Welcome Starter a TB

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Module l: Units 1 & 2 (pp. 2-17)

In this module pupils wil l ...

talk about ...o greetingso numbers. colourso commands

Welcome to Britain!

Pupils will talk about ...o popular children's games in the UKo colours used for public amenities in the UK

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Project Time! (About me!)

Pupils will .... stick or draw a picture of themselves and their friendso stick or draw pictures of their possession, one for

each colour they know

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l isten to .... a song about friendship. a song practising colourso a chant consolidating commandsr Cecil Mouse and Ellie May playing a game in the

gardenr Cecil Mouse's day in the park

COMPETENCIESlearn how to ,..r introduce themselves and greet others. count from 1 to 10o identify coloursr give and follow commands

DESCRIPTORSpractise ...o the verb 'to be'. my, your. me, you. l 've goto imperative

Language Focus

o Hel lo, my name's . . . .r What's your name?. My hand, your hand!r Me and you!o One and two and three little children!o Hel lo, my fr iend!o l've got a pencil. What colour is it?o Yellow in the sun!o Go in the circle.

Craftwork

Pupi ls wi l l . . .. r"1:." friendship collage

My Letters!

Pupils will ...r identify letters c, a, t, d, o, g, m, e, l, ko' identify the words cat, dog, koala, camel

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Module 2: Units 3 & 4 (pp. 2O-35)

In this module pupils wil l ...

talk about ...o shapeso furnitureo animalso colours. stze

Welcome to Britain!

Pupi ls wi l l ta lk about . . .o the London Eye. Dog Shows

I Proiect Time! (About me!)

Pupils will .... stick or draw a picture of their room

I o stick or draw pictures of their favourite animals

listen to ...o a song practising shapes. a song practising animals. a chant presenting and practising adjectives and

colourso Cecil Mouse talking to Ellie May about his roomo Cecil Mouse getting help from his friends

COMPETENCIES 6.

learn how to ...o identify shapesr describe furniture. talk about animals

DESCRIPTORSpractise .... the verb 'to be'o indefinite articleo This is . . .o itso I've goto can

Language Focus

I o What's this? A square!, - . Sally square, that's my name!i I This is my bed. lt 's green.

o What's its name?o I've got a parrot and it can speak.o ls it Maria?. My black cat is very funny!. He's got small ears and a big fat tummy!

Craftwork

Pupi ls wi l l . . .o make a funny figure

My Letters!

Pupils wil l . . .o identify fetters z, b, r, p, n, y, j, u, s, q, u, i

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Module 3: Unirs 5 & 6 (pp. 38-53)

In th is module pupi ls wi l l . . .

talk about ...o pafts of the body. means of transoorto the senses

l isten to . . .r a chant practising parts of the body. a song consolidating parts of the body with

commanos. a song practising means of transportr a song presenting and practising the sensesr Ceci l Mouse and El l ie May paint ing their facesr Cecil Mouse and Ellie May's day in the countryside

COMPETENCIESlearn how to . . .o dentify pafts of the bodyr :alk about means of transoort. ia lk about the senses

: Weicome to Britain!

; Pupi ls wi l l ta lk about . . .I o Winnie the Pooh' . Hyde Park

Project Time! (About me!)

Pupi ls wi l l . . .. stick or draw a picture of their favourite cartoon

character. stick or draw a picture of themselves and their

friends/family in the park

DESCRIPTORSpractise ...r the verb 'to be'r indefinite articler imoerative. my, your

Language Focus

. ls i t the nose?o Touch my face, touch my hair!r if you're happy and you know it, clap your hands!o What am l? A train?r Let s go on a plane.. Look at the birds, listen to the bees!

Craftwork

Pupi ls wi l l . . .r make a flower photo frame

My Letters!

Pupi ls wi l l . . .r identify letters v, f , x, w, h, yr idcntify the words raven, fox, wasp, husl<y

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MERRY CHRISTMAS! (pp. 56-57)

In th is uni t pupi ls wi l l . . .

o listen to a Christmas songo comolete a Santa's Little Heloer awardo make a reindeer

EASTER FUN! (pp. s8-s9)

In this unit pupils will ...

o listen to an Easter songo play a gameo make an Easter chick

THE LITTLE RED HEN (pp. 60-86)

Pupils wil l ...

o listen to a traditional story in rhyme

V

lntroduction fo the Teqcher

o Welcome Starter a is a course especially designed forpupils studying English at primary level. lts syllabus isbased on graded structures and vocabulary. WelcomeStarter a enables pupils to use English effectively andensures that they have fun while learning. The coursemainly focuses on the receptive skills (listening andspeaking) through a variety of communicative tasksand everyday dialogues. lt also ofiers pre-writing andpre-reading activities as well as a subtle introduction ofthe alphabet.

o Welcome Starter a comprises three modules. Eachmodule consists of two units. lt is aimed at pupilsunder the category of A1, Basic User.

Al Bcsic User _Pupils in this category can understand and use somebasic vocabulary and expressions related to their ownpersonal, concrete world. They can communicate usingsimple exchanges, introduce themselves, and ask andanswer questions in a simple, repetitive way. Simpleinteraction is feasible provided the other person speaksclearly and slowly and is prepared to assist.

Componenls ot eoch level

o The Pupil's Book presents new words in a clear andeffective way. The language is presented andactivated in context through realistic patterns andappealing dialogues. A variety of functional exercises,songs, chants, games and craftwork help pupilspractise the new language in an enjoyable way. lneach unit, the pupils are gradually introduced to theEngl ish alphabet phonet ical ly through thepresentation of some animals (My Letters!). lnaddition, they have the chance to experience theculture and way of living in Great Britain through theWelcome to Britain! sections. They also have theopportunity to work on a projecl, About me!, wherethey can use the language in a personalised way andsoeak about their own world. There are also twooptional units (Merry Christmas! and Easter Fun!).They are designed to be covered as a lead-up to thecorresponding celebrations. There is also a traditionalstory, The Liftle Red Hen,told in rhyme. The purposeof the story is to acquaint the pupils with stories inEnglish. Dialogues, songs, chants and other listeningactivities are on the CD/cassette.The Pupil's Book ends with aCertificate of Achievement,the aim of which is to reward the pupils and give thema sense of achievement.

Welcome Stafier a is divided into modules. In eachmodule, the pupils are exposed to the new languagethoroughly and achieve competency in the targetlanguage at a faster pace. Each module has its aimsand objectives, and upon finishing each one, the

pupils can record their progress in language learningwith the helo of their teacher. The teacher has thechance to recycle and further consolidate anylanguage items upon completion of the ModuleCheck section in the Puoil's Book.

Welcome Starter a contains the following modulesand objectives:

Modufe 1: Talking about friendship, introducingoneself and greeting others, numbers 1-10, colours, commands

Module 2: Talking about shapes, furniture, animals,size

Modufe 3: Talking about parts of the body, meansof transport, the senses

My Language Portfolio contains the material whichpupils will use, along with any extra material given bythe teacher, throughout the course. My LanguagePortfolio has been designed to stimulate and supportthe learning of the English language. lts purpose is tohelp pupils reflect on, realise their progress in, andimprove their language learning.

This Language Portfolio is the pupils' property. lt is atool to accompany the pupils' language learningthroughout their school l i fe and is sui table fordocumenting their learning, both inside and outsidethe classroom.

In practice, Language Portfolios may include projector other examples of written work, computer diskettes(with some work or drawings completed inside oroutside the c/ass), video cassettes (with the pupils'favourite story or with pedormances of songs, schoolplays, etc), ceftificates, reports from teachers, or evena collection of objects or pictures. lt is a collection ofwhat the learners want to keep as evidence of whatthey are learning through the medium of the Englishlanguage. The main emphasis is on the process oflearning. As a result, while compiling their LanguagePortfolios, learners develop the skill to workindependently.

How to make a Language Portfolio

During the first lesson, explain to the pupils that theyshould bring in a dossier, which they will have withthem at all times, in which they will keep theirLanguage Portfolio. For the next lesson, bring in self-adhesive labels, write My Language Portfolio on themand help your pupils stick them onto their dossiers.Demonstrate how to store their material into theirLanguage Portfolio and make sure they update themregularly. (For further information see page 154T.)

The Activity Book is in full colour and ms toconsolidate the language that appears in th Pupil'sBook through various exercises which are designedto reflect the pupils' sense of achievement andconfidence. In the Activity Book there are some

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traditional Nursery Songs, one per unit. Their aim is toconsolidate the language of each unit in a fun way. Atthe end of each Module the pupils, with the help oftheir teacher, have the chance to further consolidatethe new language in the Funtimel section. Here theyare given the opportunity to explore the world aroundthem by participating in a fun experiment, and TheLollipop Game provides an enjoyable way of revisingthe language learned in each module.

The Activity Book can be used either in class or forhomework upon completion of each correspondingunit in the Pupi l 's Book.

The Teacher's Book gives step-by-step lesson plans,reinforcement and extension activities, together withthe answers to the exercises for both the Pupil's Bookand the Activity Book. lt also contains extra ideas onhow to present new words and language patterns, aswell as the tapescripts of the listening activities. At thebeginning of the Teacher's book, the teacher can findthe Programme, an analytical chart of the targets andthe objectives of the modules.

The Teacher's Book also provides notes on how toteach the story lhe Little Red Hen, as well assuggestions for those teachers who wish to put on ane nd-of-year performance.

In the Teacher's Book, the teacher will also find someextra photocopiable material. This includes:i) Letter Worksheets: They are to be used to

consolidate the English letters.ii) Photocopiable material; These are templates for

the Craftwork, where necessary. The Teacher'sBook provides detailed explanations as to whereand when to use them.

iii\ Reinforcement activities.' These are activities thatcan be done upon completion of the correspondingModule Check sections. They can also serve asmeans of checking pupils' progress. Oncompletion, award a sticker to each pupil,regardless of their performance.

iv) Photocopiable instruments for evaluation: Forformative evaluation and summative evaluation.

The Picture Flashcards illustrate new vocabularyitems, thus supporting the spoken words. Through thecontinuous use of flashcards, the teacher does nothave to resort to translation or lengthy explanations.Thus, a great deal of time is saved and the pupils learnquickly, effectively and pleasantly.

The flashcards can be used for presentation, revision,additional practice and memory games.

The three double-sided posters include thematicpresentation of the key vocabulary from each module.They can be used to present or consolidate the newranguage.

The Class CD/Cassette includes all the recordingsfor the listening activities in the Pupil's Book and theActivity Book.

The Pupil's CD/Cassette includes all the vocabularyexercises as well as the stories, the songsichants andthe story. Thus, the pupils are able to listen to therecordings as many times as they want in order toimprove their pronunciation and intonation.

The videocassette/DVD enables pupils to watch thecharacters come to life and have fun while learning.

The Puppet is provided to add to the pupils'enjoyment of the coursebook and to help lowerinhibitions. Pupils feel less threatened responding to apuppet and are more willing to participate in activities.The puppet can be used in a variety of ways:

. To present new vocabulary (e.9. holding upflashcards/realia, pointing to words, etc).

o To demonstrate actions for TPR songs and chants.o To conduct short exchanges.

, -"" Typi:qf "=|."v-::l- ot-""o.-9{lEach unit consists of eight pages. Each page is asuggested lesson, but the division is left to the teacher'sdiscretion and depends on the pupils' individual needs.

New vocabulary is always presented through flashcards,posters or realia, before the pupils open their books. Thishelps them understand the new language faster and moreefficiently.

Presentation with books closed.

o Pin up the relevant poster/flashcards.. Point to each picture and model the word/phrase.o The pupils repeat after you.o Point to the flashcards/items on the poster in random

order and elicit the new vocabulary from the pupils.

Presentation with books open.

. Play the CD/cassette.o Pupils repeat, chorally and individually.

The new vocabulary is always practised in context throughmeaningfultasks such as drawing, guessing etc.

Pattern Practice with books closed.

o Present the new language orally.r Pupils repeat after you.r Provide prompts and elicit the relevant language from

the pupi ls.o Point to the prompts in random order and elicit the

correct answers from the pupils. \

Pattern Practice with books,open.

. Play the CD/cassette.o Pupils listen and repeat, chorally and individually.

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Pupils practise the new language in pairs.Ask some pairs to report back to the class.

work as a group and thus develop their social as well astheir linguistic skills.

The pupils practise the new language in chants and songs.Their rich language enables the pupils to remember thenewly acquired language. Songs are also essential as theyare a good example of the way words and phrases shouldbe pronounced along with the correct intonation.

There are a lot of ways to teach a song. You can play thecassette/CD and get the children to move and clap to themelody. lf the song has a word which is frequentlyrepeated, the children will soon start joining in.

Here are some ways to 'animate'the songs:

a Total Physical Response (TPR) Activities: Have thepupils stand up, in a circle preferably. Play the songonce. Sing and demonstrate the actions, while theyimitate you. Play the song again and encourage themto do the actions while listening and repeating afteryou. Play the song a third time and lead the singingwhi le the pupi ls join in.

b Using props: Bring in visuals or realia. Distribute theabove-mentioned props to the pupils and ask them tohold up the prop when they hear the respective wordin the song.

c Song dramatisations: All songs have a plot andcharacters, and teachers are encouraged todramatise the songs into short sketches, creating apleasant environment in the classroom. Assign rolesand have the pupils sing their lines. You and thepupils can prepare some simple costumes and propsto make the oedormance more 'realistic '!

These are just a few suggestions on how to use thesongs in the language classroom. Be as inventive asyou can since pupils love performing!

The pupils' need for a hands-on approach to languagelearning has been catered for in Welcome Starter a. Craftactivities, both free and guided, develop the pupils' eye-handcoordination and fine motor skills. At the same time, they aregiven the opportunity to spend some essential timeabsorbing the new language while creating things with theirown hands. The teacher should always demonstrate whathe'she wants the pupils to do. lt is advisable to make amodel beforehand to use in class. ln lhe Craftwork sectionsin the Pupil's Book the teacher and the pupils can find anillustration of the material needed as well as an illustration ofthe final product of the craft activity.

Games help the pupils learn the target language moreefficiently and pleasantly as they use the patterns and thewords as a means to have fun. Most of the activities areCircle-Time activities giving the pupils the opportunity to

ln every unit there is a Cecl Mouse story, told in rhyme.

STORY PRESENTATION AND PRACTICE

. Go through the pictures and elicit relevant vocabularyas well as setting the scene.

. Play the cassette/CD.o The pupils listen and point to the pictures.r Ask the pupils relevant questions using the language

from the dialogue.. Play the cassette/CD with pauses.o The pupils listen and repeat chorally and/or

individual ly.

Note: You can find some suggested questions in theTeacher's Book.

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Welcome to Britain! introduces the pupils to the cultureand way of life in Britain. The pupils look at some pictureswhile you give them, in L1 if necessary, some information.As an extension, the pupils can discuss similarities anddifferences between the wav of life in Britain and in theirown country.

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Project Iime enables the pupils to use the new languagein a personalised way, by drawing and/or sticking pictures.The pupils do the exercise orally, then complete theproject (About Me) in class or at home.

HOW TO DEAL WITH THE PROJECT

o Read the title of the model and give and elicit examples.o The pupils, individually or in groups, gather information

and pictures.o They produce their project in their Pupil's Book or on

a piece of paper.

lf you want your pupils to do their project on a piece ofpaper, make sure the pupils file it in lheir Language Portfolio.

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Upon complet ion of each module, the pupi ls canconsolidate the new language through lhe Module Checks.

Each Module Check comprises three types of activities:

l. Look and say: The pupils look at the pictures and namethe items. This can be done in teams/groups or individually.

ll. Listening activity: The pupils listen and complete atask. Elicit the target language beforehand. Pause thecassette/CD after each item and check comprehension.Give the pupils some time tdcomplete each section beforemoving on to the next one.

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l l l. Word Recognition: The pupils match the words theyhave seen in lhe My Lefters! section to the correspondingpictures. Elicit the words from the pictures. Allow thepupils some time to match the words to the pictures beforeyou check their answers.

Upon completion of the Module Check, the pupils tick thebox (My Score!) according to how well they did.

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ot *ie ooor, containinsactivities pertinent to Christmas and to Easter.

The Littte Red Hen is a story told in rhyme and isaccompanied by l ively songs to provide maximumenjoyment. The story consists of very basic vocabularywith a lot of repetition to help the pupils understand andreproduce it. The text appears for teachers and parents toread out the story to the pupils. At this stage, pupils are notexpected to read word by word, but they can beencouraged to follow the lines with their fingers. There isalso a Picture Dictionary to be used as a point of reference.The story and the songs are recorded on the CD/cassette.On the CD/cassette the teacher wi l l a lso f ind thenstrumental music of the songs in case he/she decides tocut on an end-of-year performance.

In the Teacher's Book, the teacher will find usefulinformation if he/she wants to stage the story.

Bqsic Principles of Welcome Stqrter q

' lVelcome's modularised approach caters for the holisticdevelopment of the pupils. The activities are speciallydesigned to meet the needs of all kinds of learners andaim at developing the pupils' l inguistic, learning-to-learnand social ski l ls.

- Linguist ic Ski l lsThe pupils can do the following upon completion of eachmodule:

i) associate pictures with new vocabulary with the help ofthe illustrations in their books as well as through theuse of the picture flashcards and/or posters.

ii) produce the sounds, pronunciation and intonation ofthe target language.

iii) communicate with their peers in English, exchangingbasic information about everyday matters such asintroducing themselves, ident i fy ing colours andshapes, talking about animals, etc.

iv) comprehend dialogues, short exchanges, etc on tapeand use the set patterns in multi-sensory tasks.

v) achieve oral competency through the reproduction ofshort exchanges and songs.

- Learning-to-learn SkillsThe pupils can do the following upon completion of eachmodule:

i) concentrate better and longer as they are trained tolisten to dialogues in order to pedorm a task.

ii) familiarise themselves with British culture.iii) record and assess their progress through the Module

Checks.

- Social skills

Upon complet ion of each module the pupi ls wi l l :i) want to listen to more English stories, encouraged by

the enjoyable adventures of Cecil Mouse.ii) experience being part of a group and obeying rules

through the games.iii) become more responsible by keeping and updating

lheir Lan g u age P o rtf o I i o .iv) have a better understanding of British culture.v) have some understanding of the British way of life.

- Classroom Management

Establish a pleasant environment in your classroom fromthe start. Always arrive a few minutes early to welcome yourpupils and have something interesting to do for the earlycomers. For example, they can listen to the song you taughtthem the previous time, they can view the video again, orthey can play with the picture flashcards, identifying thevocabulary items you have already taught them.Establish your policies from day one. Remind your pupils to:. come to class on time,o bring their Pupil's Book, Language Portfolio, etce raise their hands when they want to ask a question or

answer one,o wait for their classmates to answer your question(s),

before they raise their hand to give their answer.

Empower your learners by:. teaching classroom language, that is, the Teacher's

instructions, such as open your books, close yourbooks, work in pairs, elc, the Pupil's instructions, thatis, the rubrics, and the pupils' questions and answersto the teacher, Classroom language is the languageof communication between teacher and pupils in theclassroom and needs to be taught from day one.

o Give brief and clear oral instructions. Always provideexamples and elicit examples from the pupils so thatthey are sure of what they have to do.

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Aims: To identify the characters, to introduceoneself and greet others.

Language focus: Hello, my name's Cecil Mouse!Hello, I 'm Ell ie May! We're fr iends! What's yourname? This is .. . .

Target vocabulary: Hello, l 'm .., , What's yourname?, fr iend.

Extra materials: Slips of paper with the names ofthe pupils in a hat/bag, Flashcards of Cecil Mouseand Ellie May.

Note: Below is a suggested division of the unit into sixlessons. However, you should adapt the divisionaccording to the needs of your learners.

o Wait by the door and greet the pupils as they arrive.

(An activity to introduce yourself and break the ice.)

o Write your name on the board and introduce yourselfto the class. Point to your name on the board and toyourself and say: Hello, I'm (Miss Houston). Say Helloagain. The pupils repeat, chorally and individually.

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Prepare slips of paper with the first names of the pupils :,',,r' itten in English. Put the slips in a hat/bag, etc.

r Take out the first slip and read the name. Ask thepupil to come to the front. Say Hello to him/her andinvite a response. Follow the same procedure withthe rest of the pupi ls.

