Photocopiable language activities for younger learners LYSE Rae ca Cacia! SECA Cle hger staal csTHEME NOTES ME This first Theme in Fun and Gomes in English deals with the pupils themselves: their names, their bodies, their school objects. It contains activities which can be directly used in the classroom with litle preparation and which aim at promoting language development. Pair and group work are favoured over individual work as they allow pupils to use English for real interaction. As pupils are encouraged to talk about themselves in this Theme, it would be better used at the stare of the term to allow pupils to get to know each other. The ME theme incorporates a variety of well-known activities, including bingo, dominoes, battleships and songs such as Head, shoulders, knees and toes, but these have been adapted to make them more suitable for the age group and the topic. All the skills have been included but writing and reading have been kept to a minimum {e.. pupils are only expected co completed dowed words or to read single words on cards) ‘Once you have covered the necessary language and vocabulary, this theme could be extended to cover work on pupils’ likes and dislikes, their homes, their hobbies, etc. MY FAMILY This section of the book focuses on the pupils’ families, and consolidates lexical items practised in ME, and is therefore better used after this first theme. It also introduces new vocabulary such as family members and adjectives, as well as new structures such as question forms, he's/she’s and possessives. Activities have been chosen to emphasise che fun aspect of learning and to be of interest to this young age group. While the focus is still very much on speaking and listening skill, some reading and writing activities have been included: where in the previous theme pupil were only asked to do dot-to-dot writing, here they have co write letters to complete words or write single words themselves. Before starting this unit, it would be advisable for teachers to investigate each pupil’s family background, eg. in case a pupil does not have a mother or father. If this is the case, you may need to adapt some of the materials.FOOD As this is such a large lexical area which is culture specific, vocabulary has been limited to common fruit, vegetables and favourite children’s foods. This means that the photocopiable activities can be used with as little pre-teaching of new vocabulary as possible. The specific vocabulary items included are: fruits apple, orange, banano, pear, melon): vegetables (potato, carrot, onion, tomato, peas) and general (pizza, hamburger, sausages, cakes, biscuits, ice cream). However, teachers can add other food items to suit their own needs, eg. foods popular in your own country oF seasonal foods (what British children eat at Christmas! Easter, etc). Some of the activities entail a certain amount of preparation, but as children love cutting chings up, colouring, matching and glueing, get them involved as much as possible. It is a useful way to promote co-operation, class participation and to practise classroom language (Can I borrow your glue? Have you got a blue crayan? etc). If you are not happy about young children using scissors, you can do the cutting out. If your class time is Timited, there are certain activities where the teacher can do the bulk of the preparation to reduce time. ‘As with all the themes, the activities are designed to practise specific grammar points, not to present them. There is no specific language level but each activity has been designed to be used at as low a level as possible and teachers can increase the level of difficulty by making the oral work more demanding or asking the pupils to write the words or target language. Some of the Follow up ideas included suggest ways of adapting the activity, others suggest how you can extend the activity or incorporate further work on food. Other extension ideas include carrying out food surveys, writing/following recipes, baking {if you have the facilities), preparing party menus! invitations, ete ANIMALS As with Food, the amount of new vocabulary has been limited so that the focus of each activity is on practising the grammatical structure. The animals included are pets (cat, rabbit, dog, fish, tortoise, hamster) and farm animals (sheep, horse, cow, hen) as wild animals could form a Theme of their own. Again, you can add vocabulary to suit your own situation, e.g. popular pets in your country, animals found specifically in your own country,The activities progress in difficulty throughout the theme, but they are also individually designed and so do not need to be treated as consecutive lessons, although it may cake more than one lesson to complete each activity which is why there is no specific timing for individual activities. All four skills are practised in this Theme: while che emphasis is still on speaking and listening, reading and writing activities show a progression from the previous three Themes — pupils now have to read and understand whole sentences, and write complete words or even phrases, TOYS AND GAMES The aim of this cheme is to teach the vocabulary of toys and games which are familiar to children of 5 to 7 years old. The activities are also designed to revise vocabulary which appeared in the previous themes, for example: colours, numbers | to 20, letters of the alphaber, farm animals and parts of the body, The language structures included involve questions and answers which the pupils can use in a communicative way. There are a variety of activities which revise the structures and skills used in the previous themes, while other activities build on this foundation and introduce more difficult language such as the gerund and question words. There are exercises to develop reading and writing skills, as well as listening and speaking skills, These progress in difficulty from toys in the toy shop to games on the compucer and in the playground The theme of Toys and Games can also be linked to Chrisemas with the acti ities suggested in the Variations section, The photocopiable pages are better used in the order given, but do work 8 one-off lessons. As there is always flexbility in the approach to ceaching younger learners, these activities can bbe adapted to suit the level of the pupils involved THE LITTLE RED HEN Using story to teach English as a foreign language gives many ‘opportunities for both the teacher and the pupils to explore the language and its meaning. Traditional stories have always provided material for teaching and learning in the mother tongue. Children hear stories from an early age in their own culture and these fo meee ele la La ce nn maaanstories can be used to provide effective ways to motivate young children to learn English ‘Why use story a younger learners? © For enjoyment and relaxation: most children enjoy having stories read to them. © For motivation: stories help children understand the meaning and give a purpose to learning, ‘@ For interest: stories can be chosen. to link with the language topic and extend the course book activities. © To provide cross-curricular activities: eg. with science, maths, music, art, history. © To help learners understand by ‘giving language in context. © To expose learners to a wider range of language and knowledge than chat provided in the coursebook. © To recycle and repeat language in a natural way. @ To develop feelings and imagination. @ To focus on the sounds and rhythms of the language in a meaningful way. How do you choose a story for young learners? ‘© The story should be short enough to be told in one lesson. © The story should have a simple and memorable story line. ‘© The story should contain dialogue. © The language level of the story should be suicable for the class. It is necessary for 75% of the language to be understood by the class. The remaining 25% of the language will provide exposure to new vocabulary and structures. @ The story should contain repetitive song or rhyme. © The story can be a traditional tale wich they know in their own language. ‘Why choose The Little Red Hen? © This story repeats much of the vocabulary from previous themes in this book, eg, farm animals and foods. © The story practises structures already covered in the previous themes, eg. canican’t © it was easy 20 adapt to suit che age group and language level: pupils. may not know all the words in the story but they should still be able co understand and repeat it." CONTENTS Language Photocopiable activity Page ME My Name alphabec, m + name Doteed lerer cards 1213 Find the Name aiphabee, colours, Battleship erie 1415 rnumbers 1-10 My Body body parts, imperatives Piewre & word cards 16,17, i819 Body Dominoes body parts, ofan, plurals Dominoes 20, 21 This is Me 1m, lore, colours Worksheet 2,23 My Schoobag school abjects, sing/plural Bingo cards 24.25 nouns MY FAMILY Family Members family vocabulary, mylyour Purzle worksheet 26, 27 Family Features family vocabulary. his/her, Two box dices 28,29 body parts, colours Grumpy Grandpa adjectives Adjective card game 30,31, 32.33 Who's This? adjectives, Who’ this? Pictures to identify 34,35 Ieshhesishe’ Family Tree Who's this? Are you? Family cree