Teacher's Book - Pearson Argentina · 16 Ricky the Robot 1 - Teacher’s Book Starting the lesson...

Topic •Colours•Intheclassroom

Language New words: brown, pink, black, white, door, window; It’s [blue]; numbers 1, 2Review: red, green, blue, yellow, book, table, chair, pencil, crayon, apple, biscuit, sandwich, yogurtLanguage for recognition: Who’s this? It’s Ricky. Is it [Kim]? Point to [Ricky]. What’s this? What colour is it? Is it [brown]? What number is it? How many [cakes]?

Story 1 Painting time. ReaderToby,KimandRickyplayaguessinggameabouttheirpaintings.Rickylearnsthecolourwordsthenhasabigsurprisewhenanunexpectedvisitorcomesthroughtheclassroomwindow.

Songs and chants•Routines:Hello, Ricky; Happy birthday; Tidy up

time; Goodbye time. CD1tracks1-4•Chant:Black, brown and white. CD1track9•Vocabularysong:Toby, Kim, Ricky too;

I like pink. CD1track7•Numberchant:1, 1, 2. CD1track15•Unitsong:Colour song. CD1track16

Cross-curricular activities•Crafts:makeacolourcube.•Pre-readingandwritingskills:downstrokes,

lefttorightprogressionwithstraightlines,finemotorskills.

•Numberwork:recognitionandformationofnumbers1and2.Countingto2.Reviewofshapewordsandconcepts:square,rectangle,triangle,circle.

•Musicanddrama:physicalrepresentationofstoryconceptsbyacting;musicandmime;understandingrhythm,expressionthroughsinging.

Kindergarten Education objectivesSelf awareness and autonomy•Positiveself-image•Understandingdailyclassroomroutines•Cooperationandcollaboration

•Collaborativeplay•Useofsenses•Enjoymentofphysicalactivity

The outside world (physical, social and cultural environment)•Observationofspecificsituations•Understandingthecharacteristicsofdifferentshapes•Understandingsequence

Development of language and communication skills•Enjoymentoflanguageasameansofcommunication•Understandingcommunicationthroughpicturesandpicturestorysequences•Developoraluseofaforeignlanguageindailysituations.•Developapositiveattitudetoforeignlanguagelearning•Developmentofmusicalcommunicationthroughsongs,instruments,appreciationofrhythmandtone•Understandingofstoriesandrhymes•Communicationthroughartandcraftworkandexplorationofmaterials•Communicationthroughactionandbodylanguage•Symbolicrepresentationthroughroleplayandphysicalexpression

1 Painting timePainting time

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Painting timePainting time

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Dear parentsWelcome to the exciting world of Ricky the Robot!

The materials your child will be using this year are designed using an innovative teaching methodology that works in conjunction with their L1 acquisition process. This makes their first experiences natural, productive and fun. Throughout the course we will keep you up to date on what your child is learning and on his/her achievements.

Your child will learn to speak and understand English at the same time as Ricky. Ricky is a fun and cute robot that needs help from the children to learn how to manage in the real world.

There are six stories in level 1. Children will learn how to understand them and represent them through drama. The stories tell the adventures of Ricky the Robot and his two human friends, Toby and Kim.

At the moment your child is just about to start Unit 1, Painting time. In this unit we will be revising colours and the classroom objects learnt last year. We will also be learning new words: brown, pink, black, white, door and window; and we will be practising simple phrases such as: It’s [colour word].

In the unit story Toby, Kim and Ricky play a guessing game about their paintings. Ricky learns to say the colours and has a surprise when an unexpected visitor arrives through the classroom window. Your child will also learn to sing and do the actions for the songs. Ask him/her to show you the actions. Here are the words for the main song in Unit 1, Find something that is brown.

Song Find something that is brownFind something that is brown, that is brown. [x2]A door, a chair, a table too.Find something that is brown, that is brown.Find something that is white, that is white. [x2]A board, a book, a window too.Find something that is white, that is white.Find something that is pink, that is pink. [x2]A cake, a ball, a crayon too.Find something that is pink, that is pink.

During the course of the year you will have lots of opportunities to help your child learn English. You will be able to enjoy sharing stories, songs, craft activities and class work. You will receive reports on your child’s progress and regular letters keeping you up to date on what they are learning at school.

We hope you have fun with Ricky!

Best wishes

The class teacher

El profesor

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Starting the lesson SingHelloRicky[ CD1track1]toRickyandtoeachother,whilethechildrenmimebeingrobotsbymakingmarchingactionsonthespot.

Routines time Display the Routines poster and talk about today’sweather.Performthebirthdayroutine.(Seepage13).

Active timeWarmer

Ask Who’s this? Elicit Ricky from the class. MovearoundtheclasssothatRickycangreeteachchild,byshakinghandsortappingthemonthehead.Rickycanalsokissthemonthecheek.MakeRickysayHello [name]toeachchildandencouragethemtosayHello, Ricky.

1 Listen and say. Language.

DisplaytheCharactersposterandgatherthechildrenaround.PointtoeachcharacterinturnandaskWho’s this?toelicitthecorrectcharactername:Toby, KimorRicky.

PointtoTobyandask Is this Ricky?ShakeyourheadandelicitNo.Elicitthecorrectname.Continueinthiswaywiththeremainingcharacters.

Callthreechildrentothefrontoftheclass.Giveeachacharactermasktowear(Ricky,Toby,Kim).SaytoeachHello [Kim]. Ask the children to run to the poster topointtotheircorrespondingcharacter.Continuewithotherchildren.

2 Song: Toby, Kim, Ricky too. Listen and sing.

SayIt’s song time!Playthesongrecordingrightthrough.Thechildrenlisten.Singthesongwiththechildrenacoupleoftimes.Pointtothecharactersontheposterwhileyoudoso.WhentheysingHello, friends,showthe children how to wave to their classmates. Callthreechildrentothefrontandgiveeachacharactermask.SayYou’re Toby. You’re Kim. You’re Ricky.

Singthesongagain.This timethechildat the frontjumpsintheairwhentheircorrespondingcharacternameismentioned.SayanddemonstrateJump!