(An activity to introduce the characters of the book.)

r Hold up your book, point to and present thecharacters. Say: Ihis is Masid. The pupils repeat afteryou. Do the same for Cecil Mouse and Ellie May.Point to the characters in random order. Ask: Who sthls? Invite pupils to say the names of the characters.Explain to the pupils, in L1 if necessary, that Masid isa genie. He wi l l help them learn Engl ish. Ask them i fthey know what a genie is.

Activities to present and activate the new language.)

(Ex. 1) Listen. Stick. Repeat. (Tapescript 01)

Pupi l 's books closed. Show the pupi ls theflashcards ol Cecil Mouse and Ellie May. Ask them toidentify the characters. Put the flashcard of CecilMouse in front of your face, pretend you are Cecil andsay: Hello, My name's CecilMouse. The pupils repeat

after you. Put the flashcard of Ellie May in front of yourface, pretend you are Ellie and say: Hello, I'm EllieMay. Hold up both flashcards and say: We're friends!Explain what friends mean. Pin them uo on the board.

Use the puppet of Masid to modelthe short dialogueHello, my name's ... . Hello, I'm ... . We're friends!Holdup the puppet and say, in the role of Masid, Hello, myname's Masid. (Try to change your voice so it'sapparent that it's Masid talking.) Then, say: Hello, I'm(Miss Houston). We're friends! Holding the puppet,address a pupil and encourage him/her to have thesame dialogue with Masid. Do the same with the restof the class.

Draw a large 2 on the board. Point to it, mime andsay: Open your books at page tvvo.

Pupil's books open. Read the instructions and explainthe task. Play the cassette/CD with pauses. The pupilslisten, find the corresponding stickers from the stickersection, and attach them to the corresponding boxes.Play the cassette/CD again with pauses, The pupilsrepeat, chorally and individually. Check the pupils'pronunciation and intonation.

TAPESCRIPT

Cecil: Hello, my name's Cecil Mouse!Ellie May: Hello,l'm Ellie May!

Both: We're friends!

(Ex.2) Listen. Repeot. Tolk with gour Jriend.(Tapescrlpt O2)

(Activities to practise introductions and greetings.)

Play the cassette/CD. The pupils listen and look at theillustration. Play the cassette/CD again pausing aftereach utterance. The pupils repeat, chorally andindividual ly. Check their pronunciat ion andintonation.

TAPESCRIPT

Jane: Hello, I'm Jane. What's your name?Ben: My name's Ben.

Ask the pupils, in pairs, to act out similar exchanges.Check round the class, providing any necessary help.Ask some pairs to report back to the class.

Ask the pupils to go around the class and introducethemselves to five of their classmates. Uponcompletion of the activity, the pupils say the names ofthe classmates they introduced themselves to.e.g. Pupil: Ihis is Harry.Ihls is ... etc.

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Aims: To consolidate introductions and greetings.To develop listening comprehension skills througha song. To sing a song and do the actions. Topromote the theme of fr iendship through acraftwork activity.

Language focus: Hello, I 'm ... . My hand, yourhand, put them together. Friends forever.

Target vocabulary: My hand, your hand.

Extra materials: A drawing of a tree on cardboardpaper (Follow-up).

Wait by the door and greet the pupils as they arrive.

(An activity to review the language taught in Lesson 7.,)

Ask pupils to stand up and present themselves. Therest of the class greets them.e.g. Pupil: Hello, my name's Jane.

Class: Hel/o.Jane! elc

(Ex. 3) Sing and do. (Tapescript 03)(Activities to co nso I i date co lo u rs.)

Preparation for listening

Pupil's books closed, Show your hand and say: Myhand.Ihe pupils repeat after you. Go near a pupil andpoint to hisiher hand and say: Your hand. The pupilsrepeat after you. Hold the pupil's hands and say: Pufthem together. Say while swinging the hands: Me andyou, friends forever! Repeat the actions and the wordswith the pupils repeating the words after you. Repeatthe activity as many times as you think is necessaryfor the pupils to learn the words.

Have the pupils in pairs. Say the words. The pupilslisten and do the actions.

Draw a large 3 on the board. Point to it, mime andsay: Open your books at page three.

Pupil's books open. Play the cassette/CD. Thepupils listen and look at the illustrations. On thesecond listening, hold up your book and point to theillustrations every time the corresponding actions arementioned.

Play the cassette/CD again and encourage the pupilsto sing along. Play the song again. The pupi ls singand do the actions, in pairs A & B.

TAPESCRIPT

My hand, your hand, (A & B join their teft hands)Put them together. (A & B join their right hands)Me and you,Friends forever! (A & B swing their joined hands)

Friends, friends, (pupils hold hands to form a circleand move around)Friends together.Friends, friends,Friends forever!

Extension

Repeat the song without the cassette/CD. Repeat thesong and pause before certain words. Invite thepupils to complete the phrases. Keep the rhythm byclapping your hands or snapping your f ingers.e.g. Teacher: My hand, your ...

Class: hand etc.

CraJtworkTell pupils they are going to work in pairs to make afr iendship col lage. Show them your model and guidethem through the cutt ing and gluing of the col lage.Go around the class as the pupils do the craftworkand ask questions about the colour they have used.Help them wri te their f i rst name in Engl ish.

Upon completion of the craftwork, the pupils point totheir collage and say: My hand, (Jimmy)'s hand. fheythen hand in their craftwork to be displayed.

Ask the pupi ls to br ing their photos. Prepare a tree oncardboard paper with spaces enough for the pupils toglue their photos on. Wri te their names in the spaces.

e Pin up the cardboard paper within the pupi ls ' reach.Ask the pupils to glue their photos onto the spaceswhere their names are. Help them if necessary.

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Aims: To present numbers 1-10. To develop listeningcomprehension skills through a song. To sing a songand do actions. To oromote social skills.

Language focus: One and two and three littlechildren. Hello, my fr iend!

Target vocabulary: Numbers 1-10.

Extra materials:. My Numbers poster. Slips of paperwith numbers 1-10 (Ex.4, Ertension).


(An activity to review the language taught in theprevious /esson.)

Play the song from Lesson 2 (Tapescript 03) andencourage the pupils to sing along. lf you wish, asksome pairs to the front and do the actions while therest of the pupi ls sing the song.

(Activities to present numbers 1-10.)

(Ex. 4) Sing ond count. (Tapescript 04)Pupi l 's books closed. Wri te the numbers 1- '10, onthe board, one at a time. Point to and say the number.The pupils repeat after you. Point to the numbersagain and say them faster this time. The pupils repeatchorally. Point to the numbers in random order andask the pupils to say the appropriate words. Then,ask individual pupils to count first from one to ten andthen backwards.

Pin up lhe My Numbers poster on the board. Ask apupil to come to the board. Say a number. The pupilpoints to the number on the poster and repeats theword. Repeat the activity with as many numbers andpupils as you think is necessary.

Draw a large 4 on the board. Point to it, mime andsay: Open your books at page four.

Pupil's books open. Point to and elicit the numbers.Say: How many liftle happy children? Let's count!Hold up your book and point to each individual child.Say the corresponding number. The pupils repeatafter you.

Play the cassette/CD. The pupils listen and point tothe children in their books. Play the song again. Thepupils listen and sing along.

TAPESCRIPT

One and two and three little children,Four and five and six liftle children,Seyen and eight and nine little children,Ten little happy children

Extension

Prepare sllOs of paper with numbers 1-10.

Ask ten pupils to come to the board. Give them theslips of paper you have prepared and ask them to sitdown in order. Explain the activity. Each pupil willstand up when he/she hears the correspondingnumber. Ask from the last pupil to smile and wave atthe rest of the class. Demonstrate the activity yourselffirst. Repeat the activity with as many groups of tenpupils as you think is necessary.

o (Ex. 5) Let's pl,ogl(A circle-time activity to consolidate numbers 1-10.)

Refer the pupils to the illustration. Explain the activity.Have one pupil sit in the middle of a circle on a chair.Ask him/her to cover his/her eyes. Then, pick onepupil to go to the child in the middle and say: Hello,my friend! The pupils in the circle count to ten. Thechi ld in the middle then tr ies to guess who i t is. Thepupil who spoke sits in the middle and the activity isresumed. The pupils can use their normal or sillyvorces.

Ask the pupils which their favourite number from 1 to10 is. Ask them to write it on a piece of paper. Thenask them to decorate their paper with items denotingthat number. Provide an example on the board.Display their work grouping them by number ( i .e. al lthe 1 together, etc.).e.g.

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Aims: To identify the letters a, c, d, g, o, t. Toidentify the words cat and dog.

Target vocabulary: Cat, dog.

Extra materials: A cardboard crown (Warm-up). MyLetters! poster. Photocopies of the letter worksheets(a, c, d, g, o, t) (Follow-up).

o Stand by the door and greet the pupils as they arrive.

(An activity to review the language taught in Lesson 3./

e Make a cardboard crown (big enough to fit yourpupils' heads). Ask a pupil to come to the front of theclass and wear it. Blue tack a number from 1-10 onthe front of it, keeping it hidden from the hat wearer.The rest of the class looks at the number and worksout what they need to add to it to make 10. They showthe answer on their fingers. The hat wearer works outthe hidden hat number.e.g. Teacher: (blue tacks number 5)

Class: (showing five fingers) fivePupil: five etc.

. Repeat the activity with as many pupils as you wish.

Note: You can use an ordinary hat or pin up the slipsof paper on the pupils' back.

. Play the song from Lesson 3 (Tapescript 04) andencourage the pupi ls to sing along.

o (Ex. 6) Listen. Point. Cotour. (Tcpescript 05)

Pupil's books closed. Pin up the My Letters! posteron the board. Point to the letter a and say: a lal.Thepupils repeat after you. Write the letter a on the boardto demonstrate its formation. Repeat the procedurewith the letters c, d, g, o and t. Point to the letters inrandom order. Individual pupils say the letters.

Extension

Write the letters on the board. Go to a pupil andwhisper a letter. The pupil goes to the board, pointsto and says the letter. Repeat with as many pupils asyou think is necessary.

Turn the My Letters! poster to the Animals side. Pointto the cat and say: caf. The children repeat, chorallyand individually. Point to and say the word. The pupilsrepeat after you.

Do the same for the word dog.

Draw a large 5 on the board. Point to it, mime andsay: Open your books at page five.

Pupil's books open. Play the cassette/CD and askthe pupils to listen, point to the words and repeat. Askindividual pupils to read out the words.

Allow the pupils some time to colour in the cat andthe dog. Go around as the pupils are doing theactivity asking them to name the animals, what colourthey are, etc.

o (Ex. D Match. Circte. Troce.Read the instructions and explain the task. The pupilsmatch the picture on the right to the one that is thesame on the left. Check the pupils' answers. Then,the pupils trace the words. Provide any necessaryhetp.

Photocopy the letter worksheets (a, c, d, g, o, t), oneper pupi l .

o Hand out the letter worksheets to the pupils. Askthem to trace the letter on each worksheet. Read theword(s) as the pupils point to itlthem. You can askthem to do the remaining letters at home. Help themwrite their names and the date. Make sure you displaytheir work somewhere in the class. Then, the pupilsfile the worksheets in their Language Portfollos. In thisway, by the end of the year the pupils will have all theletters.

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;'hI^1! /: ' i - - /<'l ' 'u- Lef s listen!

6 six

Aims: To listen to a Cecil Mouse story. To developlistening comprehension ski l ls through a dialogue.To consolidate the language of the unit.

Language focus: This is Cecil and Ellie May. Theywant to play a game today. Close your eyes andcount to ten! Come on up to my tree house! This ismy tree house. This is (my friend) Liam and me!

Target vocabulary: Numbers. Close your eyes.Tree house.

Extra materials: Flashcards of the cat and dog.

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(An activity to review the language taught in Lesson 4.)

r Pin up the caf and dog flashcards on the board. Elicitand write their names on the board. Point to theletters c, a, t, d, o, g in random order. Individual pupilssay the letters. Ask the rest of the class for verification.

Draw a large 6 on the board. Point to it, mime andsay: Open your books at page six.

o (Ex. 8) Let's listen! (Tapescript 06)Pupil's books open. Go through the pictures and setthe scene.e.g. Teacher: (pointing to picture 1) Who are these?

Do you remember?Class: Cecll Mouse and Ellie May!

Teacher: (pointing to picture 2) Look! They'replaying a game.

Follow the same procedure to present the words/phrases count to ten and tree house.

Play the cassette/CD and ask the pupils to listen andfollow in their books.

TAPESCRIPT

Narrator: Ihls is Ceciland Ellie May.

They want to play a game today.

Cecil: C/ose your eyes and count to ten!

Cecil: Can you see me, little friend?

Ellie: / can see you, Cecil Mouse!

Cecil: Come on up to my tree house!

Mime and say the following words/phrases. Ask thepupils to point to the pictures that illustrate the words/phrases. Check their answers.e.g. C/ose your eyes and count to ten! (picture 3),

Come on up to my tree house! (picture 6)

Play the dialogue again with pauses for the pupils tolisten and repeat. Check the pupils' pronunciationand intonation.

Extension

Hold up your book to the class. Say the dialogue andpoint to the pictures in turn, Repeat, this time invitingthe pupils to complete your sentences.e.g. Teacher: This is Cecil and Ellie ...

Class: May. etc

6T

o (Ex. 9) Look. Find. Then, cotour.

Read the instructions and explain the task. Explainthat there are ten mice in the picture. Point to one ofthem and draw an imaginary circle around it. Allowthe pupi ls some t ime to f ind al l the mice. Check theiranswers. Then, ask the pupils to colour in the pictureusing any colours they like. Go around the class asthe pupi ls are colouring in, commenting on thecolours and praising the pupi ls.

o Ask the pupils to draw their own tree house on apiece of paper. They can then draw their own faceand the face of their friend in or around it. lf you wishthey can write the names as well. Ask pupils topresent their drawing to the class. Demonstrate thisyourself first.e.g. Pupil: Ihis is my tree house. Ihls is (my friend)

Liam and me!

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Aims: To consolidate the language of the unit. Tofamiliarise pupils with British culture: to learn aboutpopular chi ldren's games in the UK. To produce aproject about themselves and their friends.

Language focus: Me and my friend.

Target vocabulary: Hide and seek. Blind Man'sBuff .

Extra materials: None

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. Play the Cecl Mouse episode (Tapescript 06). Theouoi ls l isten and look in their books.

Draw a large 8 on the board. Point to it, mime andsay: Open your books at page eight.

-. ' "r " l"i'., iri i/ I ri ti. i i' I'

(Activities to familiarise pupils with British culture andexplore their own.)

Pupil's books open. Hold up your book, point to andread the tihle, Welcome to Britain! Explain to the pupilsthat they will talk about things that people in Britain do.lf you have a map of Britain, show it to the class to getan idea of where Britain is.Pornt to and read the names of the games. Explain tothe pupils, in L1 if necessary, that these are two of themost popular games children play in the UK. Ask themif they play these games in their own country, too. lfnot. exolain the rules.

Optional Activity

Ask the pupils, in groups, to demonstrate a game thatchildren usually play in their country. Ask the rest ofthe class to guess which game it is. lf you wish, youcan tell them the name of that game in Englishiprovided that it exists in English, of course).

, ' ' . . - , . , a: :=

(A pe rso nal i sati o n activ ity)

Refer the pupils to the project on page eight andcomment on the picture. Read the title and explainwhat it means. Ask the pupils to tell you the name oftheir friend(s).Explain to the pupils that they have to do the same onpage 9. Alternatively, you can ask the pupils toproduce their project on a piece of paper. They canuse pictures or drawings. Go round the class as thepupi ls work on their project and provide anynecessary help.

Note: You can assign this as homework so that thepupils have the time to look for pictures that il lustratethemselves and their friend. lf you decide to do it inclass, we suggest you tell the pupils to bring therelevant pictures in the previous lesson.

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o The pupils, in groups, make a collage of their ownportraits. They can use real pictures or drawings.Explain to them that they can use their favouritecolour and shape to decorate their portraits. Makesure you display their work somewhere in theclassroom.

Activity Book (Optional)

Now, you can do the exercises (Module 1, Unit 1) fromthe Activity Book. (See p. 144T for further explanation.)

lf you wish, you can do the Nursery Song 1 activitieson pp. 26-27.

(See p. 146T for further explanation.)

9T

Aims: To identify colours.

Language focus: Show me your red pencil . l 've;:: a pencil . What colour is i t? Blue. No. Red. Yesl

l l-arget vocabulary: Red, blue, green, yel low,: : ocns, penci l , yes, no.

Extra materials: The My Colours poster. Water-: .*sed paint (Follow-up).

,"'tait by the door and greet the pupils as they arrive.

4n activity to review the language taught in Unit 1.)

, , ! l r i te numbers 1-10 on sl ips of paper. Dupl icate ther:mbers so that each pupi l has got a sl ip. Explain thea:tivity. The pupils move around the class, trying to'"d their classmates with the same number. They askand answer without showing their slip of paper.lemonstrate the following exchange:3.9. Pupil 1: What's your number?

Pupil 2: (Ten). What's your number?Pupil 1: (Four). eIc

T:e pupi ls get into groups according to the number:f their slip of paper. When all the groups have been'c:i'ned, check that the pupils are in the correct group.

Activities to present and activate colours.)

(Ex. 1) Stick. Listen. Sog. (Topescript0T)

Pupil's books closed. Pin up the My Colours postercn the board. Point to and say: b/ue. The pupilsrepeat, chorally and individually. Follow the samecrocedure with red, green and yellow.

Ask the pupils to take out their red, blue, green and'yellow coloured pencils. Say: Show me your (ed)oencil. The pupils raise their (red) coloured pencil.Repeat with the rest of the colours. Ask the pupils, inpairs, to do the same. Go around the class, providingany necessary help. Ask some pairs to report back tothe class.

Draw a large 10 on the board. Point to it, mime andsay: Open your books at page ten.

Pupil's books open. Read the instructions andexplain the task. Ask the pupils to go to the stickersection and put the stickers on their fingers. Read thef i rst colour. Ask the pupi ls to point to thecorresponding sticker on their finger. Verify theirchoice. Then, the pupils stick the correspondingsticker. Repeat the procedure with the rest of thestickers. Point to the first balloon and say: a redballoon. The pupils repeat after you. Repeat the

procedure with the rest of the balloons. Play thecassette/CD. The pupils listen and repeat, chorallyand individual ly. Check the pupi ls ' pronunciat ion andintonation.

TAPESCRIPT

One - a red balloon, two - a blue balloon, three - ayellow balloon, four - a green balloon.

o (Ex. 2) Listen. Repeot. Tolk with govr Jriend.(Topescript 08)(Activities to practise colours.)

Pupil's books closed. Put a coloured pencil behindyour back and ask: l've got a pencil. What colour is it?Invite guesses. Answer yes or no nodding or shakingyour head at the same time. Repeat a couple moret imes.

Pupil's books open. Play the cassette/CD. Thepupils listen and look at the illustration. Play thecassette/CD again making pauses. The pupils repeat,chorally and individually. Check their pronunciationand intonation.

TAPESCRIPT

Girl: l've got a pencil. What colour is it?Boy: Blue.Gir l : No.Boy: Red.Girl: Yes/

Ask the pupils, in pairs, to act out similar exchanges.Check round the class, providing any necessary help.Ask some pairs to report back to the class.

For this activity you need water-based paint (watercolour, tempera, etc), scissors and glue.

. Demonstrate how you can make an 'abstract'painting. Crease an A4 size piece of paper so thatlater you can fold it easily. Use one of the colours(red, blue, green, yellow) and sprinkle a few dropsonto one side of the crease. Fold the paper and pressdown with your hands. Open the paper and show thepupils the strange image. Ask them to do the same.Then the pupils can get into groups based on thecolour they have chosen and make a collage withtheir paintings. The groups can make a display oftheir collages.

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Aims: To consolidate colours. To develop listeningcomprehension ski l ls through a song. To sing asong and do the actions. To promote social skillsthrough a circle-time activity.

Language focus: Yellow in the sun. Blue in thesea. Red in the apples. A red apple, a green appleand a yellow apple. Al l for youl

Target vocabulary: Colours, sun, sea, apple, tree.

Extra materials: The My Colours poster.Flashcards of sun, sea, apple and free. Fourballoons (ed, blue, green and yellow). Temperapaint, paintbrushes (Follow-up).



Pin up lhe My Colours poster on the board. Play agame. Point to a colour on the poster and have thepupils point to something close to them (e.9. clothes,pencils, etc) of the same colour, while shouting outthe name of the colour.

(Ex. 3) Listen ond point. Then, sing otong!(Tapescript 09)(Activities to consolidate colours.)


