pebbles 2 teacher''s book

Language file activity Designing a fashion outfit and labelling the clothes Understanding a story song in English Revising and consolidating language of previous two units MAIN ACTI

Gail Ellis and

PEBBLES 2 TEACHER’S BOOK

Gail Ellis and Penny Hancock

MAIN COMMUNICATIVE AIM MAIN ACTIVITIES AND SKILLS Asking a person's name What's

your name? My name’ Listening to and identifying the course characters (Lesson 1!)

Singing the Hello song (from Identifying classroom objects: /s it Level 1) (1) a ? Yes/No Learning a colour chant (0)

Listening to a short story (2) Language file activity Learning a chant about classroom

Making the language file and objects (2) designing the cover Making a magic wand (3)

Reading colour words: red, yellow,

green, blue (3)

Singing a song about colours (3)

Identifying the differences in two

pictures (3)

Answering simple questions Listening to a short story (1)

about location: under the table/in _ Using prepositions to play hide- the box/on the table and-seek games 0)

" Identifying items of furniture

Language file activity through keyhole pictures (2)

Drawing a picture of your Listening to questions and circling

bedroom and labelling the the correct reply (2)

furniture Saying a furniture chant (2)

Drawing a picture of a cat in, on,

and under furniture (2) Saying a number chant (3)

Listening and counting the number of mice ina picture (3) Matching numbers and number

Singing a counting song (4) Playing a guessing game (4) Playing Animal Bingo (4)

Understanding a story in English Introducing the story

characters (I) Revising and consolidating Cutting out and sticking furniture

language from previous units in the correct room (I)

wa Saying a chant 0)

Language file activity Listening to the story (2)

Drawing a plan of your house/flat | istening and responding to

and labelling the rooms questions on the cassette (2)

Making finger puppets (3)

Acting out part of the story (3)

Singing a song using finger

Puppets (4)

Matching words and pictures (4)

LANGUAGE AIMS

To revise greetings: Hello (l)

To revise What's your name? My name’ ()

To revise colours: red, yellow, blue,

green, pink, purple, orange

(1 & 3)

Classroom objects: pencil, ruler,

rubber, pen, book, postman, parcel,

To use and respond to the

question Is it a .? Yes/No (2 & 4)

To revise colours: black, white (4)

Furniture vocabulary: bath, sofa, table, chair, bed (3)

To teach the word kitten @)

Prepositions: in, on, under (1 & 2)

To understand and reply to the question Where's the .? (She's)

under the chair ()

To revise Is it a ? Yes/No (2 & 4)

“To read the words Yes/No (2)

To revise numbers | to 10 (from

To revise animal vocabulary from

Level |: dog, kitten, cow, horse, fish, bird, rabbit wolf (4)

To teach rooms in a house:

bathroom, kitchen, sitting room,

the (kitchen)? Yes/No (2-4)

To revise prepositions: in, on,

To read the words for rooms in a

house: kitchen, sitting room, bed-

room, bathroom (4)

Giving a simple description of your facial features: /ve got (blue) eyes, a (big) mouth and (fair) hair

Language file activity Drawing

a picture of your face and

labelling the features

Describing what you are wearing:

I'm/He/she’s wearing

Language file activity

Designing a fashion outfit and labelling the clothes

Understanding a story song in

English Revising and consolidating

language of previous two units

MAIN ACTIVITIES AND SKILLS

Singing a song i)

Identifying monsters’ facial

features (I)

Listening to a short story about

Rose and her wand (2) Drawing a picture of Rose in the

face being described (3)

Saying a description chant (3)

Drawing their own funny face picture (3)

Listening to children describing

themselves and identifying their

photos (4)

Reading, matching and numbering

(4) Making a class photo album _ (4)

Listening to a description of what people are wearing at a

wedding (1) Describing people's clothes ina wedding photo ()

Saying a number chant (2) Preparing a clothes counting

poster (2)

Singing a song about clothes (3)

Listening to characters describing

clothes they haven't got (3) Saying a chant (3) Finding hidden clothes in a picture ofa room (3)

Matching words and pictures (4)

Drawing a picture of themselves

Listening to descriptions and

distinguishing true or false (l)

Listening to and singing a story

song

Acting out the story song (3)

Playing a board game (3)

LANGUAGE AIMS

To revise vocabulary related to facial features: head, eyes, nose, mouth, ears, and introduce the word hair (1&2)

To revise big/small (I)

To understand expressions used inthe song: open and close, sniff,

talk, wiggle, brush (I)

To revise colours: blue, green, red, yellow, black, brown, and introduce grey (2)

To understand and use the expression for describing facial

characteristics: I've got (fair hair)

Ive got (blue eyes) (2-4)

To read the words Yes and No (3)

To read words for facial features: black/red/fair/brown hair,

shoes, hat, skirt and introduce:

shirt, trousers, necklace, shorts (l-4)

To revise colours and numbers |

to 10 ())

To use the expression I’m /he/she’s

wearing (a dress) (1-4)

To introduce numbers 11 to 20 (2)

To revise I've got (2)

To use and reply to the question

How many .? (2)

To revise furniture and prepositions (3)

To revise he/she’s wearing (3 & 4)

To understand / haven't got (3)

To read clothes labels: a yellow hat, ete (4)

To revise facial features, clothes, colours and sizes (-3)

To revise (The Prince) is

To revise (Maria) has got (I)

To read words for colours and

To revise put on/take off (2 & 3)

To understand expressions used

To revise colours and numbers

unit: The monkey

and the penguin

MAIN COMMUNICATIVE AIM

Expressing ability: / can/can’t

swim,

Language file activity Drawing and writing about things you can and can’t do

Describing animals: A giraffe has a long neck A penguin can't fly

Language file activity

Drawing a picture of your favourite animal and writing

about it

Understanding a story in English

Revising and consolidating the language of the previous two

sports prizes they have won (1)

Listening to characters describe what they can and cantdo (2) Saying a chant (2) Completing a chart for them-

selves and their friend showing

what they can/can't.do (2)

Singing a song (3)

Playing a game of Sports Bingo

(3)

Doing a class survey of what

children can and can't do (4)

Making a wall chart (4)

Sentence building (4)

Matching sound effects with animals ()

Playing a drawing game (I)

Singing a song about zoo animals (2)

Playing a dice drawing game (2)

Listening to a story about Eddie and Rose at the zoo (3) Listening and completing a chart

about what zoo animals can and

Singing a song about the monkey

and the penguin () Listening to the story of The

monkey and the penguin (2)

Acting out the story (3)

Playing a board game (3)

LANGUAGE AIMS

To revise the actions: run, jump, dance, sing and introduce play football, play tennis, swim, play basketball (I) and ride a bike (2)

To understand the expression

To learn the verbs in the song:

stand up/sit down/turn around/touch the ground (3)

To understand Can you .?

To revise Is ita ?¥es/No (I)

To revise big/small and introduce

To revise facial features and shoulders, knees, toes (2)

To introduce animal body parts:

trunk, mouth, arms, feet, neck,

To revise numbers | to 6 (2)

To understand the song vocabu-

lary: swish, roar, stretch, climb,

To revise can + verb (I-3)

To introduce fast/slow (I-3)

To understand language used in the story: Let's race! Ready, steady, go! !am the winner! (2)

To revise big/small (3)

Numbers | to 24 (3)

Saying what food we like and don't like and saying what is good and bad for you: I like/I don't like

Language file activity

Drawing a picture of your favourite food and writing

Understanding a story in English Revising and consolidating

language from previous units

MAIN ACTIVITIES AND SKILLS

Listening to a story about Eddie and the tooth fairy @) Saying a location chant (I)

Listening to and answering

questions on cassette ()

Listening and identifying the food the tooth fairy likes/dislikes 2) Saying the tooth fairy chant (2)

Matching food words and

pictures (3) Drawing food they would like to buy from a supermarket (3) Making a class poster showing foods which are good and bad for your teeth (4)

Singing a song ()

Listening to Joe describing his morning () Playing a mime game (2)

Sequencing pictures according to

their own daily routine (2) Learning a days of the week chant (3) Matching the days of the week to activities (3) Making a weekly diary (4)

Listening and following

instructions on cassette (4)

Identifying sound effects and whether they come from the

town or the country ()

Drawing a picture of outside their classroom/bedroom window (1)

Listening to the story Town and

country (2) Acting out the story (3)

Listening and matching boys with

their favourite meals (3)

Making and writing a postcard (4) Playing a post office game (4)

