K3 Week 1-4 - 大学受験の予備校・塾...

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Level K3 Week 1A Topic Introduction

OBJECTIVES 1. Feel positive and comfortable about attending class

2. Meet the teacher and other children in class

3. Become familiar with the class format

4. Meet Elmo, Big Bird, Grover, Zoe, Ernie, Bert, Twiddlebug, Dorothy, Mr.

Noodle

KEY VOCABULARY 1. Hi! 2. Hello 3. Hi, How are you? 4. Nice to meet you

MEDIA I. Welcome Open Media: Sunny Day

Media 1: Hello Song

II. Chant and Learn Media 2: Topic Intro

Media 3: Chant Intro

Media 4: Chant

III. Watch and Review Media 5: Twiddlebug Alphabet

Media 6: Welcome to Elmo’s World

Media 7: Sesame Friends

Media 8: Interactive Review

IV. Sing and Dance Media 9: Sing and Dance Intro

Media 10: Sing and Dance

V. Good bye Media 11: Goodbye Song

PREPARATION

MATERIALS

1. Flashcards : Elmo, Big Bird, Grover, Zoe, Ernie, Bert, Twiddlebug, Dorothy,

Mr. Noodle, all 26 uppercase letters

HOMEWORK A: Sesame Pairs B: Sesame Friends

I. WELCOME [5 min.]

1. Open Media: Sunny Day

Greet children

Play: Sunny Day

Welcome to our class!

We are going to have so much fun!

2. Media 1: Hello Song

*Lead children in singing the song.

Everyone follow me. (Gesture to yourself.)

Come join me in a circle, please.

(Lead children in standing together in a circle.)

Let’s all hold hands. (Demonstrate.) Let’s sing Hello Song together.

We say “hello” (Wave) when we meet a new friend.

(Wave to the group) Hello friends.

Say it with me: Hello. (Encourage children to wave and say hello.)

Play: Hello Song

3. Greet children

Hi, [child’s name]. How are you?

Hello, [child’s name]!

Let’s all say , “Hello, [child’s name]!”

(Encourage children to say, “hello” to each child.)

4. Introduce Elmo Now I want you to meet a Sesame Street friend.

(Show Elmo flashcard.)

This is Elmo. Let’s say, “Hello, Elmo!”

(Lead children in waving and saying “hello” to Elmo.)

Elmo (Point to Elmo flashcard.) wants to say hello (Wave) to you.

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(Gesture to students.)

(Take the Elmo flashcard around the room. Have him say hello to each

child. Encourage children to say, “Hello, Elmo!”)

Great job, everyone.

Now let’s watch our first video.

SPECIAL NOTES:

• Since this is your first meeting, you will want to set a warm, welcoming tone.

• Children will not understand everything you say in English, of course, so smile, speak slowly,

use gestures when indicated, and remain relaxed.

• The goal of this week is to get children excited about coming to class and to help them feel

comfortable with you and with each other.

• Show children that they will have fun and be successful.

• Praise all their efforts and do not correct mistakes this week.

• Show enthusiasm as you introduce the Sesame Street friends. They will be the children's

teachers too!

II. CHANT AND LEARN [10 min.]

1. Media 2: Topic Intro

*Lead children by repeating words

and phrases.

Play: Topic Intro

Welcome, everyone!

My name is Alice.

Hi! Hello! Hi! Can you say hi with me?

Hi! Hello! Let’s say hello! Hello! Nice to meet you!

Now, let’s all say hi to all your friends.

Can you say hello to your friends in the class?

Hello, hello.

Good job saying hello to your friends! It’s time to have fun!

2. Media 3: Chant Intro


and phrases.

Play: Chant Intro

Can you say what I say? Let’s try.

I say Hi Hello! You say HI Hello!

HI, Hello HI, Hell. How are you? How are you?

Nice to meet you. Nice to meet you. Well done. Let’s try again

HI, Hello HI, Hell. How are you? How are you?

Nice to meet you. Nice to meet you. Great job!

Let’s say it together with music.

3. Media 4: Chant

Say the words with music

Play: Chant

Verse 1

Hi, Hello! (Children: Hi, Hello!)

Verse 2

How are you? (Children: How are you?)

Verse 3

Nice to meet you! (Children: Nice to meet you!)

III. WATCH AND REVIEW [20 min.]

1. Media 5: Twiddlebug Alphabet

Everyone come sit down in front of our screen, please.

(Help children gather and sit down in front of the screen.)

This is our screen. (Point to the screen.)

We will watch (Point to eyes.) videos on this screen.

Can you all see the screen? (Make sure each child is able to see the

screen.) Good! This is our group. (Gesture to group.)

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How many children do we have in our group?

Let me count. (Count aloud as you point to each child.)

We have [number] children in our group.

In our group, we will learn English.

We will learn letters.

These are English letters. (Show letters flashcards.)

Let’s say it together: Letters. (Encourage children to repeat.)

Your name has letters.

We will learn numbers. These are numbers.

(Show numbers flashcard and encourage children to repeat the word.)

Let’s say the word together: Numbers. (Encourage children to repeat.)

This is a Twiddlebug. Let’s all say hi to the Twiddlebug.

(Point to Twiddlebug and encourage children to wave and say, “Hi!”)

We’re going to watch a video about the English ABC’s.

Watch the video. (Point to eyes and ears, and point to screen)

Play: Twiddlebug Alphabet

2. Mini Activity 1

What did we see in the video?

We saw letters. (Show letters flashcard.)

We saw Twiddlebugs.

Now let’s watch again.

We’re going to meet some new friends.

Look for Elmo, Big Bird, Grover, Zoe, Ernie, Bert, Twiddlebug,

Dorothy, and Mr. Noodle.

(Show each friend’s flashcard as you say the name.)

Ready? Let’s watch together.

Play: Twiddlebug Alphabet

Let’s say hello to our Sesame Street friends.

(Hold up each friend flashcard as you greet the friend. You may pass

the friend flashcard around the group so children can become familiar

with the friend.)

This is Big Bird. (Show Big Bird flashcard.)

Can we say it together: Big Bird. (Encourage children to repeat.)

