TERM 1 Teacher’s Guide for All Levels

TERM 1 TEACHER’S GUIDE FOR ALL LEVELS PG : 30 mins N1 to K2 : 45 mins – 1 hr •

Themes PG & N1 : My Face, My Body, My Clothes N2 : My Face, My Family, My Clothes K1 : My Family, My Body, Occupation K2 : Occupation, My Toys, How Our Bodies Work (Age groups : PG-2; N1- 3; N2-4; K1-5; K2-6)

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Lesson Plan There will be 10 multimedia lessons per term per level. Each lesson shall include music & movement activities, multimedia activities and art & craft/ games. Specific multimedia slides to use (with brief instructions) are provided.

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Song List Commence each lesson with music and movement activities as suggested in the song list provided. Teachers select a combination of songs from Nursery Rhymes & Songs, TownforKids Audio Player and Town4Kids Music & Movement, according to the children’s age/ level. Teachers must be familiar with the songs and their actions before introducing them to the children. Prepare an assortment of the following musical instruments and materials to use with the songs : !percussion instruments : maracas, castanets, drums, triangles, rhythm sticks, tambourines !scarves; bean bags; hula-hoops !finger puppets; hand puppets

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Information Sheet Teachers study through the lists of theme-related questions and information, and compile an appropriate set of questions and information to ask/ share with the children, according to their age/ level.

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Multimedia Activities Guide A detailed guide (with tips and extensions) of how to play the multimedia activities are provided.

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Art & Craft/ Games Include at least one art & craft/ game for the children at each level as suggested in this guide. For example, ‘My Face’ is taught for a period of 3 weeks for N1 children, include at least one such activity anytime during these 3 weeks.

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Wordcards Template Vocabulary wordcard templates for each theme are provided. Photocopy a set and laminate the cards for children’s use.

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TERM 1 Teacher’s Guide for All Levels

TERM 1 SONG LIST No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 1 2 3 4 5 6 7 8 1 2 3 1

Theme/ Title My Face/ My Body Right Hand, Left Hand Five Finger Song Finger Wiggler Head, Shoulders, Knees and Toes Up and Down the Steps Tricky Steps Forest Dance Marching Song Rolling in the Mud If You’re Happy Looby Loo May I Seven Steps Tip-Toe Round and Round the Garden Hop Skip and Jump Little Jack Horner One Finger One Thumb Touch Your Toes One Two Three Four Five My Family Here We Go Round the Mulberry Bush Jack & Jill Occupation Mr Butcher Magic Man Oh The Grand Old Duke of York Humpty Dumpty Pat a Cake Pat a Cake Hot Cross Buns Cobbler Cobbler Mend My Shoe Wheels on the Bus My Clothes Cobbler Cobbler Mend My Shoe Cock a Doodle Doo Wee Willie Winkie My Toys Where Oh Where’s My Teddy Bear

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Slide No. 6324 6325 6326 6116 6246 6247 6251 6255 6258 6310 6297 6312 6316 6320 Refer to TownforKids Audio Player

6314 6335 6267 6263 6292 6334 TownforKids Audio Player

TownforKids Audio Player

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TERM 1 Teacher’s Guide for All Levels

TownforKids Audio Player Songs Lyrics

Round And Round The Garden

Cobbler Cobbler Mend My Shoe

Cock-A-Doodle-Doo

Round and round the garden Like a teddy bear One step, two steps Tickle him under there

Cobbler Cobbler mend my shoe Get it done by half past two Stitch it up and stitch it down Then I give you half a crown

Cock-a-doodle-doo! My dame has lost her shoe! My master's lost his fiddling stick, And doesn't know what to do. Cock-a-doodle-doo! What is my dame to do? Till master finds his fiddling stick She'll dance without her shoe. Cock-a-doodle-doo! My dame has found her shoe, My master’s found his fiddling stick, So cock-a-doodle-doo!

Hop Skip and Jump

Pat A Cake, Pat A Cake

Hop Skip and Jump Hop Skip and Jump Ready steady Hop Skip and Jump

Pat-a-cake, pat-a-cake Baker's man Bake me a cake As fast as you can Prick it and make it And mark it with B Then put in the oven For baby and me For baby and me For baby and me Put in the oven For baby and me (2x)

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TERM 1 Teacher’s Guide for All Levels

One Finger One Thumb

One finger one thumb keep moving (3x) We’ll all be merry and bright One finger one thumb one arm keep moving (3x) We’ll all be merry and bright One finger one thumb one arm one leg keep moving (3x) We’ll all be merry and bright One finger one thumb one arm one leg one nod on the head keep moving (3x) We’ll all be merry and bright One finger one thumb one arm one leg one nod on the head stand up sit down keep moving (3x) We’ll all be merry and bright One finger one thumb one arm one leg one nod on the head stand up sit down turn around keep moving (3x) We’ll all be merry and bright

One Two Three Four Five

1 2 3 4 5 Once I caught a fish alive 6 7 8 9 10 Then I let it go again Why did you let it go Because it bit my finger so Which finger did it bite This little finger on the right

Touch Your Toes

Touch your head Touch your toes Touch your knees Touch your nose Stand up straight Count to 10 and Touch your toes again Head Toes Knees Nose (3x) Touch your head and touch your toes (2x)

Wee Willie Winkie

Wee Willie Winkie Runs through the town Upstairs and downstairs In his nightgown Rapping at the window Crying through the lock Are the children all in bed For it's past eight o'clock

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TERM 1 Teacher’s Guide for All Levels

Where Oh Where’s My Teddy Bear

Where oh where’s my teddy bear I just left him over there Where oh where’s my teddy bear I can’t find him anywhere Where oh where’s my teddy bear I just left him over there Where oh where’s my teddy bear I can’t find him anywhere Won’t you tell me what to do Has he gone to the zoo Is he hiding in the shadow underneath my bed Oh … Where oh where’s my teddy bear I left him in his rocking chair Where oh where’s my teddy bear I can’t find him anywhere

Little Jack Horner

Little Jack Horner Sat in a corner Eating his Christmas pie. He put in his thumb, And pulled out a plum And said, "What a good boy am I." Little Jack Horner Knew he was born A day before Christmas Day. He said to himself, “I’ll sit on a shelf And merrily carol away.” The girls and the boys On hearing the noise Came running from far and near They saw the great plum on top of Jack’s thumb And everyone started to cheer Everyone started to cheer.

Hot Cross Buns

Hot cross buns (2x) One a penny Two a penny Hot cross buns If you have no daughters Give them to your sons One a penny Two a penny Hot cross buns

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TERM 1 Teacher’s Guide for All Levels

The Wheels on the Bus

(Oh) the wheels on the bus go round and round and … (3x) The wheels on the bus go round and round all day long (Oh) the horns on the bus go toot toot toot toot … (3x) The horns on the bus go toot toot toot all day long (Oh) the bell on the bus goes ding ding ding ding … (3x) The bell on the bus go ding ding ding all day long (Oh) the doors on the bus go hiss hiss hiss hiss hiss … (3x) The doors on the bus go hiss hiss hiss all day long (Oh) the wipers on the bus go swish swish swish swish … (3x) The wipers on the bus go swish swish swish all day long (Oh) the people on the bus go chat chat chat chat … (3x) The people on the bus go chat chat chat chat all day long

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TERM 1 Teacher’s Guide for All Levels

MY FACE INFORMATION SHEET (for PG/ N1/ N2)

face

General Questions : Explore own faces before using the slides 1. ‘What’ questions : What is this? (nose) What is this? (chin) What … 2. ‘Where’ questions : Where are your ears? Where are your mouths? … 3. ‘How’ questions : How do we see? (with our eyes) How do we taste? (tongue) How … 4. ‘How many’ questions : How many mouths do you have? (1) How many …

eyes

Questions : 1. Which part of your face lets you look at your mummies, daddies, cars, trees or read storybooks? Which part lets you cry? (the eyes) 2. How many eyes do you have? (2) 3. Invite children to look at their own eyes with a mirror or if there are no mirrors, they can look at a friend’s eyes. Explore similarities/ differences in colour, size, and shape. (black/ brown/ blue/ green; big/ small; round/ almond-shaped) 4. Invite children to look ‘inside’ the eyes. (introduce the eyeball, white of the eye, iris and the pupil) 5. Invite children to feel their eyelashes and eyebrows with their fingers 6. Invite children to open or close their eyes. (introduce the eyelids) 7. Invite children to close their eyes and ask them how they feel? Are they able to see anything in darkness? How do they feel when they open their eyes? 8. How do we take care of them? (watch TV and read books at places where it is bright enough; sit up to watch TV or read; sit far away from the TV; do not rub or poke eyes with fingers or objects; eat healthy food, e.g. fish, fruits and vegetables, especially carrots) Functions : 1. main function : to see, to cry 2. eyelids : enable eyes to open and close; keep the eyes clean and moist by blinking; shut eyes automatically to protect eyes from glaring light or possible danger (when objects get too near the eyes) 3. eyebrows : keep perspiration from the forehead running into our eyes 4. eyelashes : keep dirt or dust out of our eyes 5. eyeball : white of the eye; iris – colour part of the eye (black part of the eye);pupil – circle/ opening in the centre of the iris that lets light enters the eye

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TERM 1 Teacher’s Guide for All Levels

nose

Questions : 1. Which part of your face lets you breath, smell the yummy food you eat, the smelly garbage truck and the drain? (the nose) 2. How many noses do you have? (1) 3. Invite children to look at their own noses with a mirror, or look at a friend’s noses. Explore similarities/ differences in size (long/ short; big/ small). 4. Invite children to ‘twitch their noses’; ‘point to their nostrils’ 5. Ask children whether there they can find anything inside their nostrils. (hair, mucus, dirt) 6. How do we take care of them? (do not put small things into the nostrils, avoid places with too much smoke) Functions : 1.

