S. E. Zonia Gallardo de Smith Viceministra Académica S. E. José Pío Castillero Viceministro Administrativo S. E. Ricardo Sánchez Viceministro de Infraestructura Equipo Directivo del Ministerio de Educación Ricardo Alonzo Vaz Wilky – Secretario General Guillermo Alegría - Director General de Educación Victoria Tello – Subdirectora General de Educación Académica Anayka De La Espada – Subdirectora General Administrativa Lizgay Girón – Directora Nacional de Educación Básica General Carmen Reyes – Directora Nacional de Currículo y Tecnología Educativa
  • 3.
    GUÍA DE APRENDIZAJE Inglés- Segundo grado Nombre del estudiante ____________________________________ Centro Educativo: _________________________________________
  • 4.
    Equipo Coordinador Raquel Rodríguez Asesoradel Despacho Superior César Castillo Subdirector Nacional de Currículo y Tecnología Educativa Karla Fischbach de Becerra Especialista Técnico Rufino Rodríguez Tuli Apoyo Técnico Curricular Wilmer Salinas Seguimiento y Apoyo Tecnológico Aracelis Agudo Coordinadora de Diagramación Equipo de producción y revisión Equipo de Diagramación e Ilustración Aleida Amado Marisol Magallón Coordinadoras Académicas Diana Tobar (UP) Diana Aguilar (UP) Ana Turner (UP) Diseño de Portada Ilustraciones - Freepik.com
  • 6.
    WEEKS TOPICS WEEKS 1-2GREETINGS WEEKS 3-4-5 FAMILY MEMBERS WEEKS 6-7-8 FAMILY MEMBER´S RELATIONSHIPS WEEKS 9-10 HOUSE - INTERNAL PARTS OF THE HOUSE WEEKS 11-12 HOUSE – EXTERNAL PARTS OF THE HOUSE WEEKS 13-14-15 PEOPLE AT SCHOOL WEEKS 16-17-18 PEOPLE AT SCHOOL PART 2 WEEKS 19-20 SCHOOL SUPPLIES WEEKS 21-22 SCHOOL SUPPLIES PART 2 WEEKS 23-24 PRIMARY COLORS WEEKS 25-26 SECONDARY COLORS WEEKS 27-28-29 UPPER PARTS OF THE BODY WEEKS 30-31-32 LOWER PARTS OF THE BODY WEEKS 33-34-35 THE FIVE SENSES WEEKS 36-37-38 FEELINGS WEEKS 39-40 FEELINGS ANSWER KEY INFOGRAPHY
  • 7.
    HELLO! I’m your teacherand I will be with you during this school year. Let me show you the instructions pictures you will need to accomplish each one of the following activities. Read Cut Remember Look Paste Pronounce Color Test Match Trace Write Listen Check Complete Draw Number Circle
  • 8.
  • 9.
    WEEKS 1-2 GREETINGS INTRODUCTION TOTHE TOPIC It is common to use different greetings depending on whether you greet a friend, family or your teachers. When you meet friends, use informal greetings. Formal greetings are also used with people you do not know very well. 1. To use the words and expressions to greet their friends or family members. 2. To greet and introduce people formally and informally. OBJECTIVES …greetings and salutation are good manners to socialize?
  • 10.
    CAN YOU SAYHOW YOU GREET A FRIEND?
  • 11.
     READING COMPREHENSION GREETINGS Read andtrace the greetings. TOPIC EXPLANATION GREETINGS These are some words and expressions used to greet a friend or family. Hello! /jélou/ Good bye! /gud bái/ Good morning! /gud mórnin/ How are you? /jáo ar iú/ Good afternoon! /gud afternún/ What’s your name? /juáts iór néim/
  • 12.
    ACTIVITY 1 Fill inthe circles with the missing letters about greetings. ACTIVITY 2 Trace the greetings and color the images.
  • 13.
