Boris. - RICHMONDBonding.pdf · Describing Characters in a Story Characters are the people or...

1TopicTopic

1 Which words describe you? Point.

2 Make a name tag.

A Use your name tag to introduce yourself.

H E L L Omy name is

Boris.

boy girl student

teacher adult child

Chinese six years old LanguageVocabularyPersonal InformationNumbers 1–30Alphabet Countries and Nationalities

GrammarThe Verb Be: Talking about Yourself and Others

Subject Pronouns and Possessive Adjectives

6

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ProjectPoster:Who am I?

SkillsReading Describing CharactersUsing Pictures

Listening Listening to Introductions

Listening for the Main Idea

SpeakingIntroducing YourselfIntroducing Other People

WritingUsing Capital Letters

?

7


1 Watch the video. What are their names?

A Watch again. Look, read and match.

2 Which sentences describe you? Mark (✓ or ✗).

1 I’m a student.

2 I’m a teacher.

3 I’m a boy.

4 I’m a girl.

5 I’m tall.

6 I’m friendly.

7 I’m smart.

8 I’m an adult.

9 I’m strong.

10 I’m from New York.

A Stand up and tell the class one thing about yourself.

Nounsboychildfamilygirl namestudent

Adjectivesfriendlysmartstrongtall

a b c

Max Maddiethe Captain

8 Lesson 1


1 Listen and follow. 2

A Read the comic. Circle am, is and are.

2 Look and label the pictures with I, you or we.

3 Write about you and a partner.

1 I’m . I’m not .

2 We’re . We’re not .

A Tell the class about you and your partner.

Talking about You and Me: the Verb BeThere are three forms of the verb be: am, is and are.

I am (I’m) / I’m not you are (you’re) / you’re not we are (we’re) / we’re not

Subject Pronouns and Possessive AdjectivesI ➞ myyou ➞ yourwe ➞ our

IT’S NICE TO MEET YOU!

HI. MY NAME’S VINCE! I’M NEW.

WELCOME TO YOUR NEW TEAM! NOW WE’RE

ALL HERE, LET’S PLAY!

WE’RE NOT VERY GOOD!

OOPS!

GOOD JOB, VINCE!

WOW, YOU’RE STRONG!

IT’S OK. YOU’RE BOYS AND GIRLS. YOU’RE NOT

PROFESSIONALS!

9Lesson 2


A Read the story. Who are the characters?

2 Write the characters’ names.

1 tall

2 small

3 big

4 friendly

5 nervous

A Read again. Match the characters with the adjectives.

3 Are you similar to Giraffe or Mouse? Why?

I’m similar to Mouse. I’m small.

1 1 Listen and follow. 3

It’s my first day of school! But I’m nervous. I’m new. The classroom

is big, and I’m very small!

I walk into the classroom. A very big student almost steps

on me! “Be careful!” I say. “Don’t step on me!”

“I’m sorry,” says the student. He smiles. He’s friendly!

“My name’s Giraffe. What’s your name?”

I say, “My name’s Mouse. It’s nice to

meet you, Giraffe. You’re very tall!”

“And you’re very small,” he says. “Sit

here.” I sit on Giraffe’s back.

“Now you’re tall, too!” he says.

We laugh. We’re new friends!

We meet our classmates. They’re

friendly, too. I’m not nervous anymore.

Adjectivesbignervoussmall

Describing Characters in a StoryCharacters are the people or animals in a story. Look for pictures of them. Look for their names. Look for words that describe them.

10 Lesson 3


1 What does this girl talk about in her introduction?

Guess and circle.

A Listen and check. 4

2 Listen again. What does Jacqueline say? Mark (✓ or ✗).

1 My name’s Jacqueline. 2 I’m new in school. 3 I’m from Mexico City.

4 I’m seven. 5 I’m a girl. 6 I’m tall.

Listening to IntroductionsIn an introduction, a person shares personal information. Listen carefully for the person’s name and other information.