Dividetheclassintothreegroupsandgiveeachgroupacharactername.SayStand up!Playthesongagain.Eachgroup jumpsintheairwhentheircharacter ismentioned.Practisefirstbycallingouteachcharacternameinturnforthecorrectgroupofchildrentojump.

1 Toby, Kim, Ricky too.Hello, friends.How are you?

Toby, Kim, Ricky too.Hello, friends.I’m fine, thank you.

[x2]

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Starter Lesson

Lesson objective Introductionandreviewofbasicconcepts

Review: Toby, Kim, Ricky; red, yellow, green, blue; hello, goodbye; yes, no; crayon

Language for recognition: What’s the weather like? Who’s this? Stand up! Is this [Ricky]? It’s song time! You are [Ricky]. Jump! What colour is it? Help Ricky! Point to the cake.

1 Painting timePainting timeTR

B photocopiable 1

Trace and say. Starter lesson

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Ricky the Robot 1 - Teacher’s Book 17

Quiet time PreparethechildrenforbookworkbyplayingStandlikearobot(seepage13).

Book time3 Photocopiable 1, TRB. Trace and say.

GiveeachchildacopyofPhotocopiable1.PointtothefirstpictureandaskWho’s this?toelicitRicky.UsingtheRoutinesposter,covertherightsideofRicky’sface.NowcovertheleftsideofRicky’sfaceontheposterandaskWhere’s Ricky?Thechildrenpointtothepictureoftherighthalfofhisfaceontheirworksheets.

Askthechildrentoputtheirfingersonthedotandtotracealongthelinewiththeirfinger,inthedirectionofthearrow.ThenaskthemtotracealongthelinetojointhetwohalvesofRicky’sface.ContinueinthiswaywiththepicturesofKimandToby.

Ending the lesson ChantTidyuptime[ CD1track3]whilethechildrenhelptotidyuptheclassroom(seepage13).

ChantGoodbyetime[ CD1track4].Encouragethechildrentoclapastheysing(seepage13).

extra activities+ Photocopiable 2, TRB. Colour the paint pots

red, green, blue and yellow.

Ifpossible,displayfourpaintpotsonyourtable:red,yellow,greenandblue.Ifpaintpotsarenotavailable,displaythecolourflashcards.

Holdupthegreenpaintpot(orflashcard).AskWhat colour is it?toelicitgreen.

Ask the children to colour the first paint potgreen.SayColour it green.Continueinthiswaywiththeremainingpaintpots.

+ Photocopiable 47, TRB. Make an envelope.

Thechildrenwillbemakingminiflashcardsfortheunitwordsineachunitandwillneedanenvelopetokeepthemin.Eitherprovideanenvelopeforeachchild,orhelpthechildrentomakeonethemselvesusingthistemplate.

GiveeachchildacopyofPhotocopiable47.PointtothepicturesandaskWho’s this?toelicitthecharacternames.Option:Youcanaskthechildrentocolourtheenvelope.

Helpthechildrentocutaroundtheenvelopeshape,usingsafetyscissorsoranawl.

Foldalongtheindicatedlinesandsecurethesideflapswithadhesivetape.

Writethechildren’snamesontheenvelopes.

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Flashcards

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Materials

Character masks

Colour the paint pots red, green, blue and yellow. Starter lesson


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Envelope


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Starting the lesson SingHello,Ricky[ CD1track1]toRickyandtoeachother,whilethechildrenmimebeingrobotsbymakingmarchingactionsonthespot.

Routines time Routinesposter(seepage13).

Active timeWarmer

SingToby,Kim,Rickytoo[ CD1track7]toenergizethe class and review greetings and the characternames(seepage16foractionsandoptions).


Display Poster 1 and introduce the topic of theclassroom.Elicitknownwords,usingyourRickysofttoy.ShowRickytheredpaintpotandaskWhat colour is it?MakeRickyshakehisheadashedoesn’tknow.Say Help Ricky! Then ask the same question to theclassandelicitthewordred.Continueinthiswaywithblue, greenandyellow.Alsoincludethereviewwords:doll, ball, teddy, train, car, book, crayon.

UseyourflashcardsandRickytoteachthenewwords:brown, black, white.HoldupthebrownflashcardandshowittoRicky.Saybrown.AskRickyWhat colour is it? MakeRickyshakehisheadashedoesn’tknow.AsktheclassWhat colour is it? Help Ricky! Theclasssaysbrown.Continuewiththeremainingflashcards.MakeRickyrepeat,usinghisrobotvoice.

Puttwoflashcardsbehindyourback.TakeoutoneandshowittoRickyandtheclass.AskRickyWhat colour

is it?WhenRickydoesnotanswer,sayHelp Ricky!TheclasstellsRickytheword.Continueinthisway.

Display the flashcards. Play the recording. Pauseaftereachlineforthechildrentopointtothecorrectflashcard.Callvolunteerstothefronttopointtothecorrectpictureontheposter.

1 brown, brownblack, blackwhite, whitetrack 8

2 Chant: Brown, black and white. Chant and do the actions.

RevisebiscuitbyshowingRickyand theclassarealbiscuitorapictureofabiscuit.

Display the colour flashcards. Play the recording.Pointtothecolourflashcardsandthebiscuitastheylisten.

Repeat.Thistimethechildrenchantthewords,whileclappingtherhythm.SayClap your hands.

Call four children to the front. Give each a colourflashcardorthebiscuit.Repeatthechant.Thechildrenpointtothecorrectflashcardastheychant.WhentheychantLook at the biscuit, demonstratehow tomimeeatingabiscuit.

Divide the class into three groups and give eacha colour word. Give a member of each group thecorrespondingflashcardtoholdup.Repeatthechant.Aseachcolourissaid,thecorrespondinggroupjumpsintheair.DemonstrateandsayJump!Thewholeclassmimeseatingthebiscuit.

