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Lisiane Ott Schulz
Luciana Santos Pinheiro

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Head of Product - Pearson Brasil Juliano Costa
Product Manager - Pearson Brasil Marjorie Robles
Product Coordinator - ELT Mônica Bicalho
Authors Lisiane Ott Schulz
Luciana Santos Pinheiro
Collaborators Fernanda Bressan Capelini
Indiana Oliveira
Milena Schneid Eich
Sofia Xanthopoulos Bordin
Verônica Bombassaro
Editor - ELT Simara H. Dal’Alba
Editorial Assistant - ELT Sandra Vergani Dall’Agnol
Proofreader Silva Serviços de Educação

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Copyeditor Maria Estela Alcântara
Teacher’s Guide (Portuguese translation) Eduardo Lubisco Portella
Pedagogical Reviewer Viviane Kirmeliene

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Quality Control Renata S. C. Victor
Product Design Coordinator Rafael Lino
Art Editor - ELT Emily Andrade
Production Editors Daniel Reis
Vitor Martins
Acquisitions and permissions Manager Maiti Salla

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Acquisitions and permissions Sandra Sebastião
Graphic design Mirella Della Maggiore Armentano
APIS design integrado
Graphic design (cover) Daniel Reis
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Emily Andrade
Dados Internacionais de Catalogação na Publicação (CIP)
Mirella Della Maggiore Armentano (Câmara Brasileira do Livro, SP, Brasil)
Illustration (cover) Leandro Marcondes
Schulz, Lisiane Ott
Illustrated by Alex Cói | Estúdio Secreto Storyland 3: Student’s Book / Lisiane Ott Schulz,
Bruna Sousa Luciana Santos Pinheiro ; [coordenação Monica
Bicalho]. -- 1. ed. -- São Paulo : Pearson Education
Bruno Badain | Manga Mecânica do Brasil, 2018.
Leandro Marcondes Vários ilustradores.
Marcelo Kina ISBN 978-85-430-2637-4

Mari Heffner 1. Inglês (Educação infantil) I. Pinheiro, Luciana


Santos. II. Bicalho, Monica. III. Título.
Content Development Allya Language Solutions
Media Development Estação Gráfica 18-17182 CDD-372.21

Audio Maximal Studio


Índices para catálogo sistemático:
1. Inglês : Educação infantil 372.21
Every effort has been made to trace the copyright holders and we apologize in advance for any unintentional omissions. Maria Alice Ferreira - Bibliotecária - CRB-8/7964
We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. ISBN 978-85-430-2637-4 (Student’s Book)

A01_STORYLAND_3_SB_INTRO.indd 2 31/07/18 15:23


Student’s Book 3

UNIT 1 THE LION AND THE MOUSE ...................................................... 8

SNOW WHITE ..................................................................................16

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UNIT 2

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UNIT 3 ALADDIN .......................................................................................... 24
UNIT 4 THE GIANT TURNIP .................................................................... 32

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UNIT 5 THE BREMEN TOWN MUSICIANS .......................................... 40
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UNIT 6 LITTLE RED RIDING HOOD ...................................................... 48
UNIT 7 YANKEE DOODLE .......................................................................... 56

UNIT 8 THE PRINCESS AND THE PEA ............................................... 64

PRESS-OUTS ............................................................................................. 73
STICKERS .................................................................................................... 89

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SCOPE AND SEQUENCE
MAIN
UNIT THEME VALUES OBJECTIVES SONG CLIL
LANGUAGE

1 We are all special


Help other people;
Value people’s efforts.
• Distinguish between
big and little, up and
big, down, little, sleep,
up, wake up; play, see- The more we get Drama:

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The Lion down, and sleep and saw, together Act out the story
And The Be friends with others
wake up slide, swing
Mouse

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make the bed, set the
• Distinguish between

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table, wash your hands;
keeping things clean and dirty, neat
Hygiene and clean, close, dirty, messy, Here we go round the Science: Learn how
neat and clean, helping and messy, and open
Housekeeping neat, open; one, two, mulberry bush not to spread germs
others and close

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Snow White three, four, five, six,
• Count to seven
seven
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• Identify and

