Preparation : A room with a door Or if the school does not have it, the teacher and the children can pretend or imagine having it
Procedures : 1.
The teacher divides two groups of children each group is led by one teacher. One group acts as guests and the other acts as house owners.
2. The teacher asks the guests group to knock the closed door.
3. The teacher asks the house owners group to open the door then say “Hi Good
morningafternoonevening” 4.
Then, the teacher asks the guests to reply “Good morningafternoonevening” 5.
The teacher asks the children to do this activity in turn.
C. CLOSING
The teacher reviews the lesson by asking some questions such as: ¾
What is the most interesting activity today? ¾
What have you learned today? ¾
Now, what will you reply, if I greet you with ‘Good afternoon’? ¾
Or the teacher and the children sing the ‘Good Morning’ song together. The teacher closes the lesson by asking the children to pray together.
The teacher says the farewell.
UNIT 2 NUMBERS
. OPENING
A
The teacher asks the children to pray together. ildren.
The teacher greets the children, and so do the ch you still remember what
The teacher reviews previous material. For example:“Do we learnt yesterday?”, “How to say “Selamat pagi” in English?
s’ song together with
.
1 .
1 1
Six little In - dians
seven little,
1 1 1 . 3 5 5 . 3 . 1 .
Eight little
nine little In -
dians, 5 . 4 4 3 2 1 .
he teacher introduces the topic today Numbers from 1-10
B.
The teacher stimulates the children by singing ‘Ten Little Apple the children. This activity also develops the children’s Musical intelligence.
Ten Little Indians
1 1 1 . 1 1 1 One
little two
little 3 5 5 . 3 .
Three little In - dians
2 2 2 . 2 2 2 . Four
little five
little 2 2 2 . 7 . 5 . 1
Ten little Indian boys.
T
MAIN ACTIVITIES
Introduction This activity emphasizes Linguistic and Visual-Spatial Intelligences.
er points and says the numbers on the wall map from 0 to 9 e and asks the
Picture 4: The sample of the numbers wall map
Preparation: A wall map of numbers see Picture 4 Procedures :
1. The teach
2. After pointing all the numbers, the teacher says the numbers one by on
children to repeat after himher.
Attaching and Copying the Numbers
he children’s Logic-Mathematical, Kinesthetic, and Visual-
see Worksheet 1,the last page of Unit 2 and glue appropriately
rocedures : r cuts the picture of numbers.
e children. .
For 2 years old children: This activity emphasizes t
Spatial Intelligences. Preparation: Handouts
P 1.
The teache 2.
The teacher distributes the handouts to th 3.
The teacher gives the children the pictures of numbers
4. The teacher asks the children to attach the pictures of numbers in the appropriate
For the 3-4 years old children: ildren’s Intrapersonal, Kinesthetic and Visual-Spatial
umbers wall map see Picture 4: The sample of the numbers wall map
er shows the children the wall map. rite number only one on blank
3. ished, the teacher asks the children to say their favorite numbers.
place.
This activity emphasizes the ch Intelligences.
Preparation: N Procedures :
1. The teach
2. The teacher asks the children to copy their favo
papers. After fin
Playing the Game T
the children’s Naturalist and Logic-Mathematical Intelligences.
er hides the eggs in bushes in the schoolyard or secret places in the
2. asks the children to find the eggs as many as possible in the school yard
3. the teacher asks them to come into the class.
teacher can help
5. cher asks each child to say the number of hisher eggs finding.
Picture 5:
The sample of decorated-plastic eggs Picture 6: The sample of decorated-stone eggs
his activity emphasizes Preparation: Coloured-stone eggs or coloured-plastic eggs see Picture 56
Procedures : 1.
The teach classroom.
The teacher or in the classroom.
When the time is up, 4.
After taking a break, the teacher asks them to count their eggs The them.
The tea
C. CLOSING