1 Brown, black and white, (x2)Look at the biscuit,It’s brown, black and white.(x2)

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Lesson 1Lesson objective Presentationofthreenewcolourwords

Language New:brown, black, white

Review: red, yellow, green, blue; yes, no

Language for recognition: Stand up. Help Ricky! What colour is it? What’s this? Is this [brown]? Clap your hands. Jump! Stand like a robot. Point to [Ricky]. Circle it. Good work. Get your stamp. Bring me your worksheets, please. Thank you.

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Quiet time PlayStandlikearobot(seepage13).

Book time3 Worksheet 1. Find and trace. Then point and say.

Display the colour flashcards and show the classWorksheet1.SayPoint to Ricky.Thechildrenpointtothecorrectpicture.RepeatwithTobyandKim.

SayPoint to the table.Thechildrenfindthepictureofthetable.AskWhat colour is it?Elicitbrown.

Callachildtothefronttopointtothebrownflashcard.Continue in this way with chair (black) and board(white).

SayFind something that is black.Thechildrenpointtothechair.Elicitchairfromtheclass.SayCircle it.Thechildrentracethecirclearoundthechair.Continueinthiswaywithboard(white)andthe table(brown).

Option: Continue in this way to review colours andwords.Askaboutthebook(green),crayon (red), teddy(brown), ball (red, blue, yellow), car (green) and doll(blue).

Say Good work. Get your stamp! Stamp Ricky’s faceontotheworksheet(oryoucanstamptheirhands).

SayBring me your worksheets, please.SayThank you whentheygivethemtoyou.Praisethechildrenagain,writetheirnamesonthesheetsandputthesheetsinthechildren’sfiles.

Ending the lesson ChantTidyuptime[ CD1track3]whilethechildrenhelptotidyuptheclassroom.

ChantGoodbyetime[ CD1track4].Encouragethechildrentoclapinpairsastheysing..

extra activities+ Listen and run.

Placethecolourflashcards(brown, black, white)inthreedifferentpartsoftheclassroom.

Sayaword.Thechildrenpointtothecorrectcard.Option:Youcanaskthechildrentorunandtouchthecorrectcard.

+ Photocopiable 3, TRB. Trace, then colour the biscuit brown, black and white. Cut it out.

AskWhat’s this?toelicitbiscuit.Askthechildrentotraceoverthelineswithapencilorcrayon.

Displayafinishedphotocopiablewithabrown,blackandwhitebiscuit.AskWhat colour is it?toelicitbrown, black, white.Askthechildrentocolourthepicturebrown,blackandwhite.Option:Theycanalsostickpiecesofbrown,blackandwhitetissuepaperontothebiscuittodecorateit.

Movearoundtheclasswhiletheyareworkingtoofferpraiseandencouragement.AskindividualsWhat colour is it?toelicitthecorrectwords.Option:Usinganawlorsafetyscissors,askthechildrentocutoutthefinishedbiscuit.

Repeatthechant.Thechildrenpointtothecoloursonthebiscuitastheychantandmimeeatingtheirpaperbiscuit.

Ricky

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Festivals

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Trace, then colour the biscuit brown, black and white. Cut it out.

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Starting the lesson SingHello,Ricky[ CD1track1].


Active timeWarmer

DisplaytheflashcardsfromLesson1.RepeatthechantBrown,blackandwhitefromLesson1[ CD1track9]toreviewbrown, black, white.Encouragetheclasstopoint to thecorrectcardswhile theychant. If youcarriedoutLesson1,ExtraActivity2,askthechildrentopointtoandmimeeatingthecut-outbiscuit.


UseyourflashcardsandRickytoteachthenewwords:pink, door, window. Hold up the door flashcard andshowittoRicky.Saydoor.AskRickyWhat’s this?MakeRickyshakehishead.

AsktheclassWhat’s this? Help Ricky!Theclasssaysthe word. Make Ricky repeat, using his robot voice.Continuewiththeremainingflashcards

Puttwoflashcardsbehindyourback.TakeoutoneandshowittoRickyandtheclass.AskRickyWhat’s this? WhenRickydoesnotanswer,sayHelp Ricky!TheclasstellsRickytheword.Continueinthisway.

Reinforce the meaning of the words by pointing toreal objects in the classroom. Say Point to the door.Thechildrenpointtotheclassroomdoor.Repeatwithwindow.

Display the flashcards. Play the recording. Pauseaftereachlineforthechildrentopointtoorruntothecorrectflashcard.

1 pink, pinkdoor, doorwindow, windowtrack 10

2 Song: I like pink. Listen and sing.

Displaytheflashcardspink, door, window, black, brown, white.

Say It’s song time! Play the song recording rightthrough.Thechildrenlisten.

Sing the song with the children a couple of times.Pointtotheflashcardswhileyoudosoandencouragethechildrentodothesame.

Demonstrateactionsforthesong.Pink, pink, pink, I like pink.[pointtopinkflashcard]Look at the ball. It’s pink, pink, pink.[mimebouncingaball]Black, black, black, I like black. [point to black flashcard]Look at the chair. It’s black, black, black.[mimesittingdownonchair]Brown, brown, brown, I like brown. [point to brownflashcard]Look at the door. It’s brown, brown, brown. [mimeopeningadoorandsteppingthrough]White, white, white, I like white. [point to whiteflashcard]Look at the window. It’s white, white, white. [mimeopeningawindowwithtwohandsandstickingheadthrough]

Play thesongagain.This time thechildrenperformtheactionswhiletheysing.

Lesson 2Lesson objective Extensionofcolourandclassroomwords

Language New: pink, door, window

Review: brown, black, white, red, yellow, green, blue

Language for recognition: Point to the [door]. It’s song time! Is this a [door]? Stand like a robot. What colour is it? Draw a line. Colour the [ball] [pink]. Good work. Get your stamp. Bring me your worksheets, please. Pass the ball. Cut out the cards. Snap!

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1 Pink, pink, pink, I like pink.Look at the ball. It’s pink, pink, pink.Black, black, black, I like black.Look at the chair. It’s black, black, black.Brown, brown, brown, I like brown.Look at the door. It’s brown, brown, brown.White, white, white, I like white.Look at the window. It’s white, white, white.