Pupil's books closed. Show the sun flashcard andsay: sun. The pupils repeat after you. Follow the sameprocedure and present the words sea, apple and free.Point to the sun flashcard again and ask: What colouris the sun? Elicit: Yellow. Say: Yellow in the sun. Thepupils repeat after you. Follow the same procedureand present the phrases Blue in the sea, Red in theapples, green in the tree.

Draw a large 11 on the board. Point to it, mime andsay: Open your books at page eleven.

Pupil's books open. Ask the pupils to look at theillustration. Say the words sun, sea, apples and free.Ask the pupils to point to the corresponding items inthe picture. Play the cassette/CD. The pupils listenand point to the sun, sea, apples and tree. On thesecond listening, hold up your book and point to theabove items every time they are mentioned.

Play the cassette/CD again and encourage the pupilsto sing along.

TAPESCRIPT

Colours all around.Colours you can see:Yellow in the sun,Blue in the sea!Red in the applesAnd green in the tree!

Extension

Hand out the flashcards of sun, sea, apple and tree.Repeat the song. The pupils raise the flashcards,every time the words are mentioned.

o (Ex. 4) Let's pLag!

Blow up four balloons (red, blue, green and yellow).Attach strings.

Give out the four balloons. Explain the activity. Playthe song from Ex. 3. The pupils pass the balloonsaround. Pause the music. Ask some of the pupilsholding a balloon to do something for you.

Suggested cues: Count to five/ten/etc, What's yourname?, (pointing to an object in the class) Whatcolour is it?, What's your friend's name?, etc

Bring or ask the pupils to bring tempera paint (red,green and yellow) and paintbrushes.

o Tell the pupils that you want a 'gift ' from them. Askthem to paint a red, a green and a yellow apple.Pupils paint their palms using a different colour eachtime and press them on paper. Alternatively, ask thepupils to draw and colour the apples without usingtheir palms. Then, they offer them to you. Expressthanks.e.g. Pupil: A red apple, a green apple and a

yellow apple. All for you!Teacher: Thankyou!

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Aims: To understand and follow commands' To . (Ex. 6) sing ond do. (Tapescript 1l)develop listening comprehension skills through asong. To sing a song and perform actions. Pupil's books closed. Mime and say: Sfand up. The

Language focus: Give me your pen. show me pupils repeat after you' Mime the action again' The

your book. Go in the circle, cecil please. Sit down, pupils perform the action' Follow the same procedure

stand up, and bend vour knees! ili#":i:;w::';""H:,x#?''l+7ii;!,"!i"i,"#,Target vocabulary: Numbers. Commands. : wave goodbye. Repeat the commands and the

Extra materials: None actions with the pupils repeating the words after you.Repeat the activity as many times as you think isnecessary for the pupils to learn the words.

Put the pupils into pairs. Say the words. The pupilslisten and perform the actions.

o Wait by the door and greet the pupils as they arrive. Pupil's books open. Refer the pupils to the

(An activity to review the tanguage taught in the illustrations and elicit the actions' Play the

previous /esson./ cassette/cD. The pupils listen and point to the actionsevery time they are heard. Play the cassette/CD

. Play the song from Lesson 2 (Tapescript 09) and again. The pupils listen and sing along. Play the songencourage the pupils to sing along. again and the pupils listen and do the actions.

TAPESCRIPT

Go in the circle,(Activities to present and activate commands.) Cecil please.

Sit down, stand up,o (Ex.5) Listen ond number.Then, do. Bendyourknees!

(Tapescript 10) Clap your hands,Pupil's books closed. Go in front of a pupil, mime and

Jump up high'

say: GrVe meyour pencfl/ Encourage the pupilto do so. Turn around'

Repeat one more time with another pupil. Follow the Now' wave goodbye!

same orocedure and oresent the commands: Show meyour book, Come here and Come to the board. Repeat : ,: ' :.: 'these commands in random order. Ask individualpupils to carry out the commands. o Explain the game. Two pupils come to the front of the

Draw a large 12 on the board. Point to it, mime and class' one is the robot and the other gives him/her

say: open your books to page tvvetvel the commands' Demonstrate this yourself first with apupil. Provide any necessary help with the actions.

Pupif 's books open. Point to Masid. Say: Who is fhis? Repeat with as many pairs as you think is necessary.Elicit the actions being shown in each scene. Explainthe task. Play the cassette/CD with pauses after eachutterance. The pupils listen and write the correctnumber in the circle. Check the pupils' answers. Saythe commands. The pupils listen and follow thecommands.

TAPESCRIPT

One - Give me your pencil!Two - Come here!Three - Show me your book!Four - Come to the board!

Extension

Play 'Masid Says'. The pupils follow your commands,only if they are preceded by the phrase Masid says.e.g. Teacher: Masid says, give me your pencil!

Class: (Pupils mime giving their pencils to theteacher.)

Teacher: Come to the board!Class: (Pupils remain still.) 127

'::',,: i' ' ,;, , .'r I 'r i

Aims: To identify the letters e, k, l, m. To revise a, cand o. To identify the words koala and camel. Torevise colours.

Target vocabulary: Koala, camel.

Extra materials: My Letters!poster. Photocopies ofthe letter worksheets (e, k, l, m) (Follow-up).

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(An activity to review the language taught in Lesson 3./

o Mime a command and at the same time say what it is,sometimes correctly and sometimes not. Ask thepupils to say yes or no.e.g. Teacher: (mimes sitting down) Stand up!

Class: No/Pupil: (mimes clapping hislher hands) Clap

your hands!Class: Yes/ etc.

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o (Ex. 7) Listen. Point. Colour. (Tapescriptl2)

Pupil's books closed. Pin up the My Letters! posteron the board. Point to the letter e and say: e lel.Thepupils repeat after you. Write the letter e on the boardto show its formation. Repeat the procedure with theletters k, I and m. Point to the letters in random order.Individual pupils say the letters. Write the letters a, cand o on the board. Elicit their sounds.

Extension


Turn the My Lefters! poster to the Animals side. Pointto the koala and say'. koala. The children repeat,chorally and individually. Point to and read the word.The pupils repeat after you.e.g. ko lkool - a lsi - la llal - koala lkorso:lel

Do the same for the word camel.

Draw a large 13 on the board. Point to it, mime andsay: Open your books at page thirteen.


Allow the pupils some time to colour in the koala andthe camel. Go round as the pupils are doing theactivity asking them to name the animals, what colourthey are, etc.

. (Ex. 8) Draw lines.Read the instructions and explain the task. The pupilsmatch the pieces of the same picture.

Photocopy the letter worksheets (e, k, l, m), one perpupi l .

o Hand out the letter worksheets to the pupils. Askthem to trace the letter on each worksheet. Read theword(s) as the pupils point to it/them. They can do theremaining at home. Help them write their names andthe date. Make sure you display their worksomewhere in the class. Then, the pupils file theworksheets in their Language Portfolio.In this way, bythe end of the year the pupils will have all the letters.

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Aims: To listen to a Cecil Mouse story. To developlistening comprehension ski l ls through a dialogue.To consolidate the language used in the unit.

Language focus: Cecil's in the park with Mummy.Look! Balloons! They're very funny! Mummy, can Ihave one, please?

Target vocabulary: balloons, jump up high, helpr-ne. favourite, Can I have one, please?

Extra materials: Flashcards of the koala and camel.

Stand by the door and greet the pupils as they arrive.


Pin uo the koala and camelflashcards on the board.Elicit and write their names on the board. Point to the,etters in random order. Individual pupils say theetters. Ask the rest of the class for verification.

Draw a large 14 on the board. Point to it, mime andsay'. Open your books at page fourteen.

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(Ex. 9) Let's l isten! (Topescript 13)

Pupil's books open. Go through the pictures and setthe scene.e.g. Teacher: Where are they?

Class: (ln the) park.Teacher: (pointing to the balloons in frame 2)

Look! Balloons! How manY? etc


TAPESCRIPT

Narrator: Cecil's in the park with Mummy.

Cecil: Look! Balloons! They're very funny.

Cecil: Mummy, can I have one, please?

Cecil: Red's my favourite one of these!

Cecil: Help me, Mummy! Jump up high!

Mummy: Let's go, Cecil!Wave goodbye!

Mime and say the following words/phrases. Ask thepupils to point to the pictures that il lustrate thewords/phrases. Check their answers.e.g. Look! Balloons!They're very funny. (picture 2),

Help me, Mummy! Jump up high! (picture 5)

Play the story again with pauses for the pupils tolisten and repeat. Check the pupils' pronunciationand intonation.

Extension

Hold up your book to the class. Say the dialogue andpoint to the pictures in turn. Repeat, this time invitingthe pupils to complete your sentences.e.g. Teacher: Cecil's in the park with ...

Class: Mummy. etc

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147

(Ex. 10) Match. Listen. Colour.(TapescrLpt 14)Read the instructions and explain the task. Ask thepupils to identify the characters. Ask the pupils tohave their red, blue and green coloured pencils ontheir desks. Play the cassette/CD with pauses. Thepupils listen, follow the lines to match the balloons tothe characters and colour in the balloons. Play thecassette/CD twice if necessary.

Check the pupils' answers. Ask'.What colour is.Cecil'sballoon? Elicit: Red. Follow the same procedure withthe rest of the balloons.

TAPESCRIPT

Cecil's balloon is red.Ellie May's balloon is blue.Mummy's balloon is green.

o Ask the pupils to draw a balloon. Explain to them thatthey can draw anything they want to be on theirballoon. As an extension, you can give them balloonsto blow up and attach their drawing to them. They canleave the classroom holding their favourite balloons.

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Aims: To consolidate the language of the unit. Tofamiliarise pupils with British culture: to talk aboutthings that are red in the UK.

Language focus: Colours all around, My Things.

Target vocabulary: Red, yellow, blue, green.

Extra materials: None.

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. Play the Cecil Mouse episode. The pupils listen andlook in their books

Draw a large 16 on the board. Point to it, mime andsay: Open your books at page sixteen!


r Pupil's books open. Hold up your book, point to andread the title, Colours All Around. Explain to the pupils,in L1 if necessary, that these are some things in the UKwhich are of the same colour. Point to the items andelicit the colour (ed). Explain that in the UK thetelephone booths, the buses (in London) and the letterboxes are red. Ask them what colour thev are in theircountry.

Optional Activity

Ask the pupils to find pictures of things in publicplaces that are the same colour and bring them to theclass. Have a class discussion.

(A p e rso n al i sati o n activity)

Refer pupils to the project on page sixteen andcomment on the picture. Read the title and explainwhat it means. Ask the pupils to identify the colours.Ask the pupils to think of their own things and tell youone of each given colour. Allow some use of L1 ifnecessary.Explain to the pupils that they have to do the same onpage 17. Alternatively, you can ask the pupils toproduce their project on a piece of paper. They canuse pictures or drawings. Go around the class as thepupi ls work on their project and provide anynecessary help.

Note: You can assign this as homework so that thepupils have the opportunity to select from home thethings they want to include in their project.

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i=.__fltr9{*_ffi:Sff*:_**:1"fl*_E*_*nn=S*L*F:=_ rr you wish, you can do the Nursery sons 2 activitieson pp. 28-29.

o Do a suruey. Write the names of the colours (red, (see p. 147T for further exptanation.)blue, green and yellow) on the board. Ask the pupils,one at a time, to come and write his/her name nex to My Language portfoliohis/her favourite colour. Then, count the names andsee which colour is the most favourite one of the four. The pupils can do some of the activities for Module 1.Say: (Yellow) is our favourite colour.


Now, you can do the exercises (Module 1, Unit 2) fromthe Activity Book. (See p. lzMT for further explanation.)


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(Pupits count and sagthe number. Then,theg cotour in.)

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U9u Listen ond circle.

(For Topescript see p. 96T)

Listen ond number.

4- Laak- reqd ond motch.(For Topescript see p. 96T)

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Aims: To identify shapes.

Language focus: Give me the red pencil, please.Masid says stand up. What's this? A square! Thisis the circle.

Target vocabulary: Square, triangle, circle.


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(An activity to review the language taught in Unit 2.)

Put coloured pencils (ed, blue, green, yellow) onyour desk. Ask a pupil to come to the front of theclass. Say: Give me the red pencil, please. The pupilgives you the red coloured pencil and repeats thecolour. Do the same with rest of the coloured pencils.Repeat the activity with as many pupils as you think isnecessary.Play Masid says. Ask the pupils to follow yourcommands only if they are preceded by the phraseMasid says.e.g. Teacher: Masid says sfand up.

Class: (Pupils stand up.)Teacher: Sit down.

Class: (Pupils remain sfl//.) etc

Suggested cues: stand up, sit down, clap your hands,bend your knees, jump up high, turn around, etc.

Note: You can use the puppet to make it more fun forihe ouoi ls.

. : -1:

lActivities to present and activate shapes.,)

. (Ex. 1) Stick. Listen. Repeot. (TapescriptlT)

Pupil's books closed. Draw a square on the board.Point to and say: square. The pupils repeat, chorallyand individually. Follow the same procedure withtriangle and circle.

Draw the shapes in the air and say the appropriateword for each one. Repeat one more time. Then, saya shape and ask individual pupi ls to mime i t .

Draw a large 20 on the board. Point to it, mime andsay: Open your books at page twenty.

Pupil's books open. Read the instructions andexplain the task. Ask the pupils to go to the stickersection and put the stickers on their fingers. Refer thepupils to the first shape. Ask: Whaf shape ls ff? Elicit:Square. Ask the pupils to show you the correspondingsticker for verification before they attach it. Follow thesame procedure with the other two shapes. Play thecassette/CD. The pupils listen and repeat, chorallyand individually. Check the pupils' pronunciation andintonation.

TAPESCRIPT

Sq uare, tri ang le, ci rc I e.

Extension

Ask the pupils to look around the classroom and spotany items in the form of a circle, triangle or square.Ask them to point to and name the shaoe. You canturn this into a game by asking the pupils to writedown the number of circular, square and triangularitems. The winner is the pupil who has spotted themost circular, triangular and square items.

. (Ex. 2) Listen. Repeat. Talk with gour Jriend.(Tapescript 18)(Activities to practise shapes.)

Pupil's books closed. Ask a pupilto stand up. Usingyour index finger make the shape of a square onhis/her back. Ask: What's this? Elicit: Square! Repeatthe activity with as many pupils as you think isnecessary.

Pupil's books open. Play the cassette/CD. Thepupils listen and look at the illustration. Play thecassette/CD again pausing after each utterance. Thepupils repeat, chorally and individually. Check theirpronunciation and intonation.

TAPESCRIPT

Gil: What's this?Boy: A square!

Ask the pupils to take turns doing the activity, in pairs.Check round the class, providing any necessary help.Ask some pairs to perform in front of the class.

. Ask the pupils to make a picture by putting all theshapes, one within the other.e.g.

The pupils present their pictures to the rest of theclass.e.g. Pupil: Ihls is the circle.Ihis is the triangle. This

is the square.

207

Aims: To consolidate shapes. To develop listeningcomprehension ski l ls through a song. To sing asong and do the actions.

Language focus: Sally Square, that's my name. Allmy sides are the same! I'm Sam the Square!

Target vocabulary: Shapes.

Extra materials: Photocopies of the tie template(Follow-up).

TAPESCRIPT

Sally Square, that's my name.All my sldes are the same!

Tommy Trianfle, yes that's me!Count my sides - one two three!

Celia Circle is my name.Round and round I go again!

Extension (Optional)

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Play a guessing game. Think of a shape. The pupils,in teams, try to guess the shape. Each correct answergets one point. The team with the most points wins.e.g. Teacher: (thinks of circle) Which shape?

Team A Pupil 1: Square?Teacher: No.

Team B Puoil 1: Circle?Teacher: Yes. One point for Team B. elc

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(Ex. 3) Listen ond Point. Then, sing olong!(Tapescript 19)(Activities to consolidate shapes.)


Pupil's books closed. Draw a square on the board.Draw some hair, eyes, nose and lips. Present thefigure to the class: Sally Square. The pupils repeatafter you. Follow the same procedure and presentTommy Triangle and Celia Circle.

Point to Sally Square's sides and say: All my sides arethe same! The pupils repeat after you. Point toTommy Triangle's sides and say'. Count my sides -one, two, three!fhe pupils repeat after you. Point toCelia Circle, mime and say'. Round and round I go.The pupi ls repeat after you. Final ly, say thesentences. The pupils identify the shape figure.e.g. Teacher: Round and round I go.

Class: Celia Circle. elc

Draw a large 21 on the board. Point to it, mime andsay: Open your books at page twenty-one.

Pupil's books open. Ask the pupils to look at theillustration and identify the figures (Sally Square, TommyTriangle and Celia Circle). Play the cassette/CD. Thepupils listen and point to the figures every time they arementioned in the song.

Play the cassette/CD again and encourage the pupilsto sing along.

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Prepare simple costumes for Celia Circle, TommyTriangle and Sally Square: Use cardboard paper to cutout the corresponding shapes, two of each, and attachthem together with string (one for the front, the otherfor the back).

You can put on a short performance. Ask three pupilsto come to the front of the class and put on thecostumes you have prepared. Play the cassette/CD.The pupils move to the song and present themselvesin the role of the figures. Repeat with as many pupilsas you think is necessary.

CraJtworkTell the pupils they are going to make a funny figure.Explain that they can use only one shape (circle,triangle or square). Write the names of the shapes onthe board. Show them your model and guide themthrough the cutting and gluing of their funny figure.Go around the class as the pupils do the craftworkand ask questions about the shape they are using,what colour their funny figure is, etc. Help them writetheir figures' names as well as the names of theshaoes on them.

Upon completion of the craftwork, the pupils presenttheir funny figure to the class.

Extension

The pupils get into groups according to the shapethey have used and make square, circle and trianglefamilies. Allocate areas in the classroom where the'families' (i.e. the Square family, the Circle Family, theTriangle Family) can be displayed.

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Photocopy the tie template (p. 124T), one per pupil.

Hand out the photocopies. Explain to the pupils thatthey will make a tie for a clown. They decorate the tiewith the shapes they know. Go around ab the pupilsdo the activity, providing any necessary help. Make aclass display with the pupils' work. In the next lesson,guide the pupils on how to file their work in theirLanguage Portfolios.

211

Aims: To identify pieces of furniture. To recyclecolours. To develop eye-hand coordination.

Language focus: What's this? A Chair. Whatcolour is the bed? This is my bed. l t 's green.

Target vocabulary: Bed, chair, table, desk.

Extra materials: Flashcards of the followino items:bed, chair, table, desk.


(An activity to review the language taught in theprevious /esson.)

. Play the song from Lesson 2 (Tapescript 19) andencourage the pupils to sing along.

(Activities to present and activate vocabulary relatedlo pleces of furniture.)

. (Ex. 4) Listen and colour. Then, say.(Tapescript 20)

Pupi l 's books closed. Pin up the fol lowingflashcards on the board: bed, chair, bed, table. Pointto the f lashcards, one at a t ime, and say thecorresponding words. The pupils repeat after you.Hand out the flashcards to various pupils. Ask thepupils to come to the board, one at a time, show theirflashcard and say the corresponding word. Ask therest of the class for verification. Repeat with as manyoupils as you think is necessary.

Extension

Take a flashcard, e.g. chair, and partly cover it. Showit to the pupils. Ask: Whaf's fhls? Elicit: (A) chair.Repeat the procedure with the rest of the flashcards.

Draw a large 22 on the board. Point to it, mime andsay: Open your books at page twenty-two.

Pupil's books open. Revise the colours. Show thepupils your coloured pencils (ed, blue, green,yellow), one at a time, and elicit the colours. Read theinstructions and explain the activity. Elicit the namesof the black and white pieces of furniture. Ask thepupils to take out their red, blue, green and yellowcoloured pencils and put them on their desks. Say:What colour is the bed? What colour is the table? Thechair? The desk? Let's listen! Play the cassette/CDpausing after each utterance. The pupils listen andcolour in the items. Check the pupils' answers.

Play the cassette/CD again with pauses after eachutterance. The pupils listen and repeat, chorally andindividually. Check the pupils' pronunciation andintonation. Individual pupils point to and name thepieces of furniture.

TAPESCRIPT

A yellow bed, a green chair, a red table, a blue desk.

(Ex. 5) Listen. Drow. Totk with gour |riend.(Tapescript 21)(An activity to consolidate pieces of furniture.)