Let’s say hi to Big Bird. Hello, Big Bird.

Nice to meet you, Big Bird.

This is Ernie. (Show Ernie flashcard.)

Can we say it together: Ernie. (Encourage children to repeat.)

Hi, Ernie. Hello, Ernie. Nice to meet you, Ernie.

This is Bert. (Show Bert flashcard.)

Can we say it together: Bert. (Encourage children to repeat.)

Hi, Bert. Hello, Bert. Nice to meet you, Bert.

This is Elmo. (Show Elmo flashcard.)

Can we say it together: Elmo. (Encourage children to repeat.)

Hi, Elmo. Hello, Elmo. Nice to meet you, Elmo.

This is Zoe. (Show Zoe flashcard.)

Can we say it together: Zoe. (Encourage children to repea.)

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Hi, Zoe. Hello, Zoe. Nice to meet you, Zoe.

This is Grover. (Show Grover flashcard.)

Can we say it together: Grover. (Encourage children to repeat.)

Hi, Grover. Hello, Grover. Nice to meet you, Grover.

We’ll see some of our Sesame Street friends in these books.

(Show Big Books. Pass the books around so children can take a look.)

What do you see in the books? Do you see letters?

(Point to letters in the book.)

Do you see our Sesame Street friends? (Point to friends in the book.)

Now we’re going to see our friend Elmo.

This is Elmo. We will visit Elmo and his friends in Elmo’s World.

Let’s watch Elmo’s World together.

3. Media 6: Welcome to Elmo’s

World

Play: Welcome to Elmo’s World

Did you see Elmo in Elmo’s World?

(Encourage children to respond.)

Elmo is red. (Show red flashcard.)

Who is wearing red? (Point to children who have red on their clothing.)

You have red. I see red! Elmo has friends.

We saw Elmo’s pet fish, Dorothy. (Show Dorothy flashcard.)

Let’s say her name together: Dorothy. (Encourage children to repeat.)

Who else did we see? We saw Mr. Noodle and his brother, Mr.

Noodle. (Show Mr. Noodle flashcard and point to each Mr. Noodle.)

They are our friends in Elmo’s World. (Hold up Elmo, Mr. Noodle,

and Dorothy flashcards.)

Elmo’s has other friends. They are (Point to each flashcard as you say

the friend’s name.) Big Bird, Ernie, Bert, Zoe, Grover, and

Twiddlebug. Let’s watch our Sesame Street friends on our screen.

4. Media 7: Sesame Friends

*Encourage children to wave at the

friends as they watch.

Play: Sesame Friends

5. Mini Activity 2

Did you see our Sesame Street friends?

We’re going to watch our friends again.

Now you will look (Point to your eye.) and listen (Point to your ears.)

for Elmo, Big Bird, Ernie, Bert, Zoe, and Grover.

When you see each friend, say, “Hi” and say their name.

(Demonstrate with the first friend.)

Play: Sesame Friends again

Now I want you (Point to children.) to find the friend.

Listen (Point to ears.) for the name.

Then, come up and pick up the card.

Ready? Let’s play.

Where’s Big Bird? (Encourage a child to come up and find Big Bird.)

Good job! You found Big Bird.

Let’s say the name together: Big Bird.

(Encourage children to repeat the name of the friend. Continue playing

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with the other friends. As you play, make sure children can find the

friends and clearly repeat the names of the friends.)

Good job! You know all the Sesame Street friends!

Now let’s play a game.

6. Media 8: Interactive Review

Play : Interactive Review

(Listen to the instructions on the screen. Repeat the instructions slowly,

if necessary, and demonstrate one round of the game. As children play,

guide them so they understand.)

Everyone come up to the screen to play a game.

Can you make a picture of a Sesame Street friend?

Who wants to try?

(Encourage children to take turns playing the game. When each child

has finished playing, praise the child’s efforts.

You might say:) You did it! / Great job! / You did a good job!

Great work!

Now let’s sing and dance with our friends.

IV. SING AND DANCE [10 min.] 1. Media 9: Sing and Dance Intro

Play: Sing and Dance Intro

Now we are going to sing and dance.

Let’s say it together:

Sing and dance! Sing and dance!

Do you like to dance? I love to dance! Very good.

Today, we’re going to listen to the ABC song.

Listen to some words and say them with me.

Ready? A, B, C! A, B, C!

Try again. A, B, C! A, B, C!

Very good! Now let’s sing a song and dance with our song.

2. Media 10: Sing and Dance

[ABC Song]

Now we are going to sing and dance. (Pretend to dance.)

Let’s say it together: Sing and dance! (Encourage children to repea.t)

Do you like to dance? (Encourage children to respond.)

Everyone stand up, please. (Encourage children to stand.)

We’re going to listen to the “ABC Song”.

Listen to some words and say them with me. Ready?

A, B, C! (Hold hand to ear so children will repeat)

A, B, C! (Hold hand to ear so children will repeat.)

Very good! (Hand out two letter flashcards to each child. Encourage

children to hold one card in each hand.)

Let’s hold up our letters! (Encourage children to hold up letters.)

Let’s make our letters dance!

(Encourage children to wave their letters around in the air.)

Now let’s dance with our song.

Play: Sing and Dance

What did we see (Point to eyes) and hear (Point to ears) in the video?

(Encourage children to say, “letters” or “ABC’s.”)

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We saw letters, right! (Show letters flashcard.)

What letters did we see?

Did you see A (Show A flashcard), B (Show B flashcard) and C?

(Show C flashcard.)

Let’s watch the ABC’s again

Play: Sing and Dance again

Did you like that song? Let’s try to sing it together.

(Sing the “ABC Song” with your group. It’s ok if children cannot say

the letters in order. Encourage children to say the letters that they know.

As you sing the song, you may hold up the flashcard for each letter.)

Good work! Now it’s almost time to go.

V. GOODBYE

1. Review Today’s Lesson

Everyone take a seat by our screen, please. (Encourage children to sit.)

What did we talk about today?

Today we talked about letters. (Hold up letters flashcard.)

We also met our Sesame Street friends.

Who is this? Who can tell me?