2.

mouth

nostrils : to smell (also help tongue to taste), to breath in air (oxygen), to exhale air (carbon dioxide), to sneeze, warn us about danger eg. smell smoke before seeing the fire, detect rotten food hair and mucus : captures dust, germs and other small particulars that might irritate our lungs

Questions : 1. Which part of your face lets you eat yummy food, sing songs, talk and cry? (the mouth) 2. How many mouths do you have? (1) 3. Invite children to look at their own mouths with a mirror, or look at a friend’s mouth. Explore similarities/ differences in size (big/ small; thin lips/ thick lips) 4. Ask children whether they can find anything inside their mouths. (tongue, teeth, saliva) 5. How do we take care of them? (brush teeth regularly; gurgle mouth regularly; do not bite hard objects; visit the dentist regularly; floss teeth; avoid sweets; eat healthy food especially milk, yoghurt, cheese) Functions : 1. 2. 3. 4.

tongue : to taste (with the help of our noses) teeth : to chew food into small pieces (adult has 32 teeth in all) lips (upper lip; lower lip): keep mouth closed to prevent unwanted things going into the mouth e.g. flies saliva : moistens the tongue to help us taste food and helps us swallow food easily tongue, teeth and lips : work together to help us sing and talk

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TERM 1 Teacher’s Guide for All Levels

ears

Questions : 1. Which part of your face lets you hear sounds around you, like cars horning, birds chirping, people talking or singing? (the ears) 2. How many ears do you have? (2) 3. Invite children to look at their own ears with a mirror, or look at a friend’s ear. 2. Explore similarities/ differences in size. (long/ short; big/ small; protruding) 4. How to take care of them? (avoid places with loud music or noise; turn down the volume of radio or TV; do not put small objects into our ears; have an adult clean our ears) Functions : 1. main function : to hear (collect sounds), liquid in our ears keep our balance 2. ear lobe : the lower soft part of the ear 3. ear wax : collects dirt, keeps the ear canal clean, contains chemicals that fight off infections

hair

Questions : 1. What is on top of our head? (hair) 2. Where else can we find hairs on our bodies? (eyebrow, eyelashes, hairs on our arms and legs) 3. How many strands of hairs do you have? Can you count them? 4. Invite children to look at their own hair with a mirror, or look at a friend’s hair. Explore similarities/ differences in length, colour and texture. (long/ short; black/ brown/ blonde/ brunette/ red; smooth/ rough/ prickly/ wavy/ curly) 5. How to take care of them? (wash hair regularly; comb hair gently; eat healthy food) Functions : 1. to keep our heads warm 2. provide some protection (cushioning) for our heads

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TERM 1 Teacher’s Guide for All Levels

MY FACE MULTIMEDIA ACTIVITIES GUIDE (for PG/ N1/ N2)

6166 : Vocabulary List

A : For PG/ N1 Spend more time on identifying and exploring the face parts on the children’s own faces before using the slide. Compile suitable questions and information to share with these group of children. B : For N2 Materials : prepared wordcards (parts of face) 1. Prepare suitable questions and information to share with these group of children. 2. Lay out the wordcards on a table or on a floor mat before the children. 3. Explore the face in general first. 4. Invite a child to identify and click on a face part. (face part slide appears) 5. Explore the face part in greater detail and discuss its specific functions 6. Invite a child to match the appropriate wordcard with the part shown. 7. Teacher click onto ‘close’ icon to go back to the ‘My Face’ slide. 8. Proceed as before. Extension : Teacher can provide blank strips of papers for children to make their own wordcards

6417 : Art Composition – Faces

For PG 1. Explore with children the various features using the red arrows on the bottom right corner of the slide. 2. Descibe the features e.g. teary eyes, sleepy eyes, brown hair, long nose, … 3. Allow children to create the face as with Mr Egg Head. Extension : Teacher specifies a look e.g. create a sad face, angry face, …

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TERM 1 Teacher’s Guide for All Levels

500012 : Fun with Colours

For N1 1. Invite a child to paint any animal or object he/she likes. or Teacher specifies a picture/ object for the child to paint. 2. Click on a picture to paint it. 3. When the same picture is clicked on again, it will change colour. Continue clicking on the picture until the child gets the colour he/she likes. 4. Proceed to colour the scene with other children.

6359 : Name This Item

A : For PG/ N1 1. Invite children to identify the picture shown, e.g. ear and find their own ears on their faces. 2. Briefly discuss the functions of ears (to hear/ listen). 3. Make simple sentences using the word. E.g. I have 2 ears. I hear/ listen with my ears/ I have large ears/ I have small ears. 4. Teacher finish off with the labeling of the parts so as to proceed with the next slide. Tip : Involve children to search for the word by giving clues, e.g. first letter of word, first sound of word, or match word on slide with the wordcard. B : For N2 Materials : prepared wordcards 1. Lay out the wordcards on a table or on a floor mat before the children. 2. Invite children to identify the picture shown. E.g. ear and find their ears on their own faces. 3. Invite a child to match the picture with the matching wordcard. 4. Match the word ‘ear’ by searching for it using the red arrows on the bottom right corner of the screen. 5. Briefly discuss about the functions of the ears . 6. Make simple sentences using the words shown. E.g. I have 2 ears. I hear/ listen with my ears/ I need my mummy to clean my ears/ My ears are at the sides of my face. 7. Proceed with the next slide.

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TERM 1 Teacher’s Guide for All Levels

800000 : Mr Egg Head

For All Levels 1. Identify the face features and highlight features/ accessories like the ‘moustache’, ‘beard’, ‘flower’ and ‘plaster’ 2. Specify one feature, e.g. mouth, and invite a child to place the mouth of his/her choice onto Egghead’s face. or Child gets to choose any feature he likes. 3. Proceed with other children to complete the face. Extension : Teacher specifies a look, e.g. create a happy face, a grumpy face, …

6024 : Match Similar Pictures (Level 1 and 2)

Level 1 : For PG/ N1/ N2 A : In Sequence 1. Open all the boxes in sequence (e.g. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. 2. Teacher open the first box (top-left) and invite one child to open the 2nd box (next to the first box). Ask children whether they are similar pictures. If not, open up first box again and invite another child to open up the 3rd box (in sequence). If ‘yes’, proceed to next picture (in sequence). 3. Continue with other children to match all pictures. Matching should be done in sequence, that is, do not randomly choose boxes to match the pictures. Note : If there is a child who knows a pair of matching pictures already, you can invite him/her to click on the matching pictures without following the sequence. B : In Random 1. Open all the boxes in sequence (e.g. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. Tell children to try to remember their positions. 2. Invite one child to match 2 similar pictures. 3. Proceed matching game with other children. Level 2 : for N2 as for Level 1

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TERM 1 Teacher’s Guide for All Levels

6061 : Match Pictures with Words (Level 1 and 2)

For N2 as for ‘Match Similar Pictures’ Tip : Teacher provide wordcards for children’s reference.

6205 : Memory Game

For N1/ N2 1. Invite children to identify the pictures one at a time, from left to right. 2. Ask children to remember their positions. 3. Re-arrange the pictures in sequence from left to right. Tips: 1. Depending on the level of your children, teacher can ask children to remember only the first 2 pictures first (teacher has to remember the rest of the pictures to proceed with the game, then progress to children remembering 3, 4, then 5 pictures. 2. Teacher prepare picture/ wordcards and distribute to 5 children. Let the children who hold the cards match the positions on the slides. For example, the child who holds the mouth card will remember that its position is first. Click to start the game. Other children who do not hold the cards will help to remember the positions.

6346 : Matching Colours

For N2 1. Teacher identify all the colours on the palette with the children. 2. Invite a child to match the colour on the paper to the colours on the palette.

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TERM 1 Teacher’s Guide for All Levels

MY FACE ART & CRAFT/ GAMES (for PG/ N1/ N2)

1. Exploring Visions Bring in sunglasses, spectacles, magnifying glass, binoculars, periscope, kaleidoscope, prisms, for children to explore with their eyes. 2. Coloured Visions : Materials : Toilet-paper rolls, cellaphane papers of assorted colours, rubber bands 1. Cut the cellophane papers into squares large enough to cover the ‘hole’ of a toiletpaper roll. 2. Put the cellaphane papers over the toilet-paper rolls and secure with rubber bands. 3. Invite children to explore their surroundings through those coloured tubes. Extension : Cover torchlights with the cellophane papers and secure with rubber bands. Darken the room completely and allow children to play with the coloured lights, shining them onto walls or ceiling. Children can even ‘make’ colours eg. by shining yellow and blue light together to make green light. 3. Smelling Game Materials : soap, orange, scented candles, potpourri, shampoo, perfume, flower, assorted dried herbs, dried cuttlefish, raw fish, white pepper, black pepper, vinegar, 1. Prepare some or all of the above items for smelling. 2. Invite and encourage children to smell them. (Do allow children to refuse to smell any food/ object that they are not comfortable with) 3. Classify the smells into pleasant/ unpleasant smells; strong/ mild smells Extension : Introduce pairs of each smells, blindfold a child and invite him/ her to match the similar smells. 4. Tickle Your Tastebuds : Materials : Prepare food of different tastes eg. lime (sour); sugar/tomato sauce (sweet); cocoa powder (bitter); salt (salty); chilli sauce/ pepper (spicy). 1. Introduce one food at a time eg. lime 2. Invite children to taste the lime and discover for themselves the sour taste. (Do allow children to refuse any food they are not comfortable with) 3. Verbalise that the taste is ‘sour’ if it is not already expressed by the children. 4. Proceed with the next food.