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airplane, boat, bus, car,
name means of Art & Social Studies:
train; driver; green, red, The wheels on the
Transportation Respect traffic rules transportation Make a means of
yellow; go, slow down; bus
Aladdin • Learn about traffic transportation
stop;
rules

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dad, daughter, husband,
• Name family members mom, son, wife; one,
Work together to reach
Family • Follow commands two, three, four, five, six, Walking, walking P.E.: Play tug of war
The Giant a goal
• Count to eight seven, eight; big, small;
Turnip hop, run, stop, walk

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MAIN
UNIT THEME VALUES OBJECTIVES SONG CLIL
LANGUAGE

5 Animals and Music


Show respect for the
elderly;
• Identify and
name animals
cat, cow, dog, donkey,
rooster, sheep; cry; band
Little Boy Blue
Music: Make a rubber

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The Bremen Take good care • Identify and name drums, guitar, musicians, band guitar
Town of animals musical instruments violin
Musicians

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6 Parts of the Body and
the Senses
Respect family rules
and someone’s privacy
• Identify and name
parts of the face
ears, eyes, mouth, nose;
eat, hear, listen, see,
Two little eyes to look
around
Social Science:
Understand the
senses with a sensory
Little Red • Relate parts of the body
smell, taste

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Riding Hood to their senses shoe box
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boots, hat, pants, jeans,

7 Clothes Keep yourself tidy


• Identify and name
pieces of clothing
• Name colors
scarf, shirt, shoes,
shoelaces, T-shirt; One, two, buckle my
shoe
Fine Motor Skills: Tie
your shoelace
Yankee colors; five, six, seven,
Doodle • Count to ten eight, nine, ten; He is
wearing a brown hat

• Identify cutlery items

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cup, fork, knife, napkin,
and learn how to use
spoon; hard, soft; king,
Good and them Drama: Make a tea
Behave at the table queen, prince, princess; Baa, baa, black sheep
The Princess Bad Manners • Identify members of a party
six, seven, eight
And The Pea royal family
nine, ten
• Count to ten

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THE BREMEN
UN IT

5 TOWN MUSICIANS
LESSON 1

1 LOOK AND CIRCLE.

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2 LISTEN AND STICK.
TRACK
19 LESSON 1

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3 CUT AND GLUE. LESSON 2

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4 LISTEN AND COLOR. TRACK
20 LESSON 2

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5 LISTEN AND MATCH.
TRACK
21 LESSON 3

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6 LISTEN, SING, AND ACT OUT. TRACK
22 LESSON 3

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7 LOOK AND TRACE. LESSON 4

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8 MAKE A RUBBER BAND GUITAR. MUSIC
LESSON 4

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M Activity Book
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Lisiane Ott Schulz
Luciana Santos Pinheiro

Storyland Student’s Site Access Code:

-STORYLAND_3_AB_BOOK-.indb 1 11/07/18 18:58


Head of Product - Pearson Brasil Juliano Costa
Product Manager - Pearson Brasil Marjorie Robles
Product Coordinator - ELT Mônica Bicalho
Authors Lisiane Ott Schulz
Luciana Santos Pinheiro
Collaborators Fernanda Bressan Capelini
Indiana Oliveira
Milena Schneid Eich
Sofia Xanthopoulos Bordin
Verônica Bombassaro
Editor - ELT Simara H. Dal’Alba
Editorial Assistant - ELT Sandra Vergani Dall’Agnol
Proofreader Silva Serviços de Educação

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Copyeditor Maria Estela Alcântara
Teacher’s Guide (Portuguese translation) Eduardo Lubisco Portella
Pedagogical Reviewer Viviane Kirmeliene

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Quality Control Renata S. C. Victor
Product Design Coordinator Rafael Lino
Art Editor - ELT Emily Andrade
Production Editors Daniel Reis
Vitor Martins
Acquisitions and permissions Manager Maiti Salla