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Quiet time PlayStandlikearobot(seepage13).

Book time3 Worksheet 3. Trace the lines. Then colour and say.

PointtothepinkpaintpotandaskWhat colour is it?to elicit pink. Ask the children to move their fingerdownwardalongthepathway.Thenaskthemtodrawastraightdownwardline,usingapencilorcrayon.SayDraw a line.

Point to the ball at the bottom of the pathway. AskWhat’s this?toelicitball.AskWhat colour is it?toelicitpink. Say Colour the ball pink. The children colourthepicture.Continue in thiswaywith theremainingpictures

Move around the class while they are working. AskindividualsWhat’s this? What colour is it?

UsetheRickystampandcollectintheworksheets.

Ending the lesson ChantTidyuptime[ CD1track3].

SingGoodbyetime [ CD1track4].

extra activities+ Photocopiable 4, TRB. Colour, cut and play.

Ifpossible,photocopytheseminiflashcardsontocardandlaminatethemafterwards.Displaythecolourflashcards.Alsodisplaywindowanddoor.

Askthechildrentocolourthepicturesofthepaintpots,usingthecoloursfromtheflashcards.AskWhat colour is it?

Askthemtocolourthedoorandwindow,usinganycolourtheywish.

Helpthechildrentocutouttheminiflashcardsusingsafetyscissorsoranawl.SayCut out the cards.

+ Game: Memory snap.

Seatthechildrenaroundthemat.Taketwosetsofflashcardsandlaythemfacedownsothatthechildrencannotseethepictures.Movethemaroundsothattheirpositionsarerandom.

Askachildtoturnoveracard.Elicitthecorrectwordfromtheclass.Askanotherchildtoturnoveranothercardandagainelicitthewordfromtheclass.Ifthetwocardscontainthesamepicture,theclassshoutsSnap!Thechildwhofoundthematchingcardpicksupandholdsthetwocards.Ifthecardisdifferent,turnbothcardsoveragain.Continueinthisway.Thegameendswhenallthecardshavebeencollected.

Storetheminiflashcardsintheenvelopes.

Ricky

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Poster 1 Routines poster Photocopiable 4

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Materials

Flashcards •brown•black•white

•pink•door•window

Routines

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Routines time Display the Routines poster and talk about today’sweather.Performthebirthdayroutine(seepage13).

Active timeWarmer

Topreparethechildrenforthestory,displayPoster1andlayouttheunitstickersonyourtable.

Sayaword.Theclassrepeatsit.Callavolunteertothefronttostickitinthecorrectplaceontheposter.Say Stick the [window] on the poster.

Continueinthiswaywiththeotherstickers.

1 Point and say.

Introducetheactivestructure: It’s [brown].ShowRickythebrownflashcardandsayIt’s brown.EmphasiseIt’s.MakeRickyrepeat,usingarobotvoice.Asktheclasstorepeat.Continueinthiswaywiththeremainingnewcolourwords.

Ask What colour is it? to elicit the full sentence It’s black/white/pink.

Call children to the front to show Ricky theflashcards.

2 Story 1: Painting time. Reader

Beforetheyhearthestory,talkaboutthepicturesoneachpagewiththechildren.Eachtimeyoushowthemanewpage,askthemtofindtheteddyhiddenoneach

page.AskWhere’s the teddy?Callchildrentothefronttopointtotheteddy.

Thentalkaboutthepictureoneachpage.AskWho’s this? to elicit character names. What’s this? to elicitdoor, window, ball, bird. What colour is it? toelicit It’s brown/white/black/pink/blue/red/yellow.YoumayneedtousealittleL1toexplainthatRickyshowswhatheisthinkingwithhishologram.

Playtherecording.PointtothecorrespondingpicturesintheReader.

Repeat.Thistimepauseforthechildrentorepeatthetextindicatedinblue.Continuetopointtothepicturesonthepages.Callvolunteerstothefronttopointtothepictures.

1 [page2]It’s painting time. Kim points to her painting.‘It’s brown,’ says Kim. ‘What’s this? Guess, Ricky.’Ricky points to the door. ‘A door?’ asks Ricky. ‘It’s brown.’

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[page3]Kim shows Ricky her painting. ‘Yes,’ says Kim. ‘It’s a door.Look.’ Toby points to his painting. ‘It’s white,’ says Toby. ‘What’s this, Ricky?’ Ricky points to the window. ‘A window?’ asks Ricky. ‘It’s white.’

[page4]Toby shows Ricky his painting. ‘Yes,’ says Toby. ‘It’s a window. Look.’Kim points to her painting. ‘It’s blue. It’s red. It’s yellow,’ she says. ‘What’s this, Ricky?’

[page5]Ricky points to a ball. ‘A ball?’ asks Ricky. ‘It’s blue. It’s red. It’s yellow.’ ‘No,’ says Kim. ‘It isn’t a ball.’

Lesson 3Lesson objective Presentationofthestory:Painting time

Language New: It’s [blue].

Review: brown, black, white, pink, red, yellow, blue, window, door, ball, bird

Language for recognition: Where’s the teddy? Who’s this? What’s this? What colour is it? Good work. Get your stamp. Bring me your worksheets, please. Thank you. Listen and point. Say the word. Stick the [window] on the poster.

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[page6]There is a bird in the classroom. ‘A bird?’ asks Ricky. ‘It’s blue. It’s red. It’s yellow. Ahh…’‘No,’ says Kim. ‘It isn’t a bird.’

[page7]Kim shows Ricky her painting.‘Ricky. Come and look,’ she says.Ricky looks at the painting.‘It’s blue. It’s red. It’s yellow,’ he says. ‘It’s … me. Hello, Ricky!’‘Yes, Ricky. It’s you!’ say Toby and Kim.


Book time 3 Worksheet 3. Look and say. Then trace.

Pointtothefirstpicture.AskWhat’s this?toelicitball.ThenaskWhat colour is it?toelicitIt’s red. It’s yellow. It’s blue.