Play the cassette/CD. The pupils listen and look intheir books. Play the cassette/CD again with pausesafter each utterance. The pupils repeat, chorally andindividual ly. Check their pronunciat ion anointonation.

TAPESCRIPT

Ihis is my bed. lt's green.

Refer the pupils to the picture and explain the activity.The pupils draw and colour their bed, chair, table anddesk, and present them to their partners. Ask them touse the four colours they know. Check round theclass. Ask some pupils to present their drawings tothe class.e.g. Pupil: Ihis is my bed. lt's blue. fhis is my chair.

It's red. Ihls is my desk. lt's green. Thisis my table. lt's yellow.

Hand a flashcard (bed, chair, table or desk) to thepupil sitting at the front desk without the othersseeing it. The pupil whispers the word to the nextpupil and so on. The last pupil calls out the word andthe first pupil reveals the flashcard for verification.Start with a different pupil each time.

227

Aims: To identify the letters b, n, p, r, y, z. Torecycle letters a, e and o. To identify the wordszebra and pony.

Target vocabulary: Zebra, pony.

Extra materials: My Letters/ poster. Photocopies ofthe letter worksheets (b, n, p, r, y, z) (Follow-up).

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o Explain the drama game. The pupi ls stand up,preferably somewhere away from the desks. Name apiece of furniture, e,g. bed. The pupils, in pairs, mimemoving the piece of furniture to the opposite side ofthe room. Demonstrate this with a pupil first.

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o (Ex. 6) Listen. Polnt.Colour. (T apescript 22)

Pupif's books closed. Pin up the My Letters! posteron the board. Point to the letter b and say: b lbl.Thepupils repeat after you, Write the letter b on the boardto demonstrate its formation. Repeat the procedurewith the letters n, p, r, y and z. Point to the letters inrandom order. Individual pupils say the letters. Writethe letters a, e and o on the board. Elicit their sounds.

Extension


Turn the My Letters! poster lo the Animals side. Pointto the zebra and say'. zebra. The pupils repeat,chorally and individually. Point to and read the word.The pupils repeat after you.e.g. ze lzpl - bra lbral - zebra lzgbral

Do the same for the word pony.

Draw a large 23 on the board. Point to it, mime andsay: Open your books at page tvventy-three.


Allow the pupils some time to colour in the zebra andthe pony. Go around as the pupils are doing theactivity asking them to name the animals, say whatcolour they are, etc.

. (Ex. 7) Look. Count.Read the instructions and explain the task. Revisenumbers 1-10. The pupils count and write the correctnumber of ponies and zebras in the boxes provided.Check the pupils' answers.

Ponies: 3 Zebras:4

i:

Photocopy the letter worksheets (b, n, p, r,per pupi l .

y, z) one

o Hand out the letter worksheets to the pupils. Askthem to trace the letter on each worksheet. Read theword(s) as the pupils point to it/them. You can askthem to do the remaining letters at home. Help themwrite their names and the date. Make sure you displaytheir work somewhere in the class. Then, the pupilsfile the worksheets in their Language Porffollos. In thisway, by the end of the year the pupils will have all theletters.

237

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Aims: To listen to a Cecil Mouse story. To developlistening comprehension ski l ls through a dialogue.To consolidate the language of the unit.

Language focus: Ellie May is in Cecil's house.That's my desk and that's my bed.

Targetvocabulary: House, room, desk, bed, table,chair.

Extra materials: Flashcards of zebra and pony. : Extension

String (Follow-up).

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r Stand by the door and greet the pupils as they arrive.


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Pin up lhe zebra and pony flashcards on the board.Elicit and write their names on the board. Point to theletters in random order. Individual pupils say theletters. Ask the rest of the class for verification.

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| (Ex. 8) Let's listenl (Tapescript 23)Pupils' books open. Go through the pictures and setthe scene.e.g. Teacher: (pointing to picture 1) Where is Ellie

May?Class: (ln) Cecil Mouse's house!

Teacher: (pointing to picture 2) Look! They're inCecil Mouse's room!

Follow the same procedure and elicit the pieces offurni ture.


TAPESCRIPT

Narrator: Ellie May is in Cecil's house.

Ellie May: I like your room, Cecil Mouse!

Cecil Mousei That's my desk and that's my bed...

Ellie May: Your table and your chair are red!

Cecil Mouse: No, Ellie May! Don't sit down!

Ellie May: Oh dear! How silly! I'm red now!

Mime and say the following words/phrases. Ask thepupils to point to the pictures that il lustrate thewords/phrases. Check their answers.e.g. I like your room, Cecil Mousel (picture 2)

That's my desk and that's my bedl (picture 6)


Hold up your book to the class. Say the dialogue andpoint to the pictures in turn. Repeat, this time invitingthe pupils to complete your sentences.e.g. Teacher'. Ellie May is in Cecil's ... .

Class: house. etc

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247

o (Ex. 9) Look ot Cecil's room. Choose. Colour.Read the instructions and explain the activity. Elicitthe black and white items. Explain that they have tochoose the items that are in Cecil's room in Ex. 8.Check the pupils' answers. Then, the pupils colour inthe items using the colours in the pictures in Ex. 8.

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1 A (red)2 B (red)

3 A (red, green and white)4 A (yellow, blue)

. Ask the pupils to draw their house on a big piece ofpaper. Then, ask them to draw on separate smallerpieces of paper their own chair, bed, desk and table.lf you wish they can use the drawings from Ex. 2.Provide the pupils with some string and show themhow to attach the small pictures to the big picture ofthe house. Explain that this is a mobile. Then, thepupils present their mobile to the class.e.g. Pupil: Ihis is my house. Ihis is my bed.Ihis /s

my chair. Ihis ls my table. This is mydesk.

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Aims: To consolidate the language of the unit. Tofamiliarise pupils with British culture: to learn about (A personalisation activity)

the London Eye. To produce a project about their o Refer the pupils to the project on page twenty-six androom. comment on the picture. Read the title and explain

Language focus: My Room, what it means. Ask the pupils to tell you what there isin their room.

Target vocabulary: Room : o Explain to the pupils that they have to do the same on

Extra materials: None age 27. Alternatively, you can ask the pupils toproduce their project on a piece of paper. They canuse pictures or drawings. Go round the class as the

, .. .:=,',-:,,,i:t l:i:':#;:,oln tn"'' project and provide anv

(An activityto reviewthe languagetaughtin Lesson 5.) Note: You can assign this as homework so that the

. pray the cecr1 Mouse episode (Tapescript 23). The pupils have the time to look for pictures that il lustrate

pupils listen and look in their books. their room' lf you decide to do it in class' we suggestyou tell the pupils in the previous lesson to bring in

Draw a large 26 on the board. Point to it, mime and relevant pictures.say: Open your books at page twenty-six.

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(Activities to familiarise pupils with the British cultureand explore their own.)

o Pupil's books open. Hold up your book, point to andread the name of the landmark. Elicit the shape of thelandmark (circle). Give some information, in L1 ifnecessary.

k fi,e London Eye was built for the millenniumcelebrations. lt is 135 metres high and you can see up

I to 25 miles in each direction. The London Eye is like a

o bicycte wheel with enclosed capsules and it is

I .rpported by an A-Frame from one side only.

I Ask them if they would like to have a ride on it and ift they have similar rides in their country.

tI OptionalActivity

s of landmarks fromssion in class aboutpictures and have a

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267

i= t'l'ffi"--*ffi ff"-=*"11 m"-gt$' fr F flW f* io Prepare a plan of your classroom- Leave out the

names of the pupils. The pupils fil l in their names

according to where they sit. Provide any necessaryhelp with the spelling of their names. Display the

classroom plan somewhere in the room and use it

every time you want to take the register' etc.

Activity Book (OPtional)




-

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277

Aims: To identify animals. To talk about pets.

l-anguage focus: This is my rabbit! What's its'=-ne? This is a f ish.

Target vocabulary: Rabbit , parrot, f ish and, !se.

Extra materials: Flashcards of the rabbit, parrot,- : - - 3f ' ld mOUSe.

i/ait by the door and greet the pupils as they arrive.

t.:t activiU to review the language taught in Unit 3.)

Ast< a pupil to come to the board. Name a shape or a*: ece of Jurniture. The pupil draws it on the board.a.s< the rest of the class for verification. Repeat withas many pupils as you think it is necessary.

Suggested cues: circle, square, triangle, bed, chair,cesk. table.

A:lu,ities to present and activate new language.)

o (Ex. 1) St ick. L isten. Sog. (Topescr ipt24)

pupil's books closed. Show the pupils the rabbif' :s^sard. Pin the f lashcard on the board and say=:: j The pupi ls repeat, choral ly and individual ly.::-:At the nroceqs with the rest of the flaShCardS:.ar"ol. fish, mouse).

l-a,,' simple sketches of the animals on the board.ls< the pupi ls to ident i fy them.

)'aw a large 28 on the board. Point to it, mime and-=av. Open your books at page twenty-eight.

Pupi l 's books open. Read the instruct ions and:xclain the task. Ask the pupils to go to the stickersection and put the animal stickers on their fingers.lead the words, one at a time. The pupils listen, showr c; the stickers, and attach them to the correspondingoox Play the cassette/CD with pauses after each,iterance. The pupils listen and repeat, chorally andro vidual ly. Check the pupi ls ' pronunciat ion andntonation. Then, individual pupils point to and namel.e animals.

TAPESCRIPT

=;'97. rabbit, mouse, fish.

o (Ex. 2) Listen. Draw. Totk to gour Jriend.(Tapescript 25)(Activities to practise talking about pets.)

Read the instructions and explain the task. Play thecassette/CD. The pupils listen and repeat, chorallyand individually.

TAPESCRIPT

Girl: Ihis is my rabbit.Boy: What's its name?Gil: Ronnie.

Ask the pupils to draw their pet. lf the pupils haven'tgot a pet, ask them to think of one and give it a name.Then, the pupils, in pairs, act out similar exchanges.Check round the class, providing any necessary help.Ask some pairs to report back to the class.

Ask the pupils to make an animal or their pet usingplastrcine. Then, they present it to the class. Goaround the class, providing any necessary help.e.g. Pupil: (Ihis is) a tish.l(This is) my fish Goldie.

287

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' Aims: To consolidate animals. To develop listeningi comprehension skills through a song. To sing asong and perform the actions.

Language focus: I've got a parrot and it canspeak. l've got a mouse and it can squeak.

Target vocabulary: Parrot, mouse, rabbit, fish.Hello, squeak, hop, glop.

Extra materials: Flashcards of the parrot, mouse,rabbit and fish. Toy bone (Follow-up).

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o Show the pupils the flashcards of the animals used inthe previous lesson @anot, mouse, rabbit and fish)and elicit the vocabulary from the class.

TAPESCRIPT

l've got a parrot and it can speak! (move from side toside and flap arms)I've got a mouseAnd it can squeak! (rub nose with 'paws')l've got a rabbit and it can hopl (hop)I've got a fish,But it just goes GLOP! (open and close outstretchedarms and hands)

Extension (Optional)

Divide the pupils into four groups, one per animal.The pupils move like the allocated animal every timetheir animal is heard.

. (Ex. 4) Let's pLag!

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Bring a toy bone to class. Alternatively, make one by

]*'"llnn.u piece of paper.

Show the class the bone and say bone. Ask pupils torepeat, chorally and individually. Then, explain thegame. A pupil sits in the centre with the rest of thepupils in a circle around him/her, The pupil in thecentre has got the bone behind him/her. The pupilcloses hisiher eyes. Ask a pupil in the circle to standup, take the bone and put it behind him/her. The pupilin the centre then opens his/her eyes and asks thepupils who has got the bone. The pupil who has gotthe bone comes to the centre and the game iscontinued. Lead the game by repeating the rhymeevery time the pupil in the centre changes.e.g. Teacher: Doggy, doggy, where's your

bone?Someone took it from yourhome!Doggy, doggy, try and guess,Is it no or is it yes?

Pupil in the centre: Julie?Jul ie: No/

Pupil in the centre: Ron?Ron: Yes/ etc

In groups, the pupi ls are assigned an animal (e,9.parrot, fish, mouse, rabbit, etc). They draw a home foreach of the animals ( i .e. a bowl for the f ish, etc.) .

. (Ex. 3) Sing and do. (Tapescript 26)


Pupil's books closed. Place the flashcard of theparrot in front of your face and say hello. Ask pupils torepeat. Point to the parrot and say: I've got a parrotand it can speak!The pupils repeat after you, Repeatthis procedure with flashcards of the mouse, rabbitand flsh along with the accompanying sounds oraction. (i.e. l've got a mouse and it can squeak!, l'vegot a rabbit and it can hop!, I've got a fish, but it justgoes glop!)

Repeat the actions or the sounds. Ask the pupils toidentify the animal. Repeat the activity as many timesas you think is necessary for the pupils to becomefamiliar with the animals and their sounds/actions.

Draw a large 29 on the board. Point to it, mime andsay: Open your books at page twenty-nine.

Pupil's books open. Read the instructions andexplain the task, Play the cassette/CD. The pupilslisten and look at the illustrations. On the secondlistening, hold up your book and point to theillustrations every time the corresponding animal ismentioned. Play the song again. The pupils listen anddo the actions. Play the song again. The pupils singalong while doing the actions.

297

: ' , 1r , . , : ' : TAPESCRIPT

Aims: To revise cat and dog. To introduce the My black catcolours black and white. To present parts of the ls very funny,cody. To talk about size. To develop listening He's got small ears (put hands by ears and wiggleoomprehension skills through a song. To promote index fingers)sccial skills through a circle-time activity. And a big fat tummy! (make a big semi-circle over

Language focus: My black cat is very funny. He's tummy)

got small ears and a big fat tummy. My white dog

Target vocabulary: Black, cat, funny, small, ears, ls very funny'

.at, tummy, white, dog. He's got big ears (move hands from ears down to theground)

Extra materiafs: Flashcards of the caf and dog. And a small white tummy! (make a small semi-circleover tummy)

o (Ex. 6) Let,s plcAt

r wait by the door and sreet the pupits as they arrive. I;|:#,?#?H ffiH?i:n"""r0n3xonnll,i"l*::ilt,lAn activiU to review the language taught in Lesson 2.) will say a sentence. lf it is true they will keep flapping

. pray the song from the previous resson (Tapescript 26) their arms' lf not' they should stop' Demonstrate this

and encourage the pupils to sing along' u""tt1t"t"ltl, : (ftapping hisrher arms) cats are brack!

Class: (pupils keep flapping their hands):. ,,', :,, :,.. r : 'r Teacher: (flapping hislher arms) Cats are blue!

Class: (puprls sfop flapping their arms)t (Ex' 5) sing ond do' (Tapescript 27)

suggested cues: cats are brack., cars are brue.,Pupil's books closed. Show the pupils the flashcard Dogs are green., Fish can hop., Parrots can speak.,cf the caf. Point to and say caf. The pupils repeat after Rabbits can hop., Rabbits are white., Fish are yellow.,iou. Ask: What colour ls lf? Say: Black. The pupils etc'epeat after you. Point to the cat's ears and tummy,"nimeandsay:Smal lears, fat tummy.Thepupi |s. , ' . ' ' . ' " , .',.Deat after you. Follow the same procedure with the'ashcard of the dog and present the words white, big2ars. small tummy.'

*"" ts' o sav and mime an action. The pupils follow the actiondone by you.

Sa.v phrases. The pupils say caf or dog. e.g. Teacher: (mimes swimming and says) Swim like: g Teacher: Black! this!

Class: Catl Class: (mimes swimming) etcTeacher: Small white tummy!

ctass: Dogl etc suggested cues: swim l ike this l , Jump l ike this! ,Hop l ike this! Clap l ike this! , Wave l ike this! Bend l ike

lraw a large 30 on the board. Point to it, mime and this!, etcsay. Open your books at page thirty.

Pupil's books open. Read the instructions andexplain the task. Hold up your book, point to the cat'ssoeech bubble and read out loud: I'm black. Then,ooint to the dog's speech bubble and read out loud,t m white. Ask the pupils to repeat, chorally andrndividual ly. Point to their ears and tummy and el ic i ttne words.

Play the cassette/CD. The pupils listen and point tothe cat and dog in their books. Play the song agarn.The pupi ls l isten and sing along. Play the song agarn.The pupils listen, do the actions and sing along.

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307

- lt ' =: ,:-:. ', Pupil's books open. Play the cassette/CD and ask

Arms: ro roenrrry tne letters i, i, q, s, u. To recycle the pupils to listen' point to the words and repeat' Ask

letters a, a, g and r. To identify the words iaguar individual pupils to read out the words'

and squirrel. Allow the pupils some time to colour in the jaguar and

Target vocabulary: Jaguar, squirrel. the squirrel' Go round as the pupils are doing theactivity asking them to name the animals, what colour

Extra materials= My Letters! poster. Photocopies they are, etc.of the fetter worksheets (i, i, q, s, u) (Follow-up).

' (Ex. 8) Look. Match.

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. wait by the door and greet the pupirs as they arrive. j:il?:t letters which soell the words souirrel and


o Playthesongfromthepreviouslesson(l-apescript2T). ' - : - . . : - : - :=. , . ,==.=-- - :" . , : " ' ' ,=,

Encourage the pupils to sing along.

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. (Ex. 7) Listen. Point. Colour. (Tapescript2S) pupil.

Pupil's books closed. Pin up the My Letters! posteron the board. Point to the letter iand say: i l i. l.The o Hand out the letter worksheets to the pupils. Askpupils repeat after you. Write the letter i on the board them to trace the letter on each worksheet. Read theto demonstrate its formation. Do the same for the word(s) as the pupils point to it/them. You can askletters l, g, s and u. Point to the letters in random them to do the remaining at home. Help them write

order. Individual pupils say the letters. Write the their names and the date. Their work can beletters a,e,g andr. El ic i t theirsounds displayed in the classroom. Then, the pupi ls f i le the

worksheets in their Language Portfolio. By the end ofExtension the year they will have accumulated all the letters.


Turn the My Letters! poster to the Animal side. Pointto the jaguar and say jaguar. The children repeat,chorally and individually. Point to and say the word.The pupils repeat after you.e.g. ia ldsal - gu lgiul - ar lerl - jaguar ldJegiuerl

Do the same for the word squirrel.

Draw a large 31 on the board. Point to, mime and say:Open your books at page thifi-one.

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Aims: To listen to a Cecil Mouse story. To developstening comprehension ski l ls through a dialogue.

-c consolidate the language in the unit.

Language focus: Swim l ike this! Jump on! Comean. let 's go!

Target vocabulary: School, pool, swim, jump on,-ama nn

Extra mater'if: :'i:n:ards :'t iTs:a: ̂:"o":o:::::! _:


iAn activity to review the language taught in Lesson 4.)

i : . . . : : - : . .

Pin up the jaguar and squirrel flashcards on theboard. Elicit and write their names on the board. Pointto the letters in random order. Individual pupils saythe letters. Ask the rest of the class for verification.

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(Ex. 9) Lef's listen! (Topescript 29)Pupil's books open. Go through the pictures and setlne scene.e.g. Teacher'. Whois fhls? (pointing to picture 1)

Class: Cecil Mouse.Teacher: (pointing to picture 2) Look! Cecil falls

into the pool.

Follow the same procedure to present the words/phrases: swim like this, jump on, come on and let's go.


TAPESCRIPT

Narrator: Cecil Mouse is going to school.

Narrator: He falls into a little pool.

Freddy Fish: Oh dear, oh dear.Narrator: Says Freddy Fish.

Freddy Fish: Sr,ulm, little Cecil. Swim like this.

Narrator: Then Robbie Rabbit says hello.

Rabbit: Jump on, Cecil. Come on, let's go!

Mime and say the following words/phrases. Ask thepupils to point to the pictures that il lustrate thewords/phrases. Check their answers.e.g. He falls into a little pool. (picture 2), Swim like this.

(picture 4), Jump on, Cecil. (picture S) etc


Extension

Hold up your book to the class. Say the dialogue andpoint to the pictures in turn. Repeat, this time invitingthe pupils to complete your sentences.e.g. Teacher: CecilMouse is goingto ... .

Class: school! etc

' . '1

327

. (Ex. 10) Trace the lines.Read the instructions and explain the task. Point tothe fish. Ask the class: Whaf's fhrs? Elicit the answer.Point to the arrow and ask the pupils to continue theline until the fish reaches the bowl. Follow the sameorocedure with the rest of the animals. Go around theclassroom checking the pupils' work. Praise theirwork.