H E L L Omy name is

Jacqueline

✓

name

family

animals

sportscity or country

age

11Lesson 4


1 My name’s

Emily.

2 My name’s

.

3 My name’s

.

I’m five. I’m . I’m .

I’m a girl. I’m a

.

I’m a

.

I’m funny. I’m

.

I’m

.

Adjectivesfunnyloudquiet

Numbers1 one2 two3 three4 four5 five6 six7 seven8 eight9 nine

10 ten11 eleven12 twelve13 thirteen14 fourteen15 fifteen16 sixteen17 seventeen18 eighteen19 nineteen20 twenty21 twenty-one

…30 thirty

Introducing YourselfHi! I’m a boy.Hello! I’m six years old.My name’s Armando. I’m friendly!

1 Listen and write. 5

2 Talk about yourself.

My name’s… I’m… years old. I’m a… I’m…

A Chant with your classmates.

12 Lesson 512



A Read and circle the capital letters.

2 Write a poem about you.

3 Check your work.

1 Are the capital letters correct?

2 Are the words in the poem lined up?

4 Write a final version. Draw a picture of yourself.

Using Capital LettersUse capital letters to begin…

• the name of a person: Robert• the name of a city, state or

country: New York, France• the first word in a sentence: My

name’s Ava.Always use a capital letter for the pronoun “I”: I’m a girl.

Adjectivescreativedifferent

AlphabetAa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz

C reative

qu i et

seve n years old

d ifferent

y our new friend

My name’s Cindy. I’m from the

United Kingdom.

Here's a poem about me!

4 Write a final version. Draw a picture of yourself.

Topic 11 1 Use your poem to introduce yourself.

2 Compare with your classmates. Are

you similar?

We’re smart!

qu i sevee n

dy

13Lesson 6


Countries and NationalitiesChina/Chinese

India/Indian

Japan/Japanese

Russia/Russian

South Africa/South African

Spain/Spanish

United Kingdom/ British

United States of America (USA)/ American

1 Listen and complete the song. 7

A Listen again and sing along.

2 Read and match.

1 Henry and Alice are from Japan.

2 Anton and Liza are from Russia.

3 Tom’s American.

4 Yukiko is from the United Kingdom.

A Talk about people that you know.

Ms. Green is from the USA.

Countries and NationalitiesChina/Chinese

India/Indian

Japan/Japanese

Russia/Russian

South Africa/South Africann

Spain/Spanissh

United Kingdom/ British

United Stattees of America (USA)/ American

1 Listen and complete the song. 7

A Listen again and sing along.

2 Read and match.

Henry and Alice are .

Ana Maria’s from Spain.

Anton and Liza are .

Tom’s from the United States.

It’s nice to meet you.

We’re from different countries with different names.

But we can be friends.

In some ways we’re all the same.

Seema and Dev are from .

Meilin and Wei are Chinese.

Kungawo is from .

Yukiko is Japanese.

Places Names and Names and

14 Lesson 7



A Read the text. Circle the subject pronouns.

2 Look and label the pictures with he, she or they.

3 Write about two friends: one girl and one boy.

1 Their names are .

2 She’s .

3 He’s .

4 They’re .

A Tell the class about your friends.

I have two best friends. Their names

are Padma and Jorge. They’re both at

my school in Spain, but they’re not

similar. They’re very different!

Padma’s short and friendly. She’s

Indian. Her family’s from New Delhi,

India. Jorge’s tall and quiet. He’s

Spanish. His family’s from Madrid, Spain.

Padma’s good at gymnastics. Jorge’s

not good at sports, but he’s very good

at video games. He’s always the winner!

Talking about Others:the Verb BeRemember, there are three forms of the verb be: am, is and are.

he is (he’s) / he’s notshe is (she’s) / she’s notit is (it’s) / it’s not they are (they’re) / they’re not

Subject Pronouns and Possessive Adjectiveshe ➞ hisshe ➞ herit ➞ itsthey ➞ their

15Lesson 8


1 Look and guess. Where are the children from?1 Look and guess. Where are the children from?

Free-Time Activities around the World

Countries and NationalitiesFrance/FrenchMexico/Mexican

2 Read and circle.

1 Matt is from the United States / United Kingdom.

He’s American / British.