Askthechildrentotracetheoutlineoftheball.Movearoundtheclasswhiletheyareworking,askingWhat’s this? What colour is it?andWho’s this?Continueinthiswaywiththeremainingpictures.



SingGoodbyetime[ CD1track4].Encouragethechildrentoclapastheysing(seepage13).

extra activities Story 1: Painting time. Reader, p. 8

+ Listen and point to the correct picture.

Drawthechildren’sattentiontothefourpictures.Playtherecording,pausingafterthefirstsentence.Saythesentence.

Askthechildrentopointtothecorrectpicture.SayListen and point.Continueinthiswaywiththeremainingsentences.

[1] It’s a door. [2] It’s white. [3] There is a bird. [4] It’s blue. It’s red. It’s yellow. It’s Ricky.

+ Listen and say the missing word.

Pointtothefirstpictureandplaytherecording.Pauseafterthebleepsound.Saythemissingword.SaySay the word.

MakeRickyjoinin,usingarobotvoice.Continueinthiswaywiththeremainingpicturesandrecordings.

[1] ‘A door?’ asks Ricky. ‘It’s [brown].’ [2] ‘A window?’ asks Ricky. ‘It’s [white].’ [3] ‘A ball?’ asks Ricky. ‘It’s [yellow].’ [4] ‘It’s me,’ ‘Hello, [Ricky].’

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Poster 1 and stickers Routines poster

Reader

Naomi Simmons

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Story 1 – Painting time (page 1)

Story 2 – At the farm (page 9)

Story 3 – Up and down (page 17)

Story 4 – The very big potato (page 25)

Story 5 – It’s a monster (page 33)

Story 6 – These are my shorts! (page 41)

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Includes activity pages

1 Listen and point to the correct picture.

2 Listen and say the missing word.

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Listen and point to the correct picture.

Listen and say the missing word.



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Reader Story 1: Painting time

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Active timeWarmer

Story 1: Painting time. Reader. Play the storyrecordingright through.Point to thepicturesas thechildrenlistentothestory.[ CD1track12].

1 Act the story: Painting time. Reader

Say It’s acting time!Call fourchildren to the front totake therolesofRicky,Toby,Kimand thebird.GivethemthecharactermasksofRicky,TobyandKimtowear.

Repeatthestoryrecording.Encouragethechildrenatthefronttoactoutthestoryusingmime.Demonstratetheactionsdescribedbelow. Ifpossible,providerealeaselsandaball.

Therestoftheclassrepeatsthewordsinblueinthestoryandmakesthesoundeffects.Asktheclasstoclap at the end of each performance. Say Everyone clap!Repeatwithnewvolunteerstotaketheroles.

Actions

Page2TobyandKimmimepainting.Kimpointstoherpainting.Rickypointstotheclassroomdoor.

Page3KimholdsupanimaginarypaintingandshowsittoRicky.Tobypointstohispainting.Rickypointstotheclassroomwindow.

Page4TobyholdsupanimaginarypaintingandshowsittoRicky.Kimmimespaintingagainandpointstoherpainting.

Page5Rickypointstoaball.Kimshakesherhead.

Page6Childmimesbeingabirdflyingaroundtheclassroom,flappinghis/herarmslikewingsaroundRicky’shead.Rickypointstoit.Kimshakesherhead.

Page7Kimpointstoherpicture.Rickyjumpsintheairwithexcitement.

2 Game: Run.

Attachtheunitflashcardstotheboard.

Thechildrenformtwolines,aboutthreemetresfromtheboard.

Saywindow.SayRun!Thefirstchildineachlineracesto touch thecorrectflashcard.Continue in thisway.AddflashcardsfromLevelAforextrarevision.

Option:youcouldawardapointtotheteamwhogetstherefirstifyouwanttoaddacompetitiveelementtothegame.


Lesson 4Lesson objective Actingthestoryandpracticeoftheunit’sactivestructure: It’s [colour]

Review: It’s [colour]; brown, black, white, pink; window, door

Language for recognition: It’s acting time! Run! Stand like a robot. What’s this? Trace the lines. Help [name]. It’s puppet theatre time. Everyone clap!

TRB

photocopiable 5

1 Painting timePainting timeTrace and say. Unit 1 Lesson 4


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Book time3 Photocopiable 5, TRB. Trace and say.

PointtoeachpictureandaskWhat’s this?toelicitdoor andwindow.

Askthechildrentotracethedottedlinestocompleteeachpicture.SayTrace the lines.

Movearoundtheclasswhiletheyareworkingtoaskaboutthepictures.Option:Thechildrencancolourthefinishedpictures.




extra activities+ Game: Pass the cards.

Seatthechildreninacircle.Playsomelivelymusic.Passtheunitflashcardsaroundthegroup(brown, pink, black, white, door, window).

Stopthemusic.Pointtoeachchildwithacardinturnandtrytoelicitthecorrectword.Ifthechilddoesnotwanttospeakordoesnotremembertheword,sayHelp [name].Thewholeclassthensaystheword.

Continueinthisway.Stopthemusicstrategicallysothateverychildhasthechancetoanswerabouttheircard.

+ Puppet theatre.

SayIt’s puppet theatre time.CallfourchildrentothefrontandgivethemthefingerpuppetsofToby,KimandRicky.Thechildtakingtheroleofthebirdcandrawabeakandwingsonhis/herfinger.Playthestoryrecording[ CD1track12]orreadtheReaderstory.

Thechildrenusethefingerpuppetstoactoutthestory.Whiletheyareacting,theyrepeatthewordsinblue.Demonstratethisactivityfirst.

Asktheclasstoclapattheendofeachperformance.SayEveryone clap!Repeatwithothergroupsofchildrensothatasmanyaspossiblegetthechancetohaveago.