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TERM 1 Teacher’s Guide for All Levels

Extension : Introduce pairs of each food, blindfold a child and invite him/ her to match food with similar tastes.

5. Listening Game Materials : keys, paper (for tearing/ scrunching), bell, alarm clock, rhythm sticks, drum, triangle, castanets, maracas 1. Show children all the things and make sounds with them. 2. Teacher sits behind a table or screen so that the children cannot see what the teacher is doing. 3. Teacher makes sounds with one thing at a time. 4. Children guess the object that makes the particular sound. Tip : Teacher can also make sounds with the body eg. clapping hands, stamping feet, snapping fingers. 6. Decorate Your Heads Bring in assorted hats, scarves, hairbands, ribbons, hairclips, hairgel, for children to wear or ‘decorate’ their hair.

7. Face Mask Materials : paper plates, colour papers, scissors, crayons, yarn for hair, glue, hole puncher, rubber bands 1. 2. 3. 4.

Children create their own face masks with materials provided. Teacher help to punch a hole at each side of the face. Tie a rubber band in each hole. Children wear their masks by hanging the rubber bands over their ears.

8. Face Pizza Ingredients : Pieces of bread (optional : cut into circles/ ovals), tomato sauce, cheese (for hair), cut black olives (for eyes), button mushrooms (for ears), sausages (for nose), red pepper (mouth) (for a simpler recipe, just use sausages and/or mushrooms for the face features) 1. 2. 3. 4. 5. 6. 7.

Tear/ Cut the slices of cheese into strips for hair. Slice the button mushrooms into halves (symmetrically) for the ears. Cut the sausages into circles or stick-like pieces for the nose. Cut the red pepper to represent a mouth. Spread tomato sauce all over a piece of bread. Arrange the ingredients on it to create a face. Put in a toaster to bake (check the toaster for baking time).

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TERM 1 Teacher’s Guide for All Levels

MY BODY INFORMATION SHEET (for PG/ N1/ K1)

Body

General Questions : Explore own bodies before using the slides. 1. 2. 3. 4.

Head Neck

‘What’ questions : What is this? (hands) ‘Where’ questions : Where are your buttocks? ‘How’ questions : How do we walk? (with our legs) ‘How many’ questions : How many arms do you have? (2)

Questions : 1. 2. 3. 4. 5.

Where can you find your face, ears and hair? (on the head) What else can we find on our heads? How many heads do you have? (1) Which part of your body helps the head to move? (the neck) Invite children to look at their own heads with a mirror or if there are no mirrors, they can look at a friend’s head. Explore similarities/ differences in size and shape. (big/ small; round/ oval/ square/ …) 6. Invite children to move their heads according to your instructions, e.g. up/ down; left/ right; around. 7. Invite children to feel their heads. Are they hard/ soft? What do they think are inside their heads? (skull, brain) 8. How do we take care of them? (keep head cool; avoid heavy objects hitting our heads; wear helmets during sports/ games like cycling and skating; eat healthy food (for our brain); exercise our brain (mind) by playing, reading and doing challenging activities, such as puzzles, playing music, making art) Functions : 1. head : holds all our face features; protects the brain inside 2. brain : control our body movements, tells us how we feel, helps us to play and work, solve problems, stores information 3. neck : holds up the head, enables our heads to move left/right; up/down; around

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TERM 1 Teacher’s Guide for All Levels

Arms Elbows Wrists Hands Palms Fingers

Questions : 1. Show your arms … elbows … wrists … hands … palms … fingers 2. How many arms do you have? (2); elbows (2); wrists (2); hands (2); palms (2); fingers (10) 3. Invite children to look at their own arms and hands and and their friends’ arms and hands. Explore similarities/ differences in size. (big hands/ small hands; long arms/ short arms; long fingers/ short fingers) 4. Invite children to move their arms, hands or fingers according to your instructions, e.g. swing your arms round and round; curl up your fingers; clap your hands; snap your fingers; bring your arms to your back and hold hands; use fingers to draw a line, circle in the air, … … 5. How do we take care of them? Wash hands with soap and water, avoid touching hot things (e.g. fire), be careful when handling sharp objects (e.g. scissors), have an adult trim finger-nails to keep them short and clean, do not bite on finger nails, eat healthy food (e.g. milk, yoghurt, cheese for nails) Functions : 1. arms : to lift things, to put things down, to swing a racket, to throw a ball 2. hands, palms : to do things, to hold things, to clap 3. fingers : to write, draw, type, play musical instruments, snap to make sounds, scratch ourselves

Chest

Questions : 1. We cannot see our lungs and our heart, but do you know where they are? (children will most probably point to their chests and teacher can tell them that they are pointing to their chests) 2. How many chests do you have? (1) 3. Invite children to take a deep breath and then exhale. (see the chest movements) 4. Invite children to feel their heartbeat on the left of their chest. 5. Invite children to jump/ run for some time and then feel their heartbeat again. Is it faster? slower? Are they breathing faster? slower? Introduce words like panting and breathless. 6. How do we take care of our lungs and hearts? (breathe in fresh air; exercise; eat healthy and non-oily food) Functions : 1. lungs : we have 2 lungs; they take up most of the space in the chest; they work with the respiratory system to allow us to take in fresh air and get rid of stale air 2. heart : size of our fist; on the left side of our chest; sends blood all around the body; blood provides body with oxygen and nutrients it needs

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TERM 1 Teacher’s Guide for All Levels

Tummy/ Stomach

Questions : 1. Where does all the food go when you have eaten? (the tummy/ stomach) 2. How many tummies/ stomachs do you have? (1) 3. Invite children to feel/ press their stomachs. (hard/soft) 4. Invite children to make sounds with their stomachs by ‘slapping’ hands onto them. Make a rhythm with them. 5. Ask children if their stomachs make growling sounds when they are hungry. Imitate those sounds. Ask them what’s the small hole/ opening on the stomach. (belly button/ navel) 6. Ask them what happens when they feel pain in their stomachs. (need to go to the toilet) 7. How do we take care of them? (eat slowly, chew food into small pieces before swallowing; drink lots of water; eat clean and healthy food) Functions : Part of our digestive system, store and break down food

Buttocks

Questions : 1. Where do we use to sit down? (buttocks) 2. How many buttocks do we have? (1) 3. Invite children to explore their buttocks. Are they fleshy? bony? big? small? 4. How do we take care of them? (clean well after visiting toilet; avoid sitting on hot or sharp objects/ places) Functions : buttocks : the part we use to sit down; anus in between our buttocks

Legs Feet Ankles

Questions : 1. We use them to walk to the playground or school, to jump and dance. What are they? (legs) 2. Show your legs. Where are your toes, feet, ankles? 3. How many legs do you have? (2), feet (2), ankles (2), toes (10) 4. Invite children to look at their own legs and feet and and their friends’ legs and feet. Explore similarities/ differences in size. (big feet/ small feet; long legs/ short legs; long toes/ short toes) 5. Invite children to move their legs according to your instructions (e.g. walk slowly, run, kick, jump, skip, tip-toe), draw a circle in the air with your legs, curl up your toes; clap your feet together; … … 6. How do we take care of them? (avoid touching hot/ sharp objects, have an adult trim toe-nails to keep them short and clean, eat healthy food (e.g. milk, yoghurt, cheese for nails) Functions : To stand and balance (feet); to move eg. walk, jump, kick, dance, bend down (with help from knees)

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TERM 1 Teacher’s Guide for All Levels

MY BODY MULTIMEDIA ACTIVITIES GUIDE (for PG/ N1/ K1)

6007 : Vocabulary List

A : For PG/ N1 Spend more time on identifying and exploring the body parts on the children’s own bodies before using the slide. Prepare suitable questions and information to share with these group of children. B : For K1 Materials : prepared wordcards (parts of body) 1. Prepare suitable questions and information to share with these group of children. 2. Lay out the wordcards on a table or on a floor mat before the children. 3. Explore the body in general first. 4. Invite a child to identify and click on a body part. (body part slide appears) 5. Explore the body part in greater detail and discuss its specific functions 6. Invite a child to match the appropriate wordcard with the part shown. 7. Teacher click onto ‘close’ icon to go back to the ‘My Body’ slide. 8. Proceed as before. Extension : Teacher can provide blank strips of papers for children to make their own wordcards

6402 : Move Your Body

For All Levels 1. Click on one of the body actions. 2. Teacher and children move their bodies along with Midisaurus. Note : Explore the actions in sequence (eg. top-down) or teacher choose a few actions to work with the children per week.

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TERM 1 Teacher’s Guide for All Levels

6401 : Making Sounds with My Body

6025 : Match Similar Pictures (Level 1 and 2)

For PG/ N1/ K1 1. Invite a child to click on a face or body part. 2. Imitate the action. 3. Invite children to think of our ways to make sounds with that face or body part. (eg. lips – blow, feet – stamp) 4. Proceed to make sounds with the other face or body parts.

Level 1 : For PG/ N1 A : In Sequence 1. Open all the boxes in sequence (eg. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. 2. Teacher open the first box (top-left) and invite one child to open the 2nd box (next to the first box). Ask children whether they are similar pictures. If not, open up first box again and invite another child to open up the 3rd box (in sequence). If ‘yes’, proceed to next picture (in sequence). 3. Continue with other children to match all pictures. Matching should be done in sequence, that is, do not randomly choose boxes to match the pictures. Note : If there is a child who knows a pair of matching pictures already, you can invite him/her to click on the matching pictures without following the sequence. B : In Random 1. Open all the boxes in sequence (eg. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. Tell children to try to remember their positions. 2. Invite one child to match 2 similar pictures. 3. Proceed matching game with other children. Level 2 : for K1 as for Level 1

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TERM 1 Teacher’s Guide for All Levels

6060 : Match Pictures with Words (Level 1 & 2)

Level 1 & 2 : For K1 as for ‘Match Similar Pictures’ Tip : Teacher provide wordcards for children’s reference.

