Material Inglês Educação

Material Demonstrativo de Inglês
Educação Infantil Ensino Fundamental 1
at ernal
Mini M 1º ano
2º ano
Maternal
3º ano
Nível 1
Nível 2 4º ano
Nível 3
5º ano
ESSAS ESCOLAS FAZEM PARTE DO NOSSO TRABALHO.
Caros diretores, coordenadores e professores,
A Editora Kinderbooks oferece para sua escola um material didático, especialmente
desenvolvido para favorecer os diferentes estilos de aprendizagem, focando o ensino
significativo e eficaz para cada faixa etária.
Há mais de 12 anos no mercado atuando no ensino da Língua Inglesa para alunos na

faixa etária de 1 a 10 anos, a Kinderbooks conta com um número cada vez maior de
escolas parceiras.
Oferecemos muito além de material didático. Ao adotarem nossos livros em sua

escola terão, gratuitamente, respaldo pedagógico para capacitação da equipe e plan-
tão permanente online, para acompanhar e colaborar com a aplicação do material
nas escolas parceiras, além de sugestões para relatórios, eventos, apresentações para
pais, provas, entre outros serviços.
Em nosso material ressaltamos a importância de se trabalhar os valores e princípios

com as crianças nas atividades do dia-a-dia.
A Kinderbooks também desenvolveu um grande número de jogos paradidáticos e

posters para serem usados ao longo do curso.
Foi lançado no ano de 2012 o Portal da kinderbooks que conta com uma página
dedicada às escolas parceiras onde os professores tem acesso a arquivos e atividades
extras durante o ano, além de notícias e acesso ao nosso catálogo online.
Entre em contato e solicite a visita de um representante,
Atenciosamente,

Equipe Kinderbooks.
1
MATERIAL DIDÁTICO PARA ALUNOS DA EDUCAÇÃO INFANTIL
• Coleção Songs & Rhymes - 1 e 2 anos
A coleção é composta por dois livros de músicas para crianças, com ilustrações e ritmos adequa-
dos para a faixa etária. As músicas foram especialmente selecionadas e ilustradas para introduzir e
praticar o aprendizado do idioma, trazendo para as crianças diversão e conhecimento. Cada volu-
me contém doze músicas.
Mini Maternal Maternal
É opcional a adoção das fichas de atividades em tamanho A3 com notas explicativas para o professor.
• Coleção Lucky Kids - 3 à 5 anos
Para motivar crianças em seus diferentes estilos de aprendizagem, histórias, músicas, rimas, poemas,
dramatizações, jogos, artes, culinária, jardinagem, projetos e atividades gráficas fazem parte das aulas
de inglês desta coleção. A conexão com a realidade e o dia-a-dia das crianças é concretizada por
meio de rodas de conversa e projetos temáticos.
Contents - Conteúdo
Nível 1 - 3 anos - Material do Aluno Livro de atividades opcional Myself, greetings,
families, daily routine,
healthy habits, toys,
nature, person safety,
bears, houses,
Audio cd
parts of the body,
the five senses,
rooms in a house,
Cd room
furniture in a house,
feelings, actions,
good and bad manners,
responsibility,
respecting others,
apologizing, friendship
and celebrations.
2
Contents - Conteúdo
Nível 2 - 4 anos - Material do Aluno
People,
Livro de atividades opcional
people in comunity,
homes,
farm,
pet animals,
Audio cd hen life cycle,
horse,
means of transportation,
food,
families,
Cd room
parts of body,
actions, nature,
asking for help,
trusting others
and feelings.
Nível 3 - 5 anos - Material do Aluno Contents - Conteúdo

Livro de atividades opcional
Rooms in a house,
healthy food,
pet animals,
snack food,
hobbies,
Audio cd
clothes,
making decisions,
likes and dislikes,
feelings,
Cd room junk food,
family,
toys,
country environment,
going home and
means of transportation.
MATERIAL DIDÁTICO PERSONALIZADO
A Editora Kinderbooks conta com uma equipe pedagógica de profissionais altamente qualificados
e especializados no ensino de inglês para crianças a partir de 1 ano. Essa equipe elabora o Material
de acordo com a necessidade de cada Instituição de Ensino, levando em consideração o Projeto
Pedagógico da Instituição, a carga horária e a equipe de profissionais da mesma.
A Kinderbooks oferece todo o apoio pedagógico para os profissionais que trabalham com o Mate-
rial didático personalizado. Esses são alguns modelos desenvolvidos pela editora:
As escolas que optarem pelo material personalizado

poderão escolher a arte das capas e dos cds, assim
como as fichas de exercícios que farão parte do
livro de atividades.
Lucia Miranda | Daniela Gallina Lucia Miranda | Daniela Gallina
Entre em contato com uma de nossas assessoras pedagógicas e conheça todas as opções que
oferecemos.
3
OFERECEMOS PARA O PROFESSOR DA EDUCAÇÃO INFANTIL:
Portal: www.kinderbooks.com.br
O professor receberá login e senha para acessar todas as informações que disponibilizamos em
nosso portal. Artigos pedagógicos, sugestões de atividades para datas comemorativas, provas, rela-
tórios, entre outros.
Suporte pedagógico online:
As autoras do material disponibilizam o suporte pedagógico on-line para capacitação dos profis-
sionais que irão trabalhar com o material Kinderbooks. Um plantão permanente para esclareci-
mento de dúvidas faz parte do trabalho das “Teachers-On-Line”. Reuniões via Skype também são
realizados desde que agendadas com um dia de antecedência.
Material do professor
- Livro do professor:
O Teacher’s Book foi elaborado para ser um guia prático das atividades a serem desenvolvidas com
sugestões detalhadas de planos de aula, músicas, jogos, atividades de artes, atividades para hora da
roda, eventos, entre outros. Guia para projetos a serem desenvolvidos de acordo com cada história
e notas explicativas de atividades que podem envolver os pais no aprendizado do aluno “Home
connection”. Sugestão de bilhetes para casa, e material fotocopiavel fazem parte do material do
professor.
- Cd room igual ao do aluno com guia de atividades.
- Cd de áudio do professor com a narrativa da história relacionando cada página com a faixa cor-
respondente no cd.
- Luvas dos personagens principais.
- Kit igual ao do aluno para elaboração das aulas. Opcional
4
EXEMPLO DO MANUAL DO PROFESSOR
SONGS AND RHYMES
5
SONGS AND RHYMES - V.2 - MINI MATERNAL
EXEMPLO DO MANUAL DO PROFESSOR - AULA 1
Class 1 Date:____________
Music: Twinkle Twinkle Little Star
Main Aims: Song:

“TWINKLE, TWINKLE, LITTLE STAR”
-Revise previous contents.
- Identify and/or name language related to: Twinkle, Twinkle little star
Nature (star, sky, sun); How I wonder what you are
People (boy, girl); Up above the world so high,
Family (mum, dad); like a diamond in the sky
Feelings; Twinkle, Twinkle, little star
Actions (sleep, play). How I wonder what you are!
- Compare and contrast day and night.
- Memorize songs.
Take notes of all materials needed for this class:

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Circle Time
With all your students sitting in the circle time area, tell them the following story:
“Once upon a time there was a boy and a girl who were very excited about going to their best
friend’s birthday party. This party was supposed to happen at night and their mum and dad told
them that it was still day, and there was a long day until the nigh comes. But the boy and the girl
were so excited that they coudn’t stop asking the time, so their parents told them that as soon as
they saw the first star in the sky, they could go to the party. So the boy and the girl went to the
garden and started looking at the sky, searching for the first Little Star they could find! I’d didn’t
take them too long as the first shining star appeared, a beautiful star! They were so amazed that
they lost track of time and went to the party a little bit late...”
Play the Twinkle Twinkle Little Star song and role-play it with your students.You can also use the
paper dolls of the characters (mum, dad, boy and girl) to illustrate your story. These drawings can
be found at the “photocopiable session” at the back of the teachers guide.
Twinkle, twinkle, little star,

How I wonder what you are.
Up above the world so high
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are.
Arts&Crafts
Have some silver papers for the students to wrap up and paste on the star. In case you prefer, you
can also use other silver materials as glue or paint. Play the Twinkle Twinkle song while the children
do the activity.
Send the “home-connection” note to the parents (photocopiable material).
6
Class 2 Date:____________
Main Aims: Song:

- Memorize songs.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Show & Tell / Role Play

Talk about Day and Night using pictures from magazines to illustrate your talk.You will also use
the ones parents and kids brought to school, encouraging children to show them during the Circle
Time activity.
Organize a spot in your classroom to display all the pictures dividing them into Day and Night.
Then, play the Day and Night game by inviting the children to follow your commands:
Day! Let’s play (and all students should go to the day area and play)
Night! Let’s sleep. (and all students should go to the night area and pretend they are sleeping. While
they pretend they are sleeping, play the Twinkle Twinkle song).
Repeat this activity as you wish.
Game: “What’s in the Box?”

