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HERES PATCH THE PUPPY 2 TEACHERS BOOK

Tuesday, May 21, 2019


Učebnice angličtiny pro nejmenší děti v mateřské školce. The Here's Patch the Puppy 2 Teacher's Book contains detailed teacher's notes and includes three optional activities per lesson, extra. Here' s Patch the Puppy is a fun and highly-visual two-level, song-based Here's Patch the Puppy 1 Teacher's Book Here's Patch the Puppy 2 Audio CD.


Heres Patch The Puppy 2 Teachers Book

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Read Here's Patch the Puppy 2 Teacher's Book International book reviews & author details and more at ecogenenergy.info Free delivery on qualified orders. Podrobné pokyny poskytují úvodní přehled lekce, hlavní aktivity a materiály pro snadné plánovaní. Obsahuje úplné pokyny pro učitele včetně podrobných. Here's Patch the Puppy [Joy Morris, Joanne Ramsden] on ecogenenergy.info *FREE* The Amazon Book Review # in Schools & Teaching (Books).

Move around the room heavily, encouraging the children to do the same. Make the gesture for small and say it high and squeaky as though you were a mouse.

Make yourself as small as possible and tiptoe around the room. Encourage the children to join in with you.

Here's Patch the Puppy

Alternate big and small, always miming the gesture as you say the word. Hold them up for the children to see and show the difference between them. Say Big! Play the music while the children move freely around the classroom. Stop the CD when you hear Big!

Abracadabra Classroom language: Stand up! Find something yellow. Put on the sticker of the elephant. Mime the actions and put on the stickers according to the instructions below. I want big ears story song Patch: What big ears!

Open your arms wide to demonstrate big. Mime big ears. Patch: What a big nose! Patch: What big toes! Patch: What a big tummy! Wobble your tummy up and down. Listen to the story song again with the children adding their sticker at the correct moment. Pause the CD if necessary. Get the yellow flashcard and say Look, yellow. Look at the children and identify a child who is wearing something yellow.

Stand up, Maria.

Look around again and find another child. Stand up, Marcos. Let children who are obviously wearing something yellow stand up and name them. Maria, Marcos, Antonio , etc. Make sure only children who are wearing something yellow stand up. Say Find something yellow. Look around the classroom with the glove puppet for two or three objects that are yellow. Place the objects in a pile next to the flashcard. Choose a volunteer to look around the classroom and find more yellow items.

Pick up a yellow crayon and demonstrate colouring the wand. Repeat for the dress.

Extending the Activity

Children come out in small groups to stick yellow things on, e. Take a box of coloured crayons. Hold up a yellow crayon and say Yellow. Encourage the children to jump. Say Jump! Hold up a different coloured crayon and say Yellow! Say Jump? This time the children should keep still. Repeat a few times and finish with a yellow crayon to reinforce the concept.

Hold up a yellow object from the classroom and say Yellow. The children should wave their yellow hand in the air. Praise any children who start to say yellow. Lesson focus: Learn the Stand up, sit down routine Focus language: big, small, yellow Main receptive language: everybody, Stand up!

Sit down! Abracadabra Classroom language: Just like me! If you prefer, use the karaoke version CD1 track The aim is to get children sitting down and standing up smoothly, without too much bumping or pushing. Praise what you see as co-operative behaviour and try to ignore the bad examples. Stand up, sit down Everybody stand up, stand up, stand up!

Heres patch 2 teachers book

Stand up and gesture upward. Everybody stand up! Just like me! Point to self.

Everybody sit down, sit down, sit down! Sit down and pat the floor. Everybody sit down! Open your arms wide and pretend to be making yourself as big as possible. Then say Abracadabra Press your fingers together and crouch down on the floor making yourself as small as possible. This time, wave your arms over the children as you say Abracadabra Encourage the children to copy your actions and start joining in saying big or small.

When the game is over, sing the Sit down routine see above. Lay five of them out in the following sequence: big, small, big, small, big. Invite a volunteer to lay out the next block small. Say big, small, big, small, big If they choose wrongly, say big, small, big, small, big, big?