puzzle & 36.37 chane Mur Says imperatives Boardgame 38,39 FOOD Fruie and Veg 1 food vocabulary Picture and word 40,41 Who’ this? WS cards (singular) Fruit and Veg 2 food vocabulary, Picture and werd 42.43 Whatte they? Theyre cards (plural) Find the Food What’ the? Hes ofan Join the dots puzzles 44.45 Frutt Bowls rumbers 1-10, There are Worksheet 46,47 Shape Monsters shapes, There i Monster pics co complete 48, 49 The Wiech Kitchen Where’ the? inlonlunder Spot the difference 50, 51 The Party foods, numbers 1-20, Boardgame 52,53 tetheyie ANIMALS The Pet Shop pet vocabulary, numbers, Colour by numbers 54,55 coloursLanguage Photocopiable activity Page Find the Pec pets, next totbehind!between Worksheet 56, 57 Old Macdonald's Farm farm animal vocabulary, Picture to cut out & 58.59 ‘has, animal noises complete Crazy Cats bigismaf,fongishort, Body parts key 60, 61 theyre Farmyard Fun has got, body parts, Spot the differences 62, 63 adjectives ‘On my Farm its gotilve got Boardgame 64,65 Dog's Can't Fly ccanican', verbs Card game 66,67 TOYS AND GAMES The Toy Shop toys, colours. alphabet, Puzzle & cards 68,69 animals. What's thsfthot? Toys at Home toys, What are these/those? Colour by numbers 70,71 The Home Corner numbers, can, ve got Boardgame 72.73 How many? ‘Computer Games canican’t, question words ‘Computer game & 74, 75 Join the dots In the Playground Whose is tis? Iu Puzzle & song 76,77 bisihers, parts of body Free Time Fun like playing with + toys Crossword worksheet, 73,79 My Favourite Toy Bo you fke? | hike Survey grid 80, 81 THE LITTLE RED HEN Telling the Story Have yeu got? No, [haven't Story text 82, 83, Can you? Who's this? Stick puppets 34.85 animals How Many Legs? animal body pares, numbers, Worksheet 86,87 How many? Hes got Where is Little Red Hen? Where i? Here is, Picture page + 88,89 prepositions, fives listening comprehension Little Red Hen's Party party foods, [ve got. Party scene 90, 91 istthat &, theserthose are The Lice Red Hen Book Can you? Have you got? Pictures to sore 92, 93 presen simple gets, some/any Little Red Hen’ Birthday Cake Can you? How many? Birehday cake 94, 95 How old are you? & party invitation When's your birthday? ‘on, at, from12 -me ao age ME My Name Language @ the alphabet ® fin + name Materials ® one copy of page 13 per pupil 4 card, glue, scissors ‘Warm up © First revise che alphabet, chen give out the copies of photocopiable page 13 Say a lecter, e.g. f and pupils have to find it and write over the dotted lines to make the letter, Continue until pupils have written all the letters (pupils can take turns shouting our the letter co complete). Ask pupils to glue their photocopy ‘onto card and then cut out the letter cards. Procedure | Put pupils into pairs and tell them to shuffle their letter cards together and place them face down in a pile. 2 Write a letter of the alphabet on the board, Ask the pupils to look and repeat it after you. They now take turns turning over the top card of the pile saying the letters out loud, until hey find the letter you wrote on the board. ‘When it appears, the first pupil to shout snap scores a point, 5 Write another letter on che board or leave it up to the players to choose a lecter t0 look for. Follow up 1 Hand out blank rectangles of card to pupils and ask them to make name ‘cards: they fold their card in half and write their name on both sides (see fig 1). AdVW MARY Figt 2- Pupils now put the cards on their desks, o+ in front of them if chey are siting in a circle on the floor, Pupils take turns introducing themselves by hhokding up sheir card and saying their rame, eg. em Mary. 3) Explain that when you clap your hhands, they have to change places, and therefore have a new name, e@. if Mary sits in Lea's place, she will have to say Pm Lea. Variation Pupils sic in circle and say /'m and then spell their real name or someone else's name. If Lea says Vm Lea, the other pupils then say yes, but if she says Im Serre-h, the others should say no.ame Ae Language Varia Find the Name n @ the alphabet Pupils wrice the letters of a classmace’s ® numbers 1-10 rrame in che grid without revealing whose colours (red, green, blue, yellow) rrame it is to their partner. The game is played as above but pupils also have to guess whose name it is. Materials ® one copy of page 15 per pupil Procedure © Practise numbers from | to 10 and the colours above. Revise the alphabet by asking pupils to spell out their names. Pu pupils in pairs and ask them to choose 5 numbers from 1 to 10 according to their preferences 3° Tell them to make identical battleship grids by weiting the numbers they chose down the left hand side and the 4 colours (above) along the top, 4 Individually now, they write the letters of their name in cheir grid, putcing only one letcar in each space. Remind them that they should not allow their partner to see their grid and that the letters do not have to be placed in sequence to form their names, Pupils then take curns erying to find each other's lerters by saying po: combinations of colours and numbers, eg. Pl: S~green, If there isa letter in this square, P2 says which one it is, if the square is empty he/she says no or nothing. The winner is che one who finds all the letters first, le18+ Me Re kk ke Rk RR RR RO DR DO RD RE RD ew RD RO UD Dh kt Om kei“20-He OO age Body dominoes Language Follow up ® alan + Go through the picture cards on page ® body parts vocabulary 19 with the class, getting pupils to say @ irregular plurals «a foot or on arm. Ask them to close @ imperatives their eyes while you ‘hide’ the picture cards around the room (e.g. by sticking them on the walls, on chairs, Materials ‘on the ceiling, etc). Divide the class ® one copy of page 21 per pair into 2 teams, and each team takes scissors, gue, card urns trying to find the card as you picture cards from page 19 ive instructions, eg, point toa foot ® cassette touch an ear, pick up ¢ mouth, ete Give a time limit for each team and if they don’s find their object, che other Preparation ‘tear has a curn. When they find a. ‘Ask each pair co prepare their dominces somrerinituresthey-pebaipant by sticking their copy of photocopiable page 21 on card and cutting out the 10 Biceiniane pisnarelseme pila! cores ale for the above pictures, hide them and play the game again, e.g. point to the ors, touch the feet, etc, Procedure 1 pairs place their dominoes face down con the table and each pupil chooses 5 bus does not let their partner see them. Tapescript Head, eyes, mouth and feet Pupil | begins by placing a domino on Head, eyts, mouth and feet, the table. ‘mouth and feet 3 Head, eyes, inouth and feet, Pupil 2 places one of his/her south ond foet dominoes next to it (a picture next t0 candiormsjond'ears andiiicnsandioore: ofan or vice versa}, they must say their domino link out loud, €.g. @ fnoselan acm, If they are wrong or cannot make a link, they miss @ turn, 2 Sing the song below with the pupils to the tune of ‘Head, shoulders, knees and toes” Hands, legs, mouth and feet, ‘mouth and feet The game continues until one pupil has no dominoes let a Pe a2aive e age This is Me Language @ Im + namelage ® body parts vocabulary ® colours ® islare Materials 4 one copy of page 23 per pupil ® pencils and crayons Procedure 1 Pupils create a character and complete the worksheet about this imaginary friend without showing it to their classmates. For example, they draw a picture of their ‘friend’ in the box. then write their name, circle the age, colour in the boxes, and write their favourite colour. 2 Collect the worksheets and display them around the classroom in such a way that all the pupils can see them. Give pupils time to walk around and look ac the different worksheets. Explain that it is very important that they do not reveal which one belongs to them. Get the pupils to sit down facing the descriptions. Ask one pupil to stand up and describe his/her character using the first person (but without saying the name), ©. My hair is Black. My favourite colour is green. etc. The other pupils try to match this description to the corresponding worksheet Follow up Pupils bring in a photograph (or draw a picture) of themselves. They glue this onto a sheet of paper and then write information about chemselves based on ‘the model on page 23. Alternatively, you could just give out another photocopy of page 23 and ask pupils to complece it with their own information‘This is Me] My name is m5) 6) 7. My hair is My eyes are My favourite colour isMy Schoolbag @ Language Oo & singular and plural nouns B classroom objects (pencil, pen, schoolbog, book, notebook, crayon} Materials ® one copy of page 25 per pupil @ card, ghie, scissors, crayons Preparat 1 Give out copies of photocopiable page 25 and revise the classroom ‘objects (and their plural forms). 