So far it is expected that the students are able to identify and/or name the following vocabulary:
mum, dad, boy, girl, day, night and star.
Have all these picture cards in a box and invite students to sit in the circle time place. Show stu-
dents the box and ask them “What’s in the Box?”. Take one card out and say its name out loud.
Display them all in front of you and ask students to repeat their names. Then, ask students to close
their eyes and put only one object back in the box. As they open their eyes ask: “What’s missing?”.
The student who guesses it right scores one point. Repeat this activity as many times as you wish.
Home-Connection
Srs Pais,
Na próxima aula faremos uma roda de conversa e
pedimos que mandem para a escola uma foto da família.
Grata,
Teacher_________________
7
Class 3 Date:__________
Main Aims: Song:

- Memorize songs.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Circle Time have all photos with you
Talking about Family
Tell children that this Teddy Bear that you are holding is very curious to know about their families
so you though that maybe they could tell him their parents’ names. Give each child his/her family’s
photo. Motivate them to talk. Reward every time they express themselves.
Arts & Crafts

Invite your students to make a beautiful magic wand using different materials as soft pens, paint and
paintbrushes, glitter...
Use the Annex paper and, if possible, paste the star on a cardboard paper so that it gets harder.
Game: Statue
Play the Twinkle Twinkle song and invite students to listen carefully to it. Star playing it in a low
volume and turn it louder bit by bit.
Encourage students to sing and dance along with you and, as the music stops, they freeze as in the
original Statue Game. As you play the song again, students can sing and dance along.
Repeat this procedure as many times as you wish.
8
EXEMPLO DA FICHA DE ATIVIDADE
TAMANHO A3
Professor: Providencie papéis prateados e cola para que os alunos possam rasgar e colar em cima das estrelas.
TAMANHO A3
Professor: Providencie palitinhos de sorvete, giz de cera, tesoura e cola para que após pintura e recorte a estrela seja
colada no mesmo.
9
SONGS AND RHYMES - V. 1 - MATERNAL
Class 1 Date:____________
Main Aims: Song: “ONE POTATO”

- Revise previous contents
- Identify and/or name language
related to:
Parts of the face (head, eyes, nose, mouth, hair, ears) One potato, two potatoes, three
Colours (brown) potatoes, four, five potatoes, six
Fruits and Vegetables (apple, carrot, potato) potatoes, seven, potatoes more.
- Count from 1 to 7
- Talk about preferences (I like ___ / I don`t like ___)
- Memorize songs
- Follow commands
Music: One Potato

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Circle Time
Have all your students sitting in the circle time area. Show them the activity paper and ask them
what they can see. Explore the scene as much as possible. Let them express themselves!
One Potato, two potatos,

three potatos, four,
Five potatos, six potatos,
seven potatos, more.
Have a supermarket bag with 7 potatoes in it. Don’t let the students see what is inside. Let them
touch the bag and ask students: “What’s in the bag?”. Let the students pass the bag around and feel
it. Then, show the students an apple, a carrot and a potato and ask the following questions:
“Are there apples in the bag? / Are there carrots in the bag? /Are there potatoes in the bag?”.
Motivate students to express their opinions. Show the potatoes and say: “ POTATOS! THERE ARE
POTATOES IN THE BAG!!!”. Count the potatoes: “One potato, two potatoes, three potatoes, four
potatoes, five potatoes, six potatoes, seven potatoes”! Count the potatoes again, motivating the
students to do it along with you!
Guessing Game:
Still with your students in the circle time area, display 10 potatoes on the floor and explain that, as
they close their eyes, some potatoes are going to be hidden. Tell the students to close their eyes
and put three potatoes in the bag. As you tell them to open their eyes, ask the question: “How
many potatoes are there in the bag?”. Repeat this procedure as many times as you wish.
Music
Show students the activity paper previously done and play the song. Sing along with them, using the
Potatoes to illustrate the song!
10
Class 2 Date:____________

related to:
- Count from 1 to 7
- Memorize songs
- Follow commands
Music: One Potato

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Circle Time
With all the students sitting in the circle time área, show them an apple and a carrot. Explain that
these food were not in the bag, but that they are delicious and very healthy.
Ask kids if they like eating apples and carrots. Role-play a dialogue between the apple and the
carrot saying: “Do you like apples? Apples are yummy! Kids love eating apples! I like carrots as
well!!!”
Cookery Class
Prepare a bowl with some carrots and apples cut in advance. Encourage students to try them and
express their opinions by saying: “I like apples / I don’t like apples” and “I like carrots / I don’t like
carrots”. You can also make a carrot juice, if you prefer!
Make sure that no students are alergic to these food. This is also a good opportunity to review
numbers and colours.
Arts&Crafts
Have some potatoes CUT in half and use them as stamps. The students should dip them on the
brown paint (you can put the paint on plastic plates) and stamp the paper while they listen to the
ONE POTATO song.
11
Class 3 Date:____________

related to:
- Count from 1 to 7
- Memorize songs
- Follow commands

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Arts &Crafts - Potato’s head

Have one potato per students and extra materials as buttoms, papers, wool and rubber for the
students to create facial features to decorate their potato head. They can make eyes, nose, hair and
mouth out of it. Each student will take his/her potato head home with the following note:
Desenho ilustração 5
HOME-CONNECTION
DearParents,
Na aula de hoje seu/sua filho (a) fez uma Potato’s Head (cabeça de batata). Colocamos na Potato’s
Head: eyes, nose, mouth, hair e ears. Depois cantamos a música:
“One potato, two potatoes, three potatoes, four, five potatoes, six potatoes, seven, potatoes more.”
Quando fizerem uma refeição que tenha batata no cardápio, lembre-se de cantarem a música com
seus filhos
Grata, Teacher ___________________
12
SONGS AND RHYMES - V.1 - MATERNAL
TAMANHO A3
Professor: Disponibilize pedacinhos de papel marrom para que os alunos colem em cima das batatas.
Professor: Disponibilize batatas cortadas ao meio para que os alunos utilizem como carimbo.
13
TEACHING ENGLISH THROUGH STORIES
GOLDILOCKS AND THE

THREE BEARS
14
THEMES APPROACHED IN THE COURSE
TEMAS ABORDADOS NO LIVRO
In the story “Goldilocks and The Three Bears” different themes are approached throughout the
story. Among them:
Unit Title Themes

1 Hello, I’m Goldilocks Myself, greetings and introductions
2 This is my family Families
3 I’m a healthy girl Daily Routine – healthy habits
4 It’s time to sleep Toys – bedroom
5 I’m going for a walk Nature – Personal Safety
6 A bear family! Bears and Houses
7 Yummy! Parts of the body and the senses
8 I’ll rest a little Rooms and furniture in a house
9 They are back! Feelings
10 What a fright Actions
11 The bears are happy again Kitchen and living room objects – Feelings
12 Telling the truth Good and bad manners – Taking responsibility
13 Saying sorry Respecting others – Apologizing
14 Having fun Friendship and celebrations
PACING FOR THE COURSE BOOK

SUGESTÃO DE DIVISÃO DO CONTEÚDO
February Introductory Unit, Unit 1

March Units 2 and 3
April Units 4 and 5
May Units 6 and 7
June Unit 8
August Review Units 1 to 8 plus 9
September Units 10 and 11
October Unit 12
November Unit 13
December Unit 14
15
Introductory Classes Overview Before using the book
Aula introdutória Explicação Antes de utilizar o livro
Main Aim Language Key Vocabulary
Welcoming children. Hello. Hello, bye-bye, sit down, stand

Introducing the teacher. __________, please. up, circle, boy, girl, baby, hand,
Introducing oneself. I’m __________ (age). ball, water, toilet, bathroom,
Establishing routine. This is my hand. peg, handprint, friend, yellow,
Talking about friendship. How are you? blue, raise, wait, fine, soap,
Talking about birthdays. I’m fine. towel, dirty, clean, wet, dry.
Circle Time Game Listening

-----
Welcoming children Which puppet is missing?
Establishing routine Throw the ball
Discussing friendship
Songs Workbook Note To Parents /

----- Home Connection
Hello Song (CD Track 10)
Bye-Bye Song (CD Track 17) -----
Art Activity Photocopiable Material Board

Name tags
Printing hands (for the class Birthday cards Teacher’s Board
board) Class Board
Colouring pegs Birthday Board
16
INTRODUCTORY CLASSES - AULA INTRODUTÓRIA
Before using the book - Lesson 1
Antes de utilizar o livro - Aula 1
Main Aim Language Material
Welcoming children; Hello. CD; craft paper;

Introducing the teacher; I’m __________ (name). 3 photos of the teacher;
Introducing oneself; sellotape;
Singing routine songs. Key Vocabulary: name tags – photocociable
Hello, bye-bye, stand up, material;
sit down, circle, boy, girl, baby, surprise bag;
fine, friends. any puppets.
AUTHORS’ SUGGESTIONS:
Stage 1 - Circle time: Welcoming children
Welcome the children greeting them one by one. Ask their names and write them on the
name tag (photocopiable material). Then say: ‘Hello, ___ (child’s name).’ The children will sit
wherever they want to.
• After they are all sitting, ask them to stand up and follow you to the ‘Circle Time’ place.
• Explain the meaning of the word ‘circle’ and ask them to sit in a circle.
• With all children sitting in this circle, say:
‘I have some “friends” in my surprise bag.’
‘These “friends” will only come to say “Hello”, if you listen to the “Hello” song.’ (CD track 10)
• Play the song three times and every time the song starts a new puppet comes out of the bag.
• Put the puppets next to you.
• Use any puppet. Do not introduce the ones from the book yet.
• Explain that every English Class will start with the ‘Hello’ song.
• Invite children to sing with you miming with their fingers the words: Hello, fine and you
17
Stage 2 - Teacher _______________’s board
• On craft paper or card put three photos of yourself at different stages of your life.
• Tell the children:
‘I have something to show you about a little baby called __________(say your name and
paste your photo as a baby on the board).
This baby is a girl (paste the photo next to the other one).
This girl is now a grown-up and this is me.’
• Show a recent picture of yours and paste it next to the others.
• Explain that in class we have boys and girls and that some were baby boys and some baby girls.
• Ask children to say their names after you say ‘Hello, I’m teacher__________ and you?’
‘I’m __________ (child’s name).’
• Children could also say something relevant about their lives, their favourites… This is a good
opportunity for you to get to know your students better.
Stage 3 – Game: Which puppet is missing?