Look puzzled and help them change the block.

Point to the first star and say Look! Point to the second star and say Look! Point to the next one and say Small! And so on. Point to the first big star again and say Yellow! Repeat for the next big star, then pick up a yellow crayon and colour the other big stars yellow.

The children should colour the big stars yellow and leave the small stars uncoloured. You can also point to each star in turn, moving across the page. Small, big, small, big, small, big, small, etc. Now sing the routine very quickly, doing the actions very quickly too. At first, do the actions along with the children, but gradually stop doing it yourself, as you see the children gain confidence.

To avoid complacency, occasionally repeat an instruction and encourage them to laugh as you catch them out. Point to the small stars. Point to one of the big stars and say Big. Then say Point to The children should point to one of the big stars. The children should point to one of the small stars.

Alternate the instructions and watch carefully to see who is discriminating correctly. Encourage the children to join in with the actions. See Lesson 6 for the tapescript. Sing the second part of the Stand up, sit down routine and encourage the children to sit down with you. Lesson focus: Remove the Patch press out Focus language: ears, nose, tummy, toes Main receptive language: I want… What a big…!

Abracadabra Classroom language: Look! Sing the first part of the Stand up, sit down routine see Lesson 6 CD 1 track 19 and encourage the children to stand up with you.

Everybody stand up, stand up, stand up! Choose a volunteer to play the game. Repeat with different volunteers. Encourage the children to mime along with you and to begin joining in wherever possible, e. Show the children how to remove their press out Patch from the sheet and put their fingers through the holes to make legs.

Say Just like me! Then straighten your fingers to make him stand up. Say Stand up, Patch! Sit down, Patch! Play the CD and encourage the children to manipulate their press outs along with the music.

See Introduction page 15 for ideas on naming and storing press outs.

Cambridge International Book Centre

They will use them in the performance activities in the next lesson. Everybody march now, march now, march now! March on the spot. Everybody march now!

Everybody dance now, dance now, dance now! Dance on the spot. Everybody dance now! Everybody tiptoe, tiptoe, tiptoe! Bestselling Series. Harry Potter. Popular Features. New Releases. Description The Here's Patch the Puppy 2 Teacher's Book contains detailed teacher's notes and includes three optional activities per lesson, extra photocopiable worksheets and photocopiable evaluation tools.

Also, contains full teaching notes for carrying out each activity, scripts of the songs, stories and chants and the classroom language to use.

Confused by something the principal said at the faculty meeting? They may be on the other side of the building, out of your grade or subject area, or otherwise less convenient to reach than others. If your school is especially toxic, you might have to find your marigolds in another school, or even online.

Make the effort. Successful gardeners avoid planting vegetables anywhere near walnut trees, which give off a toxic substance that can inhibit growth, wilt, and ultimately kill nearby vegetable plants. And sadly, if your school is like most, walnut trees will be abundant. They may not seem dangerous at first.

In fact, some may appear to be good teachers — happy, social, well-organized. But here are some signs that you should keep your distance: Their take on the kids is negative.

Their take on the administration is negative. Being around them makes you feel insecure, discouraged, overwhelmed, or embarrassed.

Avoid them whenever you can. Doing this may be a challenge: Your supervisor might be a walnut tree. You may be co-teaching with one. You might work on a whole team of walnut trees, spending hours with them every week. Touching base with your marigolds will help flush out the toxins that build up from contact with the walnut trees. On top of that, simply identifying certain co-workers as walnut trees can help dilute their power over you.

You had your kids write a five-page paper? Tina assigned twenty.The children go to the correct flashcard, still marching, dancing or tiptoeing, as previously instructed.

Find a big … Very good. Mime the actions and put on the stickers according to the instructions below. The children colour the big star yellow and then punch around the surrounding circle.

Make sure children use yellow crayons. From rock to pop, and country to classical, music is all around us. March on the spot. See Lesson 2 for the tapescript. I gave them my example playlist which is below. Point to trunk and say Look!

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