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Acquisitions and permissions Sandra Sebastião
Graphic design Mirella Della Maggiore Armentano
APIS design integrado
Graphic design (cover) Daniel Reis
SA
Emily Andrade
Mirella Della Maggiore Armentano Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Illustration (cover) Leandro Marcondes
Illustrated by Alex Cói | Estúdio Secreto Schulz, Lisiane Ott
Storyland 3: Activity Book / Lisiane Ott Schulz,
Bruna Sousa Luciana Santos Pinheiro; [coordenação Monica
Bruno Badain | Manga Mecânica Bicalho]. -- 1. ed. -- São Paulo: Pearson Education
do Brasil, 2018.
Leandro Marcondes
Marcelo Kina Vários ilustradores.
ISBN 978-85-430-2638-1
Mari Heffner
Victor Lemos 1. Inglês (Educação infantil) I. Pinheiro, Luciana
Santos. II. Bicalho, Monica. III. Título.
Content Development Allya Language Solutions
18-17183 CDD-372.21
Media Development Estação Gráfica
Audio Maximal Studio Índices para catálogo sistemático:
1. Inglês : Educação infantil 372.21
Every effort has been made to trace the copyright holders and we apologize in advance for any unintentional omissions. Maria Alice Ferreira - Bibliotecária - CRB-8/7964
We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. ISBN 978-85-430-2638-1 (Activity Book)

A01_STORYLAND_3_AB_INTRO.indd 2 31/07/18 15:22


Activity Book 3

UNIT 1 THE LION AND THE MOUSE .........................................................4

SNOW WHITE ....................................................................................... 8

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UNIT 2

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UNIT 3 ALADDIN ..............................................................................................12
UNIT 4 THE GIANT TURNIP ........................................................................ 16

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UNIT 5 THE BREMEN TOWN MUSICIANS ............................................ 20
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UNIT 6 LITTLE RED RIDING HOOD ........................................................ 24
UNIT 7 YANKEE DOODLE ........................................................................... 28

UNIT 8 THE PRINCESS AND THE PEA ................................................. 32

MASKS.......................................................................................................................36
SELF-ASSESSMENT STICKERS .........................................................................49

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UNIT
1 LOOK AND COLOR.
5
LESSON 1

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2 LOOK AND MATCH. LESSON 2

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3 COUNT AND SAY. THEN DRAW. LESSON 3

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4 LOOK, MATCH, SELF-ASSESSMENT LESSON 4
AND DRAW.

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SELF

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STICKER

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PAGE 49
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E
3
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M Teacher’s Guide
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Lisiane Ott Schulz
Luciana Santos Pinheiro

Storyland Teacher’s Corner Access Code:

-STORYLAND_3_TG_BOOK-.indb 1 31/07/18 11:19


Head of Product - Pearson Brasil Juliano Costa
Product Manager - Pearson Brasil Marjorie Robles
Product Coordinator - ELT Mônica Bicalho
Authors Lisiane Ott Schulz
Luciana Santos Pinheiro
Collaborators Fernanda Bressan Capelini
Indiana Oliveira
Milena Schneid Eich
Sofia Xanthopoulos Bordin
Verônica Bombassaro
Editor - ELT Simara H. Dal’Alba
Editorial Assistant - ELT Sandra Vergani Dall’Agnol
Proofreader Silva Serviços de Educação

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Copyeditor Cristina Maria Pescador
Maria Estela Alcântara
Teacher’s Guide (Portuguese translation) Eduardo Lubisco Portella
Pedagogical Reviewer Viviane Kirmeliene

PL
Quality Control Renata S. C. Victor
Product Design Coordinator Rafael Lino
Art Editor - ELT Emily Andrade
Production Editors Daniel Reis
Vitor Martins
Acquisitions and permissions Manager Maiti Salla