2 Naveen and his friends are from Japan / India.

They’re Japanese / Indian.

3 Irina and Maxim are from Russia / China.

They’re Russian / Chinese.

4 Celeste is from Mexico / France.

She’s Mexican / French.

3 What are you good at? Tell a partner.

I’m good at gymnastics!

Using PicturesPictures can help you understand a text. Look at the places. Look at the people and what they are doing.

Matt and his friends are good at baseball. They always play together. All the children on the team are happy and friendly.

This is a picture of Irina and Maxim. They’re both good at chess, but Maxim is usually the winner. Chess is a difficult game.

Cricket is a very popular sport here. It’s exciting, and dangerous, too! Naveen and his friends are playing a game in these photos.

Celeste is creative, so she’s good at art. Look at her painting! It’s beautiful! Many famous artists are from her country: Monet, Renoir, Cezanne…

16 Lesson 9


1 Listen and circle. What is the boy

talking about? 9

2 Listen again. Write the names on the first lines.

Abby Colin Temba Keiko Sergio

A Listen again. Write the adjectives on the second lines.

friendly loud new popular smart

Listening for the Main IdeaIt’s not always necessary to understand every word. Listen for the main ideas: Who is talking? What is he or she talking about?

a family a soccer team

students in a school

17Lesson 10


1 Listen and write. 10

A Play the game with your classmates.

2 Play again with new information about yourself.

I’m … years old. I’m very… I’m good at…

3 Talk about your classmates. Are they similar?

They’re students. They’re friendly!

1

2

3

My name’s Diana.

I’m a .

I’m from .

Her name’s Diana.

She’s a .

She’s from .

His name’s Pierre.

He’s a .

He’s from .

Introducing Other PeopleHis name’s Pierre. He’s from France. He’s strong.

Her name’s Galina. She’s from Russia. She’s happy.

They’re students. They’re smart.

18 Lesson 11


Topic 11 A Look at other posters and answer.

1 How are you similar?

I am six, and Joni is six.

2 How are you different?

I am quiet, but Leonard is loud.

1 Look and write.

2 Make your own poster.

1 Collect or draw pictures of yourself.

2 Stick the pictures on the poster.

3 Write your name at the top.

4 Decorate the poster.

3 Share your poster with the class.

1 Look and write.

My name’s .

I’m from .

I’m years old.

Poster: Who am I?Make a poster. Use pictures and words to show who you are.

19Lesson 12


4

Topic 1

Learning about ourselves

is fundamental to the

development of our understanding

of who we are, where we are

from and what makes us unique

or different. Before we can

consider our strengths and areas

of improvement, we should look at

where we are right now. We need

to look at basic elements of our

identity, for example our name,

physical characteristics and age.

Once we know what we are like

as a person in general terms,

we can consider more in-depth

self-knowledge.

Why is this topic important?Exploring who we are is a first step to

developing self-worth, which is vital

to confidence and success. Before we

can learn about and show empathy

towards others, we also need to have an

understanding of ourselves.

Relating the topic to your child’s life This topic relates directly to your child’s

life, but you can help deepen his or her

understanding of the Who am I? question

by encouraging your son or daughter to ask

questions about him or herself, you, your

extended family and the culture or country

you belong to.

Who am I?

¿Quién soy yo?

¡Bienvenido al Bonding Booklet! Nuestro objetivo es brindar, a lo largo de los próximos 9 temas, actividades e ideas para establecer diálogos que le ayudarán a involucrarse con el proceso de aprendizaje del niño. Ayudar a su hijo o hija a comprender cada una de las grandes preguntas es invaluable para la asimilación del tema, así que, ¡comencemos!