• With all the children seated on chairs, call their attention to the three puppets sitting on your
table. Tell them to look at the puppets for a few seconds because you are going to take one out of
there.
• Ask children to close their eyes. Take one of the puppets out and put it back in the surprise bag
singing the ‘Bye-Bye’ song. (CD Track 17) When you have done this, invite the children to open
their eyes then ask which puppet is missing.
• Repeat the procedure until all puppets are in the surprise bag.
Stage 4 – Ending the class with the ‘Bye-Bye’ song (CD track 17)
• Tell the children that today’s class is over.
• Sing the ‘Bye-Bye’ song again.
• Don’t expect the children to be able to sing the song. They will probably just listen, but you can
invite them to mime with their hands, waving at you.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Before using the book - Lesson 2
Establishing routine; _______ , please. Craft paper;

Singing routine songs. This is my hand. Yellow and blue water-based
paint;
Key vocabulary: Paintbrushes;
Yellow, blue, hand, handprints, Ball;
ball, circle, water, toilet, CD.
bathroom, raise, wait, soap,
towel, dirty, clean, wet, dry.
18
Stage 1 - Circle Time: Establishing routine
• Sing the ‘Hello’ song while going to the Circle Time place.
• Sit down with all children in a circle and talk about routine.
• Ask children in L1 (native language) about the routine they already have at school. Discuss it with
them and establish some specific procedures for the English classes.
Classroom Language Classroom Procedures
May I go to the toilet/bathroom, please? Children should:

May I have some water, please? • Raise hands to speak
• Wait for their turn
• Explain the meaning of ‘toilet’, ‘water’, ‘raise hands’ and ‘wait’.
Stage 2 – Art Activity: Making the ‘Class Board’

• The ‘Class Board’ (called: Kindergarten _____ or the group level name in Language 1) will be
made from the children’s handprints on craft paper.
• Provide two paintbrushes, yellow and blue water-based paint.
• Encourage the children to choose one of the two colours.
• Help them paint their hands and make their handprints on the chart.You should explain to the
children that the mark on the paper is called handprint.
• Write each child’s name below his/her printed hand.
• When class board is finished, teach the children to say: ‘This is my hand.’
Stage 3 – Game:Throwing the ball
• Explain that you are going to throw the ball to one of them.
• As you throw the ball to one child you have to say: ‘Hello _____ (classmate’s name).’
• Ask this child to throw the ball to another child and say: ‘Hello _____ (classmate’s name).’
• Play this game until all children have the opportunity to greet their classmates.
*** If the children are under four it is better to pass the ball.
Stage 4 – Ending the class with the ‘Bye-Bye’ Song (CD track 17)
• Ask children to sit down on their seats while the ‘Bye-Bye’ song is played.
• Encourage them to sing together.
*** After today’s art activity you will have to go with children to wash their hands, and here there
is an opportunity to introduce some words such as: hand/hands, soap, towel, water, dirty, clean, wet
and dry.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
19
Before Using the Book - Lesson 3
Talking about friendship; How old are you? CD; water-based paint;
Reviewing children’s routine; I’m __________ (age). Paintbrushes;
Talking about birthdays. Pegs; washing line;
Key Vocabulary: Different kinds of paper; felt
peg, friend, colours. tip pens; some pictures.
Stage 1 - Circle Time: Discussing friendship

• Sing the ‘Hello’ song as you start your class.
• Ask the children to hold hands. All of them will have to be holding hands in order to move to the
Circle Time place.
• When you get there ask children to sit down.
• On this day you will discuss friendship.
• Talk to children about friendship. Ask who their best friends are and why they like them.
• Ask children what they think about these statements:
Good friends have to:
Look after each other;
Share things;
Play together;
Respect each other;
Help each other.
• Exchange opinions. It is really important to develop the feeling of friendship with children. They
can become more concerned about their friends’ problems and learn to respect others’
limitations.
• When you finish, ask the children to stand up and go to their places to do the art activity.
Stage 2 – Art Activity: Colouring Pegs

• Children will colour a peg using water-based paint and paintbrushes.
• Write their names on them as soon as they dry and hang them on a washing line.
• As soon as you have the children’s work you can hang them there.
• Have a look at some pegs on a washing line:
20
Stage 3 – Talking about birthdays and making a board
• Tell the children that you know the dates of their birthdays and you are all going to decorate a
‘Birthday Board’.
• Explain to the children that when their birthday comes you will all go to the board and sing the
‘Today is your birthday’ song. (CD Track 13)
• Ask the children how old they are and teach them to reply: ‘I’m __________ (age).’
• Tell them that they will receive a birthday card (photocopiable material) by the time of their
birthday. If possible have some to illustrate.
• Ask if they have ever received birthday cards.
Birthday Board
• Tell children that it can be decorated as: a Birthday tree, a Birthday train, a Bear calendar, or
anything suggested by them.
• Have a voting activity to choose what the board will look like.
• Have some art materials to be used such as: different kinds of paper, felt tip pens, some pictures
related to the topic etc.
• Display children’s names and write down the dates of their birthdays - categorise them into
months.
• Invite children to complete the decoration using their imagination.
• This board must be decorated by the children. Teacher will only provide the material and
supervise the activity.
Stage 4 - Ending Class, Reviewing Routine and Singing the ‘Bye-Bye’ Song (CD Track
17)
• Talk about the procedures that you have already established in your English classes:
• Singing the ‘Hello’ song when the class starts.
• Singing the ‘Bye-Bye’ song when the class ends.
• Asking: “Toilet, please.” “Water, please.”
• Raising hands to speak.
• Waiting for their turn.
•Tell the children that you are very proud of them for ‘trying’, ‘being able to’ or ‘doing so’.
•Play the ‘Bye-Bye’ song.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
21
UNIDADE 1
UNIT 1 - BOOK PAGE 4
TITLE: HELLO, I’M GOLDILOCKS.

OVERVIEW
Discussing and predicting what I’m ______. (Child’s name) Hello, Bye-bye.
the story is about. Let’s go. Numbers 1 to 3.
Identifying the main character I’ve finished. Yellow, red, blue.
of the story. I’m happy! Yellow hair, blue eyes, toes,
Introducing oneself. How cool! head, boy, girl, box.
Introducing others. This is____. (child’s hand)
Establishing class routine. This is _______. (yellow / blue
Identifying and naming colours. / boy / girl)
Counting. Stop!
Placing new words in the
context.
Counting to 3 and clapping Playing with Goldilocks doll. Introducing Goldilocks -

hands. Looking for Yellow and Blue Page 4.
Calling roll using class board. objects.
Magnetic Board.
Songs Activity Paper Note To Parents /

Home Connection
I can clap my hands (CD Track - - - - - -----
11).
I’m Special (CD Track 01).
Tidy up (CD Track 14).
----- Goldilocks glove puppet. -----

Goldilocks stick puppet.
22
UNIDADE 1 - EXEMPLO DO MANUAL DO PROFESSOR
Title: Hello, I’m Goldilocks - Lesson 1
Discussing and predicting I’m __________ (Child’s Goldilocks doll;

what the story is about; name). Surprise bag;
Identifying the main character Let’s go. Blue, red and yellow crayons/
of the story; I’ve finished. Coloured pencils;
Introducing oneself; Name pegs (from previous
Counting from 1 to 3. Key Vocabulary: class);
Hello, Bye-bye Big book;
Numbers from 1 to 3 CD.
Yellow, red, blue
Clap, count.
Stage 1 - Circle Time: Counting to 3 and Clapping Hands
• Explain that everybody will go to the Circle Time place clapping hands and counting 1,2 and 3.
Invite them to go to the Circle Time place by saying ‘Let’s go.’
• Demonstrate clapping hands.
• Ask the children to stand up and follow you saying: ‘Clap, clap, clap, one, two, three.’
• Count until the class comes to the Circle Time place and sits down.
• Congratulate the children on following your instructions (stand up, clap hands, count and sit).
Stage 2 - Listening Activity: Introducing Goldilocks

• Tell the children they are going to listen to a very interesting story about a girl called Goldilocks,
her mum, dad and three bears.
• Show them the cover page of the big book.
• Encourage the children to discuss and predict how the story could develop. As they express their
opinion you can take notes.
• Write on a paper _________ (child’s name) guesses _______. Keep this paper with you so that
you can use this information in your following reports.
• Let them see you writing using capital letters.
• Play the CD, but only the text corresponding to page 4 (CD Track 22).
• Play it again.
• Look inside the surprise bag. Talk to the class but don’t show the kids. On Stage 3 they will realise
who you are talking to.
*** It’s important to make clear to children when the teacher is talking and when the teacher is
acting.
23
Stage 3 - Playing with Goldilocks Doll
This activity will give children the opportunity to get to know the character better and speak in a
real situation of meeting others.
• Look at the children.
• Look again inside the surprise bag and say:
‘What are you doing here? What? Ok! Ok!’
‘I’ll let you meet my kids. Come and say “Hello”.’
• Take Goldilocks out of the surprise bag saying:
‘Here I am.”
‘Hello! I’m Goldilocks!’
‘Hello ________ (child’s name), I’m Goldilocks.’
• Have children say ‘Hello. I’m _______ (name).
• Goldilocks greets all children, one by one.
• Ask if the children want to hold Goldilocks and greet a classmate saying ‘Hello’.
• Then he / she will give it to another child to greet.
• After sometime say that it is time for her to leave, but she will come back another day.
• Ask children to say ‘bye-bye’ to Goldilocks and put her back in your surprise bag.
Stage 4 – Colouring Goldilocks Glove Puppet (photocopiable material)

• Tell the children they will be able to have their own Goldilocks puppet to colour with crayon or
colour pencil.
• Have all materials needed on the table.
• Give out only blue, yellow and red crayons or pencils. They will have to know them to colour
Goldilocks (yellow hair, blue eyes and overalls, red t-shirt and socks).
• Practise talking about the colours as much as possible by asking which one they like the most.
Say: ‘What colour is this one?’
• When they finish colouring, ask them to raise their hands and say: ‘I’ve finished.’
• Show children how to hang his/her work with the name-peg they had painted on the Introduc-
tory Class on the washing line. The ones who have finished can go to the Circle Time place and
wait looking at the class library books.
• To turn this paper into a glove puppet, glue the dotted line of the picture on a second piece of
paper so the child is able to put her hand in through the bottom and hold it like a puppet.
• Give it back to children so they can play with it the following class. After playing, keep it with you.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
24
COLOUR GOLDILOCKS’ HAIR.