(Show Elmo flashcard. Encourage children to respond.)

Good! This is Elmo. You remembered!

Who else did we see? We saw Grover. (Show Grover flashcard.)

Let’s say hi to Grover. Hi, Grover. (Encourage children to repeat.)

Who is this?

(Show Big Bird flashcard. Encourage children to say the name.)

Let’s say hello to Big Bird. Ready?

Hello, Big Bird. (Encourage children to repeat.)

Did we see Ernie? (Show Ernie flashcard.)

Let’s say: Nice to meet you, Ernie! (Encourage children to repeat.)

Let’s say, “Nice to meet you” to Bert and Zoe, too. Ready?

Say it with me:

Nice to meet you! (Encourage children to repeat.)

We saw all the English letters. (Show letter flashcards.)

And we sang the “ABC Song”. Remember?

(Sing the song and encourage children to follow along.)

2. Give each child the homework

and explain the directions

Here is something for you to do at home.

And you will practice saying this every day: Nice to meet you.

(Have children repeat the phrase.)

Everyone come together in a circle, please.

(Encourage children to come together in a circle. You should also join

them in the circle.)

Hold hands with your neighbor. (Demonstrate.)

Let’s sing our “Goodbye Song” together as we move around the

circle.

3. Media 11: Goodbye Song

Sing the song and say Goodbye

Play: Goodbye Song

Bye, [child’s name]! See you next time, [child’s name]!

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Level K3 Week 2A Topic Trace Your Name

OBJECTIVES 1. Recognize the first letter in own name

KEY VOCABULARY 2. name* 2. My name is ….* 3. letters* 4. write 5. know


Media 1: Hello Song



Media 4: Chant

III. Watch and Review Media 5: The ABC’s

Media 6: Write Your Name

Media 7: Type Your name




V. Goodbye Media 11: Goodbye Song

PREPARATION

MATERIALS

1. flashcards: uppercase A-Z letters

2. chart paper or white board, markers, clay (Enough for each child to make a

letter), a ball

3. View and Do: Computer Keyboard

4. a large tray with sand inside

HOMEWORK A: My Name Starts With… B: Look for Letters

I. WELCOME [5 min.]


Greet children

Play: Sunny Day

Hi, (child’s name)! / How are you today? /

It’s so nice to see you! /Welcome to our class.

Everyone, come together in a circle, please.

Hold hands with your neighbor. Let’s sing our Hello Song together!


*Lead children in singing the song.

Play: Hello Song

3. Review homework and praise

children for their work

Do you have your homework?/ Can I see your homework?/

Did you like the homework?

II. CHANT AND LEARN



and phrases.

Play: Topic Intro

Do you see these letters?

These are the letters of the English alphabet.

Letters. Can we say it together? Letters. Letters.

There are 26 letters in the alphabet. The letters go from A all the way

to Z. Now, I have five letters here. My name is made out of these

letters: ALICE. Your name is made of letters, too.

I write with letters. Write. Can we say it together? Write. Write.

I can write my name. Ta-da! It is really much fun to write names!

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and phrases.

Play: Chant Intro


I say Letters. You say Letters.

Letters. Letters. I write the letters. I write the letters.

I have letters in my name. I have letters in my name.

Let’s try again.

Letters. Letters. I write the letters. I write the letters.

I have letters in my name. I have letters in my name. Great job.


3. Media 4: Chant


Play: Chant

Verse 1

Letters!

(Children: Letters!)

Verse 2

I write the letters!

(Children: I write the letters!)

Verse 3

I have letters in my name.

(Children: I have letters in my name.)

4. Practice writing in the sand tray

Let’s write a letter in the sand.

The first letter of my name is [the first letter in your name].

I will write this letter in the sand.

(Show flashcard of your letter and write it in the sand.)

Who wants to try? (Encourage children to volunteer.)

What’s the first letter in your name?

The first letter in your name is [first letter in child’s name].

Can we say it together? (Encourage child to say the name of the letter.)

Now write that letter in the sand. (Encourage child to do so.)

It’s a [name of letter]. Let’s say it again.

(Encourage child to say the name of the letter.)

Good job! Who else wants a turn?

(Smooth over the sand and repeat with another child. Continue writing

and saying the names of the letters until all children have had a turn.)

Good work!


1. Media 5: The ABC’s

*As children watch the video,

encourage them to call out the

letters.

Please sit down in front of the screen.

(Encourage children to sit down in front of the screen.)

Yes, that’s an A. (Show A flashcard.) This is an A.

Watch me trace the A. (Trace the A on the flashcard.)

Who wants to trace the A?

(Encourage children to trace the A on the flashcard.)

Great! Do you have an A in your name?

Yes! Some of us have A’s in our name.

(If no one’s name starts with A, say, “Our friend, Abby, has an A in her

name”)

Let’s see the A in this video. Look for other letters, too!

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Play :The ABC’s

2. Mini Activity 1

What did we see in the video?

We saw different things become letters.

A man turned into the letter A. A clown turned into the letter B.

A dolphin turned into the letter C.

An alligator turned into the letter D.

(Before playing the video again, remind each child what letter his or her

name starts with. For instance, T for Toshi.)

Toshi, do you know any letters in your name?

(Encourage him to say, “T”)

Yes, your name starts with T.

Let’s all say it together: Toshi starts with T.

(Encourage children to repeat. Remind each child of the letter that starts

his/her name in this way.)

Play: The ABC’s again

This is clay. (Show clay and pass it around so children can feel it.)

We will make a letter from this clay.

I will make this (Point to clay) into the first letter (Point to first letter.)

of my name.

(Shape clay into the first letter of your name and hold it up.)

What letter is this?

This is the letter [the letter that begins your name].

I want you (Point to group.) to make this (Point to clay.) into the first

letter of your name.

(Point to the first letter of names of children written on the board or

paper. Hand out clay to each child. Help them form their letters as

needed. When they are finished, check each one.)

What letter does your name start with?

(Ask this of each child and encourage children to respond. If they can't,

say the answer aloud.)

*Children can also form the first letter of other children’s names.

Now let’s sing the letters.