    STRUCTURE WH-QUESTIONS AND THEVERB BE Ask and answer wh-questions with the verb be. ACTIVITY 3 Look and use a line to match the pictures with the correct word.
  • 14.
    MY BINGO Create yourbingo about greetings. PLAY WHILE LEARNING Write the words and expressions about greetings on a container with sand.
  • 15.
  • 16.
  • 17.
    h e t o p i c . I CAN… Puta check mark to the activities you have learned. I can greet somebody pretty well. I can introduce myself to friends. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/x23rTDl4AMs Hello! How are you? Good bye! What’s your name? Good afternoon! Good morning!
  • 18.
  • 20.
    WEEKS 3-4-5 FAMILY MEMBERS INTRODUCTIONTO THE TOPIC What is family? Family is a group of people composed of a father, a mother, a sister and a brother. 1. To identify the members of the family. 2. To ask and answer questions about family members. OBJECTIVES …family is the first social environment in which we learn values, principles, notions of life and share bond of love?
  • 21.
    DO YOU HAVEFAMILY? Paste photos of your family. PHOTO PHOTO PHOTO PHOTO Family is…
  • 22.
    ACTIVITY 1 MYFAMILY Draw your hand family. TOPIC EXPLANATION FAMILY MEMBERS These are the family members names that you will learn today. READING COMPREHENSION FAMILY MEMBERS Read the poem about family members.
  • 23.
    ACTIVITY 2 Look atthe pictures and match tracing a line to the corresponding word. STRUCTURE WH-QUESTIONS Ask and answer wh-questions. Who is he? Who is she? He is my father? She is my mother. ACTIVITY 3 Trace the family members names. WHO IS ______________?
  • 24.
    He is my Sheis my He is my She is my He/She is my PLAY WHILE LEARNING Cut and place the pictures on the correct square.
  • 25.
    MY BINGO CARD Constructa bingo card about your family members.
  • 26.
    GLOSSARY TIME TO REVIEWTHE VOCABULARY Make y origami.  Use a  Fold i  Take fold t  Draw house  Color EXAMPLE
  • 27.
  • 28.
    I CAN… Puta check mark to the activities you have learned. I can distinguish family words very well. I can Identifies his/her family members on pictures very well. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/2UEfpsIPMvQ https://youtu.be/NVEzzzia8Yo
  • 30.
    WEEKS 6-7-8 FAMILY MEMBERSRELATIONSHIP INTRODUCTION TO THE TOPIC Grandparents are very important in our life. 1. To recognize family member´s relationship. 2. To introduce his or her family members correctly. OBJECTIVES …the word grand was first used in 1375? The female or male ancestor…
  • 31.
    TOPIC EXPLANATION MY GRANDPARENTS Color thepictures of the grandmother and grandfather. VOCABULARY My grandfather and grandmother are loving DO YOU HAVE GRANDPARENTS? Paste a photo of your grandfather and your grandmother.
  • 32.
    Grandmother Grandfather READING COMPREHENSION FAMILYMEMBERS RELATIONSHIP Read the poem and the vocabulary. ACTIVITY 1 Fill in the spaces with the missing letters. people. Grandmother Grandfather
  • 33.
  • 34.
    STRUCTURE WH-QUESTIONS Ask andanswer wh-questions. Who is your grandmother? She is _________________________________ My grandmother´s name is _________________________________________ Who is your grandfather? He is _________________________________ My grandfather´s name is __________________________________________ ACTIVITY 3 ART PROJECT Use a magazine to cut out pictures of family members and paste them here.
  • 35.
    PLAY WHILE LEARNING Cutthe picture to form a dice.
  • 36.
    MY FAMILY TREE Createyour family tree. Grandmother Grandfather Make you  Tak  Dra exa  Use or p  Pas of y rec  Cut iden pho EXAMPLE
  • 37.
    GLOSSARY TIME TOREVIEW THE WORDS Read and share the following family members names. My Family I CAN… Put a check mark to the activities you have learned. I can name family members. I can give information about my family. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/FHaObkHEkHQ https://youtu.be/wd2dl491RBk
  • 39.