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. Have the pupils sit in a circle. Explain the game. Apupil starts by saying Freddy Flsh. The pupils, in turnin a clockwise direction, continue by saying Freddyfish. However, if a pupil chooses to say RobbieRabbit, then the game continues in the oppositedirection. Demonstrate this vourself first.

. (Ex. 11) Let's play!Refer the pupils to the illustration. Explain the activity.Stand at the front of the class. The pupils standbehind you in a line. Mime and name an action (e.9.Swim like this.) Ask the pupils to do what you aredoing. Repeat with different actions.

Suggested cues: Swim like this!, Jump up like this!,Clap your hands like this!, Stand up like this!, Wavelike this!, Hop like thisl, etc

337

Aims: To consolidate the language in the unit. Tofamiliarise pupils with British culture: to talk about (A personalisation activity)

dog shows. To produce a project about the o Refer the pupils to the project on page 34 andanimals they love. comment on the pictures. Read the tiile and explain

Target vocabulary: Dog, cat, rabbit, animals, love. : what it means. Ask the pupils to tell you the names ofthe animals in the picture.

Extra maleli:f"t: c11b:_11*l_?r:lF: ,!:* ,o) : _ i . Explain to the pupits that rhey have to do the same on

page 35. Alternatively, you can ask the oupils toproduce their projects on a piece of paper. They can

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. Wait by the door and greet the pupils as they arrive. necessary help'

(An activity to review the language taught in Lesson 5.,) Note: You can assign this as homework so that thepupils have time to look for pictures.

. Play the Cecl Mouse episode (Tapescript 29). Thepupils listen and look in their books.

Draw a large 34 on the board. Point to it, mime andsay: Open your books at page thirtylour.

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e Hold up your book, point to and read the title. Explainthat dog shows are very popular in the UK. Give someinformation, in L1 if necessary.

A lot of people take their dogs to the shows. The dogsthat win the competition get medals. Crufts is the mostfamous dog show in the UK. The show is held at theBirmi ng ham National Exhi bition Centre (N. E.C).

Ask them if there are animal shows in their countryand if they have ever been to one of them.

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My Language Portfolio

The pupils can do some of the activities for Module 2.(See p. 154T for further explanation.)

o Hand out some cardboard paper to the pupils. Askthem to make their own animal masks and colourthem. Then, they go around the class introducingthemselves.e.g. PupiL l'm Corky the cat.

Bring in some cardboard paper.

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(Pupits point to and name the shapes.)

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Aims: To present parts of the face.

Language focus: ls it the nose? No! Yes!

Target vocabulary: Face, hair, eyes, ears, nose,mouth.

Extra materials: The My face poster.

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(Activities to review the language taught in Unit 4.)

Place a chair in front of the class. Ask a pupil to sitwith his/her back to the board. Whisper the name ofan animal to the sitting pupil and invite the rest of thepupi ls to guess the animal. Whoever guessescorrectly, comes to the board and the activity isresumed.

(Activities to present and activate parts of the face.)

(Ex. 1) Li,sten. Repeot. Then, motch.(Topescript 31)

Pupil's books closed. Pin up the My face poster onthe board. Point to it and say: face. The pupils repeat,chorally and individually. Follow the same procedurewith hair, nose, mouth, eyes and ears.

Touch the corresponding parts on your face and saythe appropriate word for each one. Ask the pupils todo the same. Repeat one more time. Then, point toyour face, hair, mouth, eyes, nose and ears in randomorder and ask individual pupils to name them.

Draw a large 38 on the board. Point to it, mime andsay: Open your books at page thirty-eight.

Pupil's books open, Play the cassette/CD. Thepupils listen and repeat. Check their pronunciationand intonation. Read the words, one at a time. Thepupils listen, follow in their books and draw lines.Check the pupils' answers.

. (Ex. 2) Llsten. Drow. Tatk with gour Iriend.(Tapescrlpt 32)

(Activities to practise parts of the face.)

Play the cassette/CD. The pupils listen and look intheir books. Play the cassette/CD again with pausesafter each utterance. The pupils repeat, chorally andindividual ly. Check their pronunciat ion andintonation.

TAPESCRIPT

Girl: /s it the nose?Boy: No/Girl: /s itthe hair?Boy: Yes/

Refer the pupils to the picture and explain the activity.The pupils draw a face and present the parts of it totheir partners. Then, the pupils work in pairs. Onepupil closes his/her eyes and places his/her finger ona part of the face he/she has drawn. The pupil keepsasking until he/she guesses the corresponding part ofthe face. Then, the other pupil closes his/her eyesand the activity is resumed. Check round the class.Ask some pairs to perform in front of the class.

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Ask the pupils to choose one facial feature (e.9.nose). The pupils draw and colour as many differentshapes and sizes of noses, hair, mouths, etc as theycan think of. Go around the class, providing anynecessary help. Display their work somewhere in theclass.

Note: Ask the pupils to bring their photo to the nextlesson.

38T

Aims: To revise parts of the face. To developlistening comprehension skills through a chant. Tosing a chant and do the actions.

Language focus: Touch my face, touch my hair!This is me, (Mary). This is my photo framel

Target vocabulary: Touch, face, hair, ears, mouth,nose, eyes.




Ask a pair of pupils to come to the board. One pupilnames a face part and the other touches thecorresponding part. Ask the rest of the class forverification. Resume the activity with as many pairs asyou think is necessary.

(Activities to present and activate the new language.)

o (Ex. 3) Listen. Stick. Then, sing olongl(Tapescript 33)Pupil's books closed. Hold up the puppet and say:Masid, touch my face. Have the puppet respond.Repeat one more time. Follow the same procedureand present the rest of the actions (touch my hair,touch my ears, touch my mouth, touch my eyes,). Givethe puppet to a pupil and ask him/her to do the same.Prompt the pupil. Repeat the activity with as manypupils as you think is necessary.

Draw a large 39 on the board. Point to it, mime andsay: Open your books at page thirty-nine.

Pupil's books open. Read the instructions andexplain the task. Point to and ask the pupils to identifythe parts of the face. Ask the pupils to go to thesticker section and place the corresponding stickerson their fingers. Play the cassette/CD with pausesafter each utterance. The pupils listen, show you thecorresponding st ickers, and st ick them in thecorresponding boxes. Play the chant again andencourage the pupils to sing along. Play the chantagain. The pupi ls sing whi le doing the act ions.

TAPESCRIPT

Touch my face,Touch my hair,Touch my ears,There and there!

Touch my mouth,Touch my nose,Touch my eyes,Two of those!

Extension

Repeat the chant without the cassette/CD. Repeat thechant and oause before certain words. lnvite thepupils to complete the phrases. Keep the rhythm byclapping your hands or snapping your fingers.e.g. Teacher'. Touch my face, touch...

Class: my hair etc.

CraJtworkTell pupils they are going to make a flower photoframe. Show them your model and guide themthrough the cutting and gluing. Ask them to draw theirfavourite flower on paper and leave the centre of theflower empty so that they can glue the photos theyhave brought in the space. Guide them on how to usetheir hands to draw the leaves of the flower. Tell themto cut out the frame, colour it in and glue on theirphoto. Go around the class as the pupils do thecraftwork commenting on how nice theirhair/smile/face etc. look(s) in the photos.

Upon completion of their craftwork, the pupils presenttheir photo frames to the class.e.g. Pupil: Ihis is me, (Mary) / Ihis is my photo frame!

Note: lf you wish, you can photocopy the template onp. 125T.

Draw an oval shape on the board. Say: face. Ask thepupils to copy it onto a piece of paper and hand it tothe pupil on their right. Ask the pupils to draw a noseon the face and pass it on to the pupil on their right.Continue with the hair, eyes, ears and mouth. Whenthey have all finished, collect the faces and showthem to the class.

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Aims: To present arm and leg.To consolidate partsof the body with commands. To develop listeningcomprehension ski l ls through a song. To sing asong and perform the actions.

Language focus: lf you're happy and you know it,clap your hands. Doctor, doctor, my leg hurts!

Target vocabulary: Body parts. Clap, nod, stamp.

Extra materials: Flashcards of arm and /eg. Rollsof toilet paper or kitchen towel (Follow-up).

. Wait by the door and greet the pupils as they arrive.


. Play the chant from Lesson 2 (Tapescript 33) andencourage the pupils to sing along. lf you wish, asksome pupils to the front to perform the actions whilethe rest of the pupils sing along.

, ' ' . - , - : -

(Activities to consolidate parts of the body and presentthe words arm and leg.)

o (Ex. 4) Let's ployl

Pupil's books closed. Pin up the arm and legflashcards on the board. Point to the flashcards, oneat a time, and say the corresponding words. Thepupils repeat after you. Hand out the flashcards to thepupils. Ask the pupils to come to the board, one at atime, show their flashcard and say the correspondingword. Ask the rest of the class for verification. Repeatwith as many pupils as you think necessary.

Draw a large 40 on the board. Point to it, mime andsay: Open your books at page forty.

Pupi l 's books open. Refer the pupi ls to theillustration. Explain the activity. In the role of Masid,say: Touch your arm!The pupils, preferably in a circleround you, follow the command. Repeat with the restof the commands.

Suggested cues: Touch your arm!, Touch your leg!,Touch your nose!, Touch your eyes!, etc

o (Ex. 5) Sing ond do. (Tapescript 34)


Pupif's books closed. Mime and say: CIap yourhands. Ask the pupils to repeat and mime after you.Follow the same procedure with nod your head andstamp your feet.

Then, repeat the actions in random order and ask thepupils to mime. Draw a happy face on the board andsay: I'm happy, today. Are you happy? Well, if you'rehappy and you know it, clap your hands! Repeat with

lf you're happy and you know it, nod your head and lfyou're happy and you know it, stamp your feet. Thepupils repeat and pedorm the actions.

Pupil's books open. Play the cassette/CD. The pupilslisten and look at the illustrations. During the secondl istening, hold up your book and point to theillustrations every time the corresponding actions arementioned. Play the cassette/CD again and encouragethe pupils to sing along. Play the song again. Thepupils sing and perform the actions.

TAPESCRIPT

lf you're happy and you know it, clap your hands!(clap your hands)lf you're happy and you know it, clap your handsl(clap your hands)lf you're happy and you know it and you really wantto show it,lf you're happy and you know it, clap your hands!(clap your hands)

lf you're happy and you know it, nod your head!(nod your head)lf you're happy and you know it, nod your head!(nod your head)lf you're happy and you know it and you really wantto show it,lf you're happy and you know it, nod your head!(nod your head)

lf you're happy and you know it, stamp your feet!(stamp your feet)lf you're happy and you know it, stamp your feet!(stamp your feet)lf you're happy and you know it and you really wantto show it,lf you're happy and you know it, stamp your feet!(stamp your feet)

Bring rolls of toilet paper or kitchen towel.

o The pupils, in pairs, take the roles of doctor andpatient. Give each doctor a metre or so of toilet paper.Choose and name a body part (e.9. leg). All thepupils shout out together Doctor, doctor, my (leg)hurts! Each doctor has to wrap his/her patient's leg.Then, patients and doctors exchange roles and youchoose the next body part to be named.

407

Aims: To present the letters f , v, x. To recycle theletters r, a, e, n and o. To identify the words ravenand fox.

Target vocabulary: Raven, fox.

Extra materials: The My letters poster. Photocopiesof the letter worksheets (f, v, x) (Follow-up)

r Wait by the door and greet the pupils as they arrive.

(Activities to review the language taught in Lesson 3.)

. Play the song from Lesson 3 (Tapescript 34) andencourage the pupils to sing along. lf you wish, asksome pupils to come to the front and perform theactions while the rest of the pupils sing along.

. Draw simple sketches of the parts of the face.Individual pupils come to the board, point to andname them. Ask the rest of the class for verification.Repeat with as many pupils as you think necessary.

I .

o (Ex. 6) Listen. Point. Colour. (Tcpescript 35)

Pupil's books closed. Pin up the My letters poster onthe board. Point to the letter f and say: f /f/. The pupilsrepeat after you. Write the letter f on the board todemonstrate its formation. Repeat the procedure withthe letters v and x. Point to the letters in randomorder. Individual pupils say the letters. Write theletters r, a, e and o on the board. Elicit their sounds.

Extension

Write the letters on the board. Go up to a pupil andwhisper a letter. The pupil goes to the board points toand says the letter. Repeat with as many pupils asyou think necessary.

Turn the My letters poster tothe Animals side. Point tothe raven and say: raven.The pupils repeat, chorallyand individually. Point to and read the word. Thepupils repeat after you.e.g. ra lretl - ven lvanl - raven lrelvenl

Do the same for the word fox.

Draw a large 41 on the board. Point to it, mime andsay: Open your books at page forly-one.


Allow the pupils some time to colour in the raven andthe fox. Go around as the pupils are doing the activityasking them to name the animals, say what colourthey are, etc.

o (Ex. 7) Col"our.

Elicit the black and white animals. Ask the pupils tocolour in the picture using any colours they like. Goaround the classroom as the pupils are colouring in,commenting on the colours and praising the pupils.

Photocopy the letter worksheets (f , v, x), one per pupil.

Hand out the letter worksheets to the pupils. Askthem to trace the letter on each worksheet. Read theword(s) as the pupils point to it/them. You can askthem to do the remaining words at home. Help themwrite their names and the date. Make sure you displaytheir work somewhere in the classroom. Then, thepupils file the worksheets in their Language Portfolios.In this way, by the end of the year, the pupils will haveal l the let ters.

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Aims: To listen to a cecil Mouse story. To develop pupils to point to the pictures that il lustrate the

listening comprehension skills through a dialogue. words/phrases' check their answers'

To consolidaie the language of the unit. e'g' Look over there Ellie May! (picture 2)

Paint your ears! Paint your mouth! (picture 4)Language focus: Cecil and Ellie are out today.Look over there...! Let's paint our faces. Paint your

Play the dialogue again with pauses for the pupils to

ears! we rook very funny! n:i",ilir,rjfat' check the pupils' pronunciation

Target vocabulary: Today, paint, face, ears, mouth,look, funny. Extension

Extramate1i1|3':rtashc^,d"o.t,?', ."?!.andfox'point to the pictures in turn. Repeat, this time invitingthe pupils to complete your sentences.

,.1,i',-i. i_.11:, e.g. Teacher: Look over there Ellie...Class: May. etc

. Wait by the door and greet the pupils as they arrive.


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o Pin uo the raven and fox flashcards on the board.Elicit and write their names on the board. Point to theletters in random order. Individual pupils say theletters. Ask the rest of the class for verification.

Draw a large 42 on the board. Point to, mime and say:Open your books at page forty-two.

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o (Ex. 8) Let's listenl (Topescript 36)

Pupil's books open. Go through the pictures and setthe scene.e.g. Teacher: (pointing to picture 1) Are Cecil

Mouse and Ellie May at home?Class: No.

Teacher: (pointing to picture 2) Look! They'reat a funfair!

Follow the same procedure and elicit the body parts.


TAPESCRIPT

Narrator: Cecil and Ellie are out today.

Cecil Mouse: Look over there Ellie May!

Ellie May: Let's paint our faces, Cecil Mouse!

Man Mouse: Paint your ears! Paint your mouth!

Ellie May: Cecil, we look very funny!

Cecil Mousei Now, I'm Mickey and you're Minnie!

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427

o (Ex. 9) Look ond mctch.

Pupil's books open. Ask the pupils to identify thecartoon characters. Read the names as they do so.Read the instructions and explain the activity. Thepupils match the characters on the right with the oneson the left according to the cartoon they appear intogether. Check the pupils' answers.

Mickey and MinnieTweety and SylvesterTom & Jerry

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r Ask the pupils to use plasticine and create a model ofone of the cartoon characters shown in Ex. 9. Goaround the class as the pupils work and provide anynecessary help. The pupils present their models tothe rest of the class and get into groups according tothe character thev have chosen.

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Aims: To consolidate the language of the unit. Tofamiliarise pupils with British culture: to learn aboutWinnie the Pooh. To produce a project about theirf avourite caftoon character.

Language focus: Winnie the Pooh! This is (Shrek)!




. Play Ihe Cecil Mouse episode (Iapescript 36). Thepupils listen and look in their books.

Draw a large 44 on the board. Point to it, mime andsay: Open your books at page fofi-four.

(Activities to familiarise pupils with the British cultureand explore their own.)

Pupil's books open. Hold up your book, point to andread the name of the cartoon. Ask the pupils if theyhave ever watched it and elicit, in L1 if necessary,who Winnie is (bear) and who his friends are.Elicit/Give the names of the other characters: Rabbit,Kanga & Roo, Eeyore and Tigger.Tell the pupils that the British author of the Pooh-books, A,A. Milne, started to write inspired by his son,Christopher Robin, and his favourite zoo animal, abear. The other characters, such as Eeyore, Tiggeretc, were also based on stuffed animals belonging toChristooher Robin.

Optional Activity

Ask the pupils to bring to class any video cassettes,stuffed animals, cups, T-shirts, stationery, etc, thatadvertise cartoon characters. Have a discussion inclass about the characters.

. -

(A pe rso nal i sati o n activity)

Refer the pupils to the project on page 44 andcomment on the picture. Read the title and explainwhat it means. Ask the pupils to tell you the name oftheir favourite cartoon character.Explain to the pupils that they have to do the same onpage 45. Alternatively, you can ask the pupils toproduce their project on a piece of paper. They canuse pictures or drawings. Go round the class as thepupils work on their project and provide anynecessary help.

Note: You can assign this as homework so that thepupils have the time to look for pictures that il lustratetheir favourite cartoon character. lf you decide to do itin class, we suggest you tell the pupils to bring in theirpictures in the previous lesson.

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Explain to the pupils that they are going to make amonster. The pupils draw the monster according toyour description: The monster has gottwo headslthreeeyeslfive arms, etc. Describe one feature each time. Goaround as the pupils do the activity, providing anynecessary help. Make a class display with the pupils'work.Upon completion of the activity, the pupils describethe monster.e.g. Pupif : Ihls is a monster. (The monster has got)

two heads and five arms. etc

Activity Book (Optionat)

Now, you can do the exercises (Module 3, Unit 5) fromthe Activity Book. (See p. 14ST for further exptanation.)



-

457

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Aims: To identify means of transport.

Language focus: What am l? Stand still. Look out!Dcntsayaword.

Target vocabulary: Train, plane, boat, bus.

Extra materials: The Lef's gol poster. Cardboard:-:-out of a school bus (Follow-up).

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r Wait by the door and greet the pupils as they arrive.

(An activity to review the language from the previousunit.)

r Invite a pupil to the front of the classroom. Point athis/her hair and elicit the word hair from the class.Repeat this procedure with the words mouth, nose,eye and ear.e.g. Teacher:

Class:Teacher:

Select a few pairs and ask them to do the same infront of the class.

Activities to present and activate means of transport.)

r (Ex. 1) Stick. Listen. Sag. (Tapescript 37)

Pupil's books closed. Pin up the Lef's gol poster onthe board. Point to and say: train. Ask the pupils torepeat, chorally and individually. Follow the sameprocedure with the rest of the words (boat, bus, plane).

Make the sound of a means of transoort. Individualpuprls name the means of transport. Ask pupils tomake the sounds. Ask the rest of the class to namethem.

Write a large 46 on the board. Point to it, mime andsay: Open your books at page forty-six.

Pupil's books open. Read the instructions andexplain the task. Ask the pupils to go to the stickersection and put the stickers on their fingers. Read thewords. The pupils listen, show you the stickers forverification and stick them in the appropriate boxes.Play the cassette/CD with pauses after eachutterance. The pupils listen and repeat, chorally andindividually. Check the pupils' pronunciation andintonation. Ask individual pupils to point to and namethe means of transoort.

TAPESCRIPT

Boat, plane, train, bus.

(pointing to the pupil's hair) What'sthis?Hair.Yes/

(Ex.2) Listen. Repeot. Totk to gour Jrlend.(Tapescript 38)

Play the cassette/CD. The pupils listen and look at thepicture. Play the cassette/CD again with pauses aftereach utterance. The pupils repeat, chorally andindividual ly. Check their pronunciat ion andintonation.

TAPESCRIPT

A: What am l?B: Atrain?A: Yes/

Ask the pupils to act out similar exchanges, in pairs.One pupil mimes a means of transport and the otherguesses it. Check round the class, providing anynecessary help. Ask some pairs to report back to theclass.

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Prepare a large cardboard cut-out of a school bus.