Play: The ABC’s again

Good singing.

Now gather around and watch our Sesame Street friends write their

names.

3. Media 6: Write Your Name Play: Write Your Name

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4. Mini Activity 2

All our Sesame Street friends have names!

Who is this? This is Telly.

Can you say: Telly? (Encourage children to repeat)

Telly has letters in his name. What letters do we see in Telly’s name?

Telly’s name starts with T. T is the first letter in Telly’s name.

What is the first letter of your name? (Help each child say the first

letter of his or her name.)

Good. Now when I count to three (Hold up three fingers), shout the

first letter of your name. (Point to first letter on name tag) Ready?

One, two, three. (Hold up fingers as you count. On three, encourage

child to say the letter.) Great!

(Continue with each child, pointing out the first letters of their names

and encouraging them to shout it out on three)

Excellent! We know the first letter in our names.

Everyone shout the first letter in your name when I count to three.

Ready? One, two, three. (Hold up a finger as you count. Encourage

children to shout the first letter in their names.)

Wow! We have lots of letters! Now let’s play a name game.

Here is a ball. (Hand a ball to a child)

Pass the ball (Mime passing the ball) to [name of neighboring child].

(Point to child with ball)

What’s your name? (Encourage child to repeat)

Can we all say that? (Encourage children to say, “What’s your

name?”)Good. Now pass the ball. (Encourage first child to pass the ball

to second child) Now you (Point to second child) say:

My name is ___. (Encourage second child to repeat, filling in the

blank)

Let’s all say: My name is ___.

(Encourage children to repeat, filling in the blank with their names)

Keep passing the ball. Say: What’s your name? My name is___.

(Encourage children to pass the ball and repeat the sentences)

Very good. Let’s play another game.

When I say, “What’s your name?” and I throw you the ball, (Throw

the ball to a child to demonstrate) you (Point to group) catch the ball.

Then stand up and say: My name is_____.

(Demonstrate with one child so children understand the game)

Then you throw the ball (Mime throwing ball) to another child. (Point

to another child)Ready? Let’s play!

(Children throw the ball to each other until each child has had a chance

to throw the ball and say his or her name)

Now we’re going to watch a video about letters and names.

5. Media 7: Type Your Name

*If time permits, encourage children

to repeat the phrase “T is for

[Toshi],” for example, or, “M is for

[Mika]” and so on.

Play: Type Your Name

(Show the View and Do: Computer Keyboard.)

This is a keyboard for a computer.

What do you see on this keyboard?

What are these called? (Point to the letter and encourage children to

say, “Letters.”)

We saw Ernie in the video. Ernie knows his letters.

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Ernie knows the letters in his name: E, R, N, I, E.

(Point to each letter on the keyboard as you say it.)

Dayle knows her letters. Dayle knows the letters in her name:

D, A, Y, L, E. (Point to each letter on the keyboard as you say it.)

I know my letters. I know the letters in my name.

(Slowly name the letters in your name as you “type” each letter on the

keyboard.)

Do you know the letters in your name?

Who can find the first letter of their name on the keyboard?

(Point to keyboard and invite children to press the first letter of their

name on the keyboard.)

(As children find the first letter in their names, repeat the child’s letter

and his or her name. For example, say, “Yes, T is for Toshi.”)

Now we’re ready to play a game.







Let’s match Sesame friends to their name.

Who would like to match the Sesame friends to their names?

(Encourage one child to match the Sesame character on the screen with

the character’s name.) Who else wants to try?


has finished playing, praise the child’s efforts. You might say:)

You did it! / Great job! /You did a good job!

It’s time to sing!



We’re going to sing about names.

We all have names. My name is Alice.

Your name is ?

What is your name? Nice name! What’s my name?

Yes, my name is Alice.

It’s not your name but it’s a fine name just the same.

And I stand up tall and I say it proudly. Alice is my name!

When I say [My name is Alice], can you say [that’s a fine name]?

Let’s try. My name is Alice. That’s a fine name. Very good.

Try again, My name is Alice. That’s a fine name. Thank you!

I really like my name and I am proud of it!

I am sure you like your name and you are proud of it, too.

Now, let’s listen for more names in the video!


[My Name]


What are the names of the friends we saw in the video?

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We saw Alan, Devon, and Zoe! (Point to each on the screen)

Let’s try to sing with Alan, Devon, and Zoe. Ready?

Play: Sing and Dance again

V. GOODBYE [5 min.]


Everyone come sit by our screen, please. (Encourage children to do so)


Today we talked about names, right!

What do we have in our names? What are these called?

Yes! I have letters in my name.

Let’s say that together: I have letters in my name.

Good! What do we do with letters? Who remembers?

We write with letters.

Let’s pretend to write. (Lead group in pretending to write.)

Now let’s say: I write with letters.

Say it with me: I write with letters. (Encourage children to repeat.)

We made letters with clay. Hold up your clay letters!

(Encourage children to show the clay letters.) Nice letters!

We played a game with a ball.

We asked: What’s your name?

Let’s all say that: What’s your name? (Encourage children to repeat.)

We also said: My name is [your name].

Can you tell me your names?

(Point to each student and say, “What’s your name?” Encourage each

child to say, “My name is [child’s name]” and fill in the blank.)

Terrific!




And you will practice saying this every day: Good to see you.







circle.



Play: Goodbye Song


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Level K3 Week 3A Topic Numbers 1-10

OBJECTIVES 1. Recognize the words for numbers one through ten

2. Say the numbers 1 through 10

3. Write the numbers 1, 2, and 3

KEY VOCABULARY 1. numbers* 2. count* 3. one, two, three, four, five, six, seven, eight, nine, ten*

4. I count with numbers. 5. Count with me!


Media 1: Hello Song



Media 4: Chant

III. Watch and Review Media 5: Ten Seeds

Media 6: Bird Count

Media 7: The Number Song





PREPARATION

MATERIALS

1. flashcards: numbers, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, watermelon, monkey

2. three or four small objects (coins or crayons) for counting, ten strips of brown

paper


HOMEWORK A: How Old Are You? B: Number, Please

I. WELCOME [5 min.]


Greet children.