2 Ask pupils to stick their page onto card and then cut it in half. They then cut out the 12 picture cards Procedure | Individually, they choose 9 pictures and place them face up on the bingo card. Choose a word and say it out loud. 3° ita pupil has the corresponding picture on hisfher bingo card, helshe turns the card face down, 4° Continue with other words at random, 5 Pupils shout bingo when their 9 cards are face down, Check their answers by getting them to turn over their cards and say the words. If they are correct they win the game. & Play it again, getting pupiis to change some of the cards. Variation Pupils colour their bingo cards. Then play the game again following the same procedure but adding in colours, eg. a yellow penci, red pens, ete Follow up ‘Ask pupils to bring in their own schoolbags and either talk about their belongings to a partner or the class (eg, one blue penci) or ask a partner to guess what is in them (e.g. PI: ane penci P2: yes). They could then draw their schoolbags and the contents (for inclusion in their ME Booklet). ts Tes tee te le fee ee messes ses sss sets ses ss sel lll klk ht hh lh hh elke kkilwom MY FAMILY ao Family Members Ee Note ‘You will need to be sensitive to your pupils! family backgrounds, and adapt any ‘of the Family Theme materials if necessary. Language ® family members vocabulary (mum, dad, brother, sister, grandpa, grandma) © mylyour Materials ® one copy of page 27 per pupil © crayons @ half a sheet of paper for each pupil ‘Warm up Revise family vocabulary (see above). IF possible, bring in photos of your own family and hold each one up saying My mum, ete Procedure 4” Hand out the worksheets. Ask pupils to complete part A by circling che family words in the wordsquare and then filing inthe missing letcers in the boxes. 2 Pupils complete part B by colouring in ‘the picture and writing the correct family word in each bubbie. Go through the answers with the class. 1 grandpa, 4 ganda 2 sistor 5 bromer 3 mum baie 3 Give each pupil half of a blanic sheet of paper divided into four rectangles. Each pupil writes che names of four different family members, without revealing their relationship. 4 ut pupils into pairs and ask them to exchange sheess, Pupils take turns guessing about each other's famifies, eg. they can either say Anna is your mum or point to 2 piccure and say your mum, depending ‘on their ability. The other pupil answers yes or no. Pupils get a point for each correct guess. Follow up You could use the picture in the worksheet to practise his/her: point to the girl in the picture and say This is Liso’s fomily and them point to different people, e.g, the old man and pupils say Her grandpa, etc. Do the same with This is Paul's fami. . A Circle the words and complete the boxes. om) (GS) = g—an__p 7a = s|t]ile|g|rjaln|dimia 3 ; : = i-rjk)djmiu mt fj 3 s|d|sj/alg tjujo pjs iz = = ptjwiq,d)}biriolt hie r| = e/g rjainid;p ajjiyir 3 7 rjy o pls dje bls git = mM fs os er gr—_nd__a | brot__e__] B Colour the picture and write the family words.28 ny ran eo Family Features Language 3 Pupils could draw some of the funnier & family members combinations they make for @® histher classroom display. @ colours ® parts of the body Materials & one copy of page 29 per pupit ® crayons, scissors, glue Preparation ‘Ask pupils to bring photos of two family members to the next class. 1 Cut along al ouside lines. Warm up Encourage pupils to talk about their mums, LL \( dads, sisters, brothers, etc. They could say This is my mum, Her name is Gina. Her fir 's brown, while holding up the photograph, Encourage them to use English as much as possible but lec chem use LI if nessary. 2 Fold slog al inside lines, Procedure 1. Tall pupils they are going to make two dice: on the first one they should write the names of (or draw) six family members; on the second they should write or draw different hair and eyes, eg. blue eyes, black hoi, 2 Fold in faye brown hair, ete. Encourage pupils to make amusing combinations such as een hoir, red eyes, etc. They then assemble their dice as in fig | 2. In pairs, pupils take curns throwing their dice and making up sentences, eg, iF they throw sister plus black ha, they say her hairs black, ete. (Alternatively, they could say My sister's hai s black, if you wish co practise the possessive ’s)ROOoAARARAARBO sHr rar CX Language '® adjectives (heppylsad,younglold, talshort, fauthin) Materials @® a copy of pages 31 and 33 per pair ® card, glue, scissors Procedure 1 Give each pair a copy of photocopiable pages 31 and 33. Then ask pupils to stick their photocopies ‘onto card and cut out the 17 cards. © Pupils shufle che cards and hand chem ‘out (one pupil will have 9 cards and the other 8). Pupils should hold their ‘ards in their hand without letting their parmer see them. 2 Tell chem that che aim of the game is ‘to get rid of their cards by forming pairs of pictures and words. To do so they must get rid of the “Grumpy Grandpa’ card which does not have a pale 3 Firse, each pupil puts the pairs they have already got face up on the table, saying the adjectives out loud. The other player checks that the picture and word cards match. Now pupils take curns picking 2 card from each other's hand (without seeing which one itis). They then check if they can form a new pait If they can, they put the cards down, say the words out loud, and offer the cards left in their hand to their partner co choose from. Grumpy Grandpa 5° The game continues until one pupil has no cards left and the other pupil is lefc with the ‘Grumpy Grandpa’ card, Follow up ‘Ask pupils to bring in the photos chey used for the previous activity. Puc them inco different pairs and get them to describe their family members to each ‘other: They can just say the acjective, e.g. tall, or the full sentence, e.g. He's taf depending on their ability32 ster boniey Grumpy Grandpaé ’ . seme Who's This? e Language 8 Who's this? tes OS ooo 4 family members Materials ® a copy of page 35 per pupil ‘ cassette al pencils, crayons Preparation If possible enlarge two copies of photocopiable page 35. One will be used asa poster (in step | below). Cur out the pletures of John’s family in the other (to use in step 3 below). 3 Hold up the pictures of John’s family Procedure ' Give each pupil a copy of the photocopiable page. Hold up your ‘enlarged copy, point to the pictures and ask, e.g Is he fat or thin? Is she old? Describe her. Point to the old woman, ete E55] Tell pupils they will hear a boy (ohn) describing four people from his family. Pupils have to number the pictures on their photocopy according to the order they appear in. Play the tape twice. Then go through the answers with the class. fapescript Listen to John talking about his family: Number I — She's ald and short | Number 2— He's very fat but he's hoppy Number 3 ~ He’ tal very tal and young Number 4 ~ She’ thin and so sod and ask Who's this? Pupils have 10 guess who they are, using It's John’s dad or He's his dad. Follow up Pupils fold an Ad sheet of paper into four and draw pictures of four members of their family. They cut these out and swap pictures with a partner. Pupil | holds up one picture and asks Who's this?, pupil 2 replies h's my dad, ete Each pair lays their 8 drawings on the cable face up. Pupil | describes a picture, eg, He’ short and young, and pupil 2 guesses who itis, eg. (He's) ‘my brother.36 = pry Faby age Family Trees Language © Who’ this? it. & Are you (+ agjective)? ® family members (daddy, mummy, brother, sister, aunt, uncle, cousin) Materials 4 a copy of page 37 per pupil @ a set of picture cards from pages 31/33 ® cassette Preparation "Revise family members and teach uncle, aunt and cousin. 2 Give a copy of the photocopiable page to each pupil and ask them to complete the top part by first re- ‘writing the jumbled words Answer key ‘mum, éad, sister, brother, unt, uncle, cous, aranpa, grandma 3° They then write names of cheir own family members in the boxes, is under ‘mum’ they would write, eg Maria. If they don’t have a cousin, aunt. etc, they leave that space blank. Procedure 1 Play che cassette for the chant and get the pupils to join in. 2 When chey are confidenc with ir, practise saying the chant using different adjectives or family members 3° Get pupils to sit in a circle with a pile of adjective picture cards in the ‘middle 4. Pupil | chooses a card and stands outside the circle, He/she then walks around the outside of the circle while the other pupils say che chane and clap their hands. 5 When they finish saying the chane, pupil | says f'm old (according to ‘what's on their adjective card), then drops the card behind one of the ‘other pupils. This pupil picks up the card and both pupils run round the circle erying to gee to che vacant place first. The pupil who doesn't get to sit down now chooses 2 card, and the game is repeated. § Ifyou can, continue until all pupils have had ago. Tapescript Who are you? Are you uncle or are you ount? ‘Are you thin or are you fat? Are you mum or are you dad? ‘Are you happy or are you sad? Follow up Pupils sit in a circle again with the adjective word cards face down in a pile in the middle, Ask for a volunteer and blindfold histher eyes. Point to another pupil who rakes a card from che pile and says 1m hoppylsadfthin depending on the card, The whole class then asks Who’ this? and the blindfolded pupil tries to guess who said the sentence. Make sure all the pupils have a go.