To revise / like/I dont like (2-4)

To introduce good/bad for you (2&4)

To read food words (3)

To revise body parts: hair, teeth,

face, head ()

To introduce: get up, clean my teeth, brush my hair, wash my face,

have breakfast, go to school (1 & 2)

To introduce days of the week

(3&4)

To revise: ride a bike, go to the zoo and introduce: go swimming, go to the park, watch television, visit grandparents, play with

friends 3&4)

To revise: play football, play ten- nis, play basketball, climb trees, go

to school, etc (4)

To revise days of the week (I)

To revise transport, animals and buildings (42)

To introduce town/country (1 & 2)

To revise activities: get up, have

breakfast, clean my teeth, play outside, ride my bike, climb trees,

swim in the river, have dinner, go

to bed, go to the park, play foot- ball, go to the swimming pool (2-4)

To revise prepositions:

in/on/under (2)

To revise food: bread, salad,

chicken, potatoes, peas, banana,

fish, milk, orange juice, cake (3)

To use the expressions / can see/hear and Every day Ï

(3 & 4)

To introduce postcard (4)

Course map

13 Eddie, Rose Revision Listening to a story about Eddie, To revise have/havent got _(I)

make friends Language file activity _ Playing a game of Animal furniture, zoo animals ()

Writing about what you can do in Bịngo (|) To revise days of the week (2)

Making a party invitation

Singing a song Playing a guessing game

Listening and matching

characters with their party

To revise daily activities: wash

face, clean teeth, brush hair and

introduce get dressed (2)

To revise facial features and [be gọt @)

To revise clothes and I’m wearing

ly đ@)

“To revise sports and activities:

sing, dance, swim, ride a bike, play

football, climb trees, play tennis (4)

To revise / can + verb (4)

To revise ages and describing

or treat!

To revise / like

To revise food, animals,

transport, classroom objects

To introduce Happy Valentine's Day!

Introduction

Pebbles is a two-level English course for young children It is an activity-based course with a strong

story element and includes craft activities, such as making masks and puppets The course consists

of a Class Book for pupils, a Teacher's Book with story posters and a cassette

Course components

Each level of Pebbles is made up of the following:

Class Book

A 64 page, full-colour, write-in book for use in the

classroom, containing a wealth of activities including

games, songs, task-based listenings, rhymes and craft

activities Children are encouraged to personalise their

books with pen to paper practice activities, colouring,

drawing and evaluation activities The book also

contains five pages of colour cut outs for use in class

Each page of the Class Book provides the core material

for one lesson As there is minimal text on the page,

the following symbols indicate class activities:

(sze\ Material recorded on cassette (dialogues,

stories and listening activities)

Craft activity Pupils make something

linked to the theme of the unit

2I[5:JE¿J[5yJEv[SA Class activity This suggests an activity

where the class works together to apply

new language learned to themselves — for

example making a poster

Children use this to record how much

they enjoyed the story, drawing a smile

or a frown on the face

Children use this to record their progress

through the course They colour the stars

in as they finish each unit

Teacher’s Book

Fully interleaved with material from the Class Book,

this provides a breakdown of the main communicative

aim(s) for each unit as well as the aims and materials

needed in each lesson There are clear, step-by-step

lesson procedures, answers, tapescripts, suggested

teacher language, background information, suggestions

for optional review lessons and an Ideas store with

extra activities There is also a full set of picture

vocabulary cards (pages 149 to 160) which can be

photocopied and used in class Ideas for using the

picture vocabulary cards are given in the lesson notes,

as well as in the Ideas store section on pages 13! to 138

Story posters

Two full-colour posters, containing all four stories from

each level of the course

Cassette

The cassette provides lively recordings of the dialogues,

stories, songs, rhymes and chants

Aims and objectives

The aims and objectives of the course are:

* to motivate children to learn English and to develop

positive attitudes towards foreign language learning + to develop listening skills

* to enable pupils to give basic information about themselves in English

+ to introduce pupils to elementary themes in English

+ to develop pupils’ pronunciation through songs,

chants and rhymes + to foster cooperation and respect for themselves and

others through their work

Course structure

Pebbles 2 consists of fourteen units Each unit follows a regular pattern, usually consisting of four lessons Each

lesson provides revision and recapping, presentation

and practice of new language working towards a linguistic outcome, and a fun end of lesson activity As

in Level |, the activities revolve around a lively set of

fairy tale characters (Prince Eddie, Princess Rose and

the Pebbles royal family) and their friends from the real world - Anna and Joe In Pebbles 2, there is an exciting story in which Rose receives a magic wand, and is followed by a big bad wolf!

Every third unit (Units 3, 6, 9, 12) is a Story revision unit, featuring a version or adaptation of a traditional story These consolidate the key language from the preceding two units and introduce some simple new story-related vocabulary and phrases

Unit |4 is a special festivals unit which may be used around Halloween and Valentine s Day

For each unit which presents new language, we also

suggest an optional review lesson based around the

making of language files and picture dictionaries which

Introduction

enable children to consolidate and personalise language

Presented in the unit (see procedures and worksheets

suggested on pages 120 to 130) Although this lesson is

offered as an option, we thoroughly recommend you

build it into your timetable

Activity types

The main aims of an early introduction to learning a

foreign language are to familiarise the ear with the

sound of the new language, to develop listening skills

and to develop the child's confidence to produce the

spoken word, All activities promote active involvement

in the learning process,

Dialogues

Most units contain simple dialogues or mini-stories,

which allow children to hear new language in context

The text for the dialogues does not appear in the Class

Book but strong audio support on cassette, including

sound effects, and visual support in the Class Book

pictures is provided to aid understanding

Songs, rhymes and chants

Songs, rhymes and chants are an exciting way for

children to learn pronunciation They also help them to

memorise large chunks of language at a time The

songs, rhymes and chants in Pebbles include

* Simple songs, including action songs, to learn and

Practise new language

+ Traditional songs and rhymes - providing a valuable

cultural element

* Jazz chants to allow new lexical sets to be practised

in the form of a rhythmic chant

+ Action and mime rhymes to help children memorise

new language and develop coordination

* Story theme songs to stimulate interest, and to

involve children in the stories

Games

Games are a very effective and motivating way for

children to build their confidence to use a foreign

language They make the language natural and

meaningful by providing a fun and stimulating context

Pebbles contains a number of simple class games, card

games, team games, board games and traditional games

such as Musical Statues, Simon Says and Bingo

Further suggestions for games can be found in the

lesson notes for each unit and in the Ideas store on

pages 131 to 138

Listening tasks

These tasks vary according to the content of the listening material They may involve listening for specific information or listening for overall meaning as

in the stories Pupils, however, are always actively involved in tasks such as listen and draw, listen and colour, listen and circle, listen and do, ete

Storytelling

There are adaptations of four traditional stories in

Pebbles 2, recorded on cassette and represented as

Picture narratives on double spreads in the Class Book The main aim of storytelling in the course is for children to hear language they have recently learned in

a meaningful context which brings it to life It also helps increase children's concentration and ability to

understand an extended narrative Language children already know is integrated with new language, the meaning of which is obvious due to visual and other

clues Stories also provide an opportunity to develop

strategies such as guessing and predicting,

Drama

Most children love acting out a dialogue or story and suggestions for integrating this into your classes are

provided in the lesson notes for each unit Also see

Suggestions in the Ideas store on pages 13] to 138

Total physical response

This technique is integrated throughout the course in the lesson notes for each unit, used in exploitation of songs, stories, games, rhymes and dialogues Also see suggestions in the Ideas store on pages 13] to [38

Craft activities

Children love making things which relate to a theme Language will naturally be generated through these activities (children will probably want to know the

words for scissors, sticky tape, pencils, glue and verbs

such as cut and stick) and all the finished products will undoubtedly give rise to some spontaneous verbal play However, all the craft activities suggested in the course have a specific linguistic outcome which will be

memorable and enjoyable for the children The objects made will be used for TPR, drama activities, games, roleplay, dialogue building and festival related activities Cut outs and templates for the craft activities are provided in the Class Book and the Teacher's Book on pages 139 to 148

Introduction

Pen to paper activities

The focus of the course is on listening and speaking,

but children are gradually introduced to the written

word over the two levels

In Level 1, children will have begun pen to paper

activities with drawing and colouring, as well as

completing pictures by drawing over dots to practise

left to right coordination They will also have practised

key shapes that are later needed for the formation of

roman alphabet letters (circles, zigzags, spirals, etc.)