    WEEKS 9-10 HOUSE: INTERNALPARTS OF THE HOUSE INTRODUCTION TO THE TOPIC Houses are made of different materials and sizes; however, every house has the same parts. Some parts of the house are:  Door  Window  Floor  Ceiling 1. To identify some internal parts of the house. 2. To pronounce the internal parts of the house. OBJECTIVES … the history and evolution of houses go along with the history of a country?
  • 40.
  • 41.
     Door /dóor/ Window /uíndou/  Floor /flóor/  Ceiling /sílin/ TOPIC EXPLANATION INTERNAL PARTS OF THE HOUSE Look and repeat these internal parts of a house. window ceiling door floor
  • 42.
    READING COMPREHENSION Read the wordsin each box and unscramble the internal parts of the house. Write the correct word on the line. 1. ordo _____________________________________ 2. icneilg _____________________________________ 3. orfol _____________________________________ 4. dwoinw _____________________________________ ACTIVITY 1 Trace a line from the word to the corresponding picture. door ceiling floor window
  • 43.
    ACTIVITY 2 Cut thewords and place them in the correct part of the house. STRUCTURE Look at the structure to answer this question. WHAT IS THIS? This is a door. This is a window. ACTIVITY 3 Look at the pictures and write sentences according to the structure. WHAT IS THIS? door window ceiling floor This is This is
  • 44.
    MY DREAM HOUSE Followthe instructions to make the following project. PLAY AND HAVE FUN Form a particular group of matching cards.
  • 45.
    Draw you  Use Ima  Writ the  Dra EXAMPLE M
  • 46.
    GLOSSARY Say the glossaryaloud. 1. Draw 2. Match 3. Unscramble I CAN… Put a check mark to the activities you have learned. I can mention some internal parts of the house using simple sentences. I can identify the internal parts of the house using flashcards. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/R9intHqlzhc
  • 48.
    WEEKS 11-12 HOUSE: EXTERNALPARTS OF THE HOUSE INTRODUCTION TO THE TOPIC Houses are buildings where families live together and every member of the family should keep the parts of the houses clean. The external parts of the houses, you are going to study are  Patio  Yard  Garage  Terrace  Garden 1. To recognize some external parts of the house. 2. To associate the family members with the external parts of the house. OBJECTIVES … the word “garage” comes from the French word “garer,” which means “to shelter.?
  • 49.
    Complete the pictureof the external part of a house and color it.
  • 50.
    TOPIC EXPLANATION EXTERNALPARTS OF THE HOUSE Look and repeat the external parts of the house.
  • 51.
    READING COMPREHENSION EXTERNAL PARTSOF THE HOUSE Read the words on the clouds and circle them in the crossword. ACTIVITY 1 Look at the pictures and complete the boxes with the missing letters. ACTIVITY 2 Look at the words and re-write each one on the line. 1. Garage _______________________________________ 2. Garden _______________________________________ 3. Patio _______________________________________ 4. Terrace _______________________________________ 5. Yard _______________________________________
  • 52.
    STRUCTURE WH-QUESTIONS Follow the structureexamples to answer these questions. WHO IS SHE? WHERE IS SHE? WHO IS HE? WHERE IS HE? She is my mother. She is in the patio. ACTIVITY 3 Look at the pictures and write sentences according to the structure. WHO IS HE? WHERE IS HE? _____________________________________ _______________________________________
  • 53.
    PLAY AND HAVEFUN Cut and form the puzzle.
  • 54.
    MY DREAM HOUSE Followthe instructions to make the following project. Draw yo  Im  Us  W Ho sh  Dr ad EXAMPLE
  • 55.
    GLOSSARY Read these words. 1.Circle 2. Color I CAN… Put a check mark to the activities you have learned. I can recognize some external parts of the house. I can pronounce all these external parts of the house pretty well. I can associate family members with internal and external parts of the house. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/R9intHqlzhc
  • 57.