( Who are you? Are you uncle or are you aunt? Are you thin or are you fat? Are you mum or are you dad? Are you happy or are you sad? >38 -rramy og Mummy Says Language ® imperatives Materials '® a copy of page 39 per group @ glue, card, erayons ‘® a counter for each pupil @ dice Preparation Get each group of 3 or 4 to stick their photocopy onto card before they begin playing. They could also colour their boards in if they wish. Procedure "Go through the commands on the boardgame with the class before they begin playing in their groups (or pairs if you prefer). Each player throws the dice. The player with the highest number goes first. Players take turns throwing the dice and moving along the board (counting in English as they do so). When they land on a square with a picture, they have to say the command and perform it. If they cannot say it, they go back to where they were before, Key to commands | open the yandow 2sie down 3 turn our the Ighelgo to bod 4 close the door Sturn on the ight 6 open a book Tscand up B point to che board Biook st me 5 When they land on a () square, they follow the instructions on it. § The winner is the first player to reach FINISH, Follow up | Play a version of ‘Simon says' but call it Mummy Says’. Use affirmative and negative commands. 2 Play a miming game: divide the class into 2 teams. A pupil from each group comes to the front and the teacher tells them an action to mime. og, sit down, The first pupil to correctly guess the action scores a point for histher group.Go back to number 2 Go back to F number 3 Go back to number 5 == Go back to number 7 FINISHFOOD Fruit and Veg Language ® food vocabulary fapple, orange, banana, ear, melon, potato, carrot, onion, tomato, pea) @ What's this? k's. @ Is ita .? Yes, i istNo, it isn't Materials one copy of page 41 per pupil ® scissors, card, glue, crayons ® envelopes (for storing cards) Preparation Prepare one set of cards in advance by alucing a copy of photocopiable page 41 ‘onto card, colouring the pictures, completing che words, and chen cutting out the cards. Teachers can draw any other 2 fruit/vegetable icems in the bottom 2 cards. ‘Warm up Show the cards to pupils (covering the word if preferred) and as Ts What’ this? its a banana, T: Whot colour isi? Pupils can take turns coming out to the front and taking on the role of teacher to ask questions about a different card. Procedure 1 Each pupil prepares their own set of ‘cards (as above) and then writes their fname (or Inttials) on the back of each card © They can now play various card games: Snap a) Pupils play in groups of 4. 1b) Each pupil places their cards in a pile face down ¢) PI turns over the top card and says the word, eg. appl. 4) P2 turns aver their top card and says the word. P3 and p4 repeat in turn 2) When ewo cards are the same, the first player to say Snop and place their hand over the cards wins the cards in the pite 4) The winner at the end is the one with the most cards Cheat a) Pupils play in groups of four. b) PI seleccs 2 cards and says, eg. @ banana and @ tomato and puts the 2 cards face down in che middie of the table. The other pupils can accept and believe PI or they can challenge and say no. Pl chen tums over the cards and if they are what hefshe said, the challenger has to take the cards. f the cards are not what PI said helshe rakes the cards back. ) Then P2 continues with 2 cards, then P3 and Pd in turn, 4) The winner is che first pupii to get vid of aif their cards.42-4000: ° BO @QO Fruit and Veg 2 Language ® food vocabulary (plurals) Materials ® one copy of page 43 per pupil '® crayons, card, glue, scissors Warm up "Prepare one set of cards - colour the pletures, complete the words, cut out ‘he cards and then fold the words Under. (Alternatively magnify your copy of photocoplable page 43 and make larger flashcards.) Use the eards to practise plurals (paying particular attention to pronunciation). Ask What are they? Pupils reply apples. Continue with all the other words Preparation Pupils prepare their own sets of cards as above. They should write their name on the back of each card, but not fold the word over, Procedure 1 Pupils put all their cards face up on the table, 2 The teacher says a food icem, e.g. opples and the pupils must hold up the correct card. This can be made more difficult f che ceacher says 2 oF 3 items at once. They can also play this in groups wich pupils taking turns to shout out the items. Follow up Pupils can now use their cards to play 2 variety of card games: Bingo a) Each pupil chooses 6 cards and stands them or lays them face up on the table, b) The teacher uses their own set to call out different words, eg carrots. If pupils have chosen that card they turn it face down. 6) The first person to turn over all their cards and shout bingo 's the winner: They can take on the role of teacher in the next game. Note: You can play this with more words, ke, 8 or 9 cards, Sequencing a) Pupils play this in pairs, They sit back to back with all their cards fon the table in front of them. by) PI arranges hisiher cards ina certain order and then says the order to P2. ©) P2 has to put his/her cards in the correct order ) IF the pupils are familiar wich che words, they can say them as quickly as possible to make it more dificult for P2, €) Pupils now swap roles and repeat. Note: If necessary demonstrate this with the whole class first.«e=" Find the Food B Language Follow up @ food vocabulary (pizza, cake, ice cream, © Pupils play a guessing game in pairs: & gs hamburger, sausage, biscuit) ‘one pupil chinks of one of the foods 4 What's this? I's alan ‘on the photocopy and the other asks ‘questions to find out what ic i, eg. Is it red? Is it big? Is ito tomato? Materials # one copy of page 45 per pupil Pupils could do a survey to find out cima which of these foods pupils eat most often or lke the best Procedure 1 Hold up one copy of photocopiable page 45 (preferably blown up toa larger size). Point to one of the dotted pictures and ask, What's this? Pupils guess the answers. 2° pupils join the dots to find the food items, then colour in their food pictures. Finally, pupils draw a line between the picture and corresponding word, This ‘can be teacherled if pupils are unable to recognise the words Pupils can compare their worksheets before checking the answers with the class.; ice cream sausage hamburger cake 2) Pec a pizza See ee eee eee biscuit46 «FOOD Fruit Bowls @) Language ao ® There ore. © Are there 2 bananas? Yes, there are /No, there orem’. & How many apples are there? ® numbers 1-10 Materials 1 copy of page 47 per pupil & crayons ® casserce Warm up Use the cards from photocopiable page 43 to pre-teach/revise there ore, eg. hold up a card and ask How many opples (are there)? Pupils reply There ore 2 appies. Procedure | Give out copies of photocopiable page 47, point to a fruit bow! and say, e.g, There are 3 bananas. The pupils say true or false, Continue with a few Play the cassette or read the sentence for each line of pictures. Give pupils time to tick the correct picture, If necessary, play the cassette through again 4 Check the answers with the class. Tapescript 1. There are 3 opples 2. There are 2 oranges. 3. There are 4 bananas. i 4, There are 6 pears: 5, There are 5 apples and 3 oranges. 6, There are 4 pears and 2 melons. Answer key 1b 2e 3a 4a Be bb Follow up Pupils draw their own fruit bowis with a selection of fruit, e.g. 2 bananas, 3 apples, I melon. They then try to guess what is in their partner's fruit bowl by asking, eg ‘Are there 3 apples? K possible, they can then write a short description under their pictures There are 2 bananas, etc.aS F600 ao Shape Monsters @5 Language ® There is. ® Is there _? Yes, there is. /No, there isn’. ® shapes (circle, square, triangle, rectangle) Materials '® one copy of page 49 per pupil ® poster size papericard (for shapes) ® Blu-tack or sellotape % pencil, rubber, crayons ® cassetce Ea] ‘Warm up © Put up a large paper circle, square, triangle and rectangle on the classroom walls and practise che shapes with the pupils, eg. point to the square 2 Place the teacher's set of cards from photocopiable page 41 on the table. Say a sentence, e.g, There’s @ banana in the triongle and PI takes the appropriate card and sticks it in correct shape (with Blu-tack or sellorape) Procedure 4. Give out the copies of photocopiable page 49. Explain that the Shape Monsters are very hungry and the pupils are going to give them something to eat. 2] Play the easserte or read out the sentences, pausing after each line for pupils to draw the food item in the correct Shape Monster. 4 Play the cassette through again if necessary, 5 Cheek the answers by asking individual pupils questions, eg, Is there «@ banana in the square monster? Variation: add colours if you wish to make it more difficult, eg. There's a sgreen apple in the triangle monster. Tapescript. 4, There's @ cake in the square monster. 2. There's a sausage in the triongle monster, 3. There’ 0 pizza in the circle monster. 4, There's an ice cream in the rectangle monster. 5. There's a hamburger in the circle monster. 6. There's an onion in the ‘square monster. There’ @ carrot in the triangle manster. 