Introducción

Aprender sobre nosotros mismos es fundamental para desarrollar nuestra comprensión en torno a quiénes somos, de dónde provenimos y qué es lo que nos hace únicos o diferentes. Antes de que podamos evaluar más a detalle nuestras fortalezas y áreas de oportunidad, debemos mirar el lugar en el que estamos ahora mismo. Necesitamos observar aquello que nos pertenece sólo a nosotros, por ejemplo, nuestro nombre, nuestras características físicas y edad. Una vez que sepamos qué somos

como persona en términos generales, podremos pensar en un autoconocimiento más profundo.

¿Por qué es importante este tema? Explorar quiénes somos es el primer paso en el desarrollo de la autoestima, que es crucial para nuestra seguridad y éxito. Antes de que podamos aprender y mostrar empatía hacia otras personas, debemos contar con un entendimiento de nosotros mismos.

Relacionando el tema con la vida de su hijo Este tema se relaciona directamente con la vida de su hijo o hija, pero usted puede ayudar a profundizar su entendimiento en torno a la pregunta ¿Quién soy yo? si lo motiva a hacer preguntas sobre su propia persona, usted, su familia extendida y la cultura o país al que pertenece.

Welcome to the Bonding Booklet!

Over the next 9 topics we aim to provide you with activities and ideas for discussion to help you get involved in your child’s learning. Helping your son or daughter develop his or her understanding of each of the big questions at home is invaluable for an overall understanding of the topic. So, let’s get started!

Introduction

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5Who am I?

Talking About the TopicBegin by telling your child why you chose his or her name.

Does it mean something important to you? Do you use a

nickname for your son or daughter? Does he or she like it?

Why or why not?

Talk about the words we can use to describe ourselves.

Model this for your child by telling him or her what you think

you’re like. Are you smart, serious, funny or kind?

Discuss how your body relates to the five senses (sight,

hearing, taste, touch and smell). You could use a book such

as The Black Book of Colors by Menena Cottin to open a

discussion about people who do not have all five senses

and how they investigate the world.

Conversando Acerca del Tema

Comience por contarle a su hijo o hija la razón por la cual eligió su nombre. ¿Su nombre tiene algún signifi cado importante para usted?, ¿su hijo o hija tiene algún apodo?, ¿es de su agrado este apodo?, ¿por qué?

Conversen sobre las palabras que podemos usar para hacer una descripción de nosotros mismos. Empiece por describirse a sí mismo. ¿Es su hijo o hija listo, serio, gracioso o amable?

Dialoguen sobre cómo el cuerpo se relaciona con los cinco sentidos (vista, oído, gusto, tacto y olfato). Pueden usar un libro como El Libro Negro de los Colores de Menena Cottin para abrir un debate sobre aquellas personas que no cuentan con los cinco sentidos y cómo hacen para explorar el mundo.

“Las cosas que me hacen diferente son las cosas que me hacen ser YO.”

— (Piglet), A.A. Milne

“The things that make me different are the things that make me ME.”

— (Piglet), A.A. Milne

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6 Topic 1

Exploring the Topic Beat the clock! Help your child practice the alphabet while exploring his

or her self-knowledge. For each letter, your child says

one word to describe him or herself such as an adjective,

a favorite food, or a toy or activity. This activity can be

done in English, Spanish or both! Time yourselves for 1

minute to see how far you can get through the alphabet.

Try again to see if you can beat your score!

Self-portraitCreate a unique self-portrait with your child. First, cut a

photo of your child in half down the center of the face.

Stick one half to a piece of paper and encourage your

child to draw the missing half. Look in a mirror and at the

photo and encourage your child to think about his or her

physical appearance. While you work, discuss some or all

of the following questions:

- Who do you look like in family?

- What do you like most about the way you look?

- How important is the way you look?

- Which words describe who you are?

- How can you look after yourself?

Answer Key:To help your child describe him or herself, you could use

words such as fit, kind, creative or funny.

To give your child some suggestions for ways to look

after him or herself, discuss wearing sunblock or a hat on

hot days, eating healthily and keeping our bodies clean.