    WEEKS 13-14-15 PEOPLE ATSCHOOL INTRODUCTION TO THE TOPIC School is a place at which students receive instructions such as Spanish, English, Values and math. 1. To familiarize with the words used to name school personnel. 2. To pronounce the school personnel vocabulary words pretty well. OBJECTIVES. …our first elementary school was open in 1836 by the name of Nuestra Señora del Carmen, for girls from 6 to 12 years old.
  • 58.
    TOPIC EXPLANATION Every person atschool is important for the students’ development. Let’s learn names of some people who work at school. Give names of people at school. Girl (Guerl) Principal Boy (Boy) Teacher Girl Boy
  • 59.
    READING COMPREHENSION Cut andlabel the name of people at my school. Who are they? VOCABULARY PEOPLE AT SCHOOL Name and write the school staff. Girl Boy Students TEACHER CLASSMATE Principal
  • 60.
    ACTIVITY 1 Look atthe words and fill in the spaces with the missing letters. 1- B__y 2- G__rl 3- St__d__nts 4- Pr__nc__p__l 5- Cl__ssm__t__s 6- T__ __ch__r. ACTIVITY 2 BRAINSTORMING Complete the graphic organizer. PEOPLE AT SCHOOL
  • 61.
    STRUCTURE WH-QUESTIONS Ask and answerthese questions. Who is _____?
  • 62.
    WORD SEARCH Find andcolor the words in the crossword.
  • 63.
    Make your flashcards. Makeyo  Tak  Loo peo  Pas she exa  Cu exa  Fol EXAMPLE M
  • 64.
    GLOSSARY TIME TOREVIEW 1-Cut 2-Draw 3-Paste 4- Read 5-Write I CAN… Put a check mark to the activities you have learned. I can recognize school personnel pretty well. I can pronounce these vocabulary words pretty well. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/3BmczLcMlbo
  • 66.
    WEEKS 16-17-18 PEOPLE ATSCHOOL INTRODUCTION TO THE TOPIC School is a place at which students receive instructions such as Spanish, English, Values and math School is 1. To recognize the school personnel. 2. To name and value the importance of the school members and their jobs. OBJECTIVES …people at school are subordinate to superior rules or employer?
  • 67.
    TOPIC EXPLANATION PEOPLE AT SCHOOL Wemust always show respect to the school staff. DO YOU REMEMBER THESE SCHOOL MEMBERS NAMES? Give the names of school people. Girl (Guerl) Principal (príncipal) Boy (Boy) Teacher (Tícher )
  • 68.
    READING COMPREHENSION Look at thepictures and complete the words with the missing letters. VOCABULARY Read and repeat the following words with the teacher.
  • 69.
    ACTIVITY 1 Look atthe pictures and write the words in the squares. ACTIVITY 2 Have a short conversation with a secretary.
  • 70.
    STRUCTURE WH-QUESTIONS Answer thesequestions using personal pronouns and the verb be.
  • 71.
  • 72.
  • 73.
  • 74.
    MY FLIP BOOK Createyour flip book.
  • 75.
    GLOSSARY Read thenames of each school member. IN Make your  Use  Cut t  Past janit drive  Write pictu  Past the e EXAMPLE M PEOPLE AT SCHOOL SECRETARY BUS DRIVER JANITOR SECURITY GUARD
  • 76.
    I CAN… Puta check mark to the activities you have learned. I can make connections between people and places in the school. I can name and value the school authorities. SUPPLEMENTARY MATERIAL Check this material for extra knowledge.
  • 78.
    WEEKS 19-20 SCHOOL SUPPLIES INTRODUCTIONTO THE TOPIC School items are objects commonly used at school such as glue, scissors, ruler and book. 1. To identify some of the school supplies. 2. To relate school supplies and numbers. OBJECTIVES. …that pencil was the mayor invention created by Borrodale England in 1564?