Pin up the cardboard cut-out of the school bus on theboard. Tell the class that they will draw self-portraits.Each portrait will go in a separate window on theschool bus. You could draw your own self-portraitand place it in the driver's seat. Allow the pupils sometime to draw and colour in their portrait. Make a classdisplay of the 'school bus'.

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Aims: To consolidate means of transoort. Todevelop l istening comprehension ski l ls through asong. To sing a song and perform the actions.Todevelop social skills through a game.

Language focus: Let's go today! Far, far away.

Target vocabulary: Boat, plane, boat and train.

Extra materials: The Let's go! poster.



Pin up the Lef's gol poster on the board. Divide theclass into two teams. Think of a means of transport.The pupils, in teams, try to guess the means oftransport you are thinking of. Each correct guess winsone ooint. The team with the most points wins.e.g. Teacher: (Thinks of plane)

Team A Pupi l 1: Boat?Teacher: No.

Team B Pupil 1: Plane?Teacher: Yes! One point for Team B. etc

. (Ex. 3) Sing ond do. (Tapescript 39)


Pupil's books closed. Pin up the Lef s gol poster onthe board. Point to the picture of a plane. Mime andsay: plane. Ask the pupils to do the same. Follow thesame procedure with Ihe train, boat and bus. Beckonto the pupils and say: Lef's go on a plane, far, faraway! The pupils repeat after you. Then, say: Let's goon a train, /et's go today! The pupils repeat after you.Reoeat with boaf and bus.

Draw a large 47 on the board. Point to it, mime andsay: Open your books at page forty-seven.

Pupil's books open. Read the instructions andexplain the task. Play the cassette/CD. The pupilslisten and look at the illustrations. During the secondlistening, hold up your book and point to the means oftransport mentioned in the song. Next, demonstratethe actions and play the song, encouraging the pupilsto participate fully.

TAPESCRIPT

Let's go on a plane (arms stretched out flying)Far, far away!Let's go on a train (arms at side, making wheelmovements)Let's go todayl

Let's go, let's goFar away!Let's go, let's goLet's go today!

Let's go on a boat (sway from side to side)Far, far away!Let's go on a bus (mime driving)Let's go today!

Extension

Repeat the song without the cassette/CD and pausebefore the means of transport. Invite the pupils tocomplete the phrases. Keep the rhythm by clappingyour hands or clicking your fingers.Teacher: Let's go on a ...

Pupil: p/ane. etc

o (Ex. 4) Let's plog!

Refer the pupils to the illustration. Ask one pupil tocome to the front of the classroom. Tell the class thathe/she is a train driver. Explain the activity. The traindr iver wi l l go around and show pupi ls someflashcards (from all the previous units). lf the pupilsname the flashcards correctly, they 'get on' the trainby holding on to the waist of the person in front.Repeat the activity with as many different train driversas you think is necessary. Demonstrate this yourselffirst.

Draw simple sketches of train tracks, clouds, wavesand a road on the board. Ask the pupils to copy themonto separate pieces of paper. Then, ask them todraw the corresponding means of transport on eachsketch. Make a classroom display of the pupils' work.lf you wish, you can ask the pupils to copy the wordfor each means of transport below their drawings.

477

Aims: To develop listening comprehension skillsthrough a song. To sing a song and perform theactions. To present the senses - smell, hearing,sight and touch.

Language focus: Look at the birds. Listen to thebees. Smellthe flowers. Touch the trees.

Target vocabulary: Bird, bee, sun, look, listen, smelland touch.

Extra materials: Flashcards of bird, bee andflower.



. Play the song from the previous lesson (Tapescript39) and encourage pupils to sing along. lf you wish,ask some pairs to come to the front of the classroomto perform the actions while the rest of the class singsthe song.

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o (Ex. 5) Sing ond do. (Topescript 40)

Pupil's books closed. Pin up the bird flashcard onthe board. Point to it and say: bird. The pupils repeatafter you. Follow the same procedure with the flowerand free flashcards.

Point to the bird flashcard, mime and say: Look at thebird! The pupils repeat after you. Point to the flowerflashcard, mime and say: Sme// the flower!The pupilsrepeat after you. Follow the same procedure withTouch the freel Reoeat the sentences in randomorder. The pupils listen and mime the actions oflooking, smel l ing and touching.

Draw a large 48 on the board. Point to it, mime andsay: Open your books at forty-eight.

Pupil's books open. Point at the picture and elicit thewords birds, bees and frees. Read the instructionsand explain the task. Play the cassette/CD. The pupilslisten and look at the picture. On the second listening,ask the pupils to mime the actions of looking,smelling and touching every time they are heard. Playthe song again. Encourage the pupils to sing alongand perform the actions.

TAPESCRIPT

Look at the birds! (mime looking through binoculars)Listen to the bees! (cup hand to eafSmell the flowersl (mime smelling a flower)Touch the trees! (stretch out your arms as thoughtouching a tree)

Hello summer, (wave arms in air)Hel lo sun,Now it's timeTo have some fun!

Extension

Repeat the song without the cassette/CD. Repeat thesong and pause before certain words. Invite pupils tocomplete the phrases. Keep the rhythm by clappingyour hands or snapping your fingers.Teacher: Look at the...

Class: BrTdsl etc

(Ex. 6 Look and circle.Explain the activity. Elicit the items. Read and mimethe senses. Ask the pupils to circle the picture of theitem that we can't smell, hear or touch. Check thepupi ls 'answers.

smell: squarehear: tabletouch: sun

Choose some objects to bring into class that can beguessed by a pupi l who has been bl indfolded e.g. aroy car.

o Choose a pupil and ask him/her to sit at your desk,Blindfold the pupil and place an object in front ofhim/her. Ask him/her to guess what the object is.Select other pupils to repeat the activity with differentobjects.

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Aims: To identify the letters h, w.To revise letters a, s,p, k and y. To identify the words wasp and husl<y.

Target vocabulary: Wasp and husky.

Extra materials: My Letters! poster. Photocopies ofthe letter worksheets (h, w) (Follow-up).

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. Play the song from Lesson 3 (Tapescript 40) andencourage pupils to sing along. lf you wish, choose apair of pupils to demonstrate the actions in front of thectass.

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(Ex. 7) Listen. Point. Colour. (Tapescript 41)

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Pupif's books closed. Pin up the My Lefters! posteron the board. Point to the letter h and say it. Thepupils repeat after you. Write the letter h on the boardto demonstrate its formation. Do the same for theletter w. Point to the letters in random order.Individual pupils say the letters. Write the letters a, sp, k and y on the board. Elicit their sounds.

Extension

Write the letters on the board. Go up to a pupil andwhisper a letter. The pupil goes to the board, pointsto and says the letter. Repeat with as many pupils asyou think necessary.

Turn the My Letters! poster to the Animals side. Pointto the wasp and say: wasp. The pupils repeat,chorally and individually. Point to and say the word.The pupils repeat after you.e.g. wasp lwBspl

Do the same thing for the word husky.

Pupil's books open. Play the cassette/CD. Ask pupilsto listen, point to the words and repeat. Ask individualpupils to read out the words.

Al low some t ime for the pupi ls to colour in the waspand the husky. Go around as the pupils are doing theactivity, asking them to name the animals, say whatcolour they are, etc.

. (Ex. 8) Join the dots. Whot is it?Read the instructions and explain the task. The pupilsjoin the dots and say which animal it is (wasp).

Photocopy the letter worksheets (h, w), one per pupil.

Hand out the letter worksheets to the pupils. Askthem to trace the letter on each worksheet. Read theword(s) as the pupils point to itlthem. You can askthem to do the remaining at home. Help them writetheir names and the date. Their work can bedisplayed in the classroom. Then, the pupils file theworksheets in their Language Portfolios.

Note: Now that the pupils are familiar with all theletters, you can teach them the alphabetical order ofthe letters and the way we say the letters A-2.

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Mime and say the following words/phrases. Ask the

Aims: To listen to a cecil Mouse story. To develop pupils to point to the picture that il lustrates the words

listening comprehension skills through a dialogue. or phrases' check their answers'

To consolidate the language in the unit. e'g' Look out Ellie! There's a bee' (picture 3)

Stand still, Ellie! Don't say a word! (picture 5)Language focus: Don't say a word, Look out! StandStII iJiJJT.:T3ffi"8?:J1Hffi"IilHJ#l;J:Target vocabulary: Flowers, bees, birds. and intonation.

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Hold up your book to the class. Say the dialogue and, ..:,. "

_j:: point to the pictures in turn. Repeat, this time, invitingthe pupils to complete your sentences.

r Wait by the door and greet the pupils as they arrive. e.g. Teacher: Ihis ls Cecil Mouse and EIIie...

(An activity to review the language taught in Lesson 4.) Class: May'

o Pin up the wasp and husky flashcards on the board.Elicit and write their names. Point to the letters inrandom order. Individual pupils say the letters. Askthe rest of the class for verification.

Draw a large 50 on the board. Point to mime and say:Open your books at page fifty.

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o (Ex. 9) Let's [isten! (Tapescrtpt 42)Pupils' books open. Go through the pictures and setthe scene.Teacher: Who are they? (pointing at picture 1)

Class: Cecil Mouse and Ellie May.Teacher: Look! Cecil has got some flowers for Ellie.

What colour are they? (pointing at picture 2)etc

Follow the same procedure for the other scenes.

Play the cassette/CD and ask pupils to listen andfollow in their books.

TAPESCRIPT

Ceeil: Ellie May! Some flowers for you!

Ellie: Red and yellow and white and blue!

Cecil: Look out Ellie! There's a bee.

Ellie: Help me, Cecil! Please help me!

Cecil: Stand still, Ellie! Don't say a word!

Ellie: Oh Cecil, lcan see some birds!

507

. (Ex. 10) Draw ond cotour.Read the instructions and explain the task. Ask thepupils to look at the flowers. Count the number offlowers out loud with the class. Explain that there is apetal missing from each one. Show the class how toperform the first one: Hold up your book to the class.Draw a petal on the first flower. Now ask them tocomplete the task. Then, the pupils colour in theflowers. Go round the classroom checking andpraising the pupils' work.

o Play the song from Lesson 3. Have the pupils movearound the room. Then, pause the music and shoutBeel The pupils have to stand absolutely still. Anyonewho moves is out.

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.l i"sss*i: *Aims: To consolidate the language in the unit. Tofamiliarise pupils with British culture: to talk aboutHyde Park. To produce a project about parks.

Language focus: In the park.

Target vocabulary: Review of language used inthe unit: birds, trees, sun, etc.




Play the Cecil Mouse episode (Tapescript 42). Thepupils listen and look in their books.

Draw a large 52 on the board. Point to it, mime andsay: Open your books at page fitty-two.


Hold up your book, point to and read the title. Explainto the pupils that there are many parks in London butHyde Park is the most famous one.Provide some information, in L1, if you wish: HydePark covers over 350 acres. You can do many thingsthere, from playing ball games to boating or horseriding.Ask the pupils if there are any famous, big parks intheir country and what things you can do there.

Optional Activity

Ask the pupils to bring photos of parks in theircountry and have a class discussion.

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(A personalisation activity)

Refer the pupils to the project on page 52 andcomment on the picture, Read the title and explainwhat it means. Ask the pupils to tell you what they cansee in the picture.Explain to the pupils that they have to do the same onpage 53. Alternatively, you can ask the pupils toproduce their projects on a piece of paper. Go roundthe classroom as the pupils work on their project andprovide any necessary help.

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o Tellthe pupils that they are in a new park. Divide theminto groups and allocate areas in the park that 'belongto'the groups. Tell the pupils that they will decide onactivities they can do in their own areas. When thepupils are ready, they demonstrate the activities thatcan be done in their designated areas.



lf you wish you can do the Nursery Song 6 activitiespp. 36-38.

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Look ond sqy,(Pupits point to and name themeans oJ transport.)

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(Pupils point to and nome the items.)

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Aims: To talk about Christmas. To sing aChristmas song. To make a Santa's Little HelperAward. To make a reindeer.

Target vocabulary: Jingle Bells! Santa Claus,reindeer, Merry Christmasl

Extra materials: A big Christmas tree made out ofgreen paper for the class, photocopies of theiemplates (pp. 126T-129T). Construction paper(Follow-up).

Note: This units is optional. lt is designed to be taughtjust before Christmas.

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( Activities to present Christmas.)

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Prepare a Christmas tree out of green paper, a bigeiongated' triangle will do. Photocopy the template oft ' re ornament (p. 126T).

Pin up the big Christmas tree you have prepared andsay: A Christmas tree. The pupiis repeat chorally. Tellthem that you wi l l a l l be decorat ing the classChristmas tree. Hand out the template of theornament and ask the pupils to trace the templateonto pieces of paper or construction paper. Tellthemto colour their ornaments using any colour they like.Then, the pupils pin the ornaments up on the classChristmas tree. During this time, you can play anyEnglish Christmas carols you wish.

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(Activities to present and practise a Christmas song.)

. (Ex. 1) Let's sing! (Tapescript 44)

Pupil's books closed. Point to and say: Santa Claus.The pupils repeat after you. Do the same withreindeer. Play the cassette/CD. The pupils listen andlook in their books. Play the cassette/CD as manytimes as you think necessary for the pupils to stafts inging along.

TAPESCRIPT

Jingle Bells,Jingle Bells,Jingle allthe way!Oh what fun it is to rideOn one-horse open sleigh!

Extension

Photocopy and hand out the bell template (p. 127T).Tell the pupils that this is a bell. Ask them to colour itin. Play the song again. The pupils sing and raisetheir bel/s every time the word bel/ is heard.

. (Ex.2) Merrg Christmas Jrom Santo!Read the title and explain what it means. Tell thepupils that they will be Santa's little helpers thisChristmas and help their parents and their friends.Help the pupils complete the award.

CroJtworkTell pupils they are going to make a reindeer. Providesome construction paper. The pupils trace their feetand hands on it and cut them out to be coloured.Alternatively, photocopy the template on page 1287and hand out one to each pupil. Go around theclassroom as the pupils do the craftwork and askquestions about the colour(s) the pupils have used.

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For this activity you will need to bring to class somewool or ribbon, a single-hole punch, poster board orconstruction paper.

Show your model and say: Stocking. The pupilsrepeat after you. Explain that in the UK, people hangstockings over the fireplace and Santa puts presentsin them. Ask the pupils if this is done in their countrytoo. Photocopy the template of the stocking on p.129T, trace it onto construction paper and cut it out.Give the pupils the template and ask them to trace itonto their construction paper and cut it out. Allow thepupils to make holes around their shape and threadthe wool or ribbon through the holes. The pupilsdecorate their stocking with drawings, stickers, etc.As pupils leave the room, have them wish oneanother a Merry Christmas.

571

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Aims: To talk about Easter. To sing an Eastersong. To play a game, To make an Easter egg.

Language focus: This little chicky goes to school.This little chicky stays at home. Where's thesweetie?

Target vocabulary: Easter, chicky/chick, egg.

Extra materials: Sweets (Let's play!), photocopiesof the template (Craftwork).

Note: This lesson is opt ional. l t is designed to betaught just before Easter.

(Activities to present Easter.)

Write on the board the date Easter is on and say: /t'sEaster! Happy Easter, everyone!Have the pupils wishone another a Happy Easter. Have a discussion, in L1if necessary, as to what Easfer means to them andwhat they usually do at Easter.

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(Activities to present and practise an Easter song.)

(Ex. 1) Sing ond do. (Topescript 45)Pupil's books open. Point to and say: chicl<y. Thepupils repeat after you. Ask: How many chickies?Count with them and say: Eight chickies. Point to theillustrations and focus the pupils' attention on thegirl 's hands. Present the chant, a line at a time.

Point to your little finger and say: Ihrs little chickygoes fo school, The pupils repeat after you. Repeatone more time, The pupils repeat and point to theirlittle fingers. Follow the same procedure with the restof the lyrics. Play the cassette/CD as many times asyou wish. The pupils listen, mime and sing along.

TAPESCRIPT

This little chicky goes to school. (point to your littlefinger)This little chicky stays at home. (point to your ringfinger)This little chicky's got two eggs. (point to your middtetinger)This littfe chicky's got one (point to your index finger)And this little chicky (point to your thumb)Goes tweet, tweet, tweet (flap your arms)All day long!

. (Ex. 2) Let's plog!

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1.. Bring sweets to class.

Explain the game. The pupils play in groups. Giveone sweet to one pupil in each group (the leader).The leader holds the sweet in his/her cupped handsand puts his/her hand through the cupped hands ofthe rest of the pupils. He/She has to leave the sweetin one of the pupils' hands. This has to be donesecretly, so each pupil must close their handstogether afteruryards. The leader can then say thefollowing rhyme (teach this to the whole classbeforehand).

Where's the sweetie?Where can it be?Someone tell me after three!ONE, TWO, THREE!Whoever is holding the sweet, steps forward andtakes the next turn.

CraJtworkTell pupils they are going to make an Easter chick.Photocopy the template on page 130T and hand outone to each pupil. Show them your model and guidethem through the cutting, gluing and colouring oftheir Easter chick. Go around the class as the pupilsdo the craftwork and ask questions about thecolour(s) the pupils have used.

o Place the sweets you have brought to class in a jar.Ask the pupils to write their names on small pieces ofpaper and their guesses as to how many sweets arein the jar, The pupil who guesses correctly, or comesclosest, takes the jar of sweets and gives them out tothe rest of the pupils. Have the pupils wish HappyEaster to the pupil who is handing out the sweets.

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Aim: Consolidation of language taught throughoutthe course.

(Activities to explore the theme of the story.)

Sit the pupils in a circle and explain to them that inthis lesson they are going to listen to the story of TheLittle Red Hen. Show them Pages 60/61 of the storyand invite them to tell you who's who. Point to thefarm and ask the pupils to repeat after you. Ask ifanyone has heard the story in their mother tongue.Invite guesses as to what they think the story is about.Play the song on page 61. Teach the pupils thefollowing actions to accompany the song:

We're down on the tarm (mime tucking the thumbs ofeach hand into imaginary braces and bend knees tothe rhythm)Down on the farmDown on the farmWith the animals!

Cluck, cluck, cluck goes the hen (flap arms by side)Miaow, miaow, miaow, goes the cat (ub each side ofnose with 'paws')Down on the farm with the animals!Squeak, squeak, squeak goes the mouse (hold'paws' in front of chest)Neigh, neigh, neigh, goes the horse (shake head upand down)Down on the farm with the animals!

We're down on the larm (mime tucking the thumbs ofeach hand into imaginary braces and bend knees tothe rhythm)Down on the farmDown on the farmWith the animals!

Encourage the pupils to join in with the words andactions of the song. Divide the class into groups ofthree (each pupil mimes an animal) and have eachgroup pedorm it to the other.

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(An activity to review and present the vocabulary of thestory)

Refer the pupils to the picture dictionary on page 84.Point to each picture and say the appropriate word.The pupils repeat, chorally and individually.Ask the pupils to turn to page 62. Play the story oncassette/CD. Pause after each picture to give thepupils time to turn their page. (There is a naturalpause accompanied by a tone on fhe cassetfeindicating a turn of page)

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Play the story again, this time asking the pupils topoint to the character who is speaking as they arel istening.

(An activity for children's language development.)

Play the song on page 83. Teach the pupils thefollowing actions to accompany the song:

Who can help me, (hold out one hand then the other,palms upwards)Who, who, who? (put hands on cheeks)Who can help me, (hold out one hand then the other,palms upwards)ls it you? (put one hand on hip and point with theothe0

Lend a hand, lend a hand, (hold out one hand thenthe other, palms upwards)Lend a helping hand! (c/asp hands together andmove them to the rhythm)Lend a hand, lend a hand, (hold out one hand thenthe other, palms upwards)Help me if you can! (keep hands held out and movethem to the rhythm)

Who can help me, (hold out one hand then the other,palms upwards)Who, who, who? (put hands on cheeks)Who can help me, (hold out one hand then the other,palms upwards)ls it you? (put one hand on hip and point with theothe0

Encourage the pupils to join in with the words andactions of the sono.

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(An activity to review the vocabulary of the story.)

Ask the pupils to turn to the picture dictionary of thestory (pp. 84-85). Ask them to point to thecorresponding picture as you call out the words.Review the first song and actions practised in Lesson 1.

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Play the story on cassette/CD. This time, pause andask questions after each picture.