8. There's « tomato in the ! rectongle monster |__ teetone 2 Follow up "in pairs each pupil chooses 2 monsters each, They add a few more food items to their monsters’ stomachs (any food they know). They then cake turn dictating these co their partner. ‘They can finish by colouring in their monsters and cutting them out for display on the walls or in their Food booklets.50Q- Foon ao The Witch's Kitchen Language Follow up ® Where's the .? | Pupils hide a food item in their IS in, on, under piccure and their partner has to find ® fridge, table, chair it, eg. ls the opple in the fridge? Yes, i isINO, i isn't Materials 2 Pupils can colour their pictures and ® one copy of page SI per pair display chem on the classroom wall Warm up Practise in, on and under using classroom items, e.g, The pen is aniunder the table, The book is in the bag, etc If pupils are already familiar with prepositions, play hide the pencil: pupils ask Is the pencil on the choir, on the table, under the table, ete to discover where the pencil is, Then they take turns hiding classroom objects for their classmates to find. Procedure | Cur che photocopies in half and give each pair one picture A and picture B. Explain to pupils that they musta't look at each other's picture 2 Pupils have to ask their partner where the missing items in their kitchen are. and thea draw them in the picture: Pupil A: Where's the sousoge? Pupil B: dr in che fridge Pupil A: draws a sausage in their fridge When they have finished, pupils compare their pictures.52-F00p age The Party Language © numbers 1-20 ® food vocabulary ® itsttheyte Materials '® one copy of page 53 per group of 4/5 pupils ® dice and counters ® paper and pencil ‘® sheets of Ad paper (one per pupil) Warm up Put pupils inte groups and give out copies of photocopiable page 53. Revise vocabulary by asking questions, eg. What ‘number one? Pupils reply tts a pizza, This activity can be teacherled or done in groups, Procedure | Give each group dice and counters. 2 Give each pupil a sheet of Ad paper and ask them to draw a large table in the midele Pupils each throw the dice and the fone who gets the highest begins They take turns moving around the board. When they land on a square they have co identify the item, eg. Its «@ pearTheyte cakes. Hf they are correct they draw the item(s) on their party table. If they are incorrect they miss a turn, 5. If they don't get the exact number to land on square 20, they must seart again on square I. The game ends ‘when one pupil lands on the FINISH square (or set a time limit). & The winner is the pupil with the most food items on their table, Answer key Vache 2 anice cream 3 cartons 4 apear 5 api 6 bananas T amelon B cakes 9 a hamburger 10 banana 1 oranges 12 biscuies 13 aromaco 14 3 carvan 15 pears melons 17 hamburgers 18 tomatoes 19 ice ersams 20 an orange Follow up Pupils add other party items to their table picture, eg. balloons, streamers, children, drinks, presents, etc. They then colour in their pictures and display them on the classroom walls. ‘Set See SU; Bi cs ile sc le meee eee a ee ee a ie ek ae as54 -ahinais The Pet Shop @3 Language ® pet vocabulary (cat, dog, mouse, rabbit, hamster, tortoise, fish bird) © cumbers (1-10) ® colours (blue, green, white, black, brown, red, yellow, grey, orange, pink @ there are Materials ® one copy of page $5 per pupil ® crayons (with above colours) ‘Warm up Revise colours and pets by asking pupils questions, e.g. What colour is 0 dog? Accept a variety of answers. Procedure "Give out the photocopies and ask pupils to colour in the animals according to the key. 2. Pupils count the animals and write the number next to each picture. 3 Check the answers by asking individual pupils How many cats ore there? You can vary this by asking ‘questions like How many black dogs ‘are there? Are there 3 or 4 cats? ANIMALS Follow up Play a memory game around the clas: Pl: There are 3 dogs. 2; There are 3 dogs and 2 cats. P3: There are 3 dogs, 2 cais and 6 birds. ete,AS aw He q 1 = blue 2 = green 3 = white 4 = black 5 = brown 6 =red 7 = yellow we 8 = arey = orange 8 10 = pink Se ee eee eee 8 i=, (A~ see" Find the Pet Language Follow up @ pet vocabulary © Each pupilils in the blanks in number Aa @ prepositions (next to, behind, between) 6 to complete the sentence. 2 They then swap sheets with a partner Materials and the partner ticks the correct ® one copy of page 57 per pupil picture. ‘Warm up Use a blown-up picture of the pet shop on page 55 0 revise prepositions, eg. Is the hamster next t0 the dog? Procedure ¥ Give out copies of phorocopiable page 57. Read the first sentence and ask pupils whiich picture is correct, Pupils tick che appropriate box. ‘Ask pupils to complete sentences 2-5 themselves (Le, they should read the sentence and tick the correct picture). Go through the answers with the class. Answer key he da Ba 4b Be5B amas BO Old Macdonald’s Farm @5 Language ® farm animal vocabulary (sheep, com, horse, hen, duck) @ animal sounds Materials @ one copy of page 59 per pupil ® scissors, crayons and glue ® cassette El] Warm up ' Give out the photocopies and go over the names of the animals. 2 necessary, explain that Old Macdonald is a farmer and the animals live on his farm. Procedure 1 The pupils cut out and colour the animals 2 Explain that they must place their animals in the correct order behind (Old Macdonald, according to when they appear in the song, Play the first verse of the song and check that the pupils have all placed the sheep behind Old Macdonald in she picture. Play the song to the end, giving them ime to select their animals at the end of each verse. Go through the answers with the class. Pupils now glue the animals onto sheir picture and colour it in. Sing the song together with the class. Sing the song again and let pupils add ‘heir own verses with other animals and noises. Tapescript 1. Okt Macdonald has o farm e-i< ‘And on this farm he has o sheep eheto With a boa bao here and 0 bea bao there Here a baa, there a bao, everywhere a bge boa Old Macdenaid has a form eFeio duck f quack quack arse f neigh neigh fren f clack chuck cow | moo mao Follow up Pupils play @ game in pairs: PI: Bos P2: k's @ sheep. Moo Pl: ka com ete.60-anivins Os Crazy Cats Language ® adjectives (bigismall, longfshort) ® WsiTheyte ® parts of the body vocabulary Materials © one copy of page 6 per pair ® paper, crayons ® one coin for each pair ‘Warm up Pre-teachirevise vocabulary by copying the body parts from photocopiable page 61 conto the board. (Alternatively, you could enlarge the photocopy and attach ic to the wall} Say, for example, big eyes and nominate one pupil to go and touch the corresponding picture. Once pupils have got the idea they can say a description for another pupil to find, Procedure 1. Give out a photocopy anda coin to each pair. Give each pupil a sheet of paper. Explain chat they each have pet cat and they are going to find out ‘what their cat looks like. ‘They tale turns throwing the coin 6 times each until they select the parts of the body their crazy cats are going to have. For example, if they get hheads on their first throw, they draw a big body on their sheet of paper: they get toils on their second throw they draw a small head on their big body. 3. Once they have finished cheir pictures they can colour them in. 4 Suill in their pairs, they take turns describing their crazy cat to their parcner, for example, (pointing co the head) ft’ big. {pointing to the eyes) Theyre sma Follow up If they can, get pupils to give their cat a name and do one of the following writing activities: a) label the parts of the body, eg. head, ears. b) label the pares of the body with adjectives, e.g, big heod. ©) write a short description under their cat, eg. (ts head is big. Display ther finished cat pictures around the room3 4 heads : | . big body - . big head tails OF small body small head. ° WL “~ big eyes small eyes & {8} small ears | : long legs short tail Y i ip big ears short legs long tail@ adjectives (@ parts of the body Materials ® one copy of page 63 per pupil ‘Warm up "Give out copies of photocopiable page 63 folded in half so that pupils can only see Picture A. 2 Go through the descriptions of the animals and pupils say true or false, 8 T: The dog's got long tat P: True. T: The cat's got smal! ears. Pose 3 Ask yes or ne questions, e.g, The dog — Hes it got o fong til? Pupils reply, Yes, it hos). Go through all the animals like this. Procedure ' Pupils look at both pictures and mark the differences on Picture B (eg. by circling or with a cross) 2 Go through the answers orally, by getting individual pupils to tell you how Picture B differs from Picture A, eg. The cat’s got small ears, (Alternatively, if pupils are able they can give you a full sentence, e.g. fa Picture A the car's got big ears, here it’s got small ears.) Answer key Messe Pare 8 cx Mpews soles fore etgiege ston ng sheep. smleyes bers teen hore eles rab Sertell lenge ger laowmac ciel oe. gh Showed Follow up Pupils can write down the differences. Allow different forms for this depending con your class’ ability, eg a) cot A = big ears 8 = small ears by Picture B The cat’s got small ears. ©) In A the cat's got big ears, in B It's gor sinat! ears. (Alternatively, you could copy this model sentence onto the board, but leave blank spaces for the adjectives. Pupils copy the sentence and fill in the blanks.)ie aseints ° BO ege On my Farm Language What's this? I's 0. @ Its got & Ive gat ® numbers Materials one copy of page 65 per group of about 4 pupils © dice, counters ® a sheet of paper for each pupil crayons Preparation 1 Use flashcards of the animals on the boardgame to revise vocabulary. eg. hold up a picture of a duck and ask What's this? (Its a duck.) What's i got? (les got 2 legs.) Get pupils to copy the foliowing key conte their sheet of paper. cows) sens) duck(s) . dogis) cat(s) rabbit(s) horse(s) a sheep Procedure T Arrange pupils into groups and give each group a copy of the boardgame, dice and counters. 