M
Acquisitions and permissions Sandra Sebastião
Graphic design Mirella Della Maggiore Armentano
APIS design integrado
Dados Internacionais de Catalogação na Publicação (CIP)
Graphic design (cover) Daniel Reis (Câmara Brasileira do Livro, SP, Brasil)
SA
Emily Andrade
Mirella Della Maggiore Armentano Schulz, Lisiane Ott
Storyland 3: Teacher’s Guide / Lisiane Ott
Illustration (cover) Leandro Marcondes Schulz, Luciana Santos Pinheiro; [coordenação Mônica
Illustrated by Alex Cói | Estúdio Secreto Bicalho]. -- 1. ed. -- São Paulo: Pearson Education
do Brasil, 2018.
Bruna Sousa
Vários ilustradores.
Bruno Badain | Manga Mecânica ISBN 978-85-430-2639-8
Leandro Marcondes
1. Inglês (Educação infantil) I. Pinheiro, Luciana
Marcelo Kina Santos. II. Bicalho, Mônica. III. Título.
Mari Heffner
18-17186 CDD-372.21
Victor Lemos
Content Development Allya Language Solutions Índices para catálogo sistemático:
Media Development Estação Gráfica 1. Inglês : Educação infantil 372.21
Maria Alice Ferreira - Bibliotecária - CRB-8/7964
Audio Maximal Studio
ISBN 978-85-430-2637-4 (Student’s Book)
ISBN 978-85-430-2638-1 (Activity Book)
Every effort has been made to trace the copyright holders and we apologize in advance for any unintentional omissions. ISBN 978-85-430-2639-8 (Teacher’s Guide)
We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. ISBN 978-85-430-2641-1 (Story Cards)

-STORYLAND_3_TG_BOOK-.indb 2 31/07/18 11:19


Teacher’s Guide 3
INTRODUCTION ........................................................................................................................... 5
TABLE OF CONTENTS .......................................................................................................... 16
WELCOME UNIT ..................................................................................................................... 18

1 THE LION AND THE MOUSE ..................................................................... 20

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2 SNOW WHITE ...................................................................................................24

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UNIT

UNIT 3 ALADDIN ............................................................................................................28

4 THE GIANT TURNIP....................................................................................... 32

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UNIT

UNIT 5 THE BREMEN TOWN MUSICIANS ...............................................................36


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UNIT 6 LITTLE RED RIDING HOOD ......................................................................... 40

UNIT 7 YANKEE DOODLE ............................................................................................44

UNIT 8 THE PRINCESS AND THE PEA....................................................................48


FINAL PROJECTS .................................................................................................................. 52
GAME BANK ........................................................................................................................... 54
AUDIO TRACKS...................................................................................................................... 56

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5
UNIT LESSON • 1
The Bremen Town Musicians has the drum? Who has the violin? and elicit the names
of the characters. Point to the instruments again and ask
Ask, Which animals are part of the Bremen Town
Musicians? Elicit the words donkey, cat, rooster, and
the students to repeat after you (a guitar, a drum, a violin). dog. Then hand out the pencils and tell students to
Objectives Then give students the pencils and ask them to circle the color only these animals.
5 TTOWN
HE B REMEN
UNIT
1
Answer key: Students color the donkey, the cat, the
LESSON

MUSICIANS • Identify and name the animals: cat, dog, musical instruments.
1 LOOK AND CIRCLE. donkey, rooster Answer key: Students circle the musical instruments: rooster, and the dog.
• Identify and name the musical violin, drum, and guitar.
Wrap-up
instruments: drums, guitar, violin
2. LISTEN AND STICK. 19 Ask students to stand next to each other in a circle.
• Produce animal sounds and match them
Explain that they should act like the animals from
with the corresponding animal Tell students the story using the Unit 5 story cards. Then
the story by making sounds such as “meow”, “woof,
play the audio and ask students to identify the elements
Language woof”, “hee-haw” and “cock-a-doodle-doo”, and
on the page while you point to them: dog, cat, donkey,
• Main: cat, dog, donkey, rooster; drums, pretend to play the relevant musical instrument at
rooster, drum, violin, guitar. Next have them turn to page
guitar, violin the same time. Start by saying donkey and encourage
40
93 and peel off the dog and the cat stickers and place
• Extra: band friends, happily, head,
students to make the sound of a donkey and mime
them in the correct places on the picture on page 41. Have
playing a guitar. Continue with the other animals from

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2 LISTEN AND STICK.
house, musician, old, scare, thieves students look at the donkey and the rooster and ask them,
TRACK
19 LESSON 1
the story, repeating and changing the order for variety.
Can you point to the donkey? Can you point to the rooster?
Materials
Students then peel off those two stickers and place them
• puppets: Ann Louise, Joe Marc, Mike, Teaching Tip
in the correct places on the picture. Have students tell you