Pages 62163

1 Who Ihis? (point to the hen) I'2 Who's this? (point to each of the other animals in

turn)

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3 What's this? (point to the grain of wheat)897

Pages 64/65

1 Willthe horse/cat/mouse help? (pointto eachanimal in turn)

2 ls the Little Red hen happy? (point to the hen)

Pages 66/67

1 Where's the Little Red Hen now? (point to hen)2 What does she say?

Pages 68/69

1 Will the horse/cat/mouse help? (point to eachanimal in turn)

2 What's the Little Red Hen doing?

Pages.70171

1 Where is the Little Red Hen now? (point to hen)2 What's this? (point to flour)3 What is the Little Red Hen makino?

Pages 72173

1 Willthe horse/cat/mouse help? (pointto eachanimal in turn)

2 ls the Little Red Hen happy?3 What's the Little Red Hen doing now? (point to

hen baking)

Pages74l75

1 What's this? (point to bread)2 What is the Little Red Hen saying? (point to hen)3 Why is the mouse happy? (point to mouse)

Pages 76177

1 ls the mouse/cat/horse happy? (point to eachanimal in turn)What do they want?ls the Little Red Hen happy? Why not?

Pages 78/79

1 Who are these? (point to the chicks)2 What are the chicks doino?

Pages 80/81

1 ls the horse/cat/mouse sad? Why?2 What is the Little Red Hen saying? (point to hen

on p 81)

Review the second song and actions practised inLesson 1.In pairs, the pupils act out the story while listening tothe cassette/CD. They can do this either by usingmime and gestures and/or joining in with as manywords from the dialogue as they can. Alternatively,narrate the story as the pupils act it out.

(An activity to promote autonomy.)

Conduct a class survey to find out which song fromthe story the pupils enjoyed most. Play the song thatwas the most popular. Alternatively, divide the classin half and have each group sing one of the songs.

Game: Two by two!Prepare siips of paper with a picture of an animal(there should be two of each animal). Divide the classinto two groups and hand out the slips of paper - aset of animals for each group. Tell the pupils not to letanyone know which animal they are. The groupsstand back to back. Point to a pupil and ask them tomake the sound of their animal. The pupil with thesame animal in the other group joins in when theyidentify their animal. Continue until all animals arepaired up.Ask the pupils if they enjoyed the story. Invite them toput a sticker at the bottom of the last page of thestory.

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Script and Stage Directions

Characters Little Red HenHorse

ChicksCat

MouseNarrator (Pupils dressed as farmers)

SONGScene 1 In the FarmyardPart 1

tights up - daylight. Curtain opens to show theiarmyard. Cat, Horse, Mouse standing near a barn,stage left, chatting away happily. Liftle Red Hen entersstage right carrying a basket. She finds a grain of wheat Narrator: Little Red Hen is on the farm.on the ground. She plcks it up, hotds it up and puts it in She finds a grain of wheat:her basket, looking really pleased.

Littte Red Hen approaches Cat, Horse and Mouse and Little Red Hen Who will help me plant it

shouzs them the grain. They allturn to took at her. For something nice to eat?

Cat waves its index finger in a negative way and takes a Cat: Not me!rew sfeps downstage left.

Narrator: ... says the cat ...

Cat takes her tait and waves it ptayfutty with her back Cat: Forget about that!turned to Little Red Hen.

Littte Red Hen tooks at Horse, who shakes its head. Horse.' Not me!

Narrator: ... says the horse ...

Horse sml/es potitety and takes a few steps downstage Horse.' You're joking, of course!towards Cat.

Littte Red Hen looks at Mouse, who waves its index Mouse: Not me!finger from slde to side and quickly takes a few stepstowards the others.

Narrator: ... says the mouse ...

Mouse mimes'no way'to Littte Red Hen. Mouse: Please, count me out

Little Red Hen puts the grain into her basket. Little Red Hen: OK.

Narrator: ... says the hen ...

Littte Red Hen turns her back and goes downstage Liftle Red Hen: l'll do it, then!right. She kneels on the ground and mimes planting thegrain. Cat, Horse and Mouse go back near the shedand start chatting again, this time about Liftle Red Hen- they're smiling, pointing to her etc. Lights out.

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Lights up - daylight. Same scenery, but there is wheatdownstage. Little Red Hen is centre downstage holdinga scythe admiring the wheat. Cat, Horse and Mouse arestanding stage left behind her, looking on.

Little Red Hen turns to them.

Cat waves index finger and moves upstage left.

Then Cat folds arms across chest and c,'osses one footover the other ankle.

Little Red Hen turns to Horse, who also waves its indexfinger and goes towards Cat.

Horse smiles and puts arms on hips.

Little Red Hen turns to Mouse, who quickly runs to theother tvvo waving its index finger.

Mouse turns nose up to the left and gesfures right palmup in the other direction.

Little Red Hen takes a deep breath.

Little Red Hen turns to the wheat and holding thescythe she mimes cutting it. Cat, Horse and Mouse gostage left and start chatting again, pointing to Little RedHen, shaking their heads etc. Lights out. Liftle Red Henexits stage right.

Part 3

Narrator:

Little Red Hen:

Cat:

Narrator:

Cat:

Horse:

Narrator:

Horse:

Mouse:

Narrator:

Mouse:

Liftle Red Hen:

Narrator:

Little Red Hen:

Little Red Hen is in the field,She wants to cut the wheat.

Who will help me cut itFor something nice to eat?

Not me!

. . . says the cat . . .

Forget about that!

Not me!

. . . says the horse . . .

You're joking, of course!

Not me!

. . . says the mouse . , .

Please, count me out!

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. . . says the hen . . .

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Lights up - daylight. No more wheat downstage.

Little Red Hen enters stage right wearing an aprondusted with flour and holding a rolling pin. She goes foCat, Horse and Mouse.

Cat waves finger again, moving downstage left.

Cat stamps her foot and turns her back to Little Red Hen.

Little Red Hen turns to Horse, who also waves fingerand moves slowly towards Cat.

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Narrator: Little Red Hen is in the houseWith some flour from the wheat.

Little Red Hen: Who will help me bake some breadFor somethino nice to eat?

Cat:

Narrator:

Cat:

Horse

Not me!

. . . says the cat . . .

Forget about that! ,r,

Not me!,

Narrator: ... savs the horse ...

{orse sml/es and folds arms across chesf. Horse: You're joking, of course!

-ittle Red Hen looks at Mouse, who runs towards the Mouse: Not me!crher two, downstage left, waving finger.

Narrator: ... savs the mouse ...

i'.{ouse turns nose up to the left and gestures right palm Mouse: Please, count me out!

-c in the other direction again.

-ttle Red Hen sighs frowning. Little Red Hen: OK.

Narrator: ... says the hen ...

-:tle Red Hen waves rolling pin at the others and exits Little Red Hen: l'll do it, then!s:age right.

-tle Red Hen enters stage right holding a big plate full Narrator: Little Red Hen bakes lots of bread:'bread. And puts it on a plate.

Sre goes centre stage and talks to Cat, Horse and Little Red Hen: Who will help me eat it?t,lcuse, who are still standing downstage left, chatting Yum, yum! - lt smells just great!2,'/ay.

Cat lakes a sfep fonuard, holding index finger up and Cat: I will!s:aring at plate of bread hungrily.

Narrator: ... savs the cat ...

Cat licks lips. Cat: l 'm sure about that!

tlorse jumps in, pushing Cat away and holding index Horse.' I will!t,lger up.

Narrator: ... savs the horse ...

llorse rubs belly. Horse.' I'm hungry, of course!

Mouse takes a few short and quick steps ln front of Cat Mouse: I willland Horse and holds index finger up.

Narrator: ... savs the mouse ...

Mouse turns to Cat and Horse, frowning eyebrows. Mouse: Don't leave me outl

t-rttle Red Hen beckons sfage right and Chicks enter Narrator: Little Red Hen calls for herr""nning towards her. chicks...

Ltltle Red Hen bends forvvard, showing the plate of Liftle Red Hen: This bread will be our treat!bread to her Chicks.She /ooks at Cat, Horse and Mouse strictly. No one helped me make it,

So now it's ours to eat!

L1fle Red Hen and her Chicks sit down on the floorciownstage right and start eating the bread. Cat, Horseand Mouse kneel on the ground and start approachingsiowly, with their hands folded to beg for some bread.

L,itle Red Hen holds up her palm in their direction tordicate 'stop' and then waves her index finger at them.Cat. Horse and Mouse drop their heads.

Curlain c/oses and the choir starts singing the finalsorlo.

Narrator: So the horse, the cat and themouseHave no bread to eat.

Little Red Hen: Perhaps next time you'll helpTo plant a grain of wheat! t,

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Scene 1, Part 1

Scene 1, Part 2

Scene 1, Part 3

Props

Little Red Hen's basket can be a real basket.The grain of wheat can be a small plastic ball, paintedyellow.The scythe can be made of cardboard paper andcoloured.The rolling pin can be a real one or made of rolled uppaper.The plate can be a real or plastic plate.The bread can either be realor plastic.

Scenery

Scene 1, Part 1

Scene 1, ParI 2

Scene 1, Part 3

Costumes

Narrator(s):

Little Red Hen:

Gat:

Horse:

Mouse:

A backdrop painted to show the farmyard: a farmhouse on the right, grass and a barn full of hay onthe left. On stage left is a haystack and on stage right is a freestanding tree made of cardboard or evena pot plant. Pots of fake or real flowers can be put around the stage and plastic farming tools can bescattered upstage near the backdrop.

The same as Part 1. Downstage right to left is a long freestanding piece of cardboard with paper orreal wheat glued on its edge for Little Red Hen to cut with the scythe. This indicates the wheat field.

The same as Part 1.

Farmers - a loose overall style shirt, a pair of jeans/long skirt, worn-out walking boots, a strawhat/headscarf.Long-sleeved, brown-red top with feathers sewn on the sleeves. Matching colour leggings, thickorange socks and bedroom slippers. Large sleeveless dress, stuffed with pillows or other clothes tomake her look big. Hair band of the same colour as hair or elastic cap with red cardboard cut out asa comb stapled on it and a yellow paper beak on the front. Red wobbles drawn with lipstick on thechin. White or any colour apron.Bright pink, long-sleeved top and a pair of blue overalls. A tail made of felt attached to the back of theoveralls. A hood made of the same felt material with two ears attached on the top to make the head.A bright pink hat. Whiskers drawn around the nose using eyeliner. The tip of the nose should bepainted pink using lipstick.Large, long-sleeved, light brown, cotton top and matching trousers with a tail made of shredded thickrope attached to the back. Brown scarf and matching hat with paper ears attached to the sides. Theface should also be painted light brown and darker brown around the nose and mouth.White, Iong-sleeved shirt and blue waistcoat. Blue tight-fitting pair of trousers/tights with a thin tailattached to the back. Round blue hat with two blue paper ears stapled on the sides. Red bow-tie. Theface should be painted blue with black whiskers around the nose.Yellow, long-sleeved top and matching trousers/tights with feathers sewn on. Matching cap with yellowpaper beak stapled on the front. Different coloured caps or scarves for each chick. Thick orange socl-lsand bedroom slippers.

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1 a red koala2 a green sun3 a yellow camel4 a blue cat

Ex.3 p. 19 (Tapescript 16)

1 Give me your pencil!2 Come here!3 Show me your book!4 Come to the board!

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1 mouse2 parrot3 zebra4 pony

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Colour the eyes green. The eyes are green.

Colour the ears blue. The ears are blue.

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ln this resource bank you will find the following material:

lnstructions for The Certificate of AchievementCeremony at the end of the course. Praise andencouragement are an integral part of teaching younglearners: the aim of this ceremony is to give the pupilsa sense of achievement in the target language.

Letter Worksheefs that can be used to consolidate theEnglish alphabet.

Photocopiable material: Those are for the Craftvvorkactivities.

P h otoc o p i ab I e Re i nfo rc e me nt activiti e s.

Photocopiable instruments for evaluafion; Evaluationis an integral part of the learning process and it ismost successful when done through the systematicobservation of pupils during the course.

The aim of this certificate is to give the pupils a senseof achievement in the target language. During thepenultimate lesson explain to the pupils that in thefollowing lesson you are going to have a'Certificate ofAchievement Ceremony'.During the last lesson, call each child to the frontindividual ly and hand them their cert i f icates.Encourage the pupils to colour and decorate theirawards.As an extension, conduct a survey to choose thepupils' favourite song(s). Play the song(s) as an endto your lesson.

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Photocopiable instruments for evaluationEvaluation plays an integral part in the learningprocess, and it is more efficient when based on thesystematic observation of the pupils throughout thecourse. lt furnishes valuable information that reflectstheir progress in the acquisition of receptive andproductive skills as well as their attitude towards theirown learning experience. lt also allows teachers toreflect on the validity of their teaching practices andthe types of material being used.

The process is basically divided into three parts: initialevaluation at the beginning of the course, formativeevaluation which is done on a daily basis, andcumulative evaluation upon finishing a Module.

ln Welcome Starter a the evaluation activities areincluded in the Teacher's Book, the Pupil's Book andthe Activity Book.

Initial EvaluationThis evaluation centres mainly on the pupils' reportsfrom the previous school year.

Formative evaluationAny exercise a pupil does can be used for this type ofevaluation. The results are then recorded on thepupils' formative evaluation chaft (page 142T).Make as many photocopies as you need andcomplete the charts as indicated. Write the names ofthe activities you are going to evaluate (for example,the dialogues, card games, and so on) and write themarks obtained with the help of the following code(using colours if you wish):

'c' (competence - green); the pupil recognises andproduces the language'w' (working on - yellow): the pupil recognises butdoes not produce the language correctly'n' (non-competence - red): the pupil does notrecognise the language

Cumulative evaluationIn the Pupil's Book the last two pages of each Moduleare used for cumulative evaluation. However, in orderto obtain reliable information, the formative evaluationmarks, work done throughout the module, pafticipationand attitude should also be taken into account.In order to complete the chart, write down the pupils'names and record the results using numbers orletters in the column of the corresponding theme.The code for formative evaluation can also be usedhere.

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Evoluotion chort for gnmes ord octlvities (formotive evsluotion)Name of game/activity:

Aim of game/activity:

Module: Lesson: Course:

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Read the instructions and explain the task. Allow the pupilssome time to trace the items. Then, the pupils colour themin using any colours they like. Go around the class, askingquestions about the colours they are using.

Ex. 2 (p. 3)

Go through the picture and elicit the names of thecharacters. Read the instructions and exolain the task.Allow the pupils some time to complete the puzzle bywriting the numbers in the correct space. Check thepupi ls 'answers.

Ex. 3 (p. 4)

Point to and elicit the numbers. Read the instructions andexplain the task. Allow the pupils some time to completethe task. Check the pupils' answers.

Ex. 4 (p. s)Point to the letters and elicit their sounds. Focus thepupils' attention on the arrows, and write the letters on theboard. Allow the pupils some time to trace the letters alongthe blue lines. Check round the class.

Unit 2Ex. 1 (p. 6)Read the instructions and explain the tbsk. Allow the pupilssome time to trace the lines. Then, the pupils colour themin using any colours they like. Go around the class, askingquestions about the colours they are using.

Ex. 2 (p. 7)

Elicit the colours of the balloons. Read the instructions andexplain the task. The pupils count and write the correctnumber of the coloured balloons in the boxes provided.Check the pupils' answers.

red:2blue: 3

yellow: 1green: 3

Ex. 5 (p. 9)

Point to the pictures and elicit the animals. Read theinstructions and explain the task. AIlow the pupils sometime to trace the missing letters and complete the words.Check the pupils' answers.

Unit 3Ex. 1 (p. 10)


Ex.2 (p. 11)

Revise shapes by asking the pupils to spot classroomitems in the form of a circle, triangle and square. Read theinstructions and explain the task. The pupils find and drawthe missing shape in each line. Check the pupils' answers.

1 circle 2 square 3 triangle

Ex.3 (p. 12)

Read the instructions and explain the task. Focus thepupils' attention on pictures A and B, and elicit thevocabulary. The pupils spot and circle the differencesbetween the two pictures. Check the pupils' answers.

Ex. a (p. 13)

Point to the letters and elicit their sounds. Focus thepupils' attention on the arrows and write the letters on theboard. Allow the pupils some time to trace the letters alongthe blue lines. Check the pupils' answers.

Unit 4Ex. 1 (p. 14)


Ex.2 (p. 15)

Go through the pictures and elicit the animals. Read theinstructions and explain the task. Allow the pupils sometime to continue the lines and help the animals get home.Check the pupils' answers.

Ex.3 (p. 16)

Read the instructions and explain the task. The pupilsdraw lines to match the animals with their babies. Checkthe pupils' answers. Then, the pupils point to the pairs andname the animals.

Ex. 3 (p. 8)Focus the pupils' attention on pictures (1-5) and elicit thecommands. Read the instructions and exolain the task.Allow the pupils some time to complete the task. Checkthe ouoi ls 'answers.

1c 2d 3e 4b 5a

Ex, 4 (p. 9)Point to the letters and elicit their sounds. Focus thecuoils' attention on the arrows and write the letters on thecoard. Allow the pupils some time to trace the letters along:re blue l ines. Check the pupi ls ' answers.

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Point to the pictures and elicit the animals. Read theinstructions and explain the task. Allow the pupils sometime to trace the words. Check the pupils' answers.

Unit 5Ex. 1 (p.18)


Ex.2 (p. 19)

Go through the pictures and elicit the body parts (1-4).Read the instructions and explain the task. Allow the pupilssome time to find the missing pieces that complete thefaces and write the letters in the correct spaces. Check thepupi ls 'answers.

Ex. 3 (p. 20)

Focus the pupils' attention on the picture and elicit theanimal drawn on the boy's face. Read the instructions andexplain the task. The pupils colour in the faces using thecolours given in the key. Check the pupils' answers.

Ex. 4 (p. 21)Point to the letters and elicit their sounds. Focus theoupils' attention on the arrows and write the letters on theboard. Allow the pupils some time to trace the letters alongthe blue lines. Check the pupils' answers.

Ex. s (p. 21)

Point to the pictures and elicit the animals. Read theinstructions and explain the task. Allow the pupils sometime to trace the words and match them with thecorresponding pictures. Check the pupils' answers.

Unit 6Ex. 1 (p.22)


Ex.2 (p.231

Read the instructions and explain the task. Go through thepictures and elicit the means of transport. Allow the pupilssome time to colour in the pictures. Then, the pupilscontinue the lines. Check the pupils' answers.

Ex. 3 (p. 24)

Read the instructions and explain the task. The pupils spotand circle the differences between the two pictures. Checkthe pupils' answers.

Ex. 4 (p. 2s)


Ex, 5 (p. 25)

Point to the oictures and elicit the animals. Read theinstructions and explain the task. Allow the pupils sometime to trace the missing letters and complete the words.Check the pupils' answers.

I 457

Aims: To sing a nursery song about fr iendship.

Language focus: Make new friends, but keep theold. One is silver ... .

Target vocabulary= Make, filend, keep, silver,gold.

Extra materials: Two sheets of construction paper- one si lver, one golc.

Note: This spread is a suggested lesson. However, itis up to the teacher to decide how he/she wishes toapproach the material depending on the needs ofhis/her class.

(An activity to revise greetings.)

Have a discussion about friendship: e.g. How manyfriends have you got? What are their names? Are theyold friends? Have you got alany new friend(s)? How doyou greet new friends? elc

(Activities to present and practise a nursery songabout friendship.)

. (Ex. 1) Sing atong! (Tapescript 61)

Pupil's books open, Read the lyrics, line by line,asking the pupils to repeat after you. Explain theunknown words using mime and gesture or L1. Play thecassette/CD and ask the pupils to point to the correctpicture as they listen. Play the song as many times asyou wish and encourage the pupils to sing along.

Extension

Take two large sheets of construction paper: one goldand the other silver. Cut out circular shapes, about thesize of a saucer (eg if you have 12 pupils, you need 6gold circles and 6 silver circles).

Divide the class into pairs, A and B. A is given a goldcircle, B a silver circle. They pin the circles on (usingeither safety pins or tape). Play the CD/cassette andhave them do the following actions:

Make new friends (A and B face each other andshake right hands)

But keep the old (Now they are holding bothhands, right hand in right - lefthand in left, and they twirl fullcircle)

One is silver (B makes an exaggerated bow)And the other is gold (A makes an exaggerated bow)

o (Ex. 2) Drow the Jace oJ a new Jrlend.Explain the task. Pupils draw the face of a new friendinside the silver coin. Walk around the class providingany necessary help.

o (Ex. 3) Drow tl:r- Jace oJ an old Jrtend.Explain the task: pupils draw inside the gold coin theface of an old friend. Walk around the class providingany necessary help.