2 Each pupil starts on either square |, 2.3 or 4. They each throw the cice and the highest goes first. They take turns throwing the dice and moving around the board (remind them to count out the squares in English). When they land on an animal square they must make 2 true sentence about it using Its got, e.g. on the rabbit square, [t's got long ears. IF their sentence is correct, they put a tick next to that animal on their sheet of paper: The object is to collect as many animals as possible within the time allowed. They can collect more than one of each animal, ‘Once the time is up. pupils write the total number next to each animal and then draw their own farmyard including all the animals they collected Follow up Pupils work in pairs to compare their pictures: they can describe their pictures orally to each other, eg. Ive got 2 dogs, | fen. or they can ask ach other questions, eg. How many dogs have you got? Pupils can write about their picture, copying a writzen model from the board, eg Me got & dogs, 3 cats, etcaf tee Tal Bocce .oe66 anima AD Dogs Can’t Fly Language ® canfean't verbs (run, walk, swirm jump, fy, climb trees) Materials one copy of page 67 per pair ® scissors, card and glue ‘Warm up Pre-teachirevise the verbs using mime. lf there are many problems, introduce the vocabulary in one lesson and play the game In the next. Preparation Pupils glue their photocopy onto card and then cut up the cards. They can colour in the animal pictures if they lke. Procedure "in theic pairs, pupils place the animals in one pile and the verbs in another face down. (Exclamation cards can be any verb, either one of the other verb cards, eg. run, or another verb pupils already know, eg. hop.) PI picks up a card from each pile and says a true sentence, eg Cats can’ fy If itis correct, helshe keeps the cards: if tis incorrect, the cards are returned to the bottom of the piles. P2 now has a turn, The winner is the player with most cards once the piles have gone. Follow up If pupits have a pet of their own ask them co take in a photo (or they can bring in a picture of any animal they like). Get each pupil to describe their animal to the rest of the class, eg. fs «parrot, ft can fly. com tok If they can, get them to glue their plctures/photos onto a sheet of paper and then write a short description for inclusion in their Animal booklets or for classroom cisplay. Pupils can finish this theme by doing surveys on most common pets or favourite animals,68 RS The Toy Shop Language ® woys (computer game, bei, dal, kite, teddy bear, paints, garage, farm, puzzles) ® Whot’ this? / What's thot? # colours ( the alphabet farm animals Materials \ a copy of page 69 per pupil 4 coloured crayons, pencils or pens 4% scissors Warm up ¥ Ask the pupils co look at che picture of the toy shop in che top half of their photocopy. Read the names of the toys to the children, Ask them to read the words with you. Point to each toy at the bottom of the picture and ask Wiar’s this? Pupils answer with It's 0 Point to the toys at the top of the page and ask What's that? Pupils again answer using It's @ Repeat chis until they understand that What's this? applies to the toys close by and Whot’s thot? applies to the coys further away. 5 Ask Which toy begins with the letter Repeat the question for the frst letter of the other toys TOYS AND GAMES __ ‘Ask pupils who has got a computer game, Repeat for the other toys Ask the children to join the dots to write the names of the toys. Preparation 1 Ask the pupils to colour the pictures ‘of the toys in the bottom half of their photocopiable sheet. 2 Tell chem to glue these onto card and then cut each one out along the dotted line Procedure Pupils can now play Pelmanism (or the memory game) ' Asi pupils to get into groups of four and co mix all of their cards together. (Alternatively, they can play in pairs with 2 sets of cards} They must spread all of their cards on the table with the pictures facing down. 3 Pupil | tums over 2 cards and says what they are. Ifthe 2 cards are the same, he/she keeps them: if they are iferene Pupil | cuens chem face own again and Pupil 2 has a turn The game continues until all che pairs have been found. The winner is the pupil with che most pairs.70+ Bag"? Toys at Home Langua; a guage as toy vocabulary @ What are these?/What are those? Materials ® a copy of page 71 per pupil ® coloured crayons, pens or pencils @® one sheet of ined or squared paper 4 one large sheet of green or white paper ® scissors, glue ® one blank sheet of paper per pupil Procedure TV Look at the picture and ask the pupils Whot are these? (for toys which are close) and What ore those? (for toys further away}, Read out the names of the toys at the side of che page. Pupils draw a line from the correct word to each picture. Talk abour using a computer. Ask how many children have a computer at home, Look at the keyboard and read the colours out ‘Ask them to colour each key the correct colour and then to colour each toy in the picture following the colour code Tell the pupils to look at the True or False sentences at the bottom of the page, Read these out to the class. Ask them so draw a cross if the sentence is wrong oF a tick if the sentence is correct Answer key IF ay 3 aT ST Follow up 1 Tell the class they are going to doa survey of which of these toys they have at home. Draw a large graph on the board with the names of some coys along the bottom and the numbers up che side. For example: Tae [5688/1 cre [puns] rw [poe val 3 This can be photocopied for the children co fill in for themselves or gee pupils 0 copy this from the board. 4 In pairs the pupils ask each other questions, eg. How many balls have you got at home? They then colour in the correct number of squares. They repeat this for each toy. Variation ‘Toys at Home can be linked to the topic of Christmas. | Draw a large Christmas tree in a bucket on che large sheet of paper. Display it in a suitable place. 2 Ask the children to draw the shape of 2 toy on their blank sheet of paper and to draw a patuern on the toy for a wrapping paper design 9 Ask chem so cut it out and to stick it ‘onto the tree. Pupils can guess what they think are in the other presents,Join the words to the pictures. Colour the keyboard and then the toys. EEELLS, TRUE ORFALSE? Yor X 1 The teddy bears are brown. 2 The puzzles are red. 3 The kite is orange. 4 The horse is white. 5 The sheep is black.Oe Be age The Home Corner Language @ five got ® How many? 4 Con it fywolkrunteaik? @ numbers Materials © toys which pupils have brought co school ® one copy of page 73 per pupil coloured crayons, pens or pencils scissors 4% one dice or spinner as shown 2% one strip of blank paper per pupil Warm up 1. Ask the pupils to bring a favourite toy 10 school before the lesson. Get each pupil to say Pve got a... ané then put their toy in groups on a sable oF a shelf where they are safe, 2 Look at che toys and ask the pupils to count how many toys there are in each group. 3 Ask How many teddy bears can you sce? Repeat the question for each toy. Procedure © Tell the pupils to look at the boardgame and ask them how many coys they can see in each square, eg. Number 2. How many kites can you see? 2 Look at square 5. Ask What is it? (tt's ‘0 teddy bear) Can it tak? (No, it con't) Tell che pupils to get into pairs or groups of four: 4 Tell them to colour che counters and the spinner at the bottom of the page. 5 Choose one of the pupils to use their picture and to cut cue the counters and spinner. The rest of the group can practise reading and answering the questions. 7 Each child must choose a colour counter and spin the spinner to stare the game, The child with highest number goes first. They stare with their counter on square number | 8 Each child spins che spinner and counts the correct number of places con the board co che next square, they can only move in one direction. When they land on a square, they read the question and answer it. If they are correct, they write the umber of toys on chat square on their scrip of paper. 30 The game ends when one pupil reaches the FINISH square. They chen add up the number of toys they have landed on. The pupil with the highest humber is the winner. Follow up Look at the toys which the pupils brought to school and ask the class to name their favourite toy and say what ft can or can’t feHow many computer games? Can it walk? Ae AaAe > & How many lorries? | How many dolls? | How many hens? paintboxes? C0008 blue green yellow74 ERE Oe OOH Computer Games Language Follow up ® I cant can’t 1 Look at the picture at the bottom of ® questions forms the page. ‘® numbers @ What's thistthat? 