SONG - GOLDILOCKS
GOLDILOCKS, WITH
YELLOW HAIR
YELLOW HAIR
YELLOW HAIR
IN THE HOUSE, AND UP THE
STAIRS
UP THE STAIRS
GOLDILOCKS IS WEARING
BLUE
WEARING BLUE
WEARING BLUE
GOLDILOCKS IS WEARING
BLUE
WE ALL LOVE YOU!
Tamanho A4
25
WHAT ABOUT YOUR FAMILY?
HOME CONNECTION
Dear Parents,
Nosso próximo Circle Time será sobre
família. Pedimos que ajudem seu/sua
filho(a) a desenhar sua família (avós,
pais, irmãos) ou colar uma foto nessa
página.
Tamanho A4
26
THE GINGERBREAD MAN
27
LEVEL 2 – NÍVEL 2
THE GINGERBREAD MAN
In “The Gingerbread Man”, some themes are reviewed and others are introduced, such as:
Unit Title Themes

1 Hello, We’re farmers People – People in community
2 This is our house Homes
3 This is your farm Farm and Farm Animals
4 These are Zigzag and zag Pet Animals
5 Mother Hen and Her chicks Life cycle of a Hen
6 The super Hop-Trot Horses and Means of Transportation
7 Bell, the cow Food
8 The Happy Family Duck Families
9 Backing and Decorating Gingerbread Parts of the Body
10 Gosh! Gingerbread can run Actions – Nature
11 Let’s catch Gingerbread Man! Asking for help
12 What shall we do? Trusting in others
13 The crocodile Fellings
14 Let’s cook again Solving problems
PACING FOR THE COURSE BOOK - SUGESTÃO DE DIVISÃO DO CONTEÚDO

March Units 2 and 3
April Units 4 and 5
May Units 6 and 7
June Unit 8
October Unit 12
November Unit 13
December Unit 14
28
UNIDADE 1
TITLE: HELLO, WE’RE FARMERS.
OVERVIEW
Introducing two of the main Hello, I’m _____. Clap

characters of the book. (Child’s name) 1 to 10
Talking. I’ve finished. Hello, bye-bye
Counting. My name is ______. Clothes (the ones the old man
Talking about community I’m a _____(profession) and the old woman are wea-
workers.Naming some profes- ____(Child’s name) the ____ ring)
sions and colours. (profession).This is my mum. Colours (all they want to)
Talking about family members. She is a ____(profession).This Professions
Talking about professions. is my dad. He is a ____(profes- Family members (mum, dad)
Talking about farms. sion). Farm places
Farm animals

Counting to 10 and clapping Dorothy and Jeremy doll Introducing Dorothy and
hands.Talking about communi- Catwalk wearing hats Jeremy
ty workers.
Calling roll using class board.
Song Activity Paper Note To Parents /

Old MacDonald had a farm Page 1 – We can live in diffe- Home Connection
(CD TRACK 1) rent places such as cities and Picture or drawing of parents
farm. Think about these places working
and complete the scenes. Page
3 – Look at Dorothy’s pictu-
res at different times of her
life. Number them from the
youngest to the oldest.Page
4 – Can you do the same with
Jeremy’s pictures? ..

Different hats ----- Board - Mum and Dad at work
29
Title: Hello, we’re farmers - Lesson 1
Introducing two of the main Hello, I’m ____ (child’s name). CD;
characters of the book; I’ve finished. Surprise bag;
Talking; Puppets;
Counting. Key Vocabulary: Jeremy glove puppet;
Clap Colour pencils/crayons
1 to 10
Hello, bye
Clothes (the ones the old man
and old woman are wearing)
Colours (all they want to)

• Demonstrate how to clap your hands.
• Ask the children to stand up and follow you chanting…
‘Clap, clap, clap, one, two, three.’
‘Clap, clap, clap, four, five, six.’
‘Clap, clap, clap, seven, eight, nine.’
‘Clap, clap, clap, ten, ten, ten.’
• Keep counting and clapping until everyone is sat in a circle.
• Congratulate the children for doing this.
‘Congratulations ________, you did very well.’ Or ‘Good job!’
Stage 2 - Listening Activity: Introducing Dorothy and Jeremy
• Tell your class that they are going to hear a story about an old man and an old woman, Jeremy
and Dorothy.
• Show them page 4 of the Big Book.
• Look at the cover of the book with your class and ask them to try and guess the relationship
between the Gingerbread man and Jeremy and Dorothy.
• Ask how the story might develop. Make notes of your class’s suggestions.
• Play the CD corresponding to page 4 and then play it again. (track 19)
• Take the dolls of Jeremy and Dorothy out of your surprise bag and ask the dolls…
‘Gosh! What are you doing here?’
• Put the dolls back in your surprise bag.
Stage 3 - Playing with Dorothy and Jeremy Dolls
• Look at the children.
• Look again inside the surprise bag and say: ‘What are you doing here? What? Ok! Ok!’
‘I’ll let you meet my class. Come and say “Hello”.’
• Take Dorothy and Jeremy out of the surprise bag: ‘Here we are.’
‘Hello! I’m Dorothy!’
‘Hello! I’m Jeremy!’
‘Hello ________ (child’s name), we are
farmers.’
30
• Dorothy and Jeremy then greet the children, one by one.
• Ask if the children would like to hold the dolls and greet a classmate.
• After some time say that it is time for Jeremy and Dorothy to leave, but explain that they will
come back another day.
• Ask children to say bye-bye to Dorothy and Jeremy and put them back in your surprise bag.
Stage 4 – Colouring Jeremy Glove puppet
• Tell children they will have their own Jeremy puppets to colour.
• Have all art materials and equipment ready on the table.
• Review colours and clothes vocabulary. Ask children which they like most:
‘What colour is this?’
‘What is Jeremy wearing?’
• If the children can’t get the names of the clothes right, help them by miming.
• Have children ask for the colours they want in English.
• When pupils finish ask them to raise their hands and say: ‘I’ve finished.’
• Show children how to hang their work, with their pegs on the washing line.
• Those who finished early can sit in the Circle Time place and read class library books.
• Sing the ‘Bye-Bye’ song to dismiss class.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Follow the instructions to turn this paper into a glove puppet. Do it and give it back to children so
they can play with it in the following class.
After children have played keep their papers.
Tamanho A4
31
Title: Hello, we’re farmers - Lesson 2
Talking about community My name is _____ . CD;

workers; I’m a _____ (profession) Pictures of community
Naming some professions and _____ (child’s name) the workers;
colours. _____ (profession) Pieces of craft/cardboard
Talking about family members paper;
Colour pencils/crayons.
Key Vocabulary:
Professions
Colours
Stage 1 - Circle Time:Talking about Community Workers

• Discuss community workers.
• Ask the children if they know what a community worker is, point out that you are a community
workers.
• Display some magazines and search for examples of different types of professions with your class.
• When you find examples, cut them out for a display board.
• Have some pictures of Community workers with you in case you cannot find many in the magazi-
nes.
Stage 2 – Art Activity: Different hats

• Point out the variety of hats that different community workers wear; cook, nurse, policeman,
fireman and postman.
• Fold a piece of craft paper or card in two so that it looks somewhat like a hat.
• Prepare art material and equipment for your class to use while they design their community hats.
•Remember to take all possible opportunities to review vocabulary; in this case colours.
Stage 3 – Game: Catwalk wearing hats
• Organise a show for your class to present their hats.
• This will also be an opportunity for students to practice new vocabulary:
‘My name is _________. I’m a __________ (profession).’
Variation: Ask the children to sit in a circle and close their eyes. The teacher then touches one child
and asks him/her to leave the room. Then ask the group to open their eyes and ask: ‘Who’s mis-
sing?’
Children will have to say: ‘______ (child’s name), the _______ (profession).’
32
Stage 4 – Activity Paper pages 3 and 4.
Page 3: Look at Dorothy’s pictures at different times of her life. Number them from the youngest
to the oldest.
Page 4: Can you do the same with Jeremy’s pictures?
• Ask the children to look at the Teacher’s Board previously done (Introductory Class Lesson 1)
• Explain that they are going to do the same with Dorothy’s and Jeremy’s pictures.
• Have colour pencils and crayons on the table.
• Encourage children to say something about the pictures after they number them in the correct
order:
‘Look at the doll’
‘This is a pacifier’
Note to parents:
Dear Parents,
Durante este mês desenvolveremos com os alunos o tema “profissões”. Para tanto, precisamos
que enviem uma foto de vocês no trabalho ou um desenho.
Thanks.
Teacher_______
Dismiss class by singing the ‘Bye-Bye’ song. (CD Track 14)
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Title: Hello, We’re farmers - Lesson 3
Talking about family members. This is my mum. CD;

Talking about professions. She is a _____ (profession). Pictures sent by parents;
Talking about farms. This is my dad. Chalk;
He is a ______ . Bowls of water;
Paper.
Key Vocabulary:
Family members
Professions
Farm places / animals
33
Stage 1 - Circle Time: Calling roll using class board
• Use the class board from the Introductory Class to call the roll by pointing to each child’s picture
with your magic wand.
Stage 2 – Building the board: Look at Mum and Dad at work!