6355 : Name This Item

A : For N1 1. Invite children to identify the picture shown eg. foot and find for their own feet. 2. Briefly discuss the functions of the feet (to stand, to move). 3. Make simple sentences using the word. eg. I have 2 feet. I walk with my feet. I wear shoes on my feet. 4. Teacher finish off with the labeling of the parts so as to proceed with the next slide. Tip : Involve children to search for the word by giving clues eg. first letter of word, first sound of word, or match word on slide with the wordcard. B : For K1 Materials : prepared wordcards 1. Lay out the wordcards on a table or on a floor mat before the children. 2. Invite children to identify the picture shown. eg. foot 3. Invite a child to match the picture with the matching wordcard. 4. Match the word ‘foot’ by searching for it using the red arrows on the bottom right corner of the screen. 5. Briefly discuss about the functions of the feet. 6. Make simple sentences using the words shown. eg. I have a pair of feet/ I can make a loud stamping sound with my feet. 7. Proceed with the next slide.

6090 : My 5 Senses

For N1/ K1 1. 2. 3. 4.

Listen to the description of the 5 senses. Start the quiz. Name all the body parts available as options. Repeat the quiz and invite a child to find the correct answer. 5. Proceed with next slide.

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TERM 1 Teacher’s Guide for All Levels

6227 : Riddle Time

For N1/ K1 1. Listen to the riddle. 2. When listening to the option answers, teacher and children point to the same parts on their own faces/bodies. 3. Invite a child to solve the puzzle.

6204 : Memory Game

For K1 1. Invite children to identify the pictures one at a time, from left to right. 2. Ask children to remember their positions. 3. Re-arrange the pictures in sequence from left to right. Tips: 1. Depending on the level of your children, teacher can ask children to remember only the first 2 pictures first (teacher has to remember the rest of the pictures to proceed with the game, then progress to children remembering 3, 4, then 5 pictures. 2. Teacher prepare picture/ wordcards and distribute to 5 children. Let the children who hold the cards match the positions on the slides. For example, the child who holds the head card will remember that its position is second. Click to start the game. Other children who do not hold the cards will help to remember the positions.

500218 : Match the Features

For K1 1. Listen to the description of the character wanted. 2. Teacher move the mouse cursor to enlarge the 1st character only in his underwear. 3. Teacher repeats the description. 4. Children decide whether the picture matches the description. 5. If yes, invite a child to click on the character. 6. If not, teacher search through the other characters (in sequence, row by row) by moving the mouse cursor over the characters.

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TERM 1 Teacher’s Guide for All Levels

6088 : Find the Word (Level 1, 2 and 3)

For K1 Materials : Prepared wordcards 1. Lay out the wordcards on a table or floor mat before the children. 2. Identify the picture on the slide. 3. Invite a child to choose the matching wordcard. 4. Say the word and spell out the letters together. 5. Highlight to children the letter in the blue box on the crossword puzzle is the beginning letter of the picture word. 6. Invite children to look for the word in the crossword puzzle. 7. Invite a child to click on all the letters that make up the picture word on the crossword puzzle. 8. Spell together again. 9. Proceed with next slide as before. Note : The wordcards may not be necessary if your children know the spelling of the words. For Level 2 & 3 : Teacher may click the beginning letter of the word to highlight it, if children has difficulty finding the word.

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TERM 1 Teacher’s Guide for All Levels

MY BODY ART & CRAFT/ GAMES (for PG/ N1/ K1)

1. Hand-shaped Booklet Materials : construction papers, scissors, paint of several colours 1. 2. 3. 4.

Fold construction papers into halves. Children trace their hands near the fold of the paper. Cut out the hand, leaving the fold uncut, so you end up with a hand-shaped booklet. Let children decorate their booklets by painting with their fingertips, fingernails, sides of fingers, knuckles and sides of their clenched fists.

2. Hands Red Apple Tree Materials : paints in brown, green and red, mahjong paper 1. Children paint their hands brown and press them on the mahjong paper to make a tree trunk. 2. Children paint their hands green to paint the leaves above the tree trunk. 3. When the green paint is dry, children paint their palms (excluding the fingers) in red. 4. Press the red palms on the leaves to represent red apples. 3. Body Parts Dice Materials : a large cube with pictures of different body parts on it 1. Get a large inflatable dice and paste on each side a body part. (alternatively, look for a square box) 2. Let the children take turns throwing the body parts dice. 3. Identify the body part and do actions with that body part. 4. My Body Jigsaw Materials : mahjong paper, crayons, scissors 1. 2. 3. 4.

Invite a child to lay on the mahjong paper and trace around the child. Draw a face and clothes for the body with crayons. Teacher cut out the body into the following jigsaw parts : head, arms, legs, torso Children ‘fix’ back the body with the jigsaw body parts.

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TERM 1 Teacher’s Guide for All Levels

5. Body Parts Match-Up 1. Teacher chant and give instructions for body parts match-ups. 2. Clap or use a percussion instrument, e.g. drum to beat to the rhythm of the chant while teacher and children do the actions : ‘We walk, we walk, we walk and we … stop!… Hands to Hands!’ Note : Teacher vary the ‘walk’ to other movements, e.g. jump, skip, run, crawl, tiptoe, dance, … 3. Children find partners to press their hands against their friend’s hands. 4. Continue the activity, exploring the different body parts from head to toe, e.g. knees to knees, elbows to elbows, stomachs to stomachs, fingers to fingers, nose to nose, cheek to cheek, buttocks to buttocks, feet to feet Extension : Teacher gives more challenging instructions, e.g. feet to buttocks, ears to nose, elbows to stomach 6. Paper Plate Meals Materials : paper plates, food pages from magazines, white glue, crayons/ markers, pasta shapes 1. 2. 3. 4.

Children cut out healthy food from magazines. Paste the food onto paper plates. Decorate the paper plates with markers and pastas shapes. Explain importance of eating healthy to have healthy bodies.

7. Hula-hoop Moves Materials : hula-hoops Children move the hula-hoops with their waist, hips and buttocks. 8. Simon Says 1. Children sit down in a circle. 2. Explain to children the rule for the ‘Simon Says’ game : they can only act if they hear Simon says before the specified actions. 3. Suggested actions (say it with/ without ‘Simon says’) : ‘pretend to kick a ball’; ‘swing your arms’, ‘pull your ears’; ‘curl your fingers’; ‘jump’, ‘lie down’ 9. Playdough People Materials : playdough, toothpicks Teacher teach children to make a person using playdough. 1. 2. 3. 4. 5.

Teachers demonstrate to children the following basic shapes to make a person. For the head : sphere For the body/ torso : rectangular block (rounded at the edges) For the arms and legs : long and thin cylinders Children make their own people and add features like hair and face parts from more playdough or draw them with toothpicks. 6. Fingers and toes can be created by flattening the ends of the legs and arms, and draw lines on them with toothpicks.

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TERM 1 Teacher’s Guide for All Levels

MY CLOTHES INFORMATION SHEET (for PG/ N1/ N2)

Clothes Accessories

We wear clothes to keep ourselves warm and also to protect our bodies and modesty. We have clothes for different genders (boy and girls), we wear different clothes for different weathers, occasions (e.g. parties) and purposes (e.g. swimming). People from different cultures also wear different types of clothes (cheongsam (Chinese); sari (Indian); kebaya (Malay); kilt (Scottish); etc) Questions : 1) Children identify the clothes they are wearing and match them to the clothes pictures on the projected slide. 2) Bring different types of clothes to class and show them to children. (e.g. shirt, skirt, cap, tie, socks, shoes, scarf, …) 3) Invite children to match the real clothes to the pictures on the projected slide. e.g. show a shirt and invite a child to find the matching picture 4) While matching, explore : - Clothes for different genders : Can a boy wear this? … girl wear this? - Clothes for different weather : cold, hot, snowy, windy, rainy, …(e.g. raincoat, sweater, gloves, jacket, …) . - Clothes for different purposes : (swimwear, goggles for swimming, sunglasses to protect eyes from wind/ sun, shoes to protect feet, …) 5) Show the different fastenings for clothes : -- buttons, zippers, laces/ ribbons, velcro, buckle, hook and eye, safety pin, elastic bands Functions : 1. sleeveless/ short-sleeved clothes/ clothes made of light materials, slippers : for hot/ sunny weather, to keep one cool 2. sweater, coat, jacket, thick/ woolen scarf, gloves/ mittens : for cold weather, protect body from the cold 3. belt : to tighten pants or skirts, as an accessory 4. sunglasses : to protect eyes from glaring sun 5. goggles : for swimming, to see underwater 6. raincoat : for rainy day, protect body from getting wet 7. cap/ hat : for hot/ cold weather, as an accessory 8. shoes : to protect feet when moving around 9. school uniform : to differentiate among schools, show unique identity 10. handkerchief : for cleaning face, mouth 11. socks/ stockings : to keep warm, to absorb perspiration from the feet

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TERM 1 Teacher’s Guide for All Levels

VARIOUS CLASSIFICATIONS : Note : In our multimedia vocabulary list pictures, some of the clothes might look boyish (eg. underpants, vest, shirt), or girlish (eg. scarf, handkerchief), even though those words are applicable to clothes of either sexes. Teachers explain that both boys or girls can wear underpants, vest, shirt, scarf or carry a handkerchief. The only difference is with the designs (being either more boyish or girlish). Teachers are encouraged to bring real clothes for children to explore and make comparisons.

