Departamento de Segundas Lenguas y Lenguas Extranjeras

English Teacher's Handbook Chapter 2 COUNT ON ME

Chapter 2

COUNT ON
ME
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME
COUNT ON ME
SUGGESTED sequences of activities: K5 to 2nd Grade
Activity
K5
+Daily routine activity.
Teacher shows the cover of
a book (about a family).
Students describe it.
Students listen to the story.
Teacher checks
1 comprehension. Teacher
shows flashcards with the
most important parts of the
story. Volunteers order the
sequence according to the
story. +
+. Teacher elicits story of
previous class. Teacher
shows a video (family).
Students name the family
members in the video.
Students draw and name
2 their families. +
+. Teacher introduces
feelings with gestures.
Students follow commands:
You are happy, etc.
Teacher writes feelings on a
big white paper and shows
faces with the different
feelings that were
previously mentioned.
3 Volunteers stick the faces
above the correct word.
Game. Guess how someone
feels. Some students go to
the front and show how
they feel according to the
Teachers intructions.The
rest of the class guesses the
feeling. +
Grade
1st
+Daily routine activity.
Teacher shows the cover of a
book (story of a family).
Students describe it. Teacher
checks comprehension.
Students read sentences and
answer Yes or No according
to the story. E.g. Mother is
happy.______. Father is
angry._____, etc. Correction
on the board. +
+. Elicit story of previous
class. Introduce adjectives
(tall, short, thin, fat) by
describing the characters of
the story. Teacher writes on
the board: Mother is tall,
Father is fat, etc. Teacher
models: I am tall. I am happy.
Students talk about
themselves. Students write a
sentence and draw
themselves.+
+. Teacher writes: happy, sad,
angry, sick, good on a big
white paper. Above these
words there are empty
faces.Students show how they
feel according to the teachers
intructions. Volunteers
complete the faces according
to the words written below.
Video: feelings. Students
draw how they feel in their
notebooks and write e.g. I
am happy. Teacher models
first +
2nd
+Daily routine activity.
Sing the song Head and
shoulders. Game: Simon
says.(Body parts).
Teacher draws an empty
face on the board.
Volunteers complete it
according to the teachers
instructions and name the
parts. Students draw their
faces and name the parts.
+
+. Sing Head and
shoulders. On a big
white paper students (one
at a time) draw a body
following the teachers
instructions. Complete
with names of body parts.
Students draw themselves
in their notebooks. Game:
Simon says.+
+. Song Head and
shoulders. Teacher
models a short simple
description of
herself/himself on the
board with some missing
words (name, color of
hair and eyes). Volunteers
describe themselves
following the model.
Students write a short
simple description of
themselves in their
notebooks. Game:
Chinese whisperer (body
parts) +
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME
+. Teacher provides four
students with a label
(mother, father, sister,
brother). Sing a song about
families.Teacher tells them
how they feel. Teacher
4 models: Mother is happy.
Father is angry, etc.
Volunteers say how each
member of the family feels.
This procedure is repeated
several times. +
+. Teacher shows a video
(feelings). Students perform
feelings according to the
video. Teacher provides
students with different faces
(happy, sad, angry, ok, etc.)
5 Students color the faces
according to the teachers
instructions. +
+. Teacher shows students
the cover of a book.
Students describe it.
Students listen to the story.
Teacher checks
comprehension. Teacher
6 provides students with a
sequence of the story.
Students cut and paste the
sequence in the correct
order. +
+. Elicit story of previous
class. Sing the family song.
Game: listen and point.
Students match names with
family member (on the
board first). Teacher
provides students with the
7 same exercise but now in
paper for students to do it
by themselves. +
+. Teacher shows a poster
with friends. Students are
asked to suggest names for
the children. Students listen
to the teacher describing a
child. Students write down
the name that corresponds
with the description.
Correction on the board. +
+. Teacher shows the same
poster of previous class. Sing
Head and Shoulders.
Teacher describes the children
including body parts (color of
hair and eyes). Students name
the children. Teacher
provides students with an
image (empty faces). Students
listen to the teacher and
complete the faces. Students
name the body parts. Teacher
models.+
+. Teacher provides students
with an image of friends
including their names.
Students match two columns:
names and physical
characteristics. Joint
correction on the board. +
+. Teacher provides students
with a short simple
description, as an example.
Invite volunteers to read on
the board first.
Groupwork: Students read
and draw. This job may be
hung on the bulletin board. +
+ Teacher provides
students with two short
written descriptions.
Groupwork: Read and
circle body parts, colors.
Draw. +
+. Game: Guess who?
Teacher describes a
student of the group. The
rest of the class tries to
guess. Teacher models
her/his own written
description. Students
write a description of
themselves. +
+. Teacher reads the story
of a moster. Check
comprehension. Students
describe (orally) the main
character of the story
(monster). Teacher writes
the description with the
students help. Students
copy and draw the
monster. +
+. Teacher provides
students with an image
(monsters body).
Students listen and
complete it following the
teachers instructions.
Students color according
to the teachers
instructions. Volunteers
describe it orally. Teacher
writes the description on
the board with missing
words. Volunteers
complete it .+
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME

+. Teacher shows videos of +. Listen and draw (childs
the unit. Review vocabulary description). Teacher
by playing guessing games. provides with a short
T:P.R. using flashcards description.
(walk to; jump Students read and answer Yes
8 with). or No (description). Writing
task:
About me: My name is ...
My hair is ........ and my eyes
are........
+. Listen and complete a
body. (monster). Students
complete information
about themselves: My
name is....... I am
(tall,short,etc). I have
got.....hair and .......eyes.
Teacher provides Ss with
a short text. Ss read and
draw.

+ Daily routine activity: Sing a song, say a poem, say and write the date and weather report.7
Sing a Good-byesong, play a guessing game, say Good-bye, say a poem or rhyme.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME

COUNT ON ME
SUGGESTED sequences of activities: 3rd to 5th Grade

Activity
3rd
+Daily routine activity.
Teacher reads a story.
Check comprehension.
Students describe (orally)
the main character. Teacher
writes the description on
the board. Volunteers
describe the other
characters using the model
on the board. Game: bingo
(adjectives used in the
descriptions) +
1 video.Teacher provides
Grade
4th
+ Daily routine activity.
Teacher introduces key
vocabulary of a video about a
family on holidays. Game:
Read from nothing: As
students read the vocabulary
(mostly actions), the teacher
erases the words from the
board. At the end students
say all the words without
actually reading them.
Students watch the
students with a list of
activities. Students tick the
ones that appear in the video.
Teacher models a sentence
about the family. Pairwork:
Students write a couple of
sentences using the words
from the list.
5th
+Daily routine activity.
Students describe the
children in a poster.
Teacher writes the words
on the board when
needed. Students make
comparisons. Teacher
introduces how to express
equivalence (as...as).
Students express
equivalence by looking at
the children in the image.
For further practice
students can make
comparisons with their
partners. Students write
examples in their
notebooks. +

+. Recall story of previous +. Teacher recalls information +. Elicit information from

class. Teacher introduces
clothes.Students choose a
character of the story and
make a fact file. (name,
physical appearance, mood,
hair color, eyes color,
clothes) Correction on the
board. +
2 Each pair makes the
about the family by asking: the children in the poster.
Did John....?. Students Students locate the place
answer: Yes, he did./ No, he where the children are
didnt. Pairwork: Students from in a world map by
make a chart including yes/no listening to an audio.
questions about the family. Students listen again and
Students exchange papers complete a chart. Listen
with classmates to be and check. +
completed (tick or cross).
necessary changes to the
questions to make them
personal (substitute he/she for
you). Students use the
questions to ask their partner.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME
+. Students listen to a story
(about a family). Teacher
checks comprehension.
Students order a sequence
of events. Correction on the
board. +
3 scan the text and circle
+. Recall story of previous
class. Describe what the
characters are wearing.
Write some sentences on
the board. Teacher asks
students what they are
wearing. Students answer
4 orally, then they write the
sentence in their notebooks
and draw themselves. +
+. Song: Clothes.
Introduce connectors
Groupwork: Teacher
provides each group with a
picture (a boy or a girl).
Students write down what
he/she is wearing (using
connectors).
Teacher collects the
pictures and sticks them on
5 the board. Each group
reads the written sentence
aloud. The other groups
identify the boy/girl
according to what they
have heard. +
+. Teacher provides students
with a text. Teacher asks
about the picture, title,
format. Students skim the
text and say the main topic.
Teacher may write some
options on the board while
students are reading. Students
actions in the past. Students
use the verbs to say
something about themselves.
Students answer True/False
statements.
+. Teacher provides students
with a word bank with
actions (in present). Students
use these words to write
about the weekend. Teacher
models first. Volunteers write
sentences on the board. Joint
correction. Students make a
second draft including: in the
morning, in the afternoon, in
the evening.
+. Teacher provides students
key vocabulay of a recording.
Students listen to someone
talking about his/her last
birthday party. Students
complete a file about that
party. Teacher asks about
the students parties. Teacher
models a sentence. Students
write sentences telling what
they did during the party.
Draw.
+. Teacher provides
students with a text
(about a family). Students
find in the text: names,
family members,
adjectives. Compare
family members. Check
comprehension (orally).
Students answer
True/False questions. +
+. Recall information
from text previously read.
Teacher asks about what
they did. Students
complete an agenda about
the family activities.
Include studentsown
activities. Volunteers read
aloud. +
+. Teacher shows the
picture of a famous
person. Teacher
encourages students to
think of questions to
interview that person.
Pairwork: Students
interview each other and
complete a chart.
Volunteers perform the
interview for the whole
class. +
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME

+. Teacher provides with a +. Teacher displays a poster +.

picture of different clothes.
Revise connectors. Students
match the image with the
word. Students listen to the
teacher and color the
clothes according to the
teachers instructions.
Write 3 sentences (E.g.The
(clothes) is (color). It is a
(red) (skirt). +
6 models a sentence: She was
showing some people in the Groupwork: Students
park during a Sunday choose a member of the
afternoon. Teacher asks school community (adult)
students to describe the to ask him/her the
picture (What did they play?) questions in activity 5.
As students express Students interview the
themselves, the teacher writes adult. Each group reports
the vocabulary on the the information collected
board.Have students describe to the whole class. Make
peoples clothes. Teacher a poster for the bulletin
board. +
wearing...... Pairwork:
Choose a character from the
poster and describe what
he/she was wearing on
Sunday. Teacher asks: What
were you wearing yesterday?
Students answer and write the
sentence in their notebooks.
Draw.

+. Teacher shows some +. Teacher provides students +. By using the posters of

children wearing different
clothes because of weather
issues. Teacher models on
the board: John is wearing
a raincoat because it is
rainy. Students tell what the
children are wearing and
why. Students write
7 sentences in their
notebooks. +
with scrambled sentences activity 6, students tell
with missing words related to what these people did the
what people did on the day before at school.
weekend. Students order the Teacher models sentences
sentences and complete them. on the board.
Students exchange papers Groupwork: students
with their partners to check. write examples. +
Listen to the teacher reading
the complete sentences and in
the correct order. Students
check. Game: What did he
do? A volunteer goes to the
front and mimes an action.
The rest of the class guesses
using complete sentences: He
played soccer.

+. Assessment: Students Assessment: Teacher provides Assessment: Listen and

complete a fact file about
themselves. Listen and
answer Yes or No. Read
8 and color the clothes of
some people.
students with a text. Read
and answer. Listen and tick
the activities you hear. Use
some given vocabulary to
write about what you did
yesterday.
order the activities. Read
and answer. Write about
what you did the day
before. +

+ Daily routines: Suggestions: Say and write the date, weather report, season. Sing a song. Say
a poem or a rhyme.
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME

COUNT ON ME
SUGGESTED sequences of activities: 6th Grade

Grade
Activity
6th
+Daily routine activity. Teacher provides
students with a text (letter: someone introduces
his/her family). Students predict from text
format. Students scan the text and circle: in red-
1 occupations, in blue- family members, in green-
adjectives. Teacher checks comprehension.
Classify adjectives (appearance and personality;
e.g.: shy, brave, smart) +

+. Students brainstorm adjectives from previous

class. Teacher models a description of his/her
family. Students circle the adjectives in the
2 teachers description. Students write about their
family.+

+. Elicit vocabulary related to daily routine

activities (flashcards). Teacher says she did some
of these activities the day before. Teacher asks
students what they did. Students answer
according to flashcards (giving true
3 information). Teacher provides students with a
list of activities someone did. Students listen and
number the activities in order. Listen and check.
+

+. Recall what someone did (activity 3)- Teacher

models a weekend routine. Students write what
4 they did on Sunday. +

+. Recall vocabulary related to rooms in the

house (flashcards). Teacher asks what it is
usually done in the different rooms.Listen about
5 what someone did on Saturday in different
places at home. Match the activities with the
room. Volunteers read the sentences aloud. +

+. Teacher shows a poster of a family. Students

describe the members of that family and talk
about what they did supported by the teacher
6 (vocabulary and structures on the board when
necessary). Groupwork: Write about the family
and what they did. Volunteers read aloud. +
 Departamento de Segundas Lenguas y Lenguas Extranjeras
English Teacher's Handbook Chapter 2 COUNT ON ME

+. Students bring a picture of their families to

class. Volunteers describe and tell about what
7 they did. Students write about their family and
what they did on the weekend. +

Assessment: Read and answer. Listen and tick

the activities you hear. Write about your family
8 and your routine on a weekend. +

+ Daily routines: Suggestions: Say and write the date, weather report, season. Sing a song. Say
a poem or a rhyme.