• Sit in a circle with your class and have them present their family photos or pictures.
• Urge them to present the pictures of their parents using set phrasal constructions.
‘This is my mum. She is a _______ (profession).‘
‘This is my dad. He is a _______ (profession).’
• Children should put their picture on the board and write their names underneath.
Stage 3 – Activity Paper page 1: We can live in different places such as cities and farms.
Think about these places and complete the scenes.
• Ask children if they have ever been to a farm. If possible, show them some pictures or books
about it.
• Tell the children they will make a drawing of a farm.
• Have colour chalk and some bowls with water on the table. Explain that they have to put the
chalk
inside the water bowl for 10 seconds (let them count aloud so that they review numbers), and
then it will be ready to be used for painting.
• When they finish ask them to raise their hands and say: “I’ve finished”.
Stage 4 – Music and Movement: ‘Old MacDonald’ Song (CD Track 1)

• Tell children that you have some animals in your surprise bag, but the animals will only come out
of
the bag if they guess what animal they are.
• When they guess correctly the animal will come out and introduce itself:
Dog: ‘Hello, I’m a dog. My name is Zig Zag. Do you know why? Because I like running around the
farm
making zig zags. I’m brown and I have a short tail.’
• Once all the animals are in the middle of the circle, tell your class that you know a beautiful song
and
that you would like to share it with them.
• Play the song once and show the puppets as their names’ are mentioned.
• Play it a second time. Urge your class to sing and mime.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
34
MAKE A CIRCLE AROUND THE DOG AND A SQUARE AROUND THE COW.
SONG - OLD MACDONALD HAD A FARM
OLD MACDONALD HAD A FARM, E-I-E-I-O

AND ON HIS FARM HE HAD SOME COWS, E-I-E-I-O
WITH A MOO, MOO, HERE AND A MOO, MOO THERE
HERE A MOO, THERE A MOO
EVERYWHERE A MOO, MOO
OLD MACDONALD HAD A FARM, E-I-E-I-O
VARIATION: PIGS, DUCKS, DOGS
LISTEN TO WHAT YOUR TEACHER SAYS AND DRAW.
THE GINGERBREAD MAN HAS THE GINGERBREAD MAN THE GINGERBREAD MAN
YELLOW PANTS. HAS RED T-SHIRT. HAS BLACK BOOTS.
34
35
THE COUNTRY MOUSE

AND THE TOWN MOUSE
36
LEVEL 3 - NÍVEL 3
THE TOWN MOUSE AND THE COUNTRY MOUSE
“The Country Mouse and The Town Mouse” emphasizes themes like:
Unit Title Theme

1 Who lives there? Room in a house
2 Vegetable garden and orchard Healthy Food
3 Taking care of animals Pet animals
4 Having a snack with friends Snack Food
5 Mr. Frog Hobbies
6 Country Mouse’s Friend Clothes
7 An invitation Making decisions
8 Here I am Likes and dislikes
9 What a nightmare Feelings
10 Going to town Junk food
11 A human being’s house Family rooms in a house – toys – danger
12 A cat! Country Environment
13 Our favourite place Going home
14 Going home Means of transportation
PACING FOR THE COURSE BOOK

SUGESTÃO DE DIVISÃO DO CONTEÚDO

March Units 2 and 3
April Units 4 and 5
May Units 6 and 7
June Unit 8
October Unit 12
November Unit 13
December Unit 14
37
Unit 1 Title: Who lives there? Book Pages 3 to 5
Discussing and predicting what I’m _______(Child’s name). Hello, Bye-bye;

the story is about; I’ve finished. Colours;
Identifying the main characters What’s this? Clothes;
of the story; This is a / an _______. Numbers 1 to 15;
Introducing oneself; The________ (object) is Types of housing;
Counting; ________(colour). Kitchen, living room, bedroom,
Naming colours; This is ________ (colour). bathroom.
Talking about houses; Some housing utilities and
Talking about country environ- furniture.
ment;
Talking about clothes;
Talking about and naming
rooms in a house;
Talking about and naming ob-
jects of the house.
Counting to 10 and clapping Playing with mice puppets. Page 3 – Introducing Country
hands Looking for yellow, blue, red Mouse and Town Mouse
Counting and talking about the and green objects. Page 5 – Country Mouse’s
country environment house
Calling roll using class board
Song Workbook Note To Parents /

Home Connection
I can clap my hands Page 1– Compare the second -----
(CD TRACK 9) picture to the first...
Page 2- Look at the book…
Page 3- Draw at least one…
Cutting mice masks ----- -----

• Explain that everybody will go to the Circle Time place clapping hands and counting from 1 to 10.
• Ask them to stand up and follow you saying:
‘Clap, clap, clap, one, two, three, clap, clap, clap, four, five, six, clap, clap, clap, seven, eight, nine, clap,
clap, clap, ten, ten, ten.’
• Count until the group sits down in the Circle Time Place.
• Congratulate the children for following your instructions (stand up, clap hands, count and sit).
• Explain to the children that next time everybody goes to the Circle Time place, they will sing ‘I can
clap my hands’ (CD Track 9). Play this track of the CD. You can dramatise the song for children’s
understanding.
38
Stage 2 - Listening Activity: Introducing Country Mouse and Town Mouse
• Tell the children they are going to listen to a very interesting story about two mice.
• Show them page 3 of the Big book.
• Encourage the children to discuss and predict what the story is about and how it could develop.
As they express their opinion you can take notes.
• Write on a paper: _________ (child’s name) guesses ___________.
• Let them see you writing using capital letters.
• Play the CD track corresponding to page 3 (CD Track 19).
• Play it again.
• Pull out the Mice dolls or glove puppets from your surprise bag. With a tone of surprise and sus-
pense in your voice say to them: ‘Gosh! What are you doing here?’
* It’s important to make clear to the children when the teacher is talking and when the teacher is
acting.
Stage 3 - Playing with mice puppets.

This activity will give children the opportunity to get to know the characters better.
• Look at the mice and say:
‘What are you doing here? What? Ok! Ok!’ ‘I’ll let you meet my kids. Come and say Hello.’
• The mice puppets will say:
‘Here we are.’ ‘Hello! I’m Country Mouse!’ ‘Hello! I’m Town Mouse!’
‘Hello ________ (child’s name), I’m Town Mouse.’
‘Hello ________ (child’s name), I’m Country Mouse.’
• They will greet all the children, one by one.
• Ask the children to reply to their greetings by saying ‘Hello, I’m ______. Nice to meet you.’
• Ask if the children want to hold the puppets and play with them. Call their attention to the
puppets’ clothes.
• After some time say that it is time for them to leave, but they will come back another day.
• Ask the children to say bye-bye to Town Mouse and Country Mouse and put them back in your
surprise bag.
39
Stage 4 - Cutting Mice Masks (children’s book).
• Tell the children they will have mice masks to play with.
• Take the mask papers out of the book. (SB pages 33 and 34) and give them to the children.
• Have all the material needed for this activity (such as scissors and glue) on the table.
• Explain that they do not need to cut the eyes; you can do it later if they prefer.
• When they finish, ask them to raise their hands and say: ‘I’ve finished.’
• Show the children how to hang their mice masks with the name-peg they had painted in the In-
troductory Class on the washing line. The ones who have finished can go to the Circle Time place
and wait for the others while looking at the class library books.
• Get all masks cut by the children and follow the instructions to turn them into masks.
Cut them around the eyes. (This may be too difficult for their age)
Use some sellotape and a wooden stick for each mask.
Tape the stick in the middle of the mask.
Cover the end of the stick with some tape to prevent children from getting hurt.
• You can do it and give them back to the children so that they can play with them the following
class.
• Remember to have the children write their names on their masks, so that you can identify which
masks belong to which child.
• Always collect the masks after children play.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
40
Tamanho A4
Tamanho A4
41
Title: Who lives there? Lesson 2
Talking about country environment; What’s this? CD;

Counting; This is a / an ________. Books showing country environment;
Talking about clothes. Pencils.
Key vocabulary:
Numbers 1 to 15
Clothes
Stage 1-Circle Time: Counting and talking about the Country Environment
• After singing the ‘Hello’ song (CD Track 8) say:
‘Today we’ll go to the Circle Time place counting from 1 to 15. When I say “stop”, we will stop and
count very fast from 1 to 15 again. Are you ready? Let’s go!’
• When you get there, sing ‘I can clap my hands’ (CD Track 9) before sitting on the floor.
• Show them as many books as possible about country environment.You can use some Art books.
Famous painters have wonderful pictures portraying country life.
• Ask if children have already been to a farm or to a countryside house.
• Tell them what we can find in the country.
• It is important to tell them that real life in the countryside is not hard for everyone, that there
are rich people, like some farmers, living there.
Stage 2 – Listening Activity – Book page 3

• Show children the two mice. Ask which one they think lives in the country and wait. Let them
express their opinion in L1 (mother tongue) if necessary.
• Call children’s attention to the mice’s clothes. Ask what they look like. Ask if they have ever seen
any other mouse wearing clothes. (They will probably remember Mickey Mouse and Minnie Mouse,
among others).
• While pointing to an item of clothing, ask: “What’s this?”
• Help them answer: “This is a/an _____”.
• Invite children to stand up and go to their seats.
Stage 3 – Activity Paper page 1: Circle the animal that lives in this tree house.
• Open your Big Book on page 4 and encourage children to guess what animal lives in this tree
house.
• Ask the children to get a colour pencil and circle the animal that lives in there.
• Let them colour the scenery.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
42
UNIT 1- BOOK PAGE 5
Title: Who lives there? Lesson 3
Talking about and naming The___ (object) is ___(colour). CD;

rooms in a house; This is ____ (colour). Big book;
Identifying objects in a house; Red, yellow, green and blue;
Naming colours. Key vocabulary: objects (crayons, colour pen-
Kitchen, living room, bedroom, cils, paper cards, toys etc);
bathroom. Coloured boxes.
Some housing utilities and fur-
niture.
Colours.
Stage 1 - Circle Time: Calling roll using class board