Tops :

Bottoms :

Suits :

Accessories :

1.undershirt (singlet) 2. T-shirt 3. shirt 4. vest 5. blouse 6. sweater 7. jacket 8. coat

1. underpants (panties for girls; briefs for boys) 2. trousers 3. jeans 4. skirt 5. swimming trunks

1. dress 2. school uniform 3. swimsuit 4. tracksuit 5. raincoat 6. pyjamas

1. cap 2. hat 3. spectacles 4. sunglasses 5. goggles 6. tie 7. scarf 8. handkerchief 9. belt 10. gloves 11. socks 12. stockings 13. shoes 14. boots 15. slippers

Rainy/ Cold Weather

Clothes for Girls only

Clothes for Boys only

1. sweater 2. jacket 3. coat 4. gloves 5. boots 6. socks (thick) 7. scarf (thick/ woollen)

1. blouse 2. dress 3. stockings 4. swimsuit (swimming costume)

1. trousers 2. swimming trunks 3. tie (neck tie)

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TERM 1 Teacher’s Guide for All Levels

MY CLOTHES MULTIMEDIA ACTIVITIES GUIDE (for PG/ N1/ N2)

6009 : Vocabulary List

A : For PG/ N1 Spend more time on identifying and matching real clothes before using the slide. Prepare suitable questions and information to share with these group of children B : For N2 Materials : prepared wordcards (types of clothes) 1. Prepare suitable questions and information to share with these group of children. 2. Lay out the wordcards on a table or on a floor mat before the children. 3. Ask questions about the clothes in general first. 4. Invite a child to identify and click on a clothing. 5. Explore the clothing in greater detail and discuss its specific purpose(s). 6. Invite a child to match the appropriate wordcard with the picture shown. 7. Teacher click on ‘close’ icon to go back to the ‘My Clothes’ slide. 8. Proceed as before. Extension : Teacher can provide blank strips of papers for children to make their own wordcards

6357 : Name This Item

A : For N1 1. Invite children to identify the picture shown eg. shoes. 2. Briefly discuss the functions of shoes (protect feet). 3. Make simple sentences using the word. eg. My daddy wear big shoes. My favourite shoes are pink in colour. 4. Teacher finish off with the labeling of the clothes so as to proceed with the next slide. Tip : Involve children to search for the word by giving clues eg. first letter of word, first sound of word, or match word on slide with the wordcard.

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TERM 1 Teacher’s Guide for All Levels

B : For N2 Materials : prepared wordcards 1. Lay out the wordcards on a table or on a floor mat before the children. 2. Invite children to identify the picture shown. eg. shoes 3. Invite a child to match the picture with the matching wordcard. 4. Match the word by searching for it using the red arrows on the bottom right corner of the slide. 5. Briefly discuss the functions of shoes . 6. Make simple sentences using the word. eg. I wear white shoes to school; I match my red dress with my red shoes. 7. Proceed with the next slide.

6053 & 6052 Match Similar Pictures (Level 1 & 2)

Level 1 : For PG/ N1/ N2 A : In Sequence 1. Open all the boxes in sequence (e.g. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. 2. Teacher open the first box (top-left) and invite one child to open the 2nd box (next to the first box). Ask children whether they are similar pictures. If not, open up first box again and invite another child to open up the 3rd box (in sequence). If ‘yes’, proceed to next picture (in sequence). 3. Continue with other children to match all pictures. 4. Matching should be done in sequence, that is, do not randomly choose boxes to match the pictures. Note : If there is a child who knows a pair of matching pictures already, you can invite him/her to click on the matching pictures without following the sequence. B : In Random 1. Open all the boxes in sequence (e.g. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. Tell children to try to remember their positions. 2. Invite one child to match 2 similar pictures. 3. Proceed matching game with other children. Level 2 : for N2 as for Level 1

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TERM 1 Teacher’s Guide for All Levels

6179; 6178 Match Pictures with Words (Level 1 & 2)

For N2 as for ‘Match Similar Pictures’ Tip : Teacher provide wordcards for children’s reference.

6418 : Dress Me Up

For PG 1. Explore with the children the various options (hairstyles, hats, uniforms, …) available for dressing up with the red arrow keys on the bottom right corner of the template. 2. Identify some items, e.g. this is a girl’s hairstyle; this is a soldier’s helmet, … 3. Invite children to dress up the character anyway they want it. Extension : Ask children to dress up the character like a policeman, a nurse, …

6199 & 6198 Memory Game

For N2 1. Invite children to identify the pictures one at a time, from left to right. 2. Ask children to remember their positions. 3. Re-arrange the pictures in sequence from left to right. Tips: 1. Depending on the level of your children, teacher can ask children to remember only the first 2 pictures first (teacher has to remember the rest of the pictures to proceed with the game, then progress to children remembering 3, 4, then 5 pictures. 2. Teacher prepare picture/ wordcards and distribute to 5 children. Let the children who hold the cards match the positions on the slides. For example, the child who holds the head card will remember that its position is second. Click to start the game. Other children who do not hold the cards will help to remember the positions.

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TERM 1 Teacher’s Guide for All Levels

6142 : The Appropriate Clothes

For All Levels 1. Identify the clothes/ accessories. 2. Teacher clicks on the speaker icon to verbalise the answer options or teacher read out the options. 3. Invite a child to click on the answer.

For All Levels 6089 : Catch The Clothes 1. Listen to the instruction, e.g. find the dress … 2. Invite a child to click on the dress on the moving clothes line. 3. Type the word ‘dress’ (fill in the blanks) Note : Teacher prepare wordcards for children’s reference if necessary.

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TERM 1 Teacher’s Guide for All Levels

MY CLOTHES ART & CRAFT/ GAMES (for PG/ N1/ N2)

1. Be a T-shirt Designer Materials : cardboards/ vanguard sheets, crayons, felt, fabric, sequins, pasta shapes, white glue, glitter glue, magazines, scissors, small hangers, scotch tape/ small clothes pegs 1. Teacher draw a T-shirt outline (or outline of any type of clothes children choose, e.g. skirt, dress, trousers, socks, shoes) on a A4 size cardboard or vanguard sheet. 2. Children design, colour and decorate the T-shirts with the materials provided. 3. Cut the felt and fabric into different shapes to use as decoratives. 4. Cut out and hang the T-shirt onto the hangers with scotch tape or small clothes pegs. Extension : For the older children, teacher can encourage them to write a short sentence about their designs.

2. Costume Party Materials : Assorted clothes/ accessories for dress up including clothes/ accessories from different races, cultures, uniforms from various occupations, e.g. fancy dresses, cheongsam, sarong, sari, fireman’s helmet, policeman’s cap, doctor’s cloak, scarves, costume jewellery, crowns, necklaces, rings, ear-rings, slippers, shoes, clogs, boots 1. Teacher get as many of the above clothes/ accessories as possible. 2. Encourage children to dress up any way they want.

3. Dress up a Snowman Materials : winter clothes, e.g. sweater, coat, jacket, scarf, mittens, thick socks, boots 1. Invite one child to be the snowman. 2. Other children dress him up. Extension : 1. Bring in light and cool clothes like sleeveless shirts, shorts, sunglasses and slippers for children to dress for sunny days. 2. Mix up the winter and sunny day clothes. Teacher specify the type of weather and children choose among the clothes to dress up their friend appropriately. 4. Shoes Matching Game Materials : assortment of adults’ and children’s shoes 1. Mix up all the shoes.

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TERM 1 Teacher’s Guide for All Levels

2. Invite a child to find a pair of matching shoes among the pile of shoes. 3. Describe what kind of shoes they are. E.g. slippers/ high-heel shoes/ court shoes/ leather shoes/ sandals/ running shoes/ track shoes/ school shoes/ clogs Extension : Teacher describe a shoe, e.g. black high-heel shoes, and invite a child to find that particular shoe among all the shoes.

5. Rain Rain Go Away Materials : raincoat, spray bottle with water, towels 1. Invite a child to wear the raincoat. 2. Invite another child to spray ‘rain’ on the child with the raincoat and all the other children. 3. Other children take turns to be the ‘sprayer’ and the ‘person to wear the raincoat’. 4. Sing ‘Rain Rain Go Away’ during the activity. Note : Teacher show children how to spray water upwards to create mist, and not spraying directly on their friends. Point out to children that the raincoat is waterproof, so the child wearing it will not get wet.

6. Pyjamas Class Send a note to parents to bring pyjamas for their children for this activity. Children change into their pyjamas for one of the multimedia lessons. Set aside the last 5-10 minutes of the lesson for children to rest and pretend they are having an overnight stay at the school. Tip : Darken the room for a night feel.

7. Measure Me 1. Use a measuring tape to measure children’s arms, shoulders, waist, legs and make a recording. 2. Compare and find out which child has the thinnest/ thickest neck, narrowest/ broadest shoulders, thinnest/ thickest waist, the shortest/ longest arms, the shortest/ longest legs. 3. Explain to children clothes come in different sizes because of our different body measurements. Extension : Teacher measures herself and compares her measurements with the children’s.

8. Clothes collage Materials : magazines/ catalogues, construction papers, scissors, glue, sequins, glitter glue 1. 2. 3. 4.

Get magazines/ catalogues with children’s clothes, e.g. Young Parents, Motherhood Browse through the magazines and cut out clothes/ accessories. During the activity, talk about the different types of clothes pictured in the magazines. Glue on the construction paper and decorate with glitter glue and sequins.