Explorando el Tema

¡Gánale al reloj! Ayude al niño a practicar el alfabeto al mismo tiempo que indaga en su autoconocimiento. Para cada letra, el niño deberá decir una palabra, que puede ser un adjetivo, una comida, un juguete o una actividad favorita. Este ejercicio se puede hacer en inglés, español o en ambos idiomas. Pongan como límite un minuto y en ese lapso vean hasta qué letra del alfabeto pueden llegar. Prueben una vez más, ¡y vean si pueden superar su marca!

AutorretratoCree con su hijo o hija un autorretrato especial. Primero corten una foto a lo largo por la parte central del rostro. Peguen una mitad en una hoja de papel y anime a su hijo o hija a dibujar la mitad faltante. Mírense en un espejo y miren la foto, y anime a su hijo o hija a pensar sobre su aspecto físico. Mientras realizan el trabajo, dialoguen en torno a algunos de los siguientes puntos:

- ¿A quién se parecen de su familia?- ¿Qué es lo que más les gusta de su aspecto?- ¿Qué tan importante es su aspecto para ustedes?- ¿Qué palabras describen quienes son?- ¿Cómo pueden cuidar de sí mismos?

Respuesta:Para ayudar a su hijo o hija a describirse a sí mismo, pueden utilizar palabras como: en forma, amable, creativo o gracioso.

Para proporcionarle ideas en cuanto a cómo cuidar de sí mismo, dialoguen en torno a temas como utilizar bloqueador solar o sombrero en los días cálidos, comer de forma sana y mantener limpio nuestro cuerpo.

block or a hat

r bodies clean.

daga cir uete glés,

to y ar.

a!

orten una

ujar la ime a su lizan el

puntos:

pueden racioso. r de sí ueador solar


7Who am I?

Developing Skills Speaking Encourage your child to choose a favorite toy and talk

about what it is and why he or she likes it. Ask him or her

to describe the toy and to add details such as its name,

age, and where it comes from, as well as the things the toy

likes or doesn’t like. You could even imagine its life before it

arrived at your house and the things it might have done or

seen. Who knows, maybe this toy leads an active life when

you’re not around!

Desarrollo de Habilidades

Expresión oralAnime a su hijo o hija a elegir un juguete favorito y que hable sobre ese juguete y por qué le agrada. Pida al niño que describa el juguete y le dé detalles del mismo, como nombre, edad y de dónde proviene, así como las cosas que le gustan o no le gustan al juguete. Incluso pueden imaginar que el juguete tuvo una vida antes de llegar a su hogar y pensar en las cosas que pudo haber hecho o visto. Y quién sabe, tal vez el juguete lleve una vida activa cuando ustedes no están.

Mindfulness – Sentidos Conscientes

Comenzar un nuevo ciclo escolar puede ser difícil. Lean juntos el libro ¡Qué Nervios! El Primer día de la Escuela de Julie Danneberg. Hagan un poco de jugo para los nervios mezclando los jugos favoritos de su hijo o hija. Siéntense juntos y beban despacio el jugo, disfrutando el sabor en la lengua hasta que desaparezca por completo antes de dar el siguiente sorbo. Respiren profundamente y piensen en las cosas que pueden probar y oler. Hable con el niño sobre cómo él o ella se siente en cuanto a comenzar un nuevo ciclo escolar. Esta práctica nos ayuda a calmar los sentidos, relajarnos y liberar la ansiedad.

“Yo soy lo que soy. Soy mi propia creación especial.”

— Jerry Herman

Mindfulness – Mindful Senses Starting a new year at school can be hard. Read the book

First Day Jitters by Julie Danneberg with your child. Make

some jitter juice by mixing together your child’s favorite

juices. Sit together and drink your juice slowly, enjoying its

taste on your tongue and not taking another sip before

the taste of the first sip disappears. Breathe deeply and

think together about what you can taste and smell. Talk

about how your child feels about the new school year.

This practice calms our senses, helps us relax, and pushes

anxiety away.

“I am what I am.I am my own special creation.”

— Jerry Herman


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