Ricky

Reader Story 1: Painting time

Routines poster

CD1track12

Flashcards • brown• black• white

• pink• door• window


n Educación, S.A

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pink


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window


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Ricky the Robot 1 © Pearson Educación, S.A. door


Materials

Routines

1

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Reader

Naomi Simmons

1

Story 1 – Painting time (page 1)

Story 2 – At the farm (page 9)

Story 3 – Up and down (page 17)

Story 4 – The very big potato (page 25)

Story 5 – It’s a monster (page 33)

Story 6 – These are my shorts! (page 41)

1Re

ader

Nao

mi S

imm

ons

Includes activity pages



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www.pearsonELT.com.ar/Ricky

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Puppet theatre and character finger puppets

Character masks

SAMPL

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Active timeWarmer

Energize the class by playing Pass the cards again(seeLesson4,page25).

SingIlikepinkfromLesson2[ CD1track11].

1 Count and say: 1, 2.

Draw largenumbers1and2on theboard.Point tonumber1andaskRickyWhat number is it?Rickydoesnot answer. Say to the class Help Ricky! Say 1. Theclassrepeats.MakeRickysay1,usingarobotvoice.

Say Show me 1 finger.Holduponefinger.Theclassdoesthesame.Repeatthisprocedurewithnumber2.

SayListen and clap.Saynumbers1and2randomly.Theclassclapsonceortwice.Demonstratefirst.Repeat,showingthenumberflashcards.Thechildrensaythenumberandthenclapthecorrespondingnumberoftimes.

Askthechildrentodrawthenumbers1and2intheair.SayDraw 2 in the air.Demonstrate.

2 Chant: 1, 1, 2. Chant and do the action.

Displaythenumberflashcards1and2.Playthechantrightthrough.Thechildrenlisten.Pointtothenumberflashcardsastheydoso.

Play thechantagain.Encouragethechildrento joinin.Ensuretheclassclapsthecorrectnumberoftimesafterchantingeachnumber.

Option:Thechildrencanusedrumstoofferadditionalaccompaniment.

1 1 [clap]1 [clap]2 [clap, clap](x4)

track 15


Book time3 Worksheet 7. Trace 1 and 2. Count and colour the

correct number. Then stick.

SayPoint to number 1.SayTrace number 1 with your finger.Thechildrentraceoverthenumberwiththeirfingeranumberoftimes.Ensurethattheystartatthedotanddrawinthecorrectdirection.

Now ask the children to trace the number 1 with apencilorcrayon.Movearoundtheclasswhiletheyareworking.AskWhat number is it?toelicit1.Continueinthiswaywithnumber2.

Pointtothefirstpicture.AskWhat’s this? toelicitcake.AskHow many cakes?toelicit1.

Lesson 5Lesson objective Presentationofnumbers1y2

Review: numbers 1–2; red, yellow, green, blue

Language for recognition: What number is it? Listen and clap. Help Ricky! Show me 1 finger. Trace number 1 with your finger. What’s this? How many [cakes]? Colour number [1] [pink]. It’s sticker time.

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Drawtheirattention to thenumberboxesbelowthepicture.SayPoint to number 1.ThensayColour number 1.Youcantellthemwhichcolourtouseorallowthemto choose the colour. Continue in this way with theotherpicturesandnumbers.

SayIt’s sticker time.Ensurethateachchildhasnumberstickers1and2.Drawtheirattentiontothenumberline.AskWhat colour is number 1?toelicitIt’s blue.AskWhat colour is number 2?toelicitIt’s red.Askthemtostickthestickersontothecorrectnumbers.SayStick the stickers.


Ending the lesson ChantTidyuptime[ CD1track3]whilethechildrenhelptotidyuptheclassroom


extra activities

insidetheother.Colourtheballwithnumber1pinkandtheballwithnumber2black.

Pointtotheballwithnumber1.AskWhat number is it? toelicit1.ThenaskWhat colour is it?toelicitIt’s pink.

Drawtheirattentiontothepicturesonthesheet.SayColour number 1 pink. Colour number 2 black.

Option:Askquestionsaboutthenumbersbeforethechildrencolourthem.

Movearoundtheclasswhiletheyarecolouringtheballs.Askaboutthenumbersandcoloursandtactfullypointoutanymistakes.

+ Game: Count and say.

Drawthechildren’sattentiontothenumbersectionoftheRoutinesposter.SaytoyourRickysofttoyPoint to number 1.MakeRickypointtonumber2.AsktheclassIs Ricky right?toelicitNo.

DemonstratehowRickyiswrongbysayingCount the balls. AsktheclasstocounttheballswithRickyoutloud.AskHow many balls? toelicit2.

AgainsaytoRickyPoint to number 1.CallachildtothefronttoshowRickythecorrectnumber,thencountthecorrectnumberofballswiththeclass.

+ Photocopiable 6, TRB. Colour the balls with 1 pink. Colour the balls with 2 black.

Thisactivitypractisesthevisualdiscriminationofnumbers1and2.GiveeachchildacopyofPhotocopiable6.PointtoaballandaskWhat’s this?toelicitball.

Drawtwoballsontheboard(simplecircles).Drawanumber1insideoneandanumber2

Ricky

Ricky the Robot 1 Pupil’s Book

1 Painting time

At the farmAt the farmAt the farm2

1 2 3

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Number stickers 1 and 2

CDtracks11,15

Flashcards Numbers1–2


two

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Ricky the Robot 1 © Pearson Educación, S.A. one

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Materials

Photocopiable 6

Colour the balls with 1 pink. Colour the balls with 2 black. Unit 1 Lesson 5


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Routines poster

Routines

1

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Active timeWarmer

Blindfold stickers. DisplayPoster1andcallavolunteertothefronttochooseasticker.Elicitthecorrectwordfromtheclass.

Blindfold thevolunteer.SayStick the [orange sticker/door] on the poster.Thevolunteerhastotrytostickthestickerinthecorrectplaceontheposter.

Remove the blindfold so that the volunteer can seewherethestickerisontheposter.Continueinthiswaywiththeotherstickers.

1 Song: Colour song. Listen and sing.

SayIt’s song time!Displaythefollowingflashcardsontheboard:brown, white, pink, door, window.Forcake,display the birthday cake on the Routines poster.Forchair, table, board, book, ball,andcrayonuserealobjectsintheclass.

Playthesongrecordingthrough.Thechildrenlisten.