• Say:
‘Today, we are going to our Circle Time place dancing to the ‘Lemon Tree’ song (CD Track 01).
• Use the class board from the Introductory Class to call the roll by pointing to each child’s hand-
print and saying:
‘This is _______ (child’s) handprint.‘
• If someone missed the class, say:
‘ ________ (Child’s name) is absent today.’
Stage 2 - Game: Looking for yellow, blue, red and green objects
• Show the children four boxes: a yellow, a blue, a red and a green one.
• Tell them you have three objects of each colour hidden in the classroom. They can be crayons -
colour pencils – paper cards – toys.
• The boys will look for blue and green objects. When they find something they will have to bring it
to the teacher and say:
‘This is blue/green’ and put it into the corresponding box.
• The girls will follow the same procedures for yellow and red objects.
• Whenever they bring something, tell them how many objects they brought up to that moment.
• When they find three things of each colour, they will have reached the aim. If not, they will have
to look for the objects a little longer with your help. Their whole class can help out now.
43
Stage 3 - Listening Activity: Book Page 5
* In this activity, call children’s attention to the rooms in a house and its objects.
• With all the children sitting on their chairs, open the Big Book on page 5.
• Read the text related to page 5.
•Ask the children what they think you are reading about. If they can identify the objects they can
stand up, come to the teacher’s desk and point to the corresponding picture on the book.
• Let them express their opinion in L1 (mother tongue) if necessary.
• Ask the children to open their books. Play the CD Track 21.
• While they are listening to the CD, invite children to point to the corresponding pictures on
their own books.
• Help children use colours to describe objects using structures like:
“The ______ (object) is _______ (colour)”.

“This is _______ (colour)”.
Stage 4 – Activity Paper page 2: Listen to what your teacher says and colour the
objects.
• The teacher is going to choose three or four objects in the scene.

• Tell the children that they are going to colour the objects according to what their teacher says.
• Dictate the following sentences:
“The sofa is blue”

“The fish is red”
“Colour two chairs yellow”
“Country Mouse is grey”
• Comment about children’s work individually.
Dismiss class singing the ‘Bye-Bye’ song.
Teacher’s notes:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
44
Size A4
45
LISTEN AND SING.
SONG - GUNG GUNG LIKE THE LITTLE FROGGIES DO

AND HE SAID, GOOD-BYE!
GUNG GUNG SAID THE LITTLE MR. FROGGY AND SHE SAID, OH MY!
GUNG GUNG SAID THE LADY FROGGY, TOO I’M COMING, TOO
GUNG GUNG SAID THEM BOTH TOGETHER I’M COMING, TOO
AND THEIR EYES WENT WOO, WOO, WOO! I’M COMING, TOO
AND THEY KISSED EACH OTHER I’M COMING, TOO
NOW, DRAW MR. FROGGY.
24
COUNT THE TYPES OF TRANSPORTS AND WRITE THE NUMBER:
TOTAL:
33
Size A4
46
MATERIAL DIDÁTICO PARA ALUNOS DO FUNDAMENTAL 1
• Coleção A to Z - 6 à 10 anos
A coleção A to Z é baseada no conceito da aprendizagem significativa e foi elaborada para facilitar

a interdisciplinaridade e contextualização dos conteúdos programáticos. As unidades são de temas
variados e todas as áreas de conhecimento são favorecidas, assim como os diferentes estilos de apre-
ndizagem. A exposição à escrita é ressaltada nos primeiros níveis, valorizando o ato da reflexão da
escrita, o levantamento de hipóteses e a conscientização das diferenças entre a língua mãe e o novo
idioma a ser adquirido. Já nos níveis seguintes, priorizamos a formalização da gramática em contextos
próximos à realidade dos alunos dando a oportunidade de refletir sobre a escrita por meio de jogos.
- Material do aluno
PURPLE BOOK RED BOOK YELLOW BOOK

eep ha
s los
1º ano - 6 anos
t her have you any
Yes sir, yes sir, wool?
eep ha
s los
2º ano - 7 anos
t her have you any
Yes sir, yes sir, wool?
3º ano - 8 anos
s lost
her have you any
wool?
m three bags m three bags eep ha Yes sir, yes sir,
Bo-P ep find the One for the full! Bo-P ep d the One for the full! Bo-P ep m three bags
Little she master, one Little she e to fin come master, one find the One for the full!
ere to me for wher for Little she
ere to
master, one
w wh they’ll co the dame, know , and they’ll the dame, w wh they’ll co
me for
sn’t kno ne, and And one for esn’t ne And one for sn’t kno ne, and
the dame,
And doe them alo me m. the little And do them alo me m. the little And doe them alo me
And one for
the little
Leave ho behind the ho behind the ho behind the
m.
Leave Leave
A to Z
ls ls
A to Z
ir tai
A to Z
the the ir tai ir tails
ing ing ing the
Bring Five little ducks Bring Five little ducks Bring
The wheels on the bus went to play went Five little ducks
Wibble wobble The wheels on the bus Wibble wobble to play The wheels on the bus Wibble wobble went to play
go round and round , wibble wobble , wibble wobble , wibble wobble
PURPLE BOOK
to and fro go round and round to and fro go round and round
RED BOOK YELLOW BOOK
But the one little But the one little But the one little to and fro
Round and round, round and round With the feathe duck Round and round, round and round duck Round and round, round and round duck
r on his back With the feathe With the feathe
The wheels on the bus go round and round He led the others The wheels on the bus go round and round He led the others r on his back The wheels on the bus go round and round He led the others r on his back
All through the town. with a quack, with a quack, with a quack,
Quack, quack, quack, quack. All through the town. quack, quack. All through the town. quack, quack.
quack Quack, quack, Quack, quack,
Quack, quack quack
Quack,
The wipers on the bus go “Swish, swish, swish, He led the others quack, quack The wipers on the bus go “Swish, swish, swish,
Quack,
He led the others quack, quack The wipers on the bus go “Swish, swish, swish, He led the others quack, quack
Swish, swish, swish, swish, swish, swish” with a quack, quack, with a quack, with a quack, quack,
quack Swish, swish, swish, swish, swish, swish” quack, quack Swish, swish, swish, swish, swish, swish” quack
The wipers on the bus go “Swish, swish, swish” The wipers on the bus go “Swish, swish, swish” The wipers on the bus go “Swish, swish, swish”
le, little Oh playmate, le, little Oh playmate,

Twinkle, twink le, little Twinkle, twink
Level 1
Level 3
Oh playmate,
Twinkle, twink
Level 2
star, come out and play with me star, come out and play with me
are. star, come out and play with me are.
er what you And bring your dollies three. are. er what you And bring your dollies three.
How I wond world so high, er what you And bring your dollies three. How I wond world so high,
the Climb up my apple tree, How I wond world so high, the
Up above ond in the sky.
Climb up my apple tree,
Up above ond in the sky. the Climb up my apple tree,
Like a diam le, little star,
Look down my rain barrel Up above ond in the sky. Like a diam le, little star,
Look down my rain barrel
Reader Slide down my cellar door Like a diam le, little star, Reader twink Slide down my cellar door
Twinkle, twink
The Great Big er what you
are! Slide down my cellar door Twinkle, you are! And we’ll be jolly friends forever more.
And we’ll be jolly friends forever more. Twinkle, twink what you are!
Reader Claireer what
Peter and wond
How I wond
Enormous Turnip
Pinocchio er And we’ll be jolly friends forever more. How I
How I wond
LUCIA MIRANDA PRISCILA PRADO LUCIA MIRANDA DANIELA GALLINA

LUCIA MIRANDA DANIELA GALLINA YELLOW BOOK - out2011.indd 1 11/21/11 11:13 PM
PURPLE BOOK - out2011.indd 1 11/22/11 11:17 PM
RED BOOK - OUT2011.indd 1 11/22/11 11:07 PM
Contents Contents Contents

Unit 1. The great big enourmous Unit 1. About me Unit 1. School
turnip Unit 2. Families Unit 2. Peter and Claire
Unit 2. Family & Houses Unit 3. Talking about colours Unit 3. ABC around me
Unit 3. Fruits & Vegetables Unit 4. Shapes & Numbers around Us Unit 4. Clothes we wear
Unit 4.Talking about the story Unit 5. Pinocchio Unit 5. At the beach
Unit 5. Our body & Senses Unit 6. Helping Gepetto
Unit 6. In the Community
Unit 6. Seasons & Weather Unit 7. Neighborhood
Unit 7. Toys & Games Unit 8. AESOP’S fable: The Monkey &
Unit 7. Sports, Hobbies and Activities
Unit 8. Famous Nursery Rhymes The Dolphin Unit 8. AESOP’S fable: The Lion and The Mouse
GREEN BOOK BLUE BOOK

Little
Bo -Pee
p has
lost he
r
sheep e to find me
4º ano - 9 anos
them
have you any
Yes sir, yes sir,
One for the
wool?
three bags
full!
Contents lost he
5º ano - 10 anos
r have you any
wool?
Contents
er
master, one
for p has Yes sir, yes sir,
w wh they’ll co the dame, Bo-Pee them One for the
three bags
full!
sn’t kno ne, and And one for Little sheep e to find me master, one
And doe them alo me m. the little er
w wh they’ll co the dame,
for
Leave ho behind the sn’t kno ne, and
A to Z Unit 1. Hello everyone

ls And one for
ir tai And doe them alo me m. the little
ing ing the Leave ho behind the
A to Z
Br ls
ir tai
The wheels on the bus ing the
Five little ducks
went to play Bring Five little ducks
go round and round Wibble wobble
Unit 1. Things about me!

The wheels on the bus went to play
GREEN BOOK
, wibble wobble Wibble wobble
Unit 2. The Sunshine English Camp

Round and round, round and round to and fro , wibble wobble
But the one little go round and round
BLUE BOOK
duck But the one little to and fro
The wheels on the bus go round and round With the feathe
r on his back Round and round, round and round With the feathe duck
All through the town. He led the others r on his back
with a quack, The wheels on the bus go round and round He led the others
Quack, quack, quack, quack. All through the town. with a quack,
Quack, quack, quack, quack.
The wipers on the bus go “Swish, swish, swish, quack
Unit 2. Dave`s Triple Trouble

Quack, quack
Hee led the others quack, quack Quack, quack,
Unit 3. What do people do?