  • 79.
    TOPIC EXPLANATION SCHOOL SUPPLIES Lookat the pictures and read the names of the school supplies you find in a classroom. DO YOU REMEMBER SOME SCHOOL SUPPLIES? Cut and paste each of the following school supply.
  • 80.
    READING COMPREHENSION Find and colorthe school supplies in the backpack. ACTIVITY 1 Cut the pictures and paste them on the words. ACTIVITY 2 Use color pencils to trace the following words.
  • 81.
    STRUCTURE Match thewords with the corresponding pictures.
  • 82.
  • 83.
    How Many? How manybooks are there? There are _________________ How many pencils are there? There are _________________ How many crayons are there? There are__________________ How many school bags are there? There are__________________ How many colors pencils are there? There are __________________ Complete the crossword using the words below.
  • 84.
    COLORING ACTIVITY Color thepicture using your favorite color pencils. U CRAYON COLORED PENCIL BOOK PENCIL SCHOOL BAG
  • 85.
  • 86.
    s y o u h a v e l e a r n e d . I can namesome of the school supplies I have. I can count the school supplies I see on a picture. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://www.google.com/amp/s/www.pinterest.com/amp/pin/526287906457731026/ https://www.youtube.com/watch?v=hAwGe6hnR5w&feature=youtu.be
  • 88.
    WEEKS 21-22 SCHOOL SUPPLIES INTRODUCTIONTO THE TOPIC School items are objects commonly used at school such as glue, scissors, ruler and notebook. 1. To name the school supplies shown in the flashcard. 2. To locate school supplies at home. OBJECTIVES. … a notebook is a collection of sheets of paper, used to make notes and draw?
  • 89.
    TOPIC EXPLANATION Let´s see together(teacher, parents, classmates) some school supplies items commonly used at school. Using the given vocabulary, write the school supplies numbers. 1. Pencil case 2. Eraser 3. Notebook 4. Scissor 5. Glue
  • 90.
    READING COMPREHENSION Read and drawyour school supplies. ACTIVITY 1 Trace the lines and color the school supplies. Pencil case Eraser Notebook Scissor Glue
  • 91.
    ACTIVITY 2 Complete thewords with the missing vowels. STRUCTURE Look at the pictures and read the sentences. ACTIVITY 3 Look at the pictures and answer the questions.
  • 92.
    Cut the circle,rotate it and give the names.
  • 93.
    PHOTO FRAME Cut frommagazines or newspapers your favorite school supplies and paste them on these frames.
  • 94.
  • 95.
    I CAN… Put acheck mark to the activities you have learned. I can name some of the school supplies I have. I can count the school supplies I see on a picture. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. Good Morning I wake in morning I raise up may hands I look at the sky And say God is Good. In The Morning In the morning In the morning The sun shine for you ******** In the morning In the morning say hello how are you I’m fine thanks and you?
  • 97.
    WEEKS 23-24 PRIMARY COLORS INTRODUCTIONTO THE TOPIC Colors affect people mood and emotions from eyes to brain. 1. To identify the primary colors. 2. To say what color things are. OBJECTIVES …colors in nature have universal meaning. For example, green, represents nature and white, peace?
  • 98.
    TOPIC EXPLANATION PRIMARY COLORS Colorsare bright as the rainbow. Let’s read together. CAN YOU REMEMBER THE COLORS OF YOUR SCHOOL SUPPLIES? Look at the pictures and color your favorite school supplies. Pen Eraser Sharperner Pencil case Pencil
  • 99.
    READING COMPREHENSION PRIMARY COLORSPOEM Read the poem and color the pictures. VOCABULARY Look and read the primary colors. RED YELLOW BLUE
  • 100.
    ACTIVITY 1 Trace thewords and match them to the corresponding object. A C u t
  • 101.
  • 102.