Play: Sunny Day






*Lead children in singing the song

Play: Hello Song



Do you have your homework? /Can I see your homework? /





and phrases.

Play: Topic Intro

Today we are learning numbers.

These are numbers. Let’s say the word together:

Numbers. Numbers. We count with numbers. Let’s count together.

Ready? One. Two. Three. Four. Five. A hand has five fingers.

Let’s say it together: A hand has five fingers.

Now let’s keep counting on our other hand. Six. Seven. Eight. Nine.

Ten. We have ten fingers! Let’s say it together: We have ten fingers.

We have ten fingers. Good job! You counted from one to ten!

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and phrases.

Play: Chant Intro


I say Numbers. You say Numbers.

Numbers. I count with numbers. 123, count with me. 12345678910.

Let’s try again.

Numbers. I count with numbers. 123, count with me. 12345678910.

Great job.


3. Media 4: Chant


Play: Chant

Verse 1

Numbers!

(Children: Numbers!)

Verse 2

I count with numbers!

(Children: I count with numbers!)

Verse 3

1, 2, 3. Count with me! Ready? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

(Children: 1, 2, 3. Count with me! Ready? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.)


Now let’s write numbers in our sand tray.

Everyone come near the sand tray, please.

I’m going to write 1, 2, and 3 (Show the numbers with your fingers as

you say the words.) in the sand tray. Watch me!

(Write a 1 and say the word.) One.

(Write a 2 and say the word.) Two.

(Write a 3 and say the word.) Three.

I wrote the numbers one, two, and three. Who wants to try?

(Encourage each child to write the numbers in the sand.) Good job!


1. Media 5: Ten Seeds

*As children watch the video, point

out the number 1 and say the word

Please sit down in front of the screen. (Encourage children to do so.)

We are going to watch a video about numbers.

(Show numbers flashcard.)

Do you see a number on the screen? (Encourage children to respond.)

What number do you see?

Can you point to the flashcard that shows the number?

(Hold up 10 flashcard and 1 flashcard and encourage children to point

to the correct flashcard.) Yes! This is the number one. One.

Let’s watch the videos together. Look for the number 1!

Play: Ten Seeds

2. Mini Activity 1

*Continue playing and calling out

the numbers faster and faster.

*Let children call out the numbers

and lead the game.

Did you see the number 1? (Hold up one finger.)

What other numbers did you see?

Let’s see if you can find number 2 and number 3.

(Show flashcard of each numbe.r)

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Play: Ten Seeds again

Did you see the monkey? (Show monkey flashcard.)

The monkey ate a watermelon. (Show watermelon flashcard.)

The watermelon has seeds. (Point to seeds on the watermelon

flashcard.)

Let’s count the seeds on our watermelon. Count them with me: 1, 2, 3.

(Encourage children to count with you.)

Good counting!

Let’s all stand in a circle. (Encourage children to do so.)

We are going to act like monkeys.

Can you act like a monkey with me?

(Encourage children to act like monkeys.)

Great! I am going to give you a number.

You are number one. (Put your hand on a child’s shoulde.r.)

I’m monkey one. (Encourage child to repeat.)

You are number two. (Put your hand on another child’s shoulder.)

I’m monkey two. (Encourage child to say, “I’m monkey two.”)

You are number three. (Put your hand on another child’s shoulder.)

I’m monkey three (Encourage child to repeat.)

(Continue around the circle, counting children as 1, 2, and 3 until all

children have a number.)

When I call your number, you will run to the middle of the circle.

You will say, “I’m monkey one” (Point to monkey one.) or “I’m

monkey two” (Point to monkey two.) or “I’m monkey three.”

(Point to monkey three.) Then act like a monkey.

(Demonstrate. Say, “One” and hold up the 1 flashcard. Run to the

middle of the circle. Say, “I’m monkey one,” and pretend to be a

monkey. Continue demonstrating as you call out numbers 2 and 3 until

children understand the game.)

Ready? Let’s play!

One. (Encourage children who are ones to act like monkeys.)

Two. (Encourage children who are twos to act like monkeys.)

Three. (Encourage children who are threes to act like monkeys.)


One. (Encourage children who are ones to act like monkeys)






What funny monkeys! What a nice game we played!

Now let’s watch another animal. We are going to see birds.

Mama bird and baby birds!

Let’s count all the birds together!

3. Media 6: Bird Count

*As children watch the video, count

the birds along with the video

Play: Bird Count

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4. Mini Activity 2 How many baby birds did we see? (Encourage children to respond,

“Nine.”)

How many mommy birds did we see? (Encourage children to respond,

“One.”)

Birds (Point to birds.) eat (Pretend to eat.) worms.

How many worms can we count?

Ten worms! How many fingers do we have? Who remembers?

(Wiggle your fingers and encourage children to say, “Ten”)

Yes! Ten! Let’s watch the birds and the worms again.

Play: Bird Count again

Can you move like a worm? Worms wiggle. Worms squirm.

Let’s wiggle and squirm like worms!

(Move like a worm and encourage children to do the same.)

Great! You can squirm like a worm!

You (Point to children.) will be baby birds!

(Flap your arms like wings and encourage children to do the same.)

I (Point to yourself.) will be mother bird.

And here are my worms! (Show the strips of brown paper.)

I will feed you. (Demonstrate handing a strip of paper to a child.)

When I give you a worm, say: Thank you very much!

Let’s practice: Thank you very much! (Encourage children to repeat.)

(Give a worm to each child and encourage the child to say the phrase.)

Yummy worms!

5. Media 7: The Number Song What number do you see here? Who can tell me?

Yes! This is the number 10.(Hold up 10 flashcard and encourage

children to say the word.)

Now let’s watch another story about the number 10.

Play: The Number Song

Did you hear the numbers in the video?

Listen: One, two, three, four, five, six, seven, eight, nine, ten!

Say the numbers with me. (Count to 10 and encourage children to

repeat. You may show each flashcard as you count.)

Great! Let’s listen to the numbers again.

Play: The Number Song again

Nice counting! You counted to 10. (Show 10 flashcard.)