Have a pupil stand in the front of the classroom withhis/her back to the other pupils. You point to pupils inthe class randomly and ask: What's your name? Thepupil indicated must respond My name ls... witheither his/her own name or the name of someone inthe class. The pupil in the front cannot see who isspeaking. Then, you say to him/her, /s lt ...? andhe/she must say Yes, ft is or No, it isn't.lf the pupil infront is correct, he/she stays there, but if he's/she'smistaken, he/she changes place with the pupil whofooled him/her. Encourage the pupi ls to disguise theirvoices to make it more fun!

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Aims: To consolidate colours and numbers. Tosing a nursery song about a Daffodil.

Language focus: Duffy-down-dilly has come totown.. . .

Target vocabularyi come, town, yellow, petticoat,green, grown.

Extra materials: A flower (Beginning the lesson).Coloured balloons (Ending fhe /esson).

(Ex. D Look and colour.Go through the picture and elicit how many differentkinds of flowers there are. The pupils look at theflowers and colour them according to the colourcode. Walk around the class providing any necessaryhelp.

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ering Ol;*n-up O"rrotn.-1on" p", pupiD ot-Oit"r"ntcofours and uneven number (e.9. 4 red, 6 blue, 3yellow, T green, etc.).

o Distribute the coloured balloons in random order.Play some music and have the pupils walk around theclassroom holding their balloons. Stop the musicsuddenly and cal l out a number (1-10). The pupi lsmust get together in a group of that number. Thosewho don't make it perform a command, carry out atask or whatever you consider to be a fun activity. Askthe pupils of the groups to count and report howmany balloons of each colour they have.

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Bring your favourite flower.

Have a discussion about flowers and their colours:Do you like flowers? Which is your favourite one?What's your favourite colour for a flower? How manydifferent colours of (oses) do you know? Show themyour flower, name it and allow them to smell thescent.

(Activities to present and practise a nursery songabout a Daffodil.)

o (Ex. 1) Sing olongf (Tapescript 62)Pupil's books open. Read the lyrics, line by line,asking the pupils to repeat after you. Explain theunknown words using mime and gesture or L1. Playthe cassette/CD and ask the pupils to point to thecorrect picture as they listen. Play the song as manytimes as you wish and encourage the pupils to singalong.

Extension

Ask the pupils to form a circle. Tell them that they aredaffodil bulbs. Ask them to crouch into a ball shapeand then to slowly grow into a big tall daffodil. Playthe song while you are all doing this together. Foradded fun, you can ask one of the pupils to pretendto be 'watering'allthe daffodils.

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Aims: To consolidate shapes. To sing a nurserysong about "The man in the moon."

Language focus: The man in the moon, looked outof the moon .... .

Target vocabulary: Man, moon, looked, said,children, Earth, think about, go to bed.

Extra materials: Space photos (Beginning the/esson).

Bring space photos picturing planets (with theirnames) and the moon.

o Hold up the pictures of the planets and have ageneral discussion about them, e.g. What shape arethey? How many are there? What are their names? etcAsk them about the moon: What is a full moon? Howoften do you see it? Can you see the face of a manwhen you look at the moon? elc

(Activities to present and practise a nursery songabout'The man in the moon'.)

o (Ex. 1) Sing aLong! (Tapescript 63)Pupil's books open. Read the lyrics, line by line,asking the pupils to repeat after you. Explain theunknown words, using mime and gesture or L1. Playthe song as many times as you wish and encouragethe pupils to sing along and mime the actions.

Extension

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Cut out large paper circles (use non-slip paper such assugar paper).

Place the paper circles around the room. Play thesong and have the pupils move around. Pause themusic: the pupils have to find a circle to stand on.Anyone who hasn't found a circle must pay a for{eit(make this something fun, e.g. miming an action,singing a song etc).

o (Ex. 2) FoLl.ow the pcthf

Go through the picture and elicit the items. Explainthe task: pupils trace the lines to follow the rocket'spath around the planets back to Earth.

o Count.

Point to the rocket and planets and elicit the shapes.Explain the task: pupils count and write the correctnumber of circles, trrangles and squares in the boxesprovided. Walk around the class providing anynecessary help.

Ask the pupils to imagine that they are all astronautsin a rocket in space. They have to do everything inslow motion. Demonstrate this alltogether. Then, callout different activities e.g. eating, dancing, etc andthe pupi ls do them in slow motion.

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mouse ran up the clock ... .

Aims: To consolidate animals. To sing a nurserysong about a mouse and a clock.

Language focus: Hickory, Dickory, Dock, the

Target vocabularyt mouse, ran up, clock, struckone, ran down.

Extra materials: Mouse flaschcard, a small ball, amouse's tail made of paper, blu tac, something touse as a bl indfold.

Bring in the mouse f lashcard.

o Hold up the Flashcard of the mouse and a have ageneral discussion: Have you ever seenlheld amouse? What do they run like? Can you name anyfamous cartoon mice? elc.

(Activities to present and practise a nursery song abouta mouse and a clock.)

o (Ex. 1) Sing olong! (Tapescrtpt 64)Pupil's books open. Read the lyrics, line by line,asking the pupils to repeat after you. Explain theunknown words using mime and gesture or L1. Playthe cassette/CD and ask the pupils to point to thecorrect picture as they listen. Play the song as manytimes as you wish and encourage the pupils to singalong and mime the actions.

Hickory Dickory Dock, (arms stretched above thehead, hands together, bring them both down to thesides rn a jerking movement, like the hands of a clock)The mouse ran up the clock, (bend to touch toes andrun fingers up the body)The clock struck one (bring arms back up above thehead and clap hands)The mouse ran down (un fingers down the body andtouch toes)Hickory Dickory Dockl (uncuil slowly to standingposition)

Extension

Bring in a smal l bal l .

The pupils sit in a circle. Appoint a pupil to be the'cat', and have them sit in the middle with their eyesclosed and the ball by their side. Point at a pupil fromthe circ le to be a'mouse'. The mouse must creep upto the cat and take the ball. lf the cat can hear themouse, without opening his/her eyes, he/she mustpoint to where he thinks the mouse is standing. Oncethe cat has 'caught' the mouse they must changeoraces.

o (Ex. 2) Number the pictures. Then, colour.Go through the pictures that depict the story of thesong in wrong order. Explain the task: pupils re-arrange the pictures and number them in the correctorder. Then they colour them in using any coloursthey like.

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Colour and cut a strip of paper to look like the tail of amouse. Bring in some blu-tac or sticky tape andsomething that can be used as a blindfold.

o Draw a mouse on the board, but without the tail. Thepupils take turns to pin the tail on the mouse whileblindfolded.

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Aims: To consolidate parts of the body. To sing anursery song about the body.

Language focus: You put your right hand in, yourright hand oLtt, in, oul ... .

Target vocabulary: right, left, hand, leg, knees,arms, in, out, shake, turn around, bend, stretch,ctaD.

Extra materials: Cut-out handprints.

Stand up facing the board so that the pupils arebehind you. Ask the pupils to stand up, repeat andfollow your movements. Say right hand and raise yourright hand. Then, say left hand and raise your lefthand. Do the same to teach the right/left leg. Then, gobehind the pupils and ask them to raise the bodypafts you call out. The pupils follow your instructions.Speed up the process to make it fun for the pupils.

(Activities to present and practise a nursery song aboutthe body.)

(Ex. 1) Sing along! (Tapescript 65)Pupil's books open. Read the lyrics, line by line,asking the pupils to repeat after you. Explain theunknown words, using mime and gesture or L1. Readthe lyrics again and ask the pupils to point to thecorrect picture as they listen. Play the cassette/CDand demonstrate the actions. Have the pupils standup in a circle. Play the song as many times as youwish and encourage them to sing along and mime theactions.

. (Ex. 2) Mtrror me!Explain the task: the pupils stand up in pairs. Afteryou say Action!the pupils take turns and mirror eachother's actions.

Make cut-out hand prints and colour them so that leftand right are obvious (There should be enough for onehand per pupi l ) .

Distribute the handprints at random, one per pupil. Allthe pupils with a 'right hand' must pair up with a pupilwith a 'left hand'. Alternatively, have the pupils maketheir own handprints. Then, collect them, shufflethem, and redistribute them (pupils will receive twohands that don't match). The pupils must circulateand try to end up with a matching left and right. Then,they guess whose the handprints are!

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Aims: To sing a nursery song about bees.

Language focus: A lot of bees in May is worth a lotof hay ... .

Target vocabulary: Bees, May, hay, June, spoon,July, fly.


Hold up the bee flashcard and have a generaldiscussion: e.g. What colour are they? What sound dothey make? What food do they make? etc

(Activities to present and practise a nursery song aboutbees.)

(Ex. 1) Sing otong! (Tapescript 66)Pupil's books open. Read the lyrics, line by line,asking the pupils to repeat after you. Explain theunknown words using mime and gesture or L1. Playthe cassette/CD and ask the pupils to point to thecorrect picture as they listen. Play the song as manytimes as you wish and encourage the pupils to singarong.

Extension

Appoint a pupil to be a 'bee'. Have the others standin a circle, holding hands. Play the song. The beemoves in and out of the circle, under the arms of theother pupils. When the song ends, the bee standsbehind the pupil he is nearest to and taps him on theshoulder. Now there are two 'bees'. The music andthe actions continue until there is only one pupil left.

. (Ex. 2) Look and motch.Explain the task: pupils look at the pictures andmatch the animals to what they produce. Walkaround the class providing any necessary help.

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o Divide the class into two teams, A and B. Ask thepupils to line up and if there's an odd number ofplayers, appoint that pupil to be your 'helper'. You(and your helper) whisper one of the animal soundsto the first person of both groups. When you say'Action!' each player whispers the sound to the nextplayer in his/her group successively until the lastplayer gets the sound. The team that is first to repeatthe correct sound receives a point. Start the gameover with the second pupil of each group becomingthe first one in line,

Suggested sounds: Bees:bzzz, Cats: meow, Dogs:woof, Birds: tweet tweet, Cows: moo, Pigs: oinkoink, Cuckoos: cuckoo, Sheep and Goats: baaah,Donkeys: hee-haw, etc.

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Aim: To give the pupi ls a hands-on experiencewith exper iments. Consol idat ion of languagetaught in Module '1.

Extra mater ials: Bal loons, some str ing, straws,st icking tape.

. Sit the pupils in a circle and explain to them that inthis lesson they are going to try a fun experiment.Invite them to tell you if they have seen any 'magic'tricks on TV or at parties, etc. Hand out the balloonsand ask the pupils to tell you what colour they are.

Bring in coloured bal loons, one for each pupi l .

. Ask the pupils to turn to page 38. Point to picture 1.Say: Look! He's blowing up a balloonl Lef's all blowup our balloons! Encourage the pupils to blow uptheir balloons, giving help where necessary. Giveeach pupil a piece of string to tie around the top oftheir bal loon.

o Refer the pupils to pictures 2 and 3. Say: Look! He'srubbing the balloon on his tummy! Let's all rub theballoons on our tummy! Now, let's put the balloonsagainst the wall. What happens? (Place the 'rubbed'side of the balloon against the wall. The static causedby the rubbing should make the balloons stick to thewal l ! )

o Once the pupils have observed what happens, youcan also try rubbing the balloon on your hair about 15times and then lift it slowly (your hair stands on end!).Ask if they know what makes this happen, andexplain to them that it is caused by static electricitywhich is produced by the friction of rubbing theballoon. They may have also experienced this beforein their everyday lives - getting a small electric shockfrom other people or objects.

(An activity to revise the language taught in Module 1.)

The Lollipop Game!

Bring in straws, one for each pupil. Make sure you haveenough pairs of scissors for each child.

Refer the pupils to the lollipops on p 39. Explain thatyou are going to use the lollipops to play a game. Askthe pupils to colour the lollipops - one red, the othergreen and to cut them out. Then, they stick thelollipop heads onto a straw.Play the game: hold up flashcards or realia, mime theword, or point to the items on the posters and say theword (vocabulary from Module 1). lf you say thecorrect word for the item, the pupils hold up the greenlollipop. lf you say the incorrect word, the pupils holdup the red lol l ipop.

Note: lt is probably advisable to ask the pupils towrite their names on the back of their lollipops and tocollect them at the end of the lesson, as they will needthem for the other Funtime activities.

Aim: To give the pupi ls a hands-on experiencewith experiments. Consol idat ion of languagetaught in Module 2.

Extra mater ials: St icking tape, lol l ipops fromorevious F unti me ! lesson.

o Tell the pupils that it 's 'experiment time' again! Sit thepupi ls in a circ le and explain to them that in thislesson they are going to try another fun experiment.Ask if any of the pupils have a budgie or parrot athome. lnvite them to tell you about it. lf not, have ageneral discussion about pet bids: Where do wekeep them?, Do they ever come out of the cage to flyaround?, elc

Make sure you have enough pairs of scissors for eachchi ld. Br ing in some st icking tape.

o Ask the pupi ls to turn to page 41. Point to the parrotand elicit the name. Then, point to the cage and saythe name. Ask the pupils to repeat after you. Ask thepupils to cut out the parrot and the cage.

o Demonstrate the next steps yourself and have thepupils copy you: Stick the picture of the parrot ontothe pencil (about half way down) with the picturefacing towards you. Stick the picture of the cage,facing out, on the other side of the pencil so that theoictures are back to back.

o Hold the pencil between your two palms. Spin thepencil quickly between your hands. Encourage thepupils to observe what happens (The parrot looks asthough i t 's inside the cagel) .

1 521

o Explain why this happens: When we see something,our brain takes a quick "snapshot" of the image andremembers it - even though the picture may appearand disappear very quickly. When you saw a pictureof the parrot, your brain remembered that picture fora short time. The same thing happened with the cage.


The Lol l ipop Game!

Bring in the pupi ls ' lo l l ipops from the previous Funt ime!lesson.

Play the game: hold up flashcards or realia, mime theword, or point to the items on the posters and say theword (vocabulary from Module 2). lf you say thecorrect word for the item, the pupils hold up the greenlollipop. lf you say the incorrect word, the pupils holdup the red lol l ipop.

Aim: To give the pupils a hands-on experience,", i th experiments. Consolidation of languageiaught in Module 3.

Extra materials: Sticking tape, lol l ipops fromcrevious Funtime! lesson.

r Tell the pupils that it 's 'experiment time' again! Sit theoupi ls in a circ le and explain to them that in thisesson they are going to try another fun experiment.Ask the pupils to trace a circle on their palms (they:ould do this to one another, in pairs). Then draw ac g circle on the board. Ask the pupils if they can seea oeginning or an end to the circ le. Then invi te themio tell you about circles that they see in their everydayr,'es e.g. bracelets, rings, headbands, etc.

' , 'a ' : sure you have enough pairs of scissors for each:- : 3. ng in some st icking tape.

. r<- :fe pupils to turn to page 43. Demonstrate the--.i: steps yourself and have the pupils copy you: Cutc": : le blue band and st ick the edges together:i 'csses upon crosses). Then, take your scissors and

s:ar cuft ing along the dotted l ine. As you are doingsc nvi te the pupi ls to predict what wi l l happen. When

completed, you should have two bands. Were thepupils predictions correct?Now, cut out the yellow band. This time, beforesticking, give the band a twist and stick the edgestogether, circle upon circle and cross upon cross(you may need to give assistance at this stage). Then,take your scissors and start cutting along the dottedline. As you are doing so, invite the pupils once moreto predict what wi l l happen. This t ime, oncecompleted, you should have a single long band!Explain why this happens: The second band is aMobius strip. They are named after their inventor,August Ferdinand Mobius. Mobius strips are basedon a science called topology. Topology is the studyof shapes. The twist creates a surface that has onlvone side and one edge.


The Lollipop Game!

Bring in the pupils' lollipops from the previous Funtime!resson.

Play the game: hold up flashcards or realia, mime theword, or point to the items on the posters and say theword (vocabulary from Module 3). lf you say thecorrect word for the item, the pupils hold up the greenlollipop. lf you say the incorrect word, the pupils holdup the red lol l ipop.

I 537

You can find useful information regarding the LanguagePortfolio in the lntroduction (p. Vl).The aim of the Language Portfolio is to develop thelearners' autonomy. However, they should be guided onhow to organise their work, keep records, access theirown information, etc. The learners at this level are quiteyoung and are willing to experiment and try new things,but at the same time, can easily become discouraged ifthey are not sure what is required of them. Once a routinehas been established and the learners are beginning todevelop their autonomy, you can start giving them moreresponsibi l i ty and freedom. The learners wi l l st i l lappreciate your feedback and appraisal, though, so it isimportant that you monitor and facilitate their efforts.

First StepsAfter a couple of months and once the pupils have madesome progress in the English language, we suggest thatyou start working on the Language Portfolio. Before yourfirst session, send a letter home to their parents. Informingthem that the pupils will need a folder, plastic envelopes,etc. At the beginning of your first session, ask the pupils toturn to page three of their Language Portfolio. Go throughthe instructions on how to organise their Languageportfolio, making sure that the pupils have a thoroughunderstanding of the concept of the Language Portfolio.Encourage them to ask questions about anything theydon't understand. Then, give the pupils some time toarrange their port fol ios. Go round, providing anynecessary help.

Once the pupils have arranged their Portfolios, go througheach page together, commenting on the layout andpictures, and giving a brief explanation of what's on eachpage. During the next session, spend some time goingthrough the AII About mel section, providing anynecessary help.

The activities have been designed to reinforce thelanguage covered in each module. You can choose to dothem upon completion of each module or at a timeconvenient to you, provided that the pupils have coveredthe corresponding module. lt is suggested that youparticipate in the activities by bringing in a completedversion of an activity you wish to present. The pupils needto be motivated and inspired. Below are some suggestionson how to approach each activity. Every time a pupilpresents you with an activity, give them due praise andattention, reward the pupil with stickers, etc. In general,make him/her feel that they have done something special;in this way, all of your pupils will be encouraged to dolikewise.

Be an artist!

Read the instructions and explain the activity. The pupilscolour in the picture of the ugly duckling. (lf you have acopy of the story, you may wish to read it to thembeforehand.)

My flag!

Read the instructions and explain the activity. The pupilsdesign a flag that represents themselves: favoutiteactivities, hobbies, sports, books, family, friends, etc.

Shapes in the garden!

Read the instructions and explain the activity. The pupilscomplete the shapes in the picture and then colour thepicture however they wish.

What's missing!

Read the instructions and explain the activity. The pupilsdraw in the missing part of each animal, then colour.

Cecil Puppet!

Read the instructions and explain the activity. The pupilscolour in the Cecil Mouse puppet (they may also wish tostick it onto cardboard paper). Then they cut out the partsand join them together using butterfly pins.

Fly Away!

Read the instructions and explain the activity. The pupilsdraw pictures of themselves and their friends in theaeroplane windows. Then, they colour the picture.

Christmas Lantern!

Read the instructions and explain the activity. The pupilsfollow the instructions to make a lantern. Before cutting,ask the pupils to decorate the sheet of paper (you can alsotake in some glitter for the pupils to sprinkle on theirdesigns).

Easter Egg!

Read the instructions and explain the activity. The pupilscolour in the Easter egg. Then, they can cut it out and writetheir names on the back (they may need your assistance).

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Welcome to America is a highly motivating course specially designed foryoung learners.Through the adventures of a lively group of characters andtheir mischievous genie, the students have the opportunity to experiencethe English language and American culture in an effective and appealing way.

Welcome Starter a Key Features:

o A carefully graded syllabus to expose young learners to the essentials ofthe English language at this level

o Memorable and enjoyable presentation of language through flashcards and

POSterSo Appealing songs and chants to present, practise and consolidate the key

language. A cartoon in every unit following the delightful adventures ol Cecil rVlouse

and friends.o Circle-time activities. An introduction to the British way of lifeo Craftwork, promoting hands-on approacho A built-in story, Ihe little Red Hen, promoting reading for pleasureo Nursery songs. Posters with thematic picture dictionarieso Detailed Teacher's Book with a versatile Resource Bank

ComponentsPupil 's BookMy Language PortfolioActivity BookTeacher's BookFlashcardsPostersClass audio cassette/CDPupil's audio cassette/CDVideo cassette/DVD

EJ r \BN t -8q558-r+DU-?

Express Publishing

Documents

Welcome Starter a TB