  • 103.
    l s u p p l i e s n a m e s . 1- _________________________ Sharpener. 2-_________________________Pen. 3- _________________________ Eraser. 4- _________________________ Pencil case. 5- _________________________School bag STRUCTURE DEMONSTRATIVE ADJECTIVES
  • 104.
    Answer these questionsusing demonstrative adjectives this and that with your favorite color. What color is this pen? That pen is red. What color is that ruler? _____ ruler is__________ What color is this book? _____book is__________ What color is this Pencil? _____pencil is ________ What color is that sharpener? _____sharpener is ____ ACTIVITY 3 Cut and paste the primary colors below and place them on the rectangles.
  • 105.
    RECOGNIZE AND COLOR Yellowis one of the three (3) primary colors. Below are some objects that are yellow. Color them.
  • 106.
    Design your spinningwheel to review primary colors. EXAMPLE
  • 107.
    GLOSSARY Read the vocabulary. IN Makeyour  Use  Draw  Cut  Divid  Colo yello  Ope  Pass MY SPINNING WHEEL
  • 108.
    I CAN… Put acheck mark to the activities you have learned. I can identify primary colors on pictures. I can classify objects that have the primary colors. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/yP8Qedl1gS0 https://youtu.be/BOA15qs179w
  • 110.
    WEEKS 25-26 SECONDARY COLORS INTRODUCTIONTO THE TOPIC Colors play a vitally important role in the world in which we live. They can inspire thinking, change actions, and cause reactions. 1. To relate colors with school objects. 2. To classify things according to their colors. OBJECTIVES …the exact same thing can taste different depending on the color of the dish in which it's served?
  • 111.
    TOPIC EXPLANATION COLORS INSPIRETHINKING Secondary colors – green, orange and purple - are the complement of primary colors. DO YOU REMEMBER THE PRIMARY COLORS? Color the caterpillar using the primary colors and add new colors.
  • 112.
    ACTIVITY 1 Mix primarycolors to acquire secondary colors.
  • 113.
    STRUCTURE Use this andthat demonstrative adjectives to answer these questions. ACTIVITY 2 Look for purple, green and orange school supplies and paste them in the correct oval. Trace the lines using green, orange and purple color pencils.
  • 114.
    It is purple. Thatis green. ACTIVITY 3 Complete and write sentences using the demonstrative adjectives this and that. This? That? It is____________________________________________ That is _________________________________________ _________________________________________________ _________________________________________________
  • 115.
    SEQUENCE GAME Cut thecolor circles and paste them following the colors sequence.
  • 116.
    MY PROJECT Follow theinstructions to make your project. Create  Us  Di se  W or se  Pa th  Pa EXAMPLE
  • 117.
    GLOSSARY Review colors. ICAN… Put a check mark to the activities you have learned. I can classify school objects according to their colors. I can identify the colors I see. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/bmquqAP2w_8 https://youtu.be/IwfZvRuE7s8
  • 119.
    WEEKS 27-28-29 UPPER PARTSOF THE BODY INTRODUCTION TO THE TOPIC The human body has many different parts and one of the basic parts of the human body is the head. 1. To identify some upper parts of the body. 2. To say and point to upper part of the body. OBJECTIVES … the human eye can differentiate approximately 10 million different colors? UPPER PARTS OF THE BODY
  • 120.
    TOPIC EXPLANATION UPPER PARTSOF THE BODY Let’s learn together different parts of the face. Draw and complete the parts of the face.
  • 121.
    READING COMPREHENSION Read, cutand label each word in the correct place. VOCABULARY Recognize and name each upper part of the body. head mouth eyes nose ears
  • 122.
    ACTIVITY 1 Form andpaste the face puzzle on a sheet of paper.
  • 123.
    STRUCTURE Look at thewh- questions structure and write sentences with the possessive adjective my and the verb be. WHAT COLOR ARE YOUR EYES? ACTIVITY 3 Use magazines or newspapers to cut and paste parts of the face and write sentences using the possessive adjective my and the verb be. WHAT COLOR ARE YOUR EYES? My is are
  • 124.