Now let’s play a game with numbers!





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(Encourage children to stand near the screen.)

Can you put the numbers in order?

Put the pieces together. Who wants to try?


has finished playing, praise the child’s efforts. You might say:)

You did it! / Great job! /You did a good job! It’s time to sing!



We’re going to sing about names.

We all have names. My name is Alice.

Your name is A? What is your name? Nice name!

What’s my name? Yes, my name is Alice.

It’s not your name but it’s fine just the same.

And I stand up tall & I say it proudly. Alice is my name!

When I say “My name is Alice”, can you say “That’s a fine name”?

Let’s try. My name is Alice That’s a fine name. Great job.

Try again, My name is Alice. That’s a fine name. Thank you!

I really like my name and I am proud of it!

I am sure you like your name and you are proud of it, too.

Now, let’s listen for more names in the video!


[My Name]


How many friends did we see in the video?

Alan, Devon, and Zoe. One, two, three. Three friends!

Let’s watch the three friends sing again.

Play Sing and Dance again

How many friends are in our group? Let’s count!

(Count and encourage children to count with you.)

We have [insert number] friends in our group! Good job!

V. GOODBYE [5 min.]


Can everyone come stand by our screen, please?

(Encourage children to do so.)


Today we talked about…

(Show numbers flashcard. Encourage children to say the word.)

Yes! Today we talked about numbers.

What do we do with numbers?

We count with numbers!

Let’s count together one more time. Count with me!

(Count from 1 to 10 as you hold up your fingers. Encourage children to

count with you as they use their fingers.)

How many fingers do we have on one hand? (Hold up one hand and

encourage children to count with you and respond, “Five”)

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How about on two hands? How many fingers do we have?

(Encourage children to count with you and respond, “Ten.”)

Yes! We have ten fingers!

We saw a watermelon. (Show watermelon flashcard.)

How many seeds does it have?

Let’s count. (Encourage children to count with you.)

One, two, three. We also saw a mama bird feed its baby worms.

How many worms were there? (Encourage children to say, “Ten”)

I feed you worms. (Hold up paper strip.)

What did you say when I fed you?

(Encourage children to say, “Thank you very much”)

How many worms were there? Let’s count.

(Hold up a finger for each number and encourage children to do that as

they count along with you.)

One, two, three, four, five, six, seven, eight, nine, ten.

Great counting!




And you will practice saying this every day: How many?







circle.


Sing the song and say Goodbye.

Play: Goodbye Song


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Level K3 Week 4A Topic A a

OBJECTIVES 1. Recognize uppercase A and lowercase a

2. Write uppercase A and lowercase a

3. Produce the /a/ sound

4. Name three words that include the letter A

KEY VOCABULARY 1. A, a* 2. acrobat* 3. astronaut* 4. athlete* 5. artist 6. awake


Media 1: Hello Song



Media 4: Chant

III. Watch and Review Media 5: Book on Screen

Media 6: Interactive Review I

Media 7: Interactive Review II




PREPARATION

MATERIALS

1. flashcards: A, a, acrobat, astronaut, athlete, artist, rocket, circus


3. Big Book: Big Bird’s Adventure

HOMEWORK A: Amazing A! B: What’s different

I. WELCOME [5 min.]


Greet children

Play: Sunny Day





2. Media 1: Hello song

*Lead children in singing the

song.

Play: Hello Song



Do you have your homework? / Can I see your homework? /





and phrases.

Play: Topic Intro

Today we are talking about this letter!

Do you know this letter? It’s the letter A.

Let’s say it together. A. A.

The letter A makes the /a/ sound. Let’s say that together. /a/. /a/.

This is an uppercase A. Let’s all say it together.

Uppercase A. Uppercase A.

And this is a lowercase A. Everyone say it!

Lowercase A. Lowercase A.

Uppercase A and lowercase A both make the same /a/ sound.

Now, what words start with A? Acrobat begins with A. /a/, /a/,

acrobat. What sound do you hear at the beginning of acrobat?

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Absolutely! Acrobat starts with the /a/ sound.

Now, what other words start with A? Hmm.

Astronaut starts with A! /a/, /a/, astronaut.

Let’s say it together. /a/, /a/, astronaut.

What sound do you hear at the beginning of astronaut?

Yes, /a/. Astronauts go into space. Let me put on my helmet and now

I will go into space. Ready? Blast off! See you!

I had fun in space! But now, I have to find more A words.

/a/, /a/, /a/. /a/, /a/, /a/. What’s this?

It’s an athlete. /a/, /a/, athlete. Athlete starts with the letter A.

Athletes run. Let’s run like an athlete. Great job!

Athletes jump. Let’s jump like athletes. Great!

You are amazing athletes!

Now, let’s say all the A words we’ve learned. Ready?

/a/, /a/, acrobat. /a/, /a/, acrobat.

/a/, /a/, astronaut. /a/, /a/, astronaut.

/a/, /a/, athlete. /a/, /a/, athlete.

Amazing job! Now you know three words that start with the letter A.



and phrases.

Play: Chant Intro

Now we will learn a chant about the letter A.

What is the letter of the day? That’s right.

The letter of the day is A!

A makes the /a/ sound. /a/, /a/, /a/.

A makes the /a/ sound. /a/, /a/, /a/.

Write the letter, follow me. Uppercase A. Uppercase A.

One, two, three. One, two, three.

Uppercase A! Try it with me.

One, two, three. Uppercase A! Great job!

Now we are going to try lowercase A.

Lowercase A makes the /a/ sound too. /a/, /a/, /a/.

Lowercase A makes the /a/ sound too. /a/, /a/, /a/.

Write the letter, follow me. Lowercase A. Lowercase A.

One, two. One, two. Lowercase A. Try it with me.

One, two. Lowercase A. Great job!

3. Media 4: Chant


Play: Chant

What is the letter of the day?

The letter of the day is A.

(Children: A!)

Verse 1

A makes the /a/ sound. /a// a/ acrobat!

(Children: A makes the /a/ sound. /a/ /a/ acrobat!)

Verse 2

Write the letter, follow me. Try it with me.

Uppercase A.