Teach the song, line by line, pointing to thecorrespondingflashcardsasyoudoso.Singthesongwiththeclassanumberoftimes.

1 Find something that is brown.That is brown.Find something that is brown.That is brown.

track 16

A door, a chair. A table too.

Find something that is brown. That is brown.

Find something that is white. That is white … A book, a board. A pencil too …

Find something that is pink. That is pink … A cake, a ball. A crayon too …

2 Sing and do the actions.

Demonstrateactionsforthesong.Find something that is brown.[holdupbrowncrayon]A door,[mimeopeningadoor]achair.[squatdown]A table too.[armsoutstretchedtoformtableshape]Find something that is white. [holdupwhitecrayon]A book,[mimeopeningabook]a board.[mimewritingonboard]A pencil too …[mimeholdingapencilandwriting]Find something that is pink.[holduppinkcrayon]A cake,[mimeeating]a ball [mimecatchingaball]A crayon too …[mimedrawing]

Lesson 6Lesson objective MainunitsongColour song

Review: It’s [pink]; window, door, chair, table, board, book, cake, crayon, ball; pink, yellow, brown, green, white, blue

Language for recognition: It’s song time! Do the actions. Which one is different? What colour is it? Circle it. The [green] [table] is different. What’s this? Who wants to play the [drum]? Stick the [door] on the poster.

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Singthesongagain.Thistime,thechildrenperformtheactionsastheysing.SayDo the actions.

Quiet time PreparethechildrenforbookworkbyplayingStandlikearobot (seepage13).

Book time3 Worksheet 9. Look and say. Circle the picture that

is different.

To review the concepts ‘same’ and ‘different’, draw3identicalredtablesontheboard.PointtothetablesandsayThey’re the same.ThenchangethecolourofonetableandsayIt’s different. It’s [blue].

Draw thechildren’sattention to theworksheet.PointtothefirstrowofpicturesandaskWhat’s this?toelicitdoor.AskWhich one is different?Askabouteachpictureinturn.AskWhat colour is it?toelicitIt’s [brown].Elicitthatthegreendoorisdifferent.

Askthechildrentodrawacirclearoundthegreendoor.SayCircle it. The green door is different.Continueinthiswaywiththeremainingrowsofpictures.

Write the children’s names on the worksheets whiletheyareworking.

Say Get your stamp. Stamp Ricky’s face onto theworksheet(oryoucanstamptheirhands).SayBring me your worksheets, please. SayThank youwhentheygivethemtoyou.Praisethechildrenbysaying Well done.

extra activities+ Game: Colour game.

SayFind something that is brown.Thechildrenlookaroundtheclassroomandpointtoabrownobject.ThensayWhat colour is it?toelicitthecorrectword.

Continueinthiswaywiththeothercolourstheyhavelearnt.

Option:Tomaketheactivityeasier,putdifferentcolouredcrayonsorotherobjectsonyourtable.

+ Song with musical accompaniment.

PlaytheColoursong[ CD1track16].

Callagrouptothefronttoplaymusicalinstrumentsintimetotherhythm.Youcanusedrums,maracas,triangles,etc.HoldupeachinstrumentandaskWho wants to play the [drum]?Eachtimeyourepeatthesong,givenewindividualstheopportunitytoplaytheinstruments.



Ricky

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Poster 1

CD1track16

Materials

Optional instruments(drum,triangle,maracas)


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Ricky the Robot 1 © Pearson Educación, S.A. white


Flashcards• brown• white• pink• door• window

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Active timeWarmer

Repeat Colour Song from Lesson 6 [ CD1 track16].

Encourage the children to perform actions as theysing.

Option:AskWho wants to play the [triangle]?Distributethemusicalinstruments.

.

1 Game: What’s missing?

Seat the children in a circle. Place the six unitflashcardsinthemiddleforthemtosee.

Point to each in turn and ask What colour is it? orWhat’s this?

Turn the cards face down, move them around andremoveonecard.

Turnthecardsfaceupagain.Ask What’s missing? Thechildrentrytoguesswhichcardyouremoved. Show them the missing card to see if they guessedcorrectly.

Replacethecardandcontinueinthisway. Option:Thechildwhoguessescorrectlycanchooseacardtoremove.


Artwork2 Photocopiable 7, TRB. Make a colour cube.

GiveeachchildacopyofPhotocopiable7.Ifpossible,prepareacolourcubebeforetheclassandshowittotheclass,sothattheycanseewhattheyaregoingtomake.

Display the colour flashcards. Ask the children tocoloureachsquareadifferentcolour,usingcrayonsorpaints.SayColour the squares.

MovearoundtheclasswhiletheyareworkingandaskWhat colour is it?toelicitIt’s [colour].

Help thechildren tocutout theoutsideof thecubeusing an awl or safety scissors. Say Cut it out. Thechildrenarelikelytoneedsupportwiththistoensurethattheydonotcutalongthefoldlines.

Demonstratehowtofoldtheshapealongthefoldlinestoformacube.Helpthechildrenwiththis.Stickthecubetogetherwithadhesivetape.

Reward and praise their work. Say Well done! Good boy/girl!

Writeeachchild’snameonhis/hercube.

Lesson 7Lesson objective Topicextension:makeacolourcube

Review: It’s [brown]; brown, pink, black, white; window, door

Language for recognition: What’s missing? What colour is it? What’s this? Who wants to play the [triangle]? Well done. Good boy/girl. Snap! Cut it out. Colour the squares.

TRB

photocopiable 7

1 Painting timePainting timeMake a colour cube. Unit 1 Lesson 7


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3 Game: Throw the colour cube and say.

Inpairsorgroups,achildthrowsthecube.Thepartnerorrestofthegroupsaysthecolourthatappearsfaceup,usingthestructureIt’s [colour].

Continueinthisway,withthechildrentakingturnstothrowtheircube.

Demonstrateatthefrontoftheclasswithyourcubefirst.



extra activities+ Game: Colour cube snap.

Inpairs,thechildreneachthrowtheircolourcubeatthesametime.Totimethis,theycansay1, 2first.Theyeachsaythecolourthatisshown.