    _____________________________________________________________________________ DICE GAME Listen (teacher,mother or friend), cut and play with the parts of the body dice. head
  • 125.
    MY PROJECT Create aface project. Make a  Us ma co pe  Pu co co  Sh fam EXAMPLE
  • 126.
    GLOSSARY Review these words. 1.Cut 2. Paste 3. Play 4.Read 5. Say 6. Write I CAN… Put a check mark to the activities you have learned. I can pronounce the vocabulary words of the upper part of the body. I can identify some upper part of the body. I can answer simple questions.
  • 127.
    SUPPLEMENTARY MATERIAL Checkthis material for extra knowledge. https://youtu.be/Ma5EMrurTmU https://youtu.be/6pLFxeumlpE https://youtu.be/sZdy89thv3g
  • 129.
    WEEKS 30-31-32 LOWER PARTSOF THE BODY INTRODUCTION TO THE TOPIC The main parts of the human body are head, chest and limbs. Let’s study specific parts of human body as for example:  chest  shoulder  knee  foot  toes 1. To identify some lower parts of the body. 2. To say and point to lower parts of the body. OBJECTIVES … the foot is one of the most overworked, under- appreciated parts of the human body? LOWER PARTS OF THE BODY
  • 130.
    Brainstorm ideas aboutthe lower parts of the body. Complete the organizer with pictures of the lower part parts of the body.
  • 131.
    READING Look, cutand form the body with each given TOPIC EXPLANATION These are some lower parts of the body: shoulder, chest, knee, foot, toes.
  • 132.
    COMPREHENSION part. Choose thenames from the box and paste them in the correct part. S T R U C T U R E R e a d t h e w ACTIVITY 1 Look at the pictures and write the names of the lower parts of the body with the corresponding number.
  • 133.
  • 134.
  • 135.
  • 136.
    o f t h e s h o w n p i c t u r e . WHICH PART OFTHE BODY IS IT? ACTIVITY 3 Follow the example and write sentences with It is the knee. the chest.
  • 137.
    the lower partsof the body. COUNT AND NAME Play this board game about the lower parts of the body using a dice.
  • 138.
    Follow the instructionsto draw the picture of your body. EXAMPLE
  • 139.
  • 140.
    I CAN… Puta check mark to the activities you have learned. I can pronounce the vocabulary words of the lower part of the body. I can identify some lower part of the body. I can answer simple questions. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/h4eueDYPTIg
  • 142.
    WEEKS 33-34-35 THE FIVESENSES INTRODUCTION TO THE TOPIC Senses allow us to observe and understand the world around us. 1. To identify the five senses. 2. To recognize the function of the senses. OBJECTIVES …the sense of smell is the first sense, developing even while a person is still in the womb?
  • 143.
    TOPIC EXPLANATION The five senses- seeing, hearing, smelling, tasting and touching - help us learn about our surroundings. Paste the pictures that brainstorm ideas about your five senses. THE FIVE SENSES
  • 144.
    READING COMPREHENSION WHAT DO YOUDO WITH YOUR FIVE SENSES? Read and name what you do with your five senses. VOCABULARY THE FIVE SENSES Read and repeat the following words with your teacher, parents or classmates. PICTURE I SEE WITH MY EYES. I TOUCH WITH MY HANDS. I HEAR WITH MY EARS. I TASTE WITH MY MOUTH. I SMELL WITH MY NOSE.
  • 145.
    ACTIVITY 1 SENSESI USE TO… Look, read and write a check mark ( ) beside the corresponding sense. ACTIVITY 2 Using magazines and newspapers, cut out your favorite pictures and paste them under the correct sense. STRUCTURE Read the pattern to ask and answer questions to say what you do with your senses.
  • 146.