(Children: Uppercase A.)

One, two, three, Uppercase A.

(Children: One, two, three, Uppercase A.)

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Verse 3

Write the letter, follow me. Try it with me.

Lowercase a.

(Children: Lowercase a.)

One, two, Lowercase a.

(Children: One, two, Lowercase a.)


Let’s write an uppercase A in the sand. One, two, three!

(Demonstrate as you count each letter stroke.)

Who wants to try? Who wants to stand up and write the letter?

(Encourage children to stand up, come to the tray, and use their finger

to write the letter in the sand.)

Uppercase A! Say it: Uppercase /a/ /a/ A. (Encourage child to repeat.)

Good job!

Let’s write a lowercase a in the sand. One, two!

(Demonstrate as you count each letter stroke.)

Who wants to stand up and try?

(Encourage children to use their finger to write the letter in the sand.)

Lowercase a! Say it: Lowercase /a/ /a/ a. (Encourage child to repeat.)

Awesome!


1. Big Book

[Big Bird’s Adventures.]

*As you use the Big Book, point to

the pictures you are discussing.

Emphasize the key words on the

pages.

Let’s sit down by me. (Encourage children to sit down by yourself.

Bring out the Big Book.)

This is Big Bird. Can we say hi to Big Bird?

(Encourage children to wave or say, “Hi, Big Bird!”)

We’re going to read a story about Big Bird.

Big Bird could be an… (Show acrobat flashcard and encourage a

response.) Yes, he could be an acrobat.

What sound does acrobat begin with? (Encourage children to say,

“/a/”) Acrobat begins with /a/.

Do you hear the /a/ in acrobat? (Encourage children to respond.)

What letter makes the /a/ sound? The letter A makes the /a/ sound.

What letter does acrobat (Show acrobat flashcard and point to A.) start

with? (Encourage children to answer.)

Yes! Acrobat starts with A! (Show A flashcard.)

An acrobat is in a circus.(Show circus flashcard.)

An acrobat can walk on a high wire.

(Point to high wire on acrobat flashcard.)

I will be an acrobat. (Pretend you are a tightrope walker. You walk

very carefully as if along a high wire, arms outstretched on either side

for balance. You might act like you are losing your balance for a

second, to make it exciting.)

Can we be acrobats? Let’s walk on a high wire. (Encourage children

to pretend to be walking on a high wire the way you are)

Don’t fall! (Sway and pretend to lose your balance and encourage

children to sway)

Now stand on one leg. (Lift one leg and encourage children to do the

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same, while keeping their arms stretched out at their sides, struggling to

keep balance)

You are great acrobats. Say: I am an acrobat. (Encourage children to

repeat) Amazing!

Big Bird could be other things that start with A. (Show A flashcard)

We will see that Big Bird could be an… (Show artist flashcard and

encourage children to repeat) an … (Show athlete flashcard and

encourage children to repeat) and an ... (Show astronaut flashcard and

encourage children to repeat)

The title of our story is Big Bird’s Adventures.

Let’s say the title together: Big Bird’s Adventures.

(Encourage children to repeat.)

What letter does Adventures start with?

(Show A flashcard and encourage children to say, “A.”)

Where do we find the title? Is it in the middle of the book?

Let’s look in the middle of the book. (Open book to middle.)

No, the title isn’t here.

Is the title on the first page of the book? Let’s look at the first page.

Yes, here is the title of the story: Big Bird’s Adventures. (Point to title

of the story.) Let’ say the title of the story: Big Bird’s Adventures.

(Encourage children to repeat the title.)

Now we’re going to read the story Big Bird’s Adventures.

2. Read aloud

[Big Bird’s Adventures]

Now we’re going to read the story Big Bird’s Adventures!

3. Mini Activity 1

[Book Exploration]

*As you use the Big Book, point

to the pictures you are discussing.

Emphasize the key words on the

pages.

1. What did we see in Big Bird’s story?

(Open to page showing Big Bird awake in bed, thinking.)

We saw Big Bird. (Point to Big Bird.)

Is he sleeping? (Pretend to sleep and encourage children to say, “No”)

No, Big Bird is awake. (Pretend to be dozing and then snap open eyes)

(Hold up page in book that shows Big Bird as an artist.)

Big Bird could be an… (Point to word “artist” on page and encourage

children to say the word.)

I will be an artist. (Look at an object or person in the room, studying it

or him like an artist. Then pretend you are taking a piece of clay and

sculpting the object. Stop and look at your work with a frown, then look

back at your model.)

Can we all be artists? Ready? Let’s all make something. (Encourage

children to pretend to sculpt something or someone in the group like

you are, squeezing clay in their hands.)

We are artists too! Let’s say: I am an artist.

(Encourage children to repeat.)

2. (Open book to page showing Big Bird as high jumper.)

Big Bird could be an athlete.

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Big Bird is jumping. (Point to Big Bird.)

I am an athlete. I jump as high as I can. (Jump in place.)

Can you jump like an athlete? (Encourage children to jump as high as

they can go.)

Let’s jump three times. (Count each time you jump.)

Ready? Jump and say: One. (Encourage children to do so.)

Jump! Two! (Encourage children to jump and say, “Two.”)

Jump! Three! (Encourage children to jump and say, “Three.”)

How many times did you jump?

(Hold up three fingers and encourage children to say, “Three.”)

Now let’s jump forward. (Demonstrate. Jump for distance.)

Can you jump far? (Have each child jump forward from the same spot.

Put a marker next to where the child lands.)

Can anyone jump farther? (Encourage the rest of children,

one-by-one, to jump from the same spot. Move the marker forward if

someone jumps past the marker. Point out child who jumps farthest.)

You are all amazing jumpers.

(Applaud group and have them applaud with you.)

Everyone (Point to all children.) is an athlete. (Show athlete flashcard.)

Let’s say it together: I am an athlete. (Encourage children to repeat.)

Athlete begins with the letter A. (Show A flashcard.)

3. Who wants to be an…?

(Show astronaut flashcard and encourage children to raise hands.)

Who wants to be an…?

(Show athlete flashcard and encourage children to raise hands.)