and they will have written numbers

In Level 2, children are gradually introduced to the

written word, starting with basic reading and matching

activities related to basic vocabulary, and progressing to

some writing practice of words, and finally, at the end

of the book, putting the words in some basic sentences

about themselves The language file activities in the

optional review lessons will also help children with

reading and writing in English

Cultural activities

Unit 14 provides lessons centred around two popular

festivals: Hallowe'en and Valentine's Day Background

information about other traditional festivals is provided

in the Ideas store on pages 131 to 138 If these festivals

are celebrated in your country, encourage children to

think about and compare similarities and differences If

not, encourage them to think about festivals that are

celebrated around the same time Also encourage

children to look carefully at the illustrations in their

Class Book to observe similarities and differences to

their own lifestyle Finally, draw your pupils’ attention

to any traditional nursery rhymes or songs you select

Self-assessment

Research has shown that even quite young children

possess a considerable degree of metacognitive

knowledge This means that children can develop their

self-awareness of the learning process and in particular

are capable of reflecting about what they have done

and how well they have done In order to help children

develop this self-awareness, it is important to ask

children to think about what they have learned and

how well they are doing Begin and end all lessons with

a short recap and use the optional review lesson to

develop this further Talk about favourite activities and

difficulties in the unit and use the language files and

picture dictionaries to record what they have learned

Organising the classroom

As far as possible try to vary this to suit the purposes

of each activity:

WHOLE CLASS WORK

+ Make sure all children can see and hear you well and

make eye contact with each child

+ Speak clearly and give simple instructions using

mime when appropriate to help convey meaning

+ Use children’s names and include all children

+ Be firm, friendly and fair

GAMES

Make sure you have all the materials required and pupils understand the rules and instructions Always demonstrate a game first For games which require space, make sure tables and chairs are pushed to one side so that nobody risks falling Never allow children to run and if children become overexcited, calm them down by playing a game such as Sleeping Lions

DRAMA

As far as possible, arrange your classroom so you can quickly make a free space for children to perform While children are performing, make sure the other children respect their turn to perform and are silent and can all see and hear well,

STORYTELLING

If you have a reasonably small class you can organise it

in such a way as to create a special atmosphere for storytime, where you read the class a story in the initial

stages, rather than playing the cassette You can even make an area of the classroom into a story corner, where you gather to share a story together

Before telling the story, listen to the version on cassette

as an example of how to tell it, and rehearse it if you

like The recorded version can then be used for further listening practice, follow-up activities or for pleasure

after the story has been introduced by you

When telling or playing the story on cassette, make

sure everyone can hear and see you and the story posters Attach the story posters to the board where everyone can see them and point to the relevant

pictures as necessary Encourage pupils to join in with the story by repeating key vocabulary or phrases

Introduction

Once children are familiar with the story, they can

return to their places, follow the story in their own

books and complete any tasks

CRAFT ACTIVITIES

It is important that craft activities do not become too

time-consuming Assess each activity carefully and

decide how much you need to prepare in advance

While explaining and demonstrating to the children

how to make something, use as much English as

possible, restricting this to simple, clear instructions

related to the action you are doing, and repeating these

phrases over and over again Make sure that all children

have completed a step before you move on to the next

and praise each effort Once children have completed

an activity allow them a few minutes free play to

handle and experiment with their product If time is

short, you may decide to do some of the making

activities out of the English class but always complete

the related language game or task in the English class

PAIR- AND GROUPWORK

Ensure that pupils can form pairs or groups with their

neighbours in a calm and coordinated way It will take

time to establish a good working style but make sure

you use the following techniques:

Give clear instructions and check everyone knows

what they have to do and how they have to do it

Always provide the children with a model or

demonstration of what they have to do

Always set a time limit for an activity If you sense

an activity is not working, then stop, gain everyone's

attention and explain again or come back to the

activity at a later stage

During an activity, circulate and help as necessary

CALMING AND SETTLING

Make sure children understand that they must not

make too much noise in class If things get noisy, you

can play a calming down game such as Sleeping Lions

Other tips for keeping noise level down are:

ask children to join in with a familiar finger rhyme, to

gain their attention

keep your own voice at a low level so that they have

to listen to hear

put your hand in the air as a signal that it is too noisy

and wait for the children to do the same

count slowly and clearly in English until the class

become silent

Displaying children’s work

It is very motivating for children to see their work on

display It encourages them to respect and take pride in

their work and to take on more responsibility for their

10

learning Work can be displayed as classroom posters, hung from strings with pegs or bulldog clips, or arranged on tables Try to keep the work at children’s

eye level and make sure you name children's work to

avoid any disputes If possible, you may like to organise

an English corner or table and encourage children to bring things into class that have English writing on,

such as food packets, clothes labels, toys, etc

Ideas for wall displays are included in the lesson notes for each unit, and in the Ideas store on pages 13] to 138 Managing resources

Make sure you always have the materials required for a

lesson Keep stocks of scissors, crayons (possibly

organised by colour), sellotape, glue, paper, card, dice,

blindfolds, etc These can easily be stored in boxes

Parental involvement

Parents can be encouraged to be involved with their

child's learning in a number of ways:

+ At the beginning of the course, and at suitable times throughout the year (for example at the end of each term), it is a good idea to arrange parent meetings — when parents can come and discuss their child's Progress with you As well as keeping parents informed and discussing any problems, this gives you the opportunity to explain the approach you are taking in class, particularly if it differs from their expectations (e.g it is more play-based)

+ You can encourage parents to visit the classroom and look at the children’s work displayed on the walls Explain the purpose behind each activity, and tell them the role their own child had in the display + As pupils progress through the course, they will make their Class Books into their own unique records of progress, adding to them with their own drawings and awarding themselves gold stars at the end of each unit If children take their Class Books home with them, encourage them to show them to their parents If not, show parents the books when they come to the school for parent meetings, and explain to them how they have been used in class + The language files and picture dictionaries, suggested in the optional review lessons (pages 120

to 130) make an ideal course summary for children

to take home and show their parents

+ At the end of each term or the end of the year, you

can organise a short class show, for parents’ benefit This can involve the class singing some of their favourite songs, or acting out dialogues and short

class plays (see ideas on pages 135 to [36 for putting

on a class play)

We hope you enjoy using Pebbles with your pupils, and wish you good luck with your classes

Unit 1

Main communicative aims

- Asking a person’s name and introducing yourself: What's your

Listening to and identifying the course characters

(from Level |): Eddie, Rose, King, Queen

+ Singing the Hello song

Saying a colour chant

LANGUAGE AIMS

To revise greetings: Hello!

+ To revise What's your name?/My name's

+ To revise colours: red, yellow, blue, green, pink, purple,

orange

MATERIALS

Class Book page |

Bean bag or small soft ball for the name game

(optional)

Handmade colour flashcards and crayons (red,

yellow, blue, green, pink, purple, orange)

Beginning the lesson

1 Greet the children as they come in with Hello!

Encourage them tc respond For classes who do not

know each other, introduce yourself, gesturing and

saying My name's Look at a pupil and ask What's your

name? Encourage him or her to reply My name’

Repeat with several pupils

If you have enough room, get children to stand in a

circle Throw the bean bag or ball to a child and ask

What's your name? Encourage the child to reply My

name's Tell this child to throw the ball to someone

else and ask What's your name? if he/she can, although

children do not need to make the question form yet if

they are not ready Continue in this way until children

are asking and replying to the question When the

game is finished say Sit down! demonstrating if

necessary

Teaching and practice

2 Say and demonstrate Open your Class

Books at page | Hold up your book and point to the

characters asking What's his/her name? If children are

new to the course or have forgotten the names you will need to introduce them Point and say Look! This is Eddie/Rose, etc Tell children they are going to hear the characters introduce themselves Say Listen and point Play the cassette, Children listen and point to the characters in their books

Tapescript

Eddie: Hello My name's Prince Eddie

Rose: Hello, My name's Princess Rose

Queen: Hello I'm the Queen King: Hello, I'm the King

3 Point to the flags the characters are holding and say Listen and tick Play the cassette a second time,

pausing after Prince Eddie and showing pupils how to

tick the flags Continue with the other characters, pausing as necessary

4 Now point to each character asking What's his/her name? Children need only reply with the character's

name at this stage

5) Say Listen to the song Play the song and ask

children if they remember it from Level | Play the song again for children to familiarise themselves with the tune and words Play again and say Listen and point Children listen and point to the characters in their books as their names are mentioned

Tapescript

Hello Eddie, hello Eddie, hello Eddie, hello to you

Hello Eddie, hello Eddie, hello Eddie, hello to you

Hello Rose, hello Rose, hello Rose, hello to you

Hello Rose, hello Rose, hello Rose, hello to you

Hello Queen, hello Queen, hello Queen, hello to you

Hello Queen, hello Queen, hello Queen, hello to you

Hello King, hello King, hello King, hello to you

Hello King, hello King, hello King, hello to you

6 Play the song again, encouraging children to join in with the words When children are confident, get them

to sing in two groups — one singing the first line for each

character softly, and the second singing the second line

loudly,

7 Sing the song again, substituting with children’s

names in the class.