2 Count up to 20 with the class 3 > Ask che pupils te join the dots in the Materials correct order starting at number one. B one copy of page 75 per pupil ¥® coloured crayons, pencils or pens 4 Tell them co write over the dots in the sentence at the bottom of the page and add their answer. Procedure Answer: Ih kis 4 Look at che picture of the computer screen and get individual pupils to read the questions out loud, 2 Ask the pupils to read the questions themselves and to puta tick if the answer is yes oF a cross if the answer is no. They must follow the arrows around the computer sereen and answer each question in turn, 3 Go through che answers with the class. 4” Ask Can you play with the computer? Pupils reply Yes, I cam (play with the compuzer). Repeat the question for each toy, Poine co objects in the classroom which they may know and ask the same question, e.g. Can you ploy with the door? Can you play with the boardgame?Put a W or a & in the box. Can it fly? Y N Can it fly? YEN) $0 Cs fobes Can it talk? a ge Oy con J Y N [seen [a Peer Re, CEEEE hy Can it walk? Can it run? Y Y N Join the numbers. 4 2 eS 13 ° 06 14 el2 7 . N\ e015 10 ° 4 3 e016 © 8 e e 4 What is it? 17 48 20 —‘Torsano 76 Sans Oe In the Playground @e Language ® Whose is this? @ its john’ste’s Jane's @ histhers @ parts of the body Materials ® one copy of page 77 per pupil @ coloured crayons or pencils ® one sheet of blank paper for each child ® casserte ‘Warm up © Tall abour. games the children play in the playground (e.g. What do you like to play in the playground?) Ask them if they ever play with 2 skipping rope. If they don't know what to do with one, explain that skipping is sometimes done alone or in twos or threes. Procedure 1 the maze of skipping ropes. Tel them to follow each rope with a differenc coloured pencil undil they find the end, They then write the name of the person ic belongs to in the space. Pupils wor' in pairs and point to the end of a rope and ask each other Whose is this? Their partner answers fe Jone’. > Read the chant at the bottom of the poee. Listen to the chant on the cassette, ie. verse | only Tapescript Teddy bear, teddy bear, touch your nose, Teddy bear, teddy bear, touch your toes, Teddy bear, teddy bear, touch the ground, Teddy bear, teddy bear, turn around. Teddy bear, teddy bear, touch your head, Teddy bear, teddy beor, go to bed, Teddy bear, teddy beat, touch your aem, Teddy bear, teddy bear, ploy with the farm. ‘Ask the class to look at the picture of 7 Say the chant with the class and repeat it with the actions This can be done several times depending on the cime available, 8 Divide the class into two groups. Ask one group to chant the first two lines and the second group to chant the last ovo lines Follow up 1 Ask the pupils co draw their own mazes and a picture of a boy anda air. 2 In pairs they can change papers and follow the ropes te find the ends. 3 They then ask the question Whose rope is this? and thelr partner muse reply it's histhers If possibfe, take the class into the playground or hall with a fong skipping rope and say the skipping chant with two children holding ané turning the rope and one child jumping in the middle. Extend the chant by adding verse 2 {also on the cassette),Teddy bear, teddy bear st Teddy bear, teddy bear, touch your nose, a Teddy bear, teddy bear, touch your toes, y Teddy bear, teddy bear, touch the ground, eye 7 UY Teddy bear, teddy bear, turn around.78 Barish © aod Free Time Fun Language ® | fhe ploying with @ the alphabet 4 colours (green, brown, biue, red) Materials ® one copy of page 79 per pupil ® coloured crayons, pens or pencils W® cassette of the chant Teddy bear, teddy bear Warm up 1 Play the chant on the cassette and ask the children co say it together with the actions. 2 Ask che pupils Which toys do you like playing with? They answer 1 ike playing with my .. Repeat the question with ‘each pupil if you can, Then get chem to ask each other in pairs, Procedure | Tell the children to look at the crossword on photocopiable page 79. Point co the pictures in the squares and ask the pupils to say wha is in each box. 3 Then ask them say the letters, eg. Spel the word ort’, Repeat with al the words, Ask the pupils to write each word with one letter in each box. 5 When they have finished, ask them to look at the pictures and sentences at the bottom of the page © Read the words together with the class ‘Ask the pupils to colour each toy according to the colour written under them. They can then join the ewo correct, halves of the sentences, Follow up In pairs, get the pupils co spell toys to each other, ¢g. Pupil | asks, How do you spelt form? and Pupil 2 replies frm,Complete the crossword puzzle. | g r— a f _ ag}: g j geo SS Co i | Colour and join. The teddy is green. The ball is brown. brown red The kite is blue. green blue The doll is red.90: ae ® BQO Likes and Dislikes Language ® Do you tke?! tke ‘@ numbers Materials @® one copy of page 81 per pupil @ coloured crayons, pencils or pens @ one sheet of blank paper per pupil ‘Warm up 1 Stick a picture of a variety of toys on the board (or draw them). 2 Ask pupils, Which toy do you lke best? 3° Count the number of hands and write she total number next to the picture con the board Procedure 4 Ask the pupils to look at the chart on photocopiable page 81. This activity can either be done in groups of eight or as a class activity. The pupils must ask each other Which toy do you tke best? and the reply must be J ike the .. They mus fil in one square for each person that they ask 4 For larger classes it may be better for the teacher to collect the information and the children can copy this onto the chart The pupils then count the numbers for each column and write the totals in the spaces below. Variations This activity can be linked to the topic of Christmas 4 Ask pupils What do you want for Cheisumas? Pupils roply using ! want a... They can ask each other the same question in pairs. 2 They can now play a memory game round the class or in groups of 4-6: Pupil | says, e.g want bolt for Christmas. Pupit 2 repeats this and adds another toy, e.g ! want o bail and 4@ farm for Christmas. The game continues in this way with each pupil repeating the list of toys in the correct order and adding one extra toy. The other pupils can help if they have difficulty in remembering. When the list is too long to remember stop the game and start agai.N 5 2 0 N o a > w N ° 2 S)j w]e) aja) 0 teddy | doll kite | paints = uo F WwW N people like the people like the people like the people like the people like theB2- yeu EGE aD THE LITTLE RED HEN Telling the Story Language 6 Have you got ony? No, | haven't ® Can you? ® Who's this? ® animal vocabulary Materials 4 one copy of the story on page 83 per pupil © one copy of page 85 per pupil a cassette coloured pencils or crayons ® scissors and gluei/setiotape 2 olipop sticks Warm up Revise animal vocabulary and ral about the animals you can find on a farm, (See ‘Animals theme.) Procedure | Read the story to the children 2 Give out the copies of photocopiable page 85. Point to each of the characeers and asl, Who's this? Pupils can ask each other in pairs to the picture of each animal as it speaks. Explain any difficult words in their own language. (For tapescript see page 83.) Play the cassette of the story again. ‘Stop the cassette at any difficult point and ask What is he saying? Divide the class into three groups and give them the name of one of the animals, e.g. ducks, cats or dogs. Ask ‘one pupil to be the Little Red Hen Play the cassetve of the story, pointing $ Read the story while the pupils say the animals’ speech, for example: Lictle Ree Hen: Have you got any ice cream, Each group: No, haven. Repeat the story with a different pupil as the Little Red Hon. 8 Optional: give out the copies of the story and play the cassette while pupils follow the written version. ‘Ask che pupils to colour the pictures ‘on photocopiable page 85 and then to complete the words. Follow up 4 Put pupils in groups of 4 and give each pupil one animal, 2 They each cut out their animal and make a stick puppet (see fig!) 3 Pupils practise telling the story in their groups, holding up their puppets when they speak. They can refer to the story on their photocopy if necessary. 4 Get groups of pupils to come out and perform to the rest of the class. back of \ aeimal sticky tape “—olipop stickThe Little Red Hen Little Red Hen lives on a farm with the duck, the cat and the dog. Little Red Hen is having a party. ‘Can you help me?” Little Red Hen asks the duck, the cat and the dog. ‘Have you got any ice cream?’ ‘No, I haven't,’ says the duck. ‘No, I haven't,’ says the cat. ‘No, I haven't,’ says the dog. ‘Have you go any cakes?’ asks Little Red Hen. ‘No, I haven't,’ says the duck. ‘No, I haven't,’ says the cat. ‘No, I haven't,’ says the dog. ‘Have you got any cola?’ asks Little Red Hen. ‘No, I haven't,’ says the duck. ‘No, I haven't,’ says the cat. ‘No, I haven't,’ says the dog. ‘Who can come to my party?’ asks Little Red Hen. ‘can,’ says the duck. ‘T can,’ says the cat ‘T can,’ says the dog. ‘No, you can’t,’ says Little Red Hen, and she has the party with her chicks!ARAARRAARARARAAARARARAR RAR RRR RRR Re Reese ee) )e)sea" How Many Legs? asd SQ Language ® parts of the body (legs, wings, til, head, eyes, nose, beak} © How many? Its got ® numbers Materials ® one copy of page 87 per pupil ® coloured crayons, pens, or pencils ‘@ one sheet of blank paper per pupil Yerm up Point to your head and ask What's this? 2» Point to your leg and ask What's this? Point to the other leg and repeat the question. Ask How miony legs have | got? Point to your arm and ask Whats this? Then ask How many arms hove you got? Procedure 1 Ask the pupils to look at the picture con photacopiable page 87. % Point co Little Red Hen and ask How many legs has she got? 3 Point to her wings and asle the question Mow many wings has she got? Repeat the question for beak and head. IF necessary, go through the parts of the body for another of the animals. ‘Get the class to write the correct numbers in the sentences and then colour in the pictures, 7 In pairs, pupils point to each animal and ask each other questions, e.g How many legs hos the cot got? Follow up Pupils can play a version of ‘Simon Says" using ‘Liede Red Hen says’ instead 1 Say, eg. Little Red Hen says ‘stond up’. Little Red Hen says ‘touch your head’ Explain that when you do not say Little Red Hen says they must not obey the instruction. If pupils make a mistake, they are out. Continue the game calling out the names of different parts of the body. ‘One of the pupils who are out can call out the instructions.Little Red Hen has got Duck has got beak legs and and wings. wings. Cat has got tail Dog has got head and legs. and tail. PRB ERE EERETHecime 88+ ere Qo Where is Little Red Hen? €3 Language ® Where isfare? Here islore? ® prepositions Materials one copy of page 89 per pupil & cassette EJ ® coloured crayons, pencils, or pens ® scissors and glue 4 one sheet of blank paper per pupil @ one large shect of paper co make a classroom frieze Warm up 1 Play the cassetce of the story again, 2 Ask the class to tell you the story of Little Red Hen, You can divide i into differenc seczions and get different pupits co tell you each part. Procedure 8 Ask the pupils to look at the farmyard picture on photocopiable page 89. Go through any words they do not understand 2 Ask Where is the horse? Pupils hold up their picture, point co the horse and say Here's the horse, Repeat the question for the other animals. (Pupils ‘ean answer as a class or individually) 3. Revise prepositions and then ask questions like 5 the cow next to the tveelin the pondton the grass? Ask pupils to colour in their farmyard and the pictures of the 4 animals. 5° Ger them to cut cut each of the animals and to glue them onto their picture without lecting their partner see where, In pairs, pupils have co find out where each other's animals are. They wake turns asking, e.g. Where is Litle Red Hen? and answering, e.g, She is under the tee. Ask che class to look at the photocopiable page again, 8 Pray the cassette of ‘Where does Little Red Hen live?" 9 Ask Where does Little Red Her lve? Pupils reply Litle Red Hen fives on the form, Play this section on the cassetce, shen continue with Where does the duck lve? and then with Where does the cat lve? and Where does the dog five? Tapescripe Where does Little Red Hen live? Point to Little Red Hen, Littte Red Hen fives on the farm. (pause) Point to the duck. The duck fives on the pond. (pause) Point to the cat. The cat lives in the farmhouse. (pause) Point to the dog Thre dog lives in the kernel. (pase) Follow up "Draw the background of a farm on a large sheet of paper. Draw a picture of the Lictle Red Hen on it, with 2 speech bubble saying Have you got any ..2 (get pupils to suggest a food item to fill in the blank space). Pupils choose an animal and draw! colour it. Then they stick it on the frieze with 2 speech bubble saying Yes, have or No, I haven't.BS Co eh € Mee 6s . ; ARR RRR RRR RAR RRR RRR PR RRR RRR ARR ARRHeute 90 RES HEN ao Little Red Hen’s Party a Language ® party food (pizzas, cokes, biscuits, sausage rolls, hamburgers, sandwiches, sweets) © thishhot i, cheseithose ore @ Wve got Materials © one copy of page 91 per pupil ‘Warm up Ask the class What can we eat et-0 party? Gee them to tell you about a party they have been to recently and what foodidrinks they had, what games they played, etc. Procedure | Ask the pupils to look at phorocopiable page 91 Point to singular items in the foreground and ask What's this? Pupils reply, eg. This s @ pizza, Repeat with plural items, asking What ore these? Pupils reply, eg. These are cates Poine co singular iterns in che background and ask What's that? Pupils reply, e.g That’ o hamburger Repeat with plural items, What are those? Those are sandwiches 4 ‘Ask pupils to join the words to the item with a line. ‘They then read the sentences below, look at the corresponding number and write in the word. Do an example first if necessary, e.g. number # refers to cokes, These are cakes. Go through the answers with che class. Answer key 1 These are cakes. 2 This is 3 pizza 3 Those are sweets, A That ie 3 hamburger 5 This a cake. 6 Those are sanewiches,1 These are . 4 That isa 2 This is a . 5 Thisisa 3 Those are 6 Those are92: THeume REDHEN Oo Language % story vocabulary Hove you got? No, | haven't somefany @ Can you? Yes, t can @ present tense with gets Materials one copy of page 93 per pair {® one blank sheet of paper per pupil \t& cassette of the Little Red Hen story [22] copies of page 83 Warm up Play the cassette for the story again, while pupils follow it on photocopiable page 83. (For tapescript see page 83.) Procedure 1 Ask the pupils to look at the pictures ‘on photocopiable page 93. Read through the sentences (or get pupils to read them) and explain any words they do net understand ‘Ask the class which picture is number I. In pairs, get chem to number the rest of the pictures in the correct order, Play che cassezte of the scory again so that pupils can check their answers. 4 Go through the answers with the class. Answer key le 2e 3h 4x 5 6d Th 8 The Little Red Hen Book Still in their pairs, pupils can now cut the pictures out, mix them up and rearrange them in the correct order. The cut-out pictures can be stucle ‘onto a piece of paper oF into thei" novebooks, Follow Up Pupils can make their awn storybooks individually or in pairs: They fold cheir sheet of paper into 8 (or less if you prefer) sections. In each section they draw a picture and write a caption, following the mode! on page 93. Encourage them co use different animals and different. items of food They colour in their pictures. Then they cut them out, arrange them in ‘order and staple them together to make a booklet, Pupils can exchange books and read ‘ach ovher'sice cream. PERS T RUE R Reeeure 94+ RED HEN As Little Red Hen’s Birthday Cake @3 Language @ Can you? @ How many? ® How old cre you? ® When's your birthday? ® on, at from Materials ® one copy of page 95 per pupil ‘® coloured pens, pencils or crayons 4 cassetce FI Warm Up Tell the class when your birthday is, e.g ‘My bitthday’s on the 2nd of February, Ask pupils so tell you their birthdays. f there is a child who has a birthday today, sing “Happy Birthday to you’ (as on the cassette) Tapescript Hoppy Birthday to you Hoppy Birthday to you Happy Birthday dear Happy Birthday to you | Procedure ' Ask pupils to look at the pictures on page 9%. Count the candles on the cake and ask How old is Little Red Hen? They write the number in the space. ‘Ask pupils How old are you?, they reply I'm... I they know the dace of their birthday, chey write it in che space. They then colour and decorate the cake. In pairs they can ask each other, When is you birthday? and reply On § Look at the invitation at che bottom of the page. Ask Who can Little Red ‘Hen invte to her party? Then ask Who can core to her party? T Tell che pupils to write the date of their birthday on the invitation next 10 the word On 8 Ask the class Where do you ive? If they do not know their address it may be necessary to look this up in the register before and write it on a piece of paper for the pupils. They can then write this next to the word At. 9 They choose a friend in the class they would like to invite to their party and write their friene’s name next to To Finally, they write cheir own name next to From. 10 Pupils colour in and send’ their Invitations. Play the song on che cassette several times. Explain any new words. Although it contains the fueure tense, pupils do not need to know it to understand the song — just explain the phrase in their mother tongue, if necessary, 12. Once they are familiar with it get them to join in. Then get pupils (as 2 class or in groups) to sing it without the cassette, Tapescript Who can come to my party? Wha can come? There'd be pizzas, cakes and biscuits ‘And some buns We'll eat apples with our ice cream ‘And some sausoges and jam Wo can come to my party? Who can come?Little Red Hen’s Birthday Cake Colour the cake and write the numbers. How many candles are there? How old are you? My birthday is on Little Red Hen’s Party Invitation To Can you come to my party? On At From