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TERM 1 Teacher’s Guide for All Levels

MY TOYS INFORMATION SHEET (for K2 only)

Toys

Toys are created for playing and learning. They can be for pleasure as well as for educational purposes. Toys should not be classified according to gender, that is, avoid telling children that dolls are for girls and robots or toy cars are for boys only. Types of Toys 1. 2. 3. 4. 5. 6. 7. 8. 9.

Soft toys Puzzles Role-play : e.g. dolls, cookery, doctor’s kit Building/ Construction : wooden blocks, Lego Card games : e.g. Uno, Snap Board games : e.g. monopoly, scrabble Transportation : e.g. train set, all sorts of vehicles Electronic : e.g. Gameboy Outdoor/ Active play : e.g. hoops, balls

Explore and Discuss ; 1. Children point out which similar toys they have at home from the toys on the projected slide. 2. Bring real toys for children to match with the toy pictures on the slide. 3. Encourage children to tell their friends about their toys at home, their favourite toys, why they like them (encourage but do not impose on the child to share their feelings). 4. Children talk about other kinds of toys not on the slide, e.g. lego, cooking set, doctor’s kit,…

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TERM 1 Teacher’s Guide for All Levels

MY TOYS MULTIMEDIA ACTIVITIES GUIDE (for K2 only)

6010 : Vocabulary List

Materials : prepared wordcards 1. Explore and discuss the types of toys on the slide. 2. Lay out the wordcards on a table or on a floor mat before the children. 3. Invite a child to identify and click on a toy, and talk about the toy in greater detail. 4. Invite a child to find its matching wordcard. 5. Teacher click on ‘close’ icon to go back to the ‘My Toys’ slide. 6. Proceed as before. Extension : Teacher provide blank strips of papers for children to make their own wordcards

6371 : Name This Item

Materials : prepared wordcards 1. Lay out the wordcards on a table or on a floor mat before the children. 2. Invite children to identify the picture shown. E.g. teddy bear 3. Invite a child to match the picture with the matching wordcard. 4. Match the word ‘teddy bear’ by searching for it using the red arrows on the bottom right corner of the slide. 5. Make simple sentences using the words shown. E.g. I have a brown teddy bear; My brother and I share a train set; I love to play with puzzles. 6. Proceed with the next slide.

6213 : Memory Game

1. Invite children to identify the pictures one at a time, from left to right. 2. Ask children to remember their positions. 3. Re-arrange the pictures in sequence from left to right. Tips: 1. Depending on the level of your children, teacher can ask children to remember only the first 2 pictures first (teacher has to remember the rest of the pictures to proceed with the game, then progress to children remembering 3, 4, then 5 pictures.

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TERM 1 Teacher’s Guide for All Levels

2. Teacher prepare picture/ wordcards and distribute to 5 children. Let the children who hold the cards match the positions on the slides. For example, the child who holds the head card will remember that its position is second. Click to start the game. Other children who do not hold the cards will help to remember the positions.

6069 Match Similar Pictures (Level 1 & 2)

A : In Sequence 1. Open all the boxes in sequence (e.g. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. 2. Teacher open the first box (top-left) and invite one child to open the 2nd box (next to the first box). Ask children whether they are similar pictures. If not, open up first box again and invite another child to open up the 3rd box (in sequence). If ‘yes’, proceed to next picture (in sequence). 3. Continue with other children to match all pictures. Matching should be done in sequence, that is, do not randomly choose boxes to match the pictures. Note : If there is a child who knows a pair of matching pictures already, you can invite him/her to click on the matching pictures without following the sequence. B : In Random 1. Open all the boxes in sequence (e.g. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. Tell children to try to remember their positions. 2. Invite one child to match 2 similar pictures. 3. Proceed matching game with other children.

192 : Match Pictures With Words (Level 1 & 2)

as for ‘Match Similar Pictures’ Tip : Prepare wordcards for children’s reference, if necessary.

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TERM 1 Teacher’s Guide for All Levels

MY TOYS ART & CRAFT/ GAMES (for K2 only)

1. ‘Toys I Like’ Collage Materials : several copies of toy catalogue from Toys’r’Us , scissors, glue, construction papers, glitter glue 1. 2. 3. 4.

Children browse through the catalogue and cut out pictures of toys that they like. Glue the cut pictures onto a construction paper. Decorate collage with glitter glue. Label the collage as ‘Toys _______(child’s name) Likes’

2. My Favourite Toy Picture Materials : large paper plates, crayons, pasta shapes, white glue, ribbons, hole puncher 1. Children draw their favourite toy on a paper plate. 2. Colour the toy and decorate the edge of the paper plate with pasta shapes. 3. Encourage children to describe their favourite toys. E.g. My favourite toy is a Barney soft toy. It sings to me. 4. Teacher/ Child writes down the description on the paper plate. 5. Punch 2 holes on the top of the paper plate and tie a ribbon for hanging the picture. Extension : Teacher prepare paints for children to paint on the pasta shapes. 3. Fishing Game Materials : cardboards/ vanguard sheets, thick string/ yarn, magnets, paper clips, crayons, stickers, disposable wooden chopsticks 1. 2. 3. 4. 5.

Draw 3 to 5 fish outlines on the A4 size cardboards/ vanguard sheets. Colour the fish and cut them out. For each fish, attach a paper clip on each of their mouths. Tie a magnet onto a thick string or yarn and attach to a wooden chopstick. Children play fishing game with the cardboard fish and magnet fishing rope.

4. Show and Tell Write a note to parents for their children to bring a toy to school for a ‘show and tell’ session

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TERM 1 Teacher’s Guide for All Levels

5. Play Doctor Materials : doctor’s kit, doctor’s cloak, ice-cream sticks, toilet paper, plasters 1. Invite 2 children to be the doctor and nurse. 2. The rest of the children imagine they are sick. (encourage children to come up with an illness/ injury for the doctor to treat) 3. Use the toilet papers as bandages and ice-cream sticks as tongue depressors. 4. Other children can take turns to be the doctor or nurse. 6. Build a Tower Materials : large quantity of building blocks Children cooperate by building the biggest/ tallest structure using the building blocks. 7. Play Bowling Materials : plastic bottles, colour papers, white glue, a small/ medium ball 1. 2. 3. 4. 5.

Children tear the colour papers into strips or squares. Glue the colour papers on the bottles. Arrange the bottles in a triangle, like the bowling pins formation. Children take turns to roll the ball towards the bottle pins. Count how many bottles are knocked down.

8. Puzzle Materials : colouring pages, crayons 1. Teacher prepare simple colouring pages for children to colour. 2. Teacher cut the coloured picture into 4 to 8 parts, according to the level of the children. 3. Children ‘fix’ back their coloured pictures like a puzzle.

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TERM 1 Teacher’s Guide for All Levels

HOW OUR BODIES WORK INFORMATION SHEET (for K2 only) The Digestive System

Voice-Over from the slide : “When we eat, food goes through the body’s digestive system so it can be changed into energy for the body. The Oesophagus : It is a tube that connects the mouth and the stomach. When we eat, food goes from the mouth to the oesophagus. When food enters the stomach, it is dissolved by chemicals in the body. The liver, gallbladder and the pancreas release chemicals to help in the digestive process. The dissolved food leaves the stomach to go through a long and thin tube that we call the small intestine. Then it goes into a wider tube that is called the large intestine. After going through the small and large intestines, the goodness of the food would have been absorbed by the body. The remaining food now comes to the rectum where it is stored as wastes. The anus is an opening at the end of the digestive system, where the wastes finally leave the body when we visit the toilet.” Additional Information : 1. Oesophagus -- It is like a stretchy pipe that is about 25 cm long (10 inches). -- Once food has entered the oesophagus, it doesn’t just drop right into your stomach. Instead, muscles in the walls of the oesophagus move in a wavy way to slowly squeeze the food through the oesophagus. This takes about 2 or 3 seconds. 2. Stomach -- It is like a stretchy sack shaped like the letter ‘J’. -- Food is dissolved in the stomach with help from the strong muscles in the walls of the stomach and gastric juices that also come from the stomach’s walls. 3. Pancreas, Liver and Gallbladder -- The goodness of food is extracted with help from the pancreas, liver and gallbladder. -- These organs send different juices to the small intestine to help it digest food and allow the body to absorb nutrients. -- Pancreas : makes juices that help the body digest fats and protein. -- Liver : juice from liver called bile helps to absorb fats into the bloodstream; the liver also filters out harmful substances or wastes -- Gallbladder : serves as a warehouse for bile, storing it until the body needs it

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TERM 1 Teacher’s Guide for All Levels

4. Small Intestine -- It breaks down the food mixture even more after leaving the stomach so the body can absorb all the vitamins, minerals, proteins, carbohydrates and fats (with help from pancreas, liver and gallbladder) -- It is packed below the stomach and measures 6.7metres long (adult size) when stretched out. 5. Large Intestine -- The leftover food that the body cannot use goes on to the large intestine. -- It is fatter and shorter than the small intestine; it measures about 1.5m long (adult size) if you spread it out 6. Rectum, Anus -- The leftover food passes through the part of the large intestine called the colon, which is where the body gets its last chance to absorb the water and some minerals into the blood. As the water leaves the waste product, what is left gets harder and harder as it keeps moving along, until it becomes a solid (poop). The large intestine pushes the poop into the rectum, the very last stop of the digestive tract. -- When a person goes into the bathroom, he/she is getting rid of this solid waste by pushing it through the anus. 7. Caring For Our Digestive System Drink more water, eat high-fibre healthy food like fruits and vegetables.