Unit 1

8 Revise colours using pictures of colour

crayons at the bottom of page | in the Class Book

Then play the colour chant on the cassette Play

several times The first time, children just listen and

point to the crayons Then they listen again, gradually

joining in, until they are chanting confidently

Tapescript

Red, red, orange, orange,

Yellow, yellow, green, green,

Blue and purple and pink

9 Play a game of What's Missing? using the colour

flashcards Stick the flashcards on the board Tell

children to close their eyes and remove one card from

the board Tell children to open their eyes and to say

which colour is missing Play a few times and then

divide the class into two groups allocating one child

from each group to say the missing colour Keep scores

on the board

10 Ask class if they can remember Eddie and

Rose's pet (the dragon) and to find him in the picture

on page | Explain that they will meet a new character

in this book — a wolf and ask them to find him in the

picture Ask in Ll Why do you think the wolf is there?

Does he want to be friends with Rose and Eddie? (No.)

What do you think he wants to do? Tell children to wait

and see

Ending the lesson

1 1 Play an instructions game using the following

instructions, demonstrating if necessary: Stand up! Sit

down! Close your books! Open your books! Gradually

speed up You could choose individual children to give

instructions if they can Dismiss children saying

Goodbye, you can go! Encourage children to respond

Goodbye!

Optional activity

NAME MATCHING

Ask pupils to look at the crowns at the top of page |

with the characters’ names under them Read the

names aloud with the children and then ask them to

draw a line from the crowns to the characters Children

can do this in pencil if you prefer

Unit |

UNIT 1 LESSON 2

MAIN ACTIVITIES

Listening to a short story

Learning a chant about classroom objects

LANGUAGE AIMS

Classroom objects: pencil, ruler, rubber, pen, book,

postman, parcel, magic wand

To use and respond to the question /s it a .? Yes/No

MATERIALS

Class Book page 2

Classroom objects mentioned above

Picture vocabulary cards (classroom objects) page

Beginning the lesson

1 Greet children saying Hello, how are you? and elicit

the reply /'m fine, thank you Revise instructions from

Lesson |: Stand up! Sit down! Open/Close your books!

Demonstrate and add Put your hand up! Be quiet! Add

other classroom language: Look! Listen! Repeat!

Teaching and practice

2 Introduce the names of the classroom objects,

using real objects or picture vocabulary cards Hold up

a pencil and say Look! A pencil! Listen! Pencil! Repeat!

Pencil! Children repeat together and individually Do the

same with a ruler, a pen, a book, a rubber

3° Mime the different objects and see if children can

guess which object you are using Repeat several times

then invite individual pupils to the front of the class to

mime and get the other children to guess

Hold up your book and say Open your

books at page 2 Point to the pictures of the objects in

turn and ask What’ this? Repeat several times Now

ask children to find one of each of the objects from

around the room or from their pencil cases

Point to the story strip and ask/elicit

Who’ this? Rose The dragon The postman The wolf,

What else can they name? Crown, pencil, book, ruler

Teach the word parcel Talk about the story in LI and

see if children can tell you what is happening (The

postman has a parcel for Rose and she tries to guess

what is inside it The wolf watches He wants the

parcel.)

6 Play the cassette and say Listen and follow Point

to the corresponding picture

Tapescript (Picture 1) Postman: Hello, What's your name?

Rose: Myname's Rose

Postman: Hello, Rose Here's a parcel for you

Rose: Oh, goodie! Is it a book?

(Picture 2) Rose: Is ita pencil?

(Picture 3) Rose: lsitaruler?

(Picture 4) Rose Oh, wow! It’s a wand, a magic wand!

Wolf; Huhh!

7 Check children understand magic wand Ask children (L1) which people/characters have magic

wands (fairies, witches, wizards, etc.) and to think of

some of the things that these characters do with their wands Ask children to say what they would do with a magic wand Play the cassette again pausing after each

picture and getting children to repeat the questions: /s

it a pencil/book? etc Play again, pausing and repeating

the question form and giving the response No!

encouraging children to join in Finally ask /s it a magic wand? and get children to respond with Yes!

8 Point to the strip at the bottom of the

page and revise vocabulary asking children what the

shadow pictures are Play the chant and get children to

listen and point to the different objects Play again and encourage children to join in

Tapescript

Is it a pencil? No, it a ruler

Is ita ruler? No, it's a book

Is it @ book? No, it's a pencil

Is it a wand? Yes

9 Play a guessing game by holding an object such as

a pencil behind your back Children ask /s it a (book)?

until they guess what it is Invite individual children to

have a turn at hiding an object and join in with the questioning

Ending the lesson

10 Choose individual children to collect up the classroom objects Jose, collect the pencils/Marie, collect

the books, and to put them away

Making a magic wand

Reading colour words: red, yellow, green, blue

LANGUAGE AIMS

+ To revise colours: red, blue, yellow, green

MATERIALS

* Class Book page 3

+ Handmade colour flashcards in red, blue, yellow,

green

Handmade word cards: red, blue, yellow, green

Coloured paper in red, blue, yellow and green for

making the magic wands

+ Glitter and stars to stick on the wands (optional)

A wand you have already made

+ Aname label for each child to tie to their wand

+ Coloured crayons

NOTE

If you don't have access to coloured paper for the

wands, use plain paper and ask children to colour it in

If children cannot write their own names, you should

write these onto labels in advance

Beginning the lesson

1 Greet children and revise classroom object

vocabulary Play the guessing game from Lesson 2

Hide an object behind your back and children guess

what it is /s it a .? Children can also play the game in

pairs One child hides an object behind his/her back and

the other guesses /s it a .? They then change over

2 Revise colours by holding up colour cards and

getting children to give you the colour Repeat several

times and drill any they may have forgotten Encourage

children to chant the names of the colours ina

rhythmic way Then ask pupils to find objects round the

class in different colours If they know the name of the

object in English they say this aloud (A red pencil), but if

not, they can just say the colour

Teaching and practice

3 Ask children to say what was in Rose's

parcel —a magic wand Say Open your books at page 3

Point to the magic wand and say You are going to make

a magic wand Show a wand you have already made If

you have coloured paper, show it to them and ask

What colour? Allow children to choose a colour for

16

their wand If you don’t have coloured paper, distribute plain paper and coloured crayons or pencils and ask children to colour the paper in

4 Hold up your book and point to the instructions

for children to make their wands Help children to roll

their paper into the shape of a wand, as necessary If

you have time and the materials, children can decorate their wands with glitter, stars, or paint

5 When the wands are made, give instructions to different groups: Children with yellow wands, stand up! Children with blue wands, sit down! Include other instructions such as Find a blue pencil! Open your book!

Go to the door! etc

6 If children are able to write their own names,

distribute the name labels for them to do this If not,

distribute name labels you have made in advance Help children tie the labels to their wands Ask children to put their wands in the middle of the floor with their names showing clearly Call out individual children and tell them to find their own wand by reading the name

on the label Help any children who find this difficult

Word cards (colours)

7 Hold up your colour flashcards, eliciting the names of the colours and attach these to the board Now hold up each word card and say the word aloud, matching it to the colour flashcard, Point to each colour and get children to read the word aloud Now remove the colour flashcards and see if children can read the words without the colours to help them Hold up the word cards in a different order and ask children to read them again to make sure they are reading them

properly Then attach the word and colour cards to the

board in a jumbled order and ask individual pupils to come to the front and match the words and colours

8 Hold up your book and point to the

wands at the bottom of the page Point to each colour

and read this aloud Repeat with the class making sure they understand the text Point and say Colour the flashes Distribute coloured crayons (red, yellow, blue and green) if necessary

Ending the lesson

9 Ask children to bring their wands to you in colour

groups: Blue wands come here! Then dismiss the class.