Iftheythrowthesamecolour,theyshoutSnap!asquicklyaspossible.ThechildwhosaysSnap!firstisthewinner.Continueinthisway.

Demonstratethegamewithavolunteerfirst.

+ Game: Pass the ball.

Seatthechildreninacircle.Placetheunitflashcardsfacedowninthemiddle.

Playsomelivelymusic.Thechildrenpassaballaroundthecircle.SayPass the ball.

Stopthemusic.Thechildwiththeballchoosesaflashcardfromthemiddleofthecircleandshowsittotheclass.

AskWhat’s this?andelicitthewordfromthewholeclass.Thechildtakestheflashcardbacktohis/herplace.

Playthemusicagainandcontinueinthiswayuntilallthecardshavebeencollected.Timewhenyoustopthemusiccarefullysothatasmanychildrenaspossiblehavethechancetochooseacard.

Ricky

1

Painting time1

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Poster 1 Routines poster

Flashcards •brown•black•white•pink•red

•green•yellow•blue•window•door

CD1track16


n Educación, S.A

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Materials

You will also need musicalinstruments(drum,triangle,maracas);finishedcolourcube;scissors;crayons;adhesivetape

Routines

1

RTR_POS_01ARG_8435085117084.indd 8 04/05/15 16:47

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Starting the lesson SingHello,Ricky[ CD1track1].


Active timeWarmer

RepeatColoursong[ CD1track16].Encouragethechildrentoperformactionsastheysing.

Option:AskWho wants to play the [triangle]?Distributethemusicalinstruments.

1 Game: Colour game.

Say Find something that is brown. The children lookaround the classroom and point to a brown object.ThensayWhat’s this?toelicittheword.

Ifthereismorethanoneiteminviewofthecolour,askWhat else is brown?Continueinthiswaywiththeothercolourstheyhavelearnt.

Option:Placedifferentcolouredcrayonsorpaintpotsaround the classroom for them to find and place incolourpiles.

2 Game: Number game.

Seat the children in a circle and place a number ofdifferent objects in the middle (crayons, counters,pencils,books,bags).

Place thenumber1and2flashcards in themiddle,withaspaceinfrontofeach.

Say2 crayons.Askachildtopickuptwocrayonsandputthemnexttothenumber2flashcard.

Say1 book.Askachildtochooseonebookandputitnexttothenumber1flashcard.Continueinthisway,ensuring that the children are counting the correctnumberofobjectsandputtingthemnexttothecorrectcard.

Praisetheirattempts.SayGood boy/girl.

Quiet time PlayStandlikearobot (seepage13).

Book time3 Worksheet 11. Find and stick.

Talkaboutthepicturewiththeclass.AskWho’s this?toelicitthecharacternamesandWhat’s this?toelicitthe known words (window, door, table, ball). Point tothecolouredpaintpotsandaskWhat colour is it?YoucanalsotalkaboutthestoryPaintingtime(Lessons3and4)andwhatishappeninginthepicture.MakesurethateachchildhasaUnit1stickerset.SayIt’s sticker time.

Askthechildrentomatchthestickerstotheobjectsintheworksheetbystickingtheminthecorrectplace.Move around the class while they are working. AskWhat’s this? What colour is it? Who’s this? Is it [red]?

Say Get your stamp. Stamp Ricky’s face onto theworksheet(oryoucanstamptheirhands).

SayBring me your worksheets, please.SayThank you whentheygivethemtoyou.Praisethechildrenagain,write theirnameson thesheetsandput thesheetsin the children’s files. Option: Ask children who canalreadywritetheirownnamestodosoonthesheets.

Lesson 8Lesson objective Unitconsolidation

Language New: It’s [colour]; brown, black, white, pink, window, door; NivelA: book, pencil, pen, crayon, table, chair; numbers 1–2

Language for recognition: Find something that is [brown]. What’s this? What else is [brown]? Two crayons. Good boy/girl. Who’s this? What colour is it? It’s sticker time. Is it [red]?

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+ Classroom frieze.

Onaverylargesheetofstrongpaper,createaclassroomfriezeasawhole-classactivity.Somechildrencanpaintwallsandafloor.Drawinclassroomobjects,includingawindow,door,tablesandchairsforthemtodecoratewithpaintorbystickingontissuepaper.

WhiletheyareworkingaskWhat colour is it?toelicitIt’s [colour]. What’s this?toelicittheclassroomword.Is it a [door]?toelicitYesorNo.

Option:Youcanalsoattachsomerealclassroomobjectssuchasapen,pencilandcrayon.Thechildrencanalsoaddcut-outpicturesofthemselvesintheclassroomandapictureofRicky.

Displaythefriezeintheclassroomforalltoadmire.Talkaboutthefriezewiththeclassusingthepreviousquestions.

extra activities+ Photocopiable 8, TRB. Draw and colour

a picture of you in your classroom.

Talkaboutthelittlepicturesoftheclassroomobjectsintheborderoftheframetoreviewwhatwecanfindinaclassroom.

Askthechildrentodrawandcolourapictureofthemselvesintheirclassroom,includingtheclassroomobjects.Thisisafreepersonalisationactivity,soallowthemtodrawwhatevertheylike.

Note:Donotexpectanyaccuracyinthedrawing,thiswillcomethroughfreedrawingpracticeineachunit.Rememberthatveryyoungchildrendeveloptheabilitytoproducevisualrepresentationsatdifferentrates.

Movearoundtheclassgivinglotsofpraiseandencouragement.

Talkaboutthepictureswitheachchild.AskWho’s this? What’s this? What colour is it?

Displaytheirwork.

Ricky

Pupil's Book Unit 1 sticker set

Routines poster Photocopiable 8

Flashcards

CD1track16

Materials

• brown• black• white• pink

• door• window• numbers1,2

Draw and colour a picture of you in your classroom. Unit 1 Lesson 8


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Routines

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Ricky the Robot 1 Pupil’s Book

1 Painting time

At the farmAt the farmAt the farm2

1 2 3

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n Educación, S.A

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brown


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white


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SAMPL

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