The Human Skeleton

Voice-Over from the slide : Our bodies are made up of many bones that we call the skeleton. They are as many as 206 bones in the human skeleton. Our bones are connected at many joints, allowing us to move our bodies in so many ways. Additional Information : 1. Spine/ Backbone/ Vertebrae -- we can feel our backbones by reaching around the centre of our backs. We can feel its bumps under our fingers. -- lets us twist and bend -- holds our body upright -- protects the spinal cord (a large bundle of nerves that sends information from the brain to the rest of the body) -- it is made up of 26 bones, each one shaped like a ring 2. Ribs -- act like a cage of bones around our chests to protect our heart, lungs and liver -- we can feel our ribcage by running our fingers along the sides and front of our bodies, a few inches below our hearts -- most people have 12 pairs of ribs -- the ribs are attached in the back to the spine

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TERM 1 Teacher’s Guide for All Levels

3. Skull -- some bones protect the brain, whereas others make up the structure of our face (e.g. touch below eyes, can feel the ridge of the bone that forms the hole where our eyes are) -- we can feel our skulls by pressing on our heads -- the smallest bone in the body is in the head – the stirrup bone behind the eardrum is only about 3mm long 4. Fingerbones -- each finger has 3 bones, except for the thumb, which has 2 bones -- help our fingers to move and do things 5. Legbones -- very large and strong bones to support the weight of our bodies 6. Footbones -- important for standing/ balancing and walking 7. Pelvis/ Hipbones -- a bowl-shaped structure of bones that supports the spinal column -- acts as a ring of protection around parts of the digestive system, the urinary system, and parts of the reproductive system 8. Caring For Our Bones Wear protective sports gear when playing certain sports eg. helmet, wrist guards, elbow pads, knee pads; strengthen our bones by drinking milk, eating yoghurt, cheese. They contain calcium which helps bones harden and become strong.

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TERM 1 Teacher’s Guide for All Levels

HOW OUR BODIES WORK MULTIMEDIA ACTIVITIES GUIDE (for K2 only) 6403 : The Digestive System

1. Listen to the lesson on the digestive system. 2. Teacher points to the parts of the digestive system, one at a time, and identifies it. E.g. This is the oesophagus. 3. Explain and discuss the functions of the parts of the digestive system. Note : Teacher might want to identify and discuss only 2-3 parts for a start, and the rest at other times, depending on the level of the children.

6597 : Organise the Digestive Organs

1. Identify the individual digestive organs. 2. Identify the positions of the organs on the digestive system picture. 3. Teacher specifies which organs to fit into the digestive system first or Children choose any organs they like

6404 : The Human Skeleton

1. Listen to the lesson on the human skeleton. 2. Invite a child to click on a body part to reveal the bone(s) (highlighted in yellow) 3. Explain and discuss the functions of the different bones.

6405 : The Human Skeleton

1. Find out with the children where the missing bone on the skeleton is. 2. Name the 3 bones on the right of the slide. 3. Invite a child to drag a bone to ‘fix up’ the skeleton. 4. If answer is correct, name the bone(s).

6599 : X-Ray Me

1. Identify the individual bones. 2. Identify the positions of the bones on the skeleton picture. 3. Teacher specifies which bones to fit into the skeleton first or Children choose any bones they like

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TERM 1 Teacher’s Guide for All Levels

HOW OUR BODIES WORK ART & CRAFT/ GAMES (for K2 only)

1. Paint a Digestive System Materials : mahjong paper, paint, big brushes 1. Display mahjong paper onto a wall. 2. Invite a child to draw one part of the digestive system. 3. Proceed until the disgestive system is completed. Extension : Prepare wordcards or blank strips of papers for children to label the digestive system. Tips : 1. To assist drawing, teacher displays the digestive system picture slide (slide no. 6403) beside the mahjong paper and/or draw the digestive system in pencil on the mahjong paper first. 2. For younger children, teachers draw the digestive system organs on construction papers and children glue the organs on a mahjong paper to form the digestive system.

2. Imagine ‘How Food Travels’ Get children a bite-sized cookie/ marshmallow each and as they chew and swallow, engage them to imagine the journey the food will take from their mouths to the : 1. oesophagus 2. stomach 3. liver, gallbladder, pancreas 4. small intestine 5. large intestine 6. rectum 7. anus

3. Draw a Human Skeleton Materials : black piece of paper (A3 or bigger), white crayon 1. Hang paper onto a wall. 2. Invite a child to draw a part of the skeleton with the white crayon. 3. Proceed until the human skeleton is completed. Extension : Prepare wordcards or prepare blank strips of papers for children to label the skeleton. Tips : 1. To assist drawing, teacher displays the skeleton slide (slide no. 6405) beside the mahjong paper and/or draw the skeleton in pencil on the mahjong paper first.

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TERM 1 Teacher’s Guide for All Levels

2. If a big piece of black paper is difficult to find, use mahjong paper with other colour crayons. 3. For younger children, cut out ‘bones’ from white papers and have children glue them to form a human skeleton.

4. X-Ray Ask around for old copies of x-ray pictures (with bones) and show children. Identify the specific part that is x-rayed and point out to children the white bones reflected on the x-ray.

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TERM 1 Teacher’s Guide for All Levels

MY FAMILY INFORMATION SHEET (for N2/ K1) Family To put it simply, family consists of members of a household living under one roof, or a group of persons sharing common ancestry but not necessarily living together (extended family). What glues the fabric of family together is the love, respect and values shared within the family. The roles of family members are supportive of one another, each having their own responsibilities and purposes. Family Members and Their Relationships 1) Grandparents : Grandfather and Grandmother (husband and wife/ parents’ parents) 2) Parents : Father and Mother (husband and wife) 3) Siblings : Brother and Sister (son and daughter of parents) 4) Relatives : Uncle, Aunt (brother, sister of parents) and Cousin (child of uncle and aunt) Immediate Family : parents and siblings Extended Family : includes grandparents and relatives Traditional Roles 1) Financial support : breadwinner, provide money for family (father) 2) Domestic support : do housework, cook for family (mother) 3) Emotional support : provide and share love and values (parents, grandparents, siblings, relatives) With the changing family roles in society today, we see many working mothers and even working grandparents. Some fathers do housework too. Many families have domestic helpers (maids) to do the housework and to care for the children. Include these aspects during class discussion if there are children in those types of families. Family Tree (Relationships and Seniority)

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TERM 1 Teacher’s Guide for All Levels

MY FAMILY MULTIMEDIA ACTIVITIES GUIDE (for N2/ K1) Materials : prepared wordcards 6008 : Vocabulary List 1. Prepare suitable questions and information to share with these group of children. 2. Lay out the wordcards on a table or on a floor mat before the children. 3. Explore the family members, their relationships and roles in general first. 4. Invite a child to identify and click on a family member. 5. Explore the particular family member in greater detail and discuss his/her specific roles in the family. 6. Invite a child to match the appropriate wordcard with the family member shown. 7. Teacher click onto ‘close’ icon to go back to the ‘My Family’ slide. 8. Proceed as before. Extension : Teacher can provide blank strips of papers for children to make their own wordcards Materials : prepared wordcards 6360 : Name This Person 1. Lay out the wordcards on a table or on a floor mat before the children. 2. Invite children to identify the picture shown. eg. sister 3. Invite a child to match the picture with the matching wordcard. 4. Match the word ‘sister’ by searching for it using the red arrows on the bottom right corner of the screen. 5. Briefly discuss the relationship and roles of a sister. (same parents, older/ younger, care and share) 6. Make simple sentences using the word. eg. My sister goes to school with me. My sister’s name is Mary. 7. Proceed with the next slide. Tip : Involve children to search for the word by giving clues eg. first letter of word, first sound of word, or match word on slide with the wordcard.

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TERM 1 Teacher’s Guide for All Levels

6209 : Memory Game

1. Invite children to identify the pictures one at a time, from left to right. 2. Ask children to remember their positions. 3. Re-arrange the pictures in sequence from left to right. Tips: 1. Depending on the level of your children, teacher can ask children to remember only the first 2 pictures first (teacher has to remember the rest of the pictures to proceed with the game, then progress to children remembering 3, 4, then 5 pictures. 3. Teacher prepare picture/ wordcards and distribute to 5 children. Let the children who hold the cards match the positions on the slides. For example, the child who holds the head card will remember that its position is second. Click to start the game. Other children who do not hold the cards will help to remember the positions. K1 only

6140 : Family Quiz 1) Familiarize children with names like : grandparents, parents, siblings, relatives and relationships like uncle is brother of father/ mother, aunt is sister of father/ mother, cousin is the child of uncle/ aunt. 2) Help children to solve the quiz. Tip : Provide wordcards to match the answer.

6092 : Family Tree

1) Discuss with children the seniority of members of family and partner relationships. 2) Complete the family tree.

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TERM 1 Teacher’s Guide for All Levels

MY FAMILY ART & CRAFT/ GAMES (for N2/ K1 only) 1. Family Collage Cut out magazine and catalogue pictures of people of all ages and cultures. Include pictures of pets. Lay out the pictures and invite children to choose those that resemble their own family members. Have them glue the pictures onto large pieces of construction paper that have been cut into house shapes. 2. Draw and Count Ask children to draw pictures of their families. Count with each child the number of people in his/ her family and write the corresponding numeral on the child's paper. Display the pictures on a wall and help them understand that families can be small or big. 3. Family Helpers Help children trace around their hands on paper and cut out the shapes. Get them to describe how they can help at home eg. putting away their toys, folding clothes. Write these down on their paper hands. Let the children decorate with crayons or markers. Display their finished creations to make a ‘Helping Hands Poster’ in class. 4. Let’s Play Families Invite children to create "families" using various sizes of small objects, such as rocks, twigs, blocks, unshelled nuts or pasta shapes. Let them play with their families in a pretend dollhouse or draw a floor plan of a home on a large paper for them to play with. 5. What do You Like to do With Your Family? (Sing to : "Mary Had a Little Lamb") What does Michael like to do, Like to do, like to do? What does Michael like to do With his family? (child responds.) Michael likes to go on rides, Go on rides, go on rides. Michael likes to go on rides With his family. (substitute ‘Michael’ with the names of the children and ‘Go on rides’ with the responses of the children).