Singing a song about colours

Identifying the differences in two pictures

LANGUAGE AIMS

To revise colours and classroom objects

+ To revise Is it a .? Yes/No

MATERIALS

Class Book page 4

+ Wands from Lesson 3

Handmade colour flashcards: red, yellow, blue, green,

pink, orange, black, white

Picture vocabulary cards (classroom objects) — one

Beginning the lesson

1 Greet children as they come in and ask them to

come to the front of the class Have the wands sorted

into different colours Revise colours red, yellow, blue,

green, pink, orange, purple, black and white Give

instructions Jose, find your wand What colour is it? Sit

down! Continue with the whole class

2 Revise classroom objects by playing a mindreading

game Put one set of picture vocabulary cards

(classroom objects) at the front of the class Ask one

pupil to come and choose a picture vocabulary card,

without showing it to the rest of the class The pupil

has to concentrate very hard on the object he/she has

chosen — supposedly trying to make the others in the

class read his/her mind The others guess the object by

holding up classroom objects and asking /s it @ (pencil)?

Teaching and practice

3 Hold up your colour flashcards one by one and

revise colours again Play the song on cassette for

children to listen to the words and tune

Tapescript

Red and yellow and pink and green,

Orange and black and blue,

Wave your magic wands,

Wave your magic wands,

And look what magic wands can do! Abracadabra!

4 Play the song again getting children to

point to the colours in the book as they hear them Play

again encouraging children to join in with the words and to wave their wands on lines 3 and 4

5 Ask children to look at the two pictures of

Rose using her wand and explain that she is using it to

make some magic Ask why they think the wolf is

watching her (he wants the magic wand) Say Look at

picture | What can you see? Elicit as much language as

you can: pen, book, wand, ruler, pencil, the wolf, colours, etc Ask What colour is the pencil? Continue with the other objects Hold up your wand, wave it and say Rose

waves her magic wand Abracadabra! Look at picture 2!

G Ask children what they can see in picture 2 Tell

them to circle all the differences Rose has made with her wand Discuss the children’s findings by asking Marie, what colour is the book in picture 2?

Key

Picture |: the pencil is black, the pen is blue, the ruler is white, the books are black, blue and white, the wolf is

grey

Picture 2: the pencil is pink, the pen is orange, the ruler

is yellow, the books are red, yellow and green, the wolf

is pink and blue

7 GB) Teli children they have now finished

Unit I Encourage them by telling them they have all done very well, and to give themselves a gold star by colouring in the star at the bottom of page 4

Ending the lesson

8 Sing the colour song again and get children to make the wand actions Collect wands in colour groups Green wands come here! Then dismiss the class

Optional activities

MAGIC PICTURES

Distribute sheets of paper and ask children to draw something they would like to magic with their wands Then, in pairs, they try to guess what the other has

drawn, by asking /s it a .?

REVIEW LESSON See page 121

PICTURE DICTIONARY

A picture dictionary worksheet for colours is provided

on page 121 You may like to use this now or in the optional review lesson Children will store it in their Picture dictionary in the review lesson (see page 121)

19

Unit 2

Main communicative aim

- Answering simple questions about location: under the

table/in the box/on the table

+ Listening to a short story

+ Using prepositions to play hide-and-seek games

LANGUAGE AIMS

Furniture vocabulary: bath, sofa, table, chair, bed

To teach the word kitten

Prepositions: in, on, under

To understand and reply to the question Wheres

the .? (She's) under the chair

MATERIALS

Class Book page 5

+ Picture vocabulary cards (furniture) page 150

Furniture picture dictionary worksheet (page 122)

Beginning the lesson

1 Greet children as they come in with Hello!

Encourage children to reply Hello, (your name) Play the

Hello song from Unit | and substitute children’s names

Teaching and practice

2 Revise and introduce furniture vocabulary using

the picture vocabulary cards or by holding up your

book at Class Book page 5 and pointing to the table,

chair, bed, sofa, bath in the pictures Play a furniture

mime game When you call out a piece of furniture, the

children have to mime an appropriate action (bed —

pretend to sleep, bath — wash, chair — sit down, table —

eat, sofa — sit down and relax)

3 Introduce the prepositions in, on and under Invite

a confident child to the front of the class and tell

him/her to sit on a chair Say, emphasising each

preposition, Listen and look! José is on the chair Ask

José to sit on the table and say Look! José is on the

table Tell José to go under the table and say Look! José

ts under the table Hold up a pencil, put it in a bag and

say Look! The pencil is in the bag Repeat these actions

and phrases, getting the children to listen and repeat

4 Hold up your book at Class Book page 5,

point to Joe and Anna and ask Who’ this? It's Joe It's

20

Anna Point to different items of furniture and ask What's this? Children should be able to say a chair,

table, bed, bath, sofa, Point to the kitten and say Look!

A kitten Talk about the story This is Joe's kitten, etc

5 Say Listen to the story Play the cassette

Tapescript (Picture 1) Joe: Look Anna This is my new kitten Anna: Hello, kitten How are you?

(Picture 2) Joe: Oh no! STOP!

Anna Where is she?

(Picture 3)

Joe Is she on the sofa? No

(Picture 4) Anna Is she in the bath? No

(Picture 5)

Joe Is she under the bed? No Oh, no! Where is my

kitten?

(Picture 6)

Joe's Mum: Look! Here she is She's under the table

Anna & Joe: Hurray!

6 Explain to children that Joe cannot see where the

kitten is hiding, although we can, so they may like to

call out where the kitten is to help Joe Play the story again, pausing after each time Joe says No Get children

to point and say where the kitten is: Picture 3: She's under the sofa Picture 4: She's under the chair: Picture 6: She's under the table Play the story on cassette again

Ending the lesson

7 Play ahide-and-seek game to revise furniture and

prepositions Ask children to close their eyes and hide a

classroom object (e.g a pencil) somewhere in the class Ask children to say where it is Under the chair, on the table, etc Repeat with other objects and ask individual

children to have a turn at hiding the objects Then

dismiss the class

Optional activity

PICTURE DICTIONARY

A picture dictionary worksheet for furniture is provided

on page 122, Children can either use this now or in the

optional review lesson (see page 122)

+ Listening to questions and circling the correct reply

+ Saying a furniture chant

Drawing a picture of a cat in, on, and under furniture

+ Class Book page 6

Picture vocabulary cards (furniture) page 150

Beginning the lesson

1 Greet children as they come in saying Hello! How

are you? Encourage the reply Hello! I'm fine, thank you

2 Revise furniture by playing the furniture mime

game from Lesson I Then play a guessing game by

hiding a furniture picture vocabulary card behind your

back and getting children to guess what it is, by asking

Is ita (table)? After a while, individual children can take

turns at hiding the cards behind their back In confident

classes, this game can also be played in pairs

Teaching and practice

3 Say Open your books at page 6 Point to

the first keyhole picture and ask /s it a chair? Elicit a

Yes/No reply Point to the written Yes/No answers and

read the text together as a class, making sure children

can understand the words

4 Play the cassette pausing after each question so

children can point to the correct answer (Yes/No)

Tapescript and key

I: Is it a table? (Yes.) Is it a chair? (No.)

2: Is it a sofa? (No.) Is it a bath? (Yes.)

3: Is it a bed? (Yes.) Is it a table? (No.)

4: Is it a bed? (No.) Is it a chair? (Yes.)

5 Say Listen and circle Play the cassette pausing

after the first question Hold up your book and circle

the correct word to demonstrate to children what they

must do Play the cassette pausing after each question

so children have time to circle the correct word

Circulate and help as necessary

6 Play the furniture chant on the cassette

and ask children to listen Then play again with children repeating Repeat until children are chanting

confidently, You can also divide the class into two

groups, with one chanting the questions and the other

chanting the answer No, it's a bath!

Tapescript

Is it a table?

Is it a chair?

Is it a sofa?

No, it’s a bath!

7 Revise prepositions in, on and under Children close their eyes while you hide a pencil Children

suggest where it might be /s it under the chair/under the

book? etc Reply Yes/No Play several times Then invite

individual children to hide things and the class guesses Pupils could also play in pairs or groups An alternative

would be to hide an object and say /t's on the table/It's

under the book, etc Children follow your directions until they find the object and then they must say what itis

8 Hold up your book at Class Book page 6

Point and say Look! This is Anna and Joes kitten Revise furniture vocabulary Say Draw the kitten Children

draw the kitten where they like — on the table, under the bed, etc Invite a child to the front of the class with his/her book which he/she must not show to the class

The class asks questions /s the kitten on the bed? etc

Alternatively, children could ask questions in pairs

Ending the lesson

9 Play the furniture mime game again Then dismiss the class

Optional activities

PICTURE DICTATION

You may like to revise other animals from Level | and give children a picture dictation The dog is under the chair etc

COLLAGE

Children can cut out pictures of furniture from old magazines and make them into a collage They can also label the items of furniture in English For this activity, teach any additional furniture words that pupils want

to know This will help them take more ownership in the language they are learning

23

+ Saying a number chant

+ Listening and counting the number of mice in a

picture

+ Matching numbers and number words

LANGUAGE AIMS

To revise furniture and prepositions

‘To revise numbers | to 10 (from Level !)