    WHAT DO YOUDO WITH YOUR ____________________________? I SEE WITH MY EYES. I SMELL WITH MY NOSE. I HEAR WITH MY EARS. I TASTE WITH MY MOUTH. I TOUCH WITH MY HANDS. ACTIVITY 3 Cut, paste and trace the words. LET’S HAVE FUN Cut the pictures below and paste them under the corresponding sense.
  • 147.
    Follow the instructionsto make a booklet.
  • 148.
    GLOSSARY Read aloud thevocabulary. EXAMPLE
  • 149.
    I CAN… Put acheck mark to the activities you have learned. I can pronounce the vocabulary words about senses pretty well. I can realize the function that each sense has in students’ life. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/q1xNuU7gaAQ https://youtu.be/LNajQTnZviQ https://youtu.be/OEi39haJwHk
  • 151.
    WEEKS 36-37-38 FEELINGS INTRODUCTION TOTHE TOPIC Our feelings change from moment to moment depending on what’s going on around us. 1. To identify feelings using a variety of adjectives. 2. To say how a person feels at the moment. OBJECTIVES … you have 43 facial muscles express ing the whole spectrum of feelings? FEELINGS
  • 152.
    THIS IS HOWI FEEL. Place a check mark on the picture and draw a feeling that tells me how you feel the first day of class.
  • 153.
    TOPIC EXPLANATION These aresome motivating faces showing different feelings. ACTIVITY 1 Trace a line to join the feelings pictures to their names.
  • 154.
    STRUCTURE Use wh-word how,singular and plural personal pronouns and the verb be to answer questions. ACTIVITY 3 Look at the pictures, draw the feelings and write sentences using personal pronouns and the verb be. ACTIVITY 2 Cut out pictures about feelings from magazines or newspapers and paste them on the circles.
  • 155.
    GAME TIME Cut thedomino pieces and play matching the feelings with their corresponding name.
  • 156.
    Follow the instructionsto make your emoji. EXAMPLE MY EMOJI
  • 157.
    GLOSSARY Pronounce the words. 1.Cut 2. Paste 3. Read 3. Say 5. Write
  • 158.
    I CAN… Put acheck mark to the activities you have learned. I can identify feelings shown in pictures. I can pronounce the feelings words correctly. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://youtu.be/dOkyKyVFnSs https://youtu.be/4Rh6H8fa4UM https://youtu.be/71hqRT9U0wg
  • 160.
    WEEKS 39-40 FEELINGS INTRODUCTION TOTHE TOPIC Feelings are contagious, even if we are not paying attention to them. When we are in a group or with one other person, we can “catch” both positive and negative emotions. 1. To identify feelings using a variety of adjectives. 2. To say how a person feels at the moment. OBJECTIVES …feelings spread between people like a virus? FEELINGS
  • 161.
    TOPIC EXPLANATION Let’s learnsome words that express feelings. VOCABULARY Cut out the feelings and paste them on the faces according to the sentences. Look at the images and draw how do you feel when you are in these situations.
  • 162.
    READING COMPREHENSION Let’s learnmore about feelings using this reading. Arial
  • 163.
    ACTIVITY 2 Helpthe teacher identify feelings. Check the correct word according to the emoji. ACTIVITY 1 Look at the words below, write them on the boxes and draw the feelings on the faces.
  • 164.
    STRUCTURE WH-QUESTIONS WITH ADJECTIVES Payattention to the wh- questions sentences with adjectives. ACTIVITY 3 Look at each picture and answer the questions.
  • 166.
    TEST YOUR KNOWLEDGE Followthe instructions to create your feeling wheel. EXAMPLE M Today I am…
  • 167.
    GLOSSARY Pronounce these words. arrowface Triangle square I CAN… Put a check mark to the activities you have learned. I can identify feelings shown on pictures. I can pronounce the feelings words correctly. SUPPLEMENTARY MATERIAL Check this material for extra knowledge. https://wordwall.net/resource/349343/emotions-feelings-wheel
  • 168.