(Show artist flashcard and encourage children to raise hands.)


(Show acrobat flashcard and encourage children to raise hands.)

You want to be an astronaut, an athlete, an artist, or an acrobat.

And you will!

Now we’re going to watch a video about the story Big Bird’s

Adventures.

4. Media 5: Book on Screen

[Big Bird’s Adventures]

*As children watch the video, point

out the A’s and a’s on the screen.

Play: Book on Screen

5. Mini Activity 2

*You might try saying the A words

aloud and asking children to repeat

the words.

*Time allowing, display A word

flashcards. Then have children

point to those words and the

pictures of the words in the book

when they see them.

(Bring out the Big Book again.)

A book is made up of words. Words are made up of letters.

The letter of the day is…

(Show A flashcard and encourage children to answer.)

Now, let’s look for uppercase A’s (Show A flashcard.) or lowercase

a’s (Show a flashcard.) in the book Big Bird’s Adventures.

(Look through the book page by page and point out the text. Encourage

children to take a turn pointing to the uppercase A’s or lowercase a’s.

Encourage children to say, “A” when they point to the letters.

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As children find the letters, say, “Amazing work!”)

Now we’re ready to play a game.

6. Media 6: Interactive Review I

*Listen to the instructions on the

screen. Repeat the instructions

slowly, if necessary, and

demonstrate one round of the game.

As children play, guide them so

they understand.

Play: Interactive Review I


Let’s practice matching our uppercase and lowercase letters.

Who would like to match the uppercase letter with the lowercase letter?

(Encourage one child to match the uppercase letter on the screen with the

lowercase version.)

Who else wants to try? (Encourage children to take turns playing the

game. When each child has finished playing, praise the child’s efforts.)

Super! /Great job! /Sensational work!

Now we will play another game.

7. Media 7: Interactive Review II

Play: Interactive Review II


(Encourage children to stand near the screen.)

Let’s practice writing uppercase A and lowercase a.

Who would like to trace a letter on the screen that we learned today?

(Encourage one child to point to the letter on the screen, say the letter on

the screen, and then begin tracing the letter.)

Who wants to try? (Have each child trace the lowercase and then the

uppercase letter that they have chosen.)

(Encourage children to take turns playing the game. When each child has

finished playing, praise the child’s efforts.)

Super! /Wow! /Wonderful!

(When the game is finished,) Nice work tracing the letter!

Now let’s sing and dance with our friends.

IV. SING AND DANCE [10 min.] 1. Media 8 : Sing and Dance Intro

Media 8 : Sing and Dance Intro

We are going to sing about names. We all have names.

My name is Alice. Your name is...? What’s your name?

Nice name! What’s my name? Yes! My name’s Alice.

It’s not your name, but it’s a fine name just the same.

And I stand up tall, and I say it proudly. Alice is my name.

Now, when I say my name is Alice, can you say “That’s a fine

name.”? Let’s try. My name is Alice. That’s a fine name. Very good.

Let’s try again. My name is Alice. That’s a fine name.

Thank you! I really like it and I’m very proud of my name.

I’m sure you like your name and you are proud of it too.

Now, let’s listen for more names in the video.

2. Media 9 : Sing and Dance

[My Name]

*Encourage children to sing or hum

along with the verses they learned.

*When Alan appears, point to him

and say, “Alan starts with A!”


Who did we see in the video?

We saw Alan! What sound do you hear at the start of Alan?

Do you hear the /a/ sound in Alan? (Encourage children to respond.)

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Alan starts with A. (Show A flashcard.)

Does anyone in our group have a name that starts with A?

[Child’s name] starts with A. (Say child’s name.)

Let’s say [child’s name] together! (Encourage class to say name.)

Let’s watch Alan sing with his friends again. Sing with Alan!

Play Sing and Dance again

Great singing!

We sang with Alan. What letter does Alan start with? (Encourage

children to respond.) Yes! Alan starts with A!

V. GOODBYE [5 min.]


Today we had fun with… (Show A flashcard.)

What letter is this? Yes! A!

We wrote uppercase A. How do you write uppercase A?

(Encourage children to write uppercase A in the air.)

We also wrote lowercase a. How do you write lowercase a?

(Encourage children to write lowercase a in the air.)

What sound does A begin with? (Encourage children to say, “/a/”)

Great! The letter A begins with this sound: /a/.

We flew in a rocket. (Show rocket flashcard.) Who flies in a rocket?

(Show astronaut flashcard and encourage children to say the word.)

We watched a story. What was the title of the story?

Do you remember it? Right! It was Big Bird’s Adventures.

Let’s say it together: Big Bird’s Adventures! (Encourage children to

repeat.) What did Big Bird think he could be?

He thought he could be an…, (Show acrobat flashcard and encourage

children to say, “Acrobat.”) an…, (Show artist flashcard and encourage

children to say, “Artist.”) and an… (Show athlete flashcard and

encourage children to say, “Athlete.”)

What sound do you hear at the beginning of these words? (Encourage

children to answer, “/a/.”) You hear the /a/ sound.

What letter do these words start with?

Yes! They all start with the letter A. (Show A flashcard.)

We pretended to be acrobats, artists, and athletes.

Who can show me how to be an acrobat? (Encourage children to raise

their hands and choose one child to pretend to be an acrobat.)

Very good! Let’s be acrobats together. (Encourage children to pretend

to be acrobats.) Awesome job!




And you will practice saying this every day: Good night. (Have

children repeat the phrase.)



them in the circle.) Hold hands with your neighbor. (Demonstrate.)


circle.

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Play: Goodbye Song


*********************************************************

(As children exit the room, ask each child to write the letter in the

sand.)

What letter did we learn today? (Encourage children to write uppercase

A and lowercase a in the air and say, “Uppercase /a/ /a/ A” and

“Lowercase /a/ /a/ a.”)

Can you write it in the sand? (Encourage children to do this, then

smooth the sand so that the next child can have a turn.)

Do you know what sound this letter makes? (Encourage children to

say, “/a/.”) Awesome! It makes the /a/ sound.

K3 Week 1-4 - 大学受験の予備校・塾...

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