To reply to the question How many? (from Level |)

+ To read the number words: one to ten

MATERIALS

+ Class Book page 7

+ Handmade flashcards of numbers | to 10

+ Handmade number word cards

Picture vocabulary card (kitten) page 15!

+ Blu-Tack ®

Beginning the lesson

1 Revise furniture vocabulary Draw some simple

furniture items on the board and ask children to guess

what you are drawing each time Draw a bed, sofa,

bath, chair and table Then tell children to close their

eyes while you stick the picture vocabulary card of the

kitten on one of the pictures (in, on or under an item of

furniture) Say Open your eyes Where's the kitten?

Children reply Allow individual children to come to the

board and stick the kitten on one of the pictures

Teaching and practice

2 Revise numbers | to 10 using your number

flashcards Play the number chant on the cassette

encouraging children to join in

Tapescript

One two three, one two three,

Four five six, four five six,

Seven eight, seven eight,

Nine ten, nine ten

Repeat the chant several times until children can do

this with ease Divide the class into two groups Group

one says the numbers first and group two echoes them

3 Hold up your book at Class Book page 7

and point to the picture of the mouse house Revise

furniture chair, bath, table, bed, sofa Point to the bed

and ask How many mice in the bed? Count the mice

with the children and elicit the answer ten Play the

24

cassette pausing after each question and encouraging children to give the responses verbally

Tapescript and key

How many mice in the bed? (10) How many mice in the bath? (8)

How many mice under the sofa? (6)

How many mice on the table? (2)

How many mice under the chair? (1)

Play the cassette again, pausing after each question, giving children time to write the correct number in the box next to each picture

4 Using your number flashcards elicit numbers | to

10 again Distribute cards to ten pupils who come to

the front and line up in order holding up their cards

Repeat until all pupils have had a turn at coming to the

front and then ask the last group to hand you back the

flashcards Stick these on the board in order from | to

10

Word cards (numbers)

5 Hold up your number word cards, saying the

word and getting pupils to repeat Repeat several times

and then hold up the word cards in a different order so

that you can be sure children are reading the words properly Then hold up the word cards and ask children

to say the word and show which number to match it to

on the board Attach the word cards under the numbers on the board

6 Hold up your book at Class Book page 7

and point to the number and word matching activity

Point to the number |, say one and follow the line to the word Repeat for the number 2 Children now complete numbers 3 to 10 individually, matching the numbers to the words by drawing a line in pencil

Ending the lesson

7 Jumble up the number and word cards and

distribute one to each pupil If you have more than

twenty pupils get some children to pair up Pupils have

to find their matching pair, for example, 4 and four, and

sit down together Then dismiss the class, collecting in the cards as children go

Optional activity

NUMBER BINGO Children choose four numbers from | to 10 and write

them on a piece of paper (using figures -~ words as you choose) Call out the numbers | to 10 Children cross their numbers out as they hear them called When they have crossed out all their numbers they cal!

Bingo!

Unit 2

UNIT 2 LESSON 4

MAIN ACTIVITIES

+ Singing a counting song

Playing a guessing game

+ Playing Animal Bingo

LANGUAGE AIMS

To revise numbers | to 10

+ To revise animal vocabulary from Level |: dog, kitten,

cow, horse, fish, bird, rabbit, wolf

+ To revise Is it a ? Yes/No

MATERIALS

+ Class Book page 8

+ Handmade number and word flashcards | to 10

+ Picture vocabulary cards (furniture)

+ Pencils and rubbers

+ Animal picture dictionary worksheet page 122

Beginning the lesson

1 Greet children as they come in Revise numbers |

to 10 using your flashcards Say the number chant, first

as a class and then in two groups as in Lesson 3

Distribute number cards | to 10 to ten pupils and tell

these children to come to the front and line up in order

Repeat until all children have had a turn, leaving the last

group standing at the front Now distribute the word

cards to ten pupils and get these children to come and

stand next to the child with the corresponding number

Repeat until all children have had a turn with the word

cards,

2 Revise furniture by playing the furniture mime

game from Lesson |

Teaching and practice

3 Hold up your book at Class Book page 8

and say Open your books at page 8 Point to the picture

of the mice in bed Ask How many mice are there?

Count aloud with the children (there are ten mice) Say

Listen to the song Play the cassette and children listen

and look at the picture Play again encouraging children

to join in when they feel confident

Tapescript

One little, two little, three little white mice,

Four little, five little, six little white mice,

Seven little, eight little, nine little white mice,

Ten mice in the bed (X2)

4 Distribute the number cards | to 10 to ten pupils

in the class Play the song and as children hear the number on their card they have to stand up, At the end

of the song, the children who are standing up go to the front of the class and stand in line Repeat with other

groups of ten children

5 Hold up your book and revise animals

using the pictures in the grid in the middle of page 8 Play a guessing game by inviting a child to the front of the class who chooses an animal without telling the class what it is The class guesses by asking /s it a (dog)? etc Continue with other pupils Alternatively, this could be played by children in pairs

G Point to the animal grid and tell children they are

going to play Bingo Tell them to choose four animals and to tick the boxes in pencil lightly Call out the

names of the animals and children cross them off if they have ticked that box The first child to tick their four

boxes calls out Bingo! and must say back the names of the animals Children rub out their ticks and crosses

and play again

7 Tell children they have now finished Unit

2 Encourage them by telling them they have all done very well, and to give themselves a gold star by colouring in the star at the bottom of page 8 Distribute coloured crayons if necessary

Ending the lesson

8 Finish the lesson by singing the Ten Little White

Mice song again

Optional activities

ANIMAL SONGS Children could make their own version ofthe Ten Little White Mice song, using other animals and drawing a picture of them in a bed

PICTURE DICTIONARY

A picture dictionary worksheet for animals is provided

on page 122 Children can either use this now or in the optional review lesson (see page !22)

REVIEW LESSON See page 122

27

Unit 3: Story Unit: The wolf and the five little rabbits

Main communicative aims:

- Understanding a story in English

- Revising and consolidating language from previous units

UNIT 3 LESSON 1

MAIN ACTIVITIES

Introducing the story characters

* Cutting out and sticking furniture in the correct

+ To revise furniture and numbers | to 5

+ To ask and reply: Where's the (chair)? In the

(bedroom)

MATERIALS

Class Book page 9

Picture vocabulary cards (rooms in a house)

page 160

Picture vocabulary cards (furniture) page 150

Furniture cut outs Class Book page 55

Background information

The story is an adaptation of The wolf and the seven

little kids by the Brothers Grimm

Beginning the lesson

1 Greet children in the usual way

2 Play ‘The Wolf Says’ Use the following actions:

Stand up! Sit down! Sit on a table! Show me a rubber,

please End with Sit down on your chair

kì Using your furniture picture cards, revise

furniture, Hold up each card and elicit the word Stick

the cards on the board and play What's Missing? Then

play the furniture mime game from Unit 2, Lesson |

Teaching and practice

4 Hold up your book at Class Book page 9

and point to the characters at the top of the page Point

to the wolf and ask Who’ this? Elicit The wolf Point to

the rabbits and ask Who are these? Elicit rabbits Ask

How many rabbits? Point to the rabbits and count out

aloud with the children

28

5 Point to the house illustration and say The rabbits

live in the house Point to each room and say bathroom,

bedroom, kitchen and sitting room getting children to

repeat Put the room picture vocabulary cards around

the classroom saying the name of each room as you do

so Give instructions Point to the bathroom/bedroom,

etc Then ask individual children to bring you the cards

and play a guessing game Put the cards face down on

your desk, jumble them up, pick one up without the

class seeing and ask What is it? Children guess the bathroom/the kitchen, etc Play several times

G GD Say Open your books at page 9 Point to

each room in the house illustration and elicit the name

of the room Hold up your book at Class Book page 55 and point to the furniture cut outs Elicit names of the

furniture items Distribute scissors and get children to

cut them out Point to the house on Class Book page 9 again and elicit which room each item of furniture goes

in Distribute glue and children stick the furniture into the correct room Circulate and help as necessary

When children have finished ask Where's the (bed)? Elicit the reply (It's) in the (bedroom)

XE Hold up your book and point to the chant

symbol at the bottom of Class Book page 9 Play the

chant and children listen to the rhythm Play again and

encourage children to join in with the words Repeat until children are confident with the chant Now divide

the class into two groups so one group chants the

questions and the other the replies

Tapescript

Where’ the bath? It in the bathroom Where's the table? It’s in the kitchen

Where's the sofa? It’s in the sitting room

Where's the bed? It’s in the bedroom

Ending the lesson

8 For this activity you will need the picture

vocabulary cards bath, table, sofa, bed, bedroom,

bathroom, kitchen and sitting room Distribute the cards

to eight pupils in the class, and ask them to find their

partner The child with the card of the bath matches

with the “rild with the bathroom, etc according to the

location ¢ ‘the furniture in the chant When they have

found their partner they say the correct lines of the

chant (Where's the bath? It’s in the bathroom, etc.)