Swish, swish, swish, swish, swish, swish”H The wipers on the bus go “Swish, swish, swish,He led the others quack
The wipers on the bus go “Swish, swish, swish” with a quack, with a quack,
quack, quack Swish, swish, swish, swish, swish, swish” quack, quack
le, little The wipers on the bus go “Swish, swish, swish”
Twinkle, twink
star, le, little
Level 4
are.
Unit 3. Taking care of Pets

Oh playmate,
er what you Twinkle, twink
Level 5
Unit 4. Reading is all around

How I wond world so high, Oh playmate, star, are.
come out and play with me
the
Up above ond in the sky. come out and play with me er what you And bring your dollies three.
Like a diam le, little star, How I wond world so high, Climb up my apple tree,
the
And bring your dollies three. Up above ond in the sky.
Twinkle, twink what you are! Look down my rain barrel
Reader er Climb up my apple tree, Like a diam le, little star,
How I wond
Unit 4. School Time

Look down my rain barrel Readerkle, twink are! Slide down my cellar door
TwinTriple you
Unit 5. Animals around us

The Sunshine Dave’s er what And we’ll be jolly friends forever more.
English Camp Slide down my cellar door How I wond
Trouble
And we’ll be jolly friends forever more.
LUCIA MIRANDA DANIELA GALLINA LUCIA MIRANDA RENATA CUNHA
Unit 5. All in one Year!

GREEN BOOK - jun2010.indd 1 11/22/11 11:27 PM
Unit 6. Air, Sea and Land

BLUE BOOK - jun2010.indd 1 11/22/11 11:34 PM
Tranportation Unit 6. Talking about time

Unit 7. Meals in a day Unit 7. Being Healthy!
Unit 8. Indian Fairy Tale: The Tiger, Unit 8.Hobbies & Travelling
The Braham and The Jackal
47
OFERECEMOS PARA O PROFESSOR DO FUNDAMENTAL 1:
Suporte pedagógico on-line
As autoras do material disponibilizam o suporte pedagógico on-line para capacitação dos profis-
sionais que irão trabalhar com o material Kinderbooks. Sugestões para reunião de pais, relatórios
de alunos, eventos para as datas comemorativas e um plantão permanente para esclarecimento de
dúvidas faz parte do trabalho das “Teachers-On-Line”.
Material do professor
her have you any her have you any her have you any her have you any her have you any
s lost wool? s lost wool? s lost wool? s lost wool? s lost wool?
eep ha Yes sir, yes sir, eep ha Yes sir, yes sir, eep ha Yes sir, yes sir, eep ha Yes sir, yes sir, eep ha Yes sir, yes sir,
Bo-P eep them three bags Bo-P eep them three bags Bo-P eep nd th
em three bags
full! Bo-P eep nd th
em three bags
full! Bo-P eep nd th
em three bags
full!
Little sh to find me One for the
master, one
full! Little sh to find me One for the
master, one
full! Little sh r e to fi come
One for the
master, one Little sh r e to fi come
One for the
master, one Little sh r e to fi come
One for the
master, one
he r e co for he r e co for w he ’ll for w he ’ll for w he ’ll for
t kn ow w d they’ll the dame, t kn ow w d they’ll the dame, n’ t know and they the dame,
n’ t know and they the dame,
n’ t know and they the dame,
esn’ e, an And one for doesn’ alone, an And one for does alone, e . And one for does alone, e . And one for does alone, e . And one for
And do them alon me em . the little A nd
them home em . the little A nd
th em hom behind th
em the little A nd
th em hom behind th
em the little A nd
th em hom behind th
em the little
Leave ho behind th Leave ind th Leave boy who Leave boy who Leave boy who
A to Z A to Z A to Z
boy who ils beh boy who
A to Z A to Z
ils ils ils
eir ta
ils
eir ta eir ta eir ta eir ta
ng th ng th ng th ng th ng th
Bringi Each Bringi Each Bringi Each Five little duck Bringi Each Five little duck Bringi Each Five little duck
Five little duck Five little duck s went to play s went to play s wen
s wen s wen The wheels on the bus go The wheels on the bus go The wheels on the bus go wobble, wibble t to play
Collection Collection Collection
t to The wheels on the bus go t to Wib ble Wib ble Wib ble
Collection
The wheels on the bus go Wib play
Collection
Wibble wobble, play ble wobble, wib wobble, wibble wobble, wibble
wibble wobble round and round ble wobble to round and round wobble to and round and round wobble to and round and round wobble to and
round and round But the one little to and fro But the one little and fro But the one little fro But the one little fro But the one little fro
Round and round, round and round duck Round and round, round and round duck Round and round, round and round With the feat duck Round and round, round and round With the feat duck Round and round, round and round With the feat duck
With the feat With the feat her on her on her on his back
The wheels on the bus go round and round He led the othe her on his back The wheels on the bus go round and round He led the othe her on his back He
The wheels on the bus go round and round led the othe his back He
The wheels on the bus go round and round led the othe his back He
The wheels on the bus go round and round led the othe
Teacher’s Book Teacher’s Book Teacher’s Book
rs with a qua rs with a qua rs with a qua
Teacher’s Book Teacher’s Book
rs with a qua rs with a qua All through the town. ck, quack, quack. All through the town. ck, quack, quack. All through the town. ck, quack, qua
All through the town. ck, quack, qua All through the town. ck, quack, qua Quack, quack, Quack, quack, Quack, quack, ck.
Quack, quack, ck. Quack, quack, ck. quack quack quack
quack quack Quack, Quack, Quack,
Quack, Quack,
The wipers on the bus go “Swish, swish, swish, He led the othe quack, quack The wipers on the bus go “Swish, swish, swish, He led the othe quack, quack The wipers on the bus go “Swish, swish, swish, He led the othe quack, quack The wipers on the bus go “Swish, swish, swish, He led the othe quack, quack The wipers on the bus go “Swish, swish, swish, He led the othe quack, quack
rs with a qua rs with a qua rs with a qua rs with a qua rs with a qua
Swish, swish, swish, swish, swish, swish” ck, quack, qua Swish, swish, swish, swish, swish, swish” ck, quack, qua Swish, swish, swish, swish, swish,Blue swish” Book ck, quack, qua
Swish, swish, swish, swish, swish, swish”
Purple Book ck, quack, qua
ck Swish, swish, swish, swish, swish, Red swish” Book ck, quack, qua
ck Yellow
The wipers on the bus go “Swish, swish, swish”
Book ck Green
Book ck
ck
The wipers on the bus go “Swish, swish, swish” The wipers on the bus go “Swish, swish, swish”
nkle, little nkle, little nkle, little Oh playmate, nkle, little Oh playmate, nkle, little Oh playmate,
Twinkle, twi
Oh playmate,
Twinkle, twi
Oh playmate, Twinkle, twi Twinkle, twi Twinkle, twi
star, star, come out and play with me star, come out and play with me star, come out and play with me
CD INSIDE
CD INSIDE
CD INSIDE
star, come out and play with me come out and play with me
CD INSIDE
CD INSIDE
you are. you are. you are. you are. you are.
nder what high, nder what high, nder what high, nder what high,
1 FREE
1 FREE
1 FREE
nder what high, And bring your dollies three. And bring your dollies three. And bring your dollies three.
1 FREE
And bring your dollies three.

1 FREE
And bring your dollies three.

How I wo rld so How I wo rld so How I wo wo rld so Climb up my apple tree, How I wo wo rld so Climb up my apple tree, How I wo wo rld so Climb up my apple tree,
wo Climb up my apple tree, the wo Climb up my apple tree, the the the
Up above
the sky. Up above sky. Up above sky. Up above sky. Up above sky.
mond in the mond in the Look down my rain barrel mond in the Look down my rain barrel mond in the Look down my rain barrel mond in the Look down my rain barrel
Like a dia e, little star,
Like a dia e, little star, Like a dia e, little star, Like a dia e, little star, Like a dia e, little star,
nkl Slide down my cellar door nkl Slide down my cellar door nkl Slide down my cellar door
nkl
Twinkle, twi what you are!
Slide down my cellar door nkl
Twinkle, twi what you are!
Slide down my cellar door Twinkle, twi what you are! Twinkle, twi what you are! Twinkle, twi what you are!
nder And we’ll be jolly friends forever more. nder And we’ll be jolly friends forever more. nder And we’ll be jolly friends forever more. nder And we’ll be jolly friends forever more. nder And we’ll be jolly friends forever more.
How I wo How I wo How I wo How I wo How I wo
www.editorakinderbooks.com.br www.editorakinderbooks.com.br www.editorakinderbooks.com.br www.editorakinderbooks.com.br www.editorakinderbooks.com.br
- Livro do professor com orientações aula a aula para o professor, com fotocopiáveis, sugestões de
atividades extras ligadas a datas comemorativas, notas explicativas de atividades que podem envolver
os pais no aprendizado do aluno, home connection e sugestão para testes;
her have you any her have you any
s lost Yes sir, yes sir, wool? s lost Yes sir, yes sir, wool?
ep ha ep ha
Bo-Pe eep d them One for the
three bags
full! Bo-Pe eep them One for the
three bags
full!
Little sh to fin me master, one Little sh to find me master, one
where ’ll co the dame,
for here
ow w d they’ll
co for
n’ t know and they t kn an
the dame,
es e, And one for esn’ e, And one for
And do them alon me em. the little And do them alon me em. the little
Leave ho behind th ho behind th
Leave
A to Z
ils ils
A to Z
eir ta ta
ing th eir
Bring ing th
Five little duck Bring Five little duck
The wheels on the bus Wibble wobble, s went to play The wheels on the bus s went to play
wibble wobble Wibble wobble,
go round and round wibble wobble
PURPLE BOOK
to and fro go round and round to and fro
RED BOOK
But the one little But the one little
Round and round, round and round With the feat duck Round and round, round and round duck
her on his back With the feat
The wheels on the bus go round and round He led the othe The wheels on the bus go round and round He led the othe her on his back
rs with a quac rs with a quac
All through the town. k, quack, quac All through the town. k, quack, quac
Quack, quack, k. Quack, quack, k.
quack quack
Quack,
The wipers on the bus go “Swish, swish, swish, He led the othe quack, quack The wipers on the bus go “Swish, swish, swish,
Quack,
He led the othe quack, quack
rs with a quac rs with a quac
Swish, swish, swish, swish, swish, swish” k, quack, quac Swish, swish, swish, swish, swish, swish” k, quack, quac
k k
The wipers on the bus go “Swish, swish, swish” The wipers on the bus go “Swish, swish, swish”
kle, little
Twinkle, twin
Oh playmate, kle, little
Level 1
Oh playmate,
Twinkle, twin
Level 2
star, come out and play with me