6. Family Tree

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TERM 1 Teacher’s Guide for All Levels

Prepare A3 green construction papers, apples, red paint and markers. Cut apples in half. Get children to draw a big tree on the papers and print a red apple on the tree to represent each member of the family. Teacher or the children themselves write down the family names on the apples prints. 7. Show-and-Tell Ask parents to let their children bring their family photograph to school. Get children to show and tell about their family. Teachers ask questions to guide them. 8. Family Match Ask parents to let their children bring photographs of themselves as a baby and the children as a baby. Mix up the photographs and get children to match theirs and their parents’ baby photographs. (Write names on the back of the photographs)

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TERM 1 Teacher’s Guide for All Levels

OCCUPATION INFORMATION SHEET (for K1/ K2) General Questions : Occupation 1. What do your parents do? What are their occupations? 2. Do they wake up early to go to work? Do they go to work late at night? Do they return from work early/ late? 3. What do you want to be when you grow up? Why? 4. What types of occupation require uniforms? 5. What equipments or materials do you think a * _______ need for his/ her work? (* the various occupations eg. artist – paint, brush, canvas/ paper; barber/ hairdresser – scissors, shaver, shampoo) Definitions : actor actress

artist

a person who acts (in a play or film)

a person who draws very well

astronaut

a person who travels in a spacecraft to space

baker

a person who bakes or sells bread and cakes

barber

a person who cuts men’s hair

bus driver

a person who drives the bus

butcher

carpenter

a person who cuts up and sells meat

a person who repairs/ makes things out of wood

cashier

a person who handles money at check-out counters in shops/ supermarkets/ restaurants

cobbler

a person who mends shoes

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TERM 1 Teacher’s Guide for All Levels

cook

a person who cooks

dentist

a person who tends to our teeth

doctor

a person who tends to and try to cure the sick

fireman

a person who puts out fire

florist

a person who sells flowers

hairdresser

nurse

pilot

policeman policewoman

postman

sailor

salesman salesgirl

soldier

tailor

a person who cuts hair

a person who looks after sick people

a person who flies an aeroplane

a person who catches law-breakers/ criminals

a person who delivers mail

a member of a ship’s crew who works on a ship

a person who sells things

a member of the army who is trained to protect the country

a person who makes clothes

teacher

a person who teaches a subject or skill

waiter waitress

a person who serves customers in a restaurant

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TERM 1 Teacher’s Guide for All Levels

OCCUPATION MULTIMEDIA ACTIVITIES GUIDE (for K1/ K2) Materials : prepared wordcards

6015 : Vocabulary List 1. Prepare suitable questions and information to share with these group of children. 2. Lay out the wordcards on a table or on a floor mat before the children. 3. Explore and discuss the occupations in general first. 4. Invite a child to identify and click on a occupation. 5. Explore the particular occupation in greater detail, discussing its responsibilities and roles. 6. Invite a child to match the appropriate wordcard with the occupation shown. 7. Teacher click onto ‘close’ icon to go back to the ‘Occupations’ slide. 8. Proceed as before. Extension : Teacher can provide blank strips of papers for children to make their own wordcards Materials : prepared wordcards 6366 : Name This Occupation 1. Lay out the wordcards on a table or on a floor mat before the children. 2. Invite children to identify the picture shown. eg. pilot 3. Invite a child to match the picture with the matching wordcard. 4. Match the word ‘pilot’ by searching for it using the red arrows on the bottom right corner of the screen. 5. Briefly discuss what the pilot do and wear. 6. Make simple sentences using the word. eg. I want to be a pilot when I grow up. 7. Proceed with the next slide. Tip : Involve children to search for the word by giving clues eg. first letter of word, first sound of word, or match word on slide with the wordcard.

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TERM 1 Teacher’s Guide for All Levels

6064 : Match Similar Pictures (Level 1 & 2)

A : In Sequence 1. Open all the boxes in sequence (e.g. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. 2. Teacher open the first box (top-left) and invite one child to open the 2nd box (next to the first box). Ask children whether they are similar pictures. If not, open up first box again and invite another child to open up the 3rd box (in sequence). If ‘yes’, proceed to next picture (in sequence). 3. Continue with other children to match all pictures. Matching should be done in sequence, that is, do not randomly choose boxes to match the pictures. Note : If there is a child who knows a pair of matching pictures already, you can invite him/her to click on the matching pictures without following the sequence. B : In Random 1. Open all the boxes in sequence (e.g. from top left to right) without matching to allow children to see all the pictures. Point out to children there are pairs of the same pictures in the boxes. Tell children to try to remember their positions. 2. Invite one child to match 2 similar pictures. 3. Proceed matching game with other children.

6187 : Match Pictures with Words (Level 1 & 2)

as for ‘Match Similar Pictures’ Tip : Prepare wordcards for children’s reference, if necessary.

6144 : Who am I?

1) Teacher repeats the question and goes through all the answer options with the children. 2) Invite a child to select the answer. Tip : Provide wordcards for matching the answer if necessary.

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TERM 1 Teacher’s Guide for All Levels

6208 : Memory Game

1. Invite children to identify the pictures one at a time, from left to right. 2. Ask children to remember their positions. 3. Re-arrange the pictures in sequence from left to right. Tips: 1. Depending on the level of your children, teacher can ask children to remember only the first 2 pictures first (teacher has to remember the rest of the pictures to proceed with the game, then progress to children remembering 3, 4, then 5 pictures. 2. Teacher prepare picture/ wordcards and distribute to 5 children. Let the children who hold the cards match the positions on the slides. For example, the child who holds the head card will remember that its position is second. Click to start the game. Other children who do not hold the cards will help to remember the positions.

6073 : Find The Word (Level 1, 2 and 3)

Materials : Prepared wordcards 1. Lay out the wordcards on a table or floor mat before the children. 2. Identify the picture on the slide. 3. Invite a child to choose the matching wordcard. 4. Say the word and spell out the letters together. 5. Highlight to children the letter in the blue box on the crossword puzzle is the beginning letter of the picture word. 6. Invite children to look for the word in the crossword puzzle. 7. Invite a child to click on all the letters that make up the picture word on the crossword puzzle. 8. Spell together again. 9. Proceed with next slide as before. Note : The wordcards may not be necessary if your children know the spelling of the words. For Level 2 & 3 : Teacher may click the beginning letter of the word to highlight it, if children has difficulty finding the word.

500219 : Mix and Match

1. Read the occupation to match at the top of the screen. 2. Ask the children eg. what does a soldier do? 3. Tell children they are going to choose the head, body and legs that match the occupation. 4. Starting from the head, use the green arrow keys to search for the matching head. 5. Proceed with the body and legs.

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TERM 1 Teacher’s Guide for All Levels

OCCUPATION ART & CRAFT/ GAMES (for K1/ K2 only)

1. Do As I Do Get children to talk about the occupations of their parents. Play a game using those occupations as a start. For example, if a parent is a carpenter, teacher pretends to be a carpenter hammering nails and sawing wood, and have children imitate the action. As everyone is pretending to do a specific job, chant several times, "I'm a carpenter, hammering and sawing." Switch to another occupation, such as a taxi-driver. Chant while pretending to drive, "I'm a taxi-driver, driving and driving." Continue the game using other occupations of parents. 2. Pretend Set up a table with rocks, wooden blocks and construction vehicles. Provide construction helmets and have children play and pretend they are construction workers. Prepare other occupation-specific toys or materials for children to pretendplay eg. as a doctor, teacher, carpenter, pizza-delivery man 3. Guess the Occupation Gather as many tools as you can that represent the occupations -- hammer, wheel, computer, thermometer, mailbag, shovel, etc. Let the children identify the tool and tell in what occupation that tool is used. 4. Stamp Mail Show a stamped envelope with the official post office stamp. Get children to pretend to be post office workers stamping mail. Prepare some recycled envelopes, rubber stamps,1 teaspoon food coloring, 3 tablespoon liquid starch and 1 tablespoon water. Mix the food colouring, liquid starch and water to use as ink for rubber stamps. Have the children ‘stamp’ mails. 5. What I Want To Be Prepare mahjong papers, crayons and scissors for the children. Have each child lie on a mahjong paper and outline the body. When completed, have the children dress themselves in appropriate clothes for what they want to be when they grow up. (eg. fireman -- red suit, black boots, fireman’s hat; doctor -- white coat, stethoscope). Cut out the life-size pictures and display in class.

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TERM 1 Teacher’s Guide for All Levels

6. Find the ‘Lost Child’ Choose one child to be the policeman and give him a policeman’s cap. Send him out of the room first. Teacher pretend to be a parent and choose a child to be the ‘lost child’. Invite the policeman back into the room. Describe the ‘lost child’ in detail (looks; clothes). Have the policeman use the description to find and identify the ‘lost child’. Variation : Invite one child to be the parent. 7. ‘I’m a Policeman’ song (sing to : I’m a little teapot) I’m a policeman dressed in blue If you have a problem I’ll help you Call me on the phone at 9-9-9 Then I’ll be coming to help you! 8. Heal My Wound Prepare some band-aids (plasters), paint (beige/ brown/ yellow/ pink; red) and paper. Trace children’s arms on the papers and have them paint on them (add a wound/cut with red paint). Give the children band-aids to stick on their wounded arms and ask them to make up a story as to how their arms got hurt.

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