Repeat with other children Then dismiss the class

Listening to the story: The wolfand the five little rabbits

+ Listening and responding to questions on the

cassette

LANGUAGE AIMS

To revise rooms in the house, furniture, numbers | to 5

+ To respond to the questions: Where is (rabbit one)?

Is he/she in the (kitchen)? Yes/No

MATERIALS

Class Book pages 10 and ||

+ Story poster (The wolf and the five little rabbits)

Picture vocabulary cards (rooms in the house)

page 160

+ Picture vocabulary cards (furniture) page 150

Beginning the lesson

1 Revise rooms and furniture vocabulary using the

picture on page 9 or your picture vocabulary cards

Repeat the chant from Lesson I

2 Draw a simple house outline with four rooms on

the board and invite children to tell you which is the

bathroom, kitchen, sitting room and bedroom Then

ask individual children to come to the board and draw

items of furniture in the rooms (Maria, draw a table in

the kitchen Carla, draw a bed in the bedroom, etc.)

Teaching and practice

3 Stick the story poster up at the front of the class

and group children around if possible Ask What‘ean

you see? They should be able to give the words for wolf,

rabbits, bathroom, kitchen, sitting room, bedroor’ table,

chair, bath, sofa, bed Introduce cupboard Childt

repeat

4 Say Open your books at pages 10 and

I and listen to the story, Play the cassette all the way

through Children follow the story in their books Point

to the corresponding pictures on the story poster to

help them if they get lost

Tapescript

(Picture 1)

Mother rabbit: Are we all here? One, two, three, four, five

Five baby rabbits Goodbye dears Look out for the big bad wolf

Rabbits: OK Mummy Goodbye, Mummy

(Picture 2) Wolf: Open the door, rabbits | am your mummy Rabbits: Oh no! It's the wolf! Hide!

(Picture 3) Wolf Where is rabbit one? Is he in the kitchen? Ah!

He's in the cupboard Got you!

Rabbit one: Help!

(Picture 4)

Wolf: Where is rabbit two? Is she in the sitting

room? Ah! She's under the chair Got you! Rabbit two: Help!

(Picture 5) Wolf: Where is rabbit three? Is he in the bathroom?

Ah! He's in the bath Got you!

Rabbit three: Help!

(Picture 6) Wolf: Where is rabbit four? Is she in the bedroom?

Ah! She's under the bed Got you!

Rabbit four: Help!

Wolf Now, where is rabbit five?

(Picture 7) Wolf: Js he in the bathroom? No

(Picture 8) Wolf: Is he in the kitchen? No Only four little

rabbits for my tea

6 Play the story again, pausing after the wolf's questions in pictures 3, 4, 5 and 6, and encourage children to reply He's in the cupboard, etc before the wolf answers the question Then ask comprehension questions using /s he/she .? for example, Picture 3, Where is rabbit one? Is he in the bathroom? etc

Ending the lesson

7 Guessing game Invite a child to the front of the

class He or she picks up a room picture vocabulary card and mimes being in that room, for example,

cooking in the kitchen, washing in the bathroom, etc The class have to guess by saying /s he/she in the sitting

room?

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* Making finger puppets

Acting out part of the story

LANGUAGE AIMS

To revise Where is rabbit (one)? He/She'’s in the

(cupboard), Is he/she in the (cupboard)? Yes/No

* To revise rooms in the house and furniture

MATERIALS

+ Class Book pages 9, 10, II, 12

+ Story poster (The wolf and the five little rabbits)

+ Finger puppet templates Class Book page 55

Envelopes for storing puppets

Scissors, sellotape, crayons

NOTE

You should make some finger puppets in advance, if

possible

Beginning the lesson

I Revise rooms and furniture vocabulary by

holding up your book at Class Book page 9 and eliciting

vocabulary Draw a picture of a house on the board and

invite children to tell you what the rooms are and what

goes in each room

2 man Ifpossible, gather children around

you, and look at the story poster together, eliciting

vocabulary and seeing if children can remember the

story Point to the characters asking Who's this? (The

mummy rabbit, the wolf, rabbit one/two, etc.) Play the

story again or read it aloud encouraging children to join

in with the wolf's dialogue Children can follow the

story, looking at the poster, or at pages 10 and II in

their Class Books

Teaching and practice

3 Say Open your books at page 12 Hold up

your book at Class Book page 12 and point to the finger

puppets making activity Tell children they are going to

make their own finger puppets of the story characters

and show them the ones you have made Children cut

out the templates on page 55 of the Class Book and

follow the instructions on page 12 Circulate and help as

necessary and allow a short time for free play with the

finger puppets

4 Tell children to work in pairs, One child plays the

wolf and the other the five rabbits Play the reduced

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version of the story on cassette and, as they listen,

they hold up their finger puppets for the corresponding character

Tapescript Wolf: Where is rabbit one? Is he in the kitchen? Ah!

He's in the cupboard Got you!

Rabbit one: Help!

Wolf: Where is rabbit two? Is she in the sitting room?

Ahi! She's under the chair Got you!

Rabbit two: — Help!

Wolf Where is rabbit three? Is he in the bathroom? Ah!

He’ in the bath Got you!

Rabbit three: Help!

Wolf: Where is rabbit four? Is she in the bedroom? Ah!

She's under the bed Got you!

Rabbit four: Help!

Wolf: Now, where is rabbit five?

5 Play the reduced version of the story again, encouraging children to act out the story with their puppets The wolf can catch each rabbit as it is mentioned, and the child with the rabbits gives the corresponding rabbit to the wolf’ At the end of the dialogue, one child should have the wolf and rabbits one to four and the other rabbit five

6 Play again pausing after each line and encouraging the wolves to repeat their part and the rabbits theirs, Help! Tell children to practise the dialogue in pairs and

to change over so everyone gets a turn to play the

wolf Circulate and help as necessary

7 When children seem confident, ask for a pair to come to the front and act out the dialogue using their finger puppets as described in stage 5

Ending the lesson

8 Play a game of wolves and rabbits Place the picture vocabulary cards of rooms in the house on top

of tables around the room Choose one child who is the wolf and who stands at the front of the class with their

back to the children and their eyes closed Four other

children play the rabbits and must hide under the tables representing the rooms The wolf turns round and asks Where is rabbit one? etc and goes to find them and says He/She is in the sitting room, etc Allow all children to have a turn Collect in the puppets and keep in

envelopes for Lesson 4

9 Finish by asking children (LI) if they have

enjoyed the story Ask them to draw a smile or a frown

in the story assessment symbol accordingly Then dismiss the class

+ Singing a song using finger puppets

Matching words and pictures

LANGUAGE AIMS

To revise prepositions: in, on, under

+ To revise rooms and furniture

+ To revise Is he .? Yes/No Where is he?

Where are you? Here | am

+ To read the words for rooms in a house

MATERIALS

Class Book page 9

Finger puppets from Lesson 3

Picture vocabulary cards (rooms in a house) page

160

+ Handmade word cards with words for rooms in a

house: bathroom, kitchen, sitting room, bedroom

Background information

The finger play song isA_\pted from the original,

Tommy Thumb

Beginning the lesson

1 Revise rooms and furniture vocabulary using the

picture vocabulary cards Say the chant from Lesson I

Teaching and practice

2 Give out finger puppets Tell children to put on

their finger puppets, rabbits one to five on one hand

and the wolf on the other Say Where's rabbit one?