you are. star, come out and play with me
der what And bring your dollies three. you are.
How I won world so high, nder what high, And bring your dollies three.
the Climb up my apple tree, How I wo so
Up above ond in the sky. abo ve the world sky. Climb up my apple tree,
Look down my rain barrel Up
Like a diam
kle, little
star, mond in the r, Look down my rain barrel
Reader Slide down my cellar door Like a dia sta
Twinkle, twin
The Great Bigder what you
are! kle, little Slide down my cellar door
won And we’ll be jolly friends forever more. Twinkle, twin what you are!
Reader
How I Turnip
Enormous nder And we’ll be jolly friends forever more.
How I wo
Pinocchio
LUCIA MIRANDA PRISCILA PRADO

LUCIA MIRANDA DANIELA GALLINA
PURPLE BOOK - out2011.indd 1 11/22/11 11:17 PM
her have you any RED BOOK - OUT2011.indd 1 11/22/11 11:07 PM
her have you any s lost Yes sir, yes sir, wool?
s lost wool? ep ha
ep ha Yes sir, yes sir, Bo-Pe eep d them One for the
three bags
full! s lost
her have you any
Bo-Pe eep d them One for the
three bags
full! Little sh to fin me master, one ep ha Yes sir, yes sir, wool?
Little sh to fin master, one where ’ll co for
Bo-Pe eep three bags
where they’ll com
e for know and they the dame,
Little d them One for the full!
know the dame, es n’ t e, And one for sh e to fin e master, one
esn’t alone, and And one And do them alon me th em. the little ow wher they’ll com the dame,
for
d do . for e ho behind kn d
the little Leav esn’t e, an
A to Z
An them home hind them And one for
Leave r ta ils And do them alon me em . the little
ils be ei ho behind th
A to Z
eir ta ing th Leave
Bring
A to Z
ing th eir ta ils
Bring Five little duck The wheels on the bus ing th
The wheels on the bus s went to play Five little duck
s went to play Bring Five little duck
Wibble wobb go round and round Wibble wobb s went to play
le, wibble wobb le, wibble wobb The wheels on the bus Wibble wobb
go round and round
Round and round, round and round YELLOW BOOK But the one little le to and fro
With the feath duck
er on his back
Round and round, round and round
GREEN BOOK
The wheels on the bus go round and round
But the one little le to and fro
With the feath duck
go round and round
Round and round, round and round BLUE BOOK
le, wibble wobb
But the one little le to and fro
duck
The wheels on the bus go round and round He led the othe All through the town. er on his back With the feath
rs with a quac He led the othe The wheels on the bus go round and round He led the othe er on his back
All through the town. k, quack, quac rs with a quac rs with a quac
Quack, quack, k. k, quack, quac All through the town. k, quack, quac
quack Quack, quack, k. Quack, quack, k.
Quack, The wipers on the bus go “Swish, swish, swish, quack quack
Quack,
The wipers on the bus go “Swish, swish, swish, He led the othe quack, quack Swish, swish, swish, swish, swish, swish”H Hee led the othe quack, quack The wipers on the bus go “Swish, swish, swish,
Quack, quack,
He led the othe quack
rs with a quac rs with a quac rs with a quac
Swish, swish, swish, swish, swish, swish” k, quack, quac The wipers on the bus go “Swish, swish, swish” k, quack, quac Swish, swish, swish, swish, swish, swish” k, quack, quac
k k k
The wipers on the bus go “Swish, swish, swish” e The wipers on the bus go “Swish, swish, swish”
kle, littl
Twinkle, twin ,
kle, little Oh playmate, star kle, little
Twinkle, twin , you are.
Level 4
Level 3
Oh playmate,
Twinkle, twin ,
Level 5
star come out and play with me der what

you are. How I won world so high, Oh playmate, star
you are.
come out and play with me
der what And bring your dollies three. the
Up above ond in the sky. der what And bring your dollies three.
How I won world so high, Climb up my apple tree,
come out and play with me How I won world so high,
the
Up above ond in the sky. Like a diam star, the
Up above ond in the sky.
Climb up my apple tree,
Look down my rain barrel , twin kle, little And bring your dollies three.
Like a diam star, Twinkle you are! Like a diam , Look down my rain barrel
kle, little Slide down my cellar door Reader I won der what Climb up my apple tree,
, twinkle,
little star Slide down my cellar door
Twinkle, twin what you are!
Reader How
The Sunshine Look down my rain barrel Reader
Twinkle
Dave’s Triple what you
are!
Claireder
Peter and won And we’ll be jolly friends forever more. I wonder And we’ll be jolly friends forever more.
How I English Camp Slide down my cellar door How
Trouble
And we’ll be jolly friends forever more.
LUCIA MIRANDA DANIELA GALLINA

LUCIA MIRANDA DANIELA GALLINA LUCIA MIRANDA RENATA CUNHA
GREEN BOOK - jun2010.indd 1 11/22/11 11:27 PM BLUE BOOK - jun2010.indd 1 11/22/11 11:34 PM
YELLOW BOOK - out2011.indd 1 11/21/11 11:13 PM
- Livro igual ao do aluno;
- Livro de história com CD de áudio igual ao do aluno;
- Carimbos para serem utilizados nas atividades realizadas pelos alunos.
48
PURPLE BOOK - 1º ANO
EXEMPLO DO LIVRO DO PROFESSOR
• Teacher’s guide - Livro do professor
49
50
51
52
• Student’s book - Livro do Aluno
53
54
55
56
57
58
59
RED BOOK - 2º ANO
• Teacher’s guide - Livro do professor
60
61
62
63
64
65
66
YELLOW BOOK - 3º ANO
• Teacher’s guide - Livro do Professor
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GREEN BOOK - 4º ANO
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BLUE BOOK - 5º ANO
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Material Demonstrativo de Inglês

Educação Infantil Ensino Fundamental 1

Há mais de 12 anos no mercado atuando no ensino da Língua Inglesa para alunos na

Oferecemos muito além de material didático. Ao adotarem nossos livros em sua

Em nosso material ressaltamos a importância de se trabalhar os valores e princípios

A Kinderbooks também desenvolveu um grande número de jogos paradidáticos e

Entre em contato e solicite a visita de um representante,

• Coleção Songs & Rhymes - 1 e 2 anos

• Coleção Lucky Kids - 3 à 5 anos

Nível 3 - 5 anos - Material do Aluno Contents - Conteúdo

MATERIAL DIDÁTICO PERSONALIZADO

As escolas que optarem pelo material personalizado

- Luvas dos personagens principais.

- Kit igual ao do aluno para elaboração das aulas. Opcional

SONGS AND RHYMES

Main Aims: Song:

Take notes of all materials needed for this class:

Twinkle, twinkle, little star,

Main Aims: Song:

Take notes of all materials needed for this class:

Show & Tell / Role Play

Game: “What’s in the Box?”

Main Aims: Song:

Take notes of all materials needed for this class:

Circle Time have all photos with you

Talking about Family

Arts & Crafts

Repeat this procedure as many times as you wish.

Main Aims: Song: “ONE POTATO”

Music: One Potato

One Potato, two potatos,

Main Aims: Song: “ONE POTATO”

Music: One Potato

Take notes of all materials needed for this class:

Main Aims: Song: “ONE POTATO”

Take notes of all materials needed for this class:

Arts &Crafts - Potato’s head

GOLDILOCKS AND THE

Unit Title Themes

PACING FOR THE COURSE BOOK

February Introductory Unit, Unit 1

Main Aim Language Key Vocabulary

Welcoming children. Hello. Hello, bye-bye, sit down, stand

Circle Time Game Listening

Songs Workbook Note To Parents /

Art Activity Photocopiable Material Board

Main Aim Language Material

Welcoming children; Hello. CD; craft paper;

Stage 1 - Circle time: Welcoming children

Stage 3 – Game: Which puppet is missing?

EXEMPLO DO MANUAL DO PROFESSOR

Main Aim Language Material

Establishing routine; _______ , please. Craft paper;

Classroom Language Classroom Procedures

May I go to the toilet/bathroom, please? Children should:

• Explain the meaning of ‘toilet’, ‘water’, ‘raise hands’ and ‘wait’.

Stage 2 – Art Activity: Making the ‘Class Board’

Stage 3 – Game:Throwing the ball

Main Aim Language Material

Stage 1 - Circle Time: Discussing friendship

Stage 2 – Art Activity: Colouring Pegs

TITLE: HELLO, I’M GOLDILOCKS.

Main Aim Language Key Vocabulary

Talking about and naming The_ (object) is _(colour). CD;

“The (object) is _ (colour)”.