Children hold up rabbit one and say Here | am!

Continue in this way Where's rabbit two/three/

four/five/the wolf? gradually speeding up

3 Tell children they are going to listen to a

song Play the cassette and demonstrate the finger

actions by putting the rabbit puppets on one hand and

the wolf on the other Hide your hands behind your

back and bring each rabbit out and wriggle your finger

as that rabbit says Here / am, in the song When the big

bad wolf says Here | am, mime the wolf chasing the

rabbits and hide the fingers with the rabbit puppets

behind your back

Tapescript

Rabbit one, rabbit one,

Where are you?

Here lam, here Ì am, how are you?

Rabbit two, rabbit two

Rabbit three, rabbit three

Rabbit four, rabbit four

Rabbit five, rabbit five

Big bad wolf big bad wolf,

Where are you?

Here lam, here | am, run and hide!

4 Play the song again and encourage children to

copy and join in with your actions, using their finger

puppets to mime the wolf and the rabbits Play again

and encourage children to start joining in with the

words Here | am, here | am Continue with the song until children are really confident with it

5) Choose six children and ask them to the front of

the class Give five of the children a rabbit puppet, and the sixth, the wolf The children perform the action song with their puppets at the front of the class Repeat

this procedure with other groups of six children

Word cards (rooms in a house)

G Hold up the picture vocabulary cards for rooms in

a house one by one eliciting the name of each room and sticking the cards on the board Now hold up your word cards one by one, reading the word aloud and inviting a child to come to the board and to match it with the corresponding room Read the words several

times pointing to the picture and word card Now take

down the word cards and put them ona table Call out

a room and invite a child to come and find the correct word card and to match it to the corresponding picture Repeat until all children have had a turn

7 Hold up your book at Class Book page 12 and point to the matching activity at the bottom of the page Tell children to match the room words with the corresponding room pictures Circulate and help as

necessary

Ending the lesson

8 Tell children they have now finished Unit

3 and to give themselves a gold star, by colouring in the star at the bottom of Class Book, page 12 Distribute coloured crayons if necessary Then dismiss the class

Unit 4

Main communicative aim

- Giving a simple description of your facial features: /'ve got (blue) eyes, a (big) mouth and (fair) hair

To revise vocabulary related to facial features: head,

eyes, nose, mouth, ears, and introduce the word hair

To revise big/small

To understand expressions used in the song: /Ue got

«++, open and close, sniff talk, brush, wiggle

MATERIALS

+ Class Book page 13

* Handmade flashcards with facial features drawn on:

big eyes, small eves, big nose, small nose, big ears,

small ears, big m uth, small mouth

Beginning the class

1 Revise body parts learned in Level | (head,

shoulders, knees, toes, eyes, ears, mouth, nose) Point to

the parts of your body and elicit the words If children

can remember the song Head, shoulders, knees and toes

from Level | you may like to sing this again

2 Point to your head again and ask children to give

the word for it, Repeat for other parts of the face: eyes,

nose, mouth, ears Now point to your hair and say hair

Children repeat Continue getting children to repeat

and point to their own heads, eyes, etc Then just point

to each part and get children to provide the words

Teaching and practice

3 Say Open your book at page 13 Point to

the pictures and say Look at the pictures and listen Play

the song, getting children to point to the corresponding

pictures in their books

Tapescript

I've got eyes on my face,

I've got eyes on my face,

I've got eyes on my face,

Open and close my eyes

I've got a nose on my face

Sniff sniff, sniff with my nose

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I've got a mouth on my face

Talk, talk, talk with my mouth I've got hair on my head

Brush, brush, brush my hair, I've got ears on my head Wiggle, wiggle my ears

4 Play the song again pointing to your own facial parts and encouraging children to join in with the actions Repeat several times gradually encouraging

children to join in with the actions and words Then divide the class into five groups allocating each group

one verse of the song to sing

5 Revise big and small, using handmade flashcards of

big eyes, small eyes, etc Ask individual pupils to come

to the front of the class and collect the flashcards as you describe them, e.g., big eyes, small eyes, etc Then ask pupils to sit down and open their Class Books at page | again Point to the pictures of Eddie, Rose, the King and Queen and elicit who has a big nose, small mouth, big eyes, etc

6 EBDboid up your book and point to the pictures of the monsters at the bottom of Class Book page 13 Ask What can you see? Look! Big eyes! Get children to point to the monster who has big eyes Continue with small eyes, big/small ears, a big/small nose, a big/small mouth

7 Children then work individually or in pairs describing the monsters They should say the words big eyes, small eyes, a big nose, a small nose, a big mouth, a small mouth, big ears, small ears, etc

Ending the lesson

8 Sing the ‘face’ song again and dismiss the class Optional activity

MAKING MONSTERS Children can make up their own monsters, using

combinations of big and small facial features This can also be done as a picture dictation, with children

dictating a monster for their partner to draw,

Listening to a short story about Rose and her wand

+ Drawing a picture of Rose in the mirror

LANGUAGE AIMS

To revise facial features: eyes, nose, mouth, hair, ears

+ To revise colours: blue, green, red, yellow, black,

brown, and introduce grey

To understand and use the expression for describing

facial characteristics: ‘ve got (fair hair)

MATERIALS

Class Book pages | and 14

Handmade colour flashcards: blue, green, red, yellow,

black, brown, grey

Picture vocabulary cards (facial features) page 152

+ Magic wands from Unit |

Beginning the lesson

1 Revise facial features from Unit 4, Lesson | Play

the face song again and get children to join in with the

actions and words

2 Revise colours by holding up colour flashcards and

getting children to say the words blue, green, red, yellow,

black, brown Hold up facial features cards and get

children to say the words Pick out a facial feature and

one colour and combine the words blue eyes, brown

eyes, black hair, brown hair, getting the children to

repeat When yellow is combined with hair, teach fair

hair Hold up different pairs of cards and get individual

children to say the words

Teaching and practice

3 If you have a child with fair hair in your class,

invite the child to the front of the class, point to his or

her hair and say fair hair Now invite children with black

hair and brown hair to join the fair haired child Call out

fair hair, black hair, brown hair and the class point to the

corresponding child Tell the children to sit down Call

out Children with fair hair stand up! Children with black

hair stand up! Children with brown hair sit down! etc

4 Hold up your book at Class Book page 14

and point to the story pictures Revise vocabulary by

asking Who's this? (Rose, the wolf) What's this? (A wand,

a crown, a mirror) In LI check that children understand

what Rose is doing She is using her magic wand to

change her appearance Play the cassette pointing to

each picture and get children to listen and follow

Tapescript

(Picture 1) Rose: I've got red hair I've got green eyes I've got a big mouth

Hmm (waves wand) Abracadabra!

(Picture 2)

Rose: I've got fair hair I've got blue eyes I've got a small nose (waves wand) Abracadabra!

(Picture 3)

Rose: I've got brown hair I've got brown eyes I've got big ears

(waves wand) Abracadabra!

(Picture 4)

Rose: I've got black hair I've got green eyes I've got a big nose (waves wand) Abracadabra!

(Picture 5) Rose: I've got grey hair I've got blue eyes I've got a small nose (waves wand) Abracadabra!

(Picture 6)

Rose: I've got red hair I've got green eyes I've got a big mouth

5) Play the dialogue again getting children to follow

the dialogues in their books Do not point to the

pictures in your book this time Pause after each picture

and ask Which picture? Then play a third time pausing after each line for children to repeat Rose's words

6 Stand in front of the class, point to yourself and say I've got (fair) hair and (blue) eyes Invite a child to the front of the class and encourage him or her to

describe themself, repeating until they are confident

Drill /Ve got and encourage individual children to name one feature of their own and its colour

7 Call five children to the front of the class to act out a version of the story dialogue Hand the first child

a magic wand He/She describes themselves using /'ve got ., then waves the magic wand, says Abracadabra and passes it to next child who then describes themself

8 Guessing game Hold up your book at

Class Book page |, point to the characters and revise names: Rose, Eddie, Queen, King Pretending to be Rose, say /'ve got red hair, green eyes and a big mouth Children have to guess who you are Then nominate individual children to pretend to be a character and describe themselves to the class If appropriate, this could also be done in pairs

9 Hold up your book at Class Book page l4 and point to picture 6, Tell children they are to draw Rose's reflection in the mirror

Ending the lesson

10 Sing the ‘face’ song from Lesson | and dismiss

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