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and Sue; about the scene of the story they are looking at. Listen Encouraging students to act and mime is a fun way to
• Unit 5 story cards; flashcards: guitar, to students’ ideas and encourage them to repeat what learn and review the meaning of new words. It also
drums, violin; the donkey asks (What are you doing here?). Encourage helps to develop their gross motor skills.
• colored pencils; students to say what the other animals answer (I’m too old
• cardboard boxes and plastic cups (one to run, etc.). Then ask, What sounds did the animals make
Extra Activity
of either per student) to scare the burglars? Elicit the sounds by saying, woof,
41

woof for the dog, meow, for the cat, etc. Ask students to Have students make their own band. Tell them they

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repeat the sounds after you. Finally ask, Did the animals go will have two different kinds of drum in the band.
to the city? Encourage them to conclude that the animals Divide students into two groups. Give each student
played and sang in the house and never went to the city. either a plastic cup or a cardboard box and a pencil.
Circle Time 37 playing one of the instruments and have students say Answer key: Students place the stickers of the donkey, They should tap the pencil on the cup or the box to
Say hello to students and have them say it back to what musical instrument it is. Hide the flashcards in the rooster, the cat, and the dog onto the picture. make sounds. The groups take turns to tap their drums.
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you. Play the song Walking, walking and have students the middle of a book and show small parts of each one One group taps three times, then you say the name of
say hello to the puppets after the line Now let’s stop. for students to guess what instrument it is. Activity Book an animal dog, cat, donkey, rooster while the second
Allow them to act out the movements of the song group imitates that animal and then taps their drums
(walk, run, hop). 1. LOOK AND CIRCLE. UNIT
1 LOOK AND COLOR. 1
three times. You then call out another animal and the
5
LESSON

groups switch roles.


Warm-up Storytelling
The Bremen Town Musicians
Show students the donkey and the farmer on the
Hand out the Student’s Books. Tell students to open
story cards (scene 1). Have them say farmer and donkey
their book at page 97, peel off the sticker of the donkey,
as you point to the pictures. Point to these two pictures
and place it on top of the Storyland on their Student’s
several times so that students memorize the words and
book cover. Then say the name of the character and have
practice their pronunciation. Then hide the story cards
students repeat after you.
(scenes 1 and 2) in the middle of a book and reveal
Help students go to page 40 and explore the scene with
just a small part of one of them. Ask, Who is this? Is
them. Ask them to identify the elements in the scene. Ask,
it the farmer or the donkey? Repeat the procedure a
Where are the animals? and have students point to the
20

few more times.


animals they can see. Elicit that they are looking through a Hand out the Activity Books and help students turn to
Use the musical instruments flashcards: guitar,
window. Say the words for the animals and ask students to page 20. Explore the scene on this page, focusing on the
drums, violin to present the words. Have students
repeat them. Then point to each of the musical instruments names of the animals and the musical instruments.
repeat the words after you. Then pretend you are
and ask, What is this? (guitar, drums, violin). Ask, Who

36 STORYLAND 3 • Teacher’s Guide

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5
UNIT LESSON • 3
The Bremen Town Musicians Audio Script: Tell students they should count the number of items
in each line and then draw little circles on the dice to
Little Boy Blue
represent the number. Go through each line, counting
Objectives Little Boy Blue the items with them. Ask, How many sheep are there?
5 LISTEN AND MATCH.
Come blow your horn!
TRACK
21 LESSON 3
• Develop pronunciation and rhythm Then do the same with the cows, the boys, and the
The sheep’s in the meadow; corn cobs. Listen to their answers and explain that the
• Identify and use farm related words: corn and
the cow’s in the corn.
haystack first one is almost finished, so they only need to draw
Where is the boy
• Name farm animals: cow and sheep the third circle. Check if students have understood the
who looks after the sheep?
instructions by asking them what they are supposed
Language He’s under a haystack
fast asleep. to do.
• Main: cow, haystack, horn, Little Boy Blue, sheep Answer key: Students draw the third of three circles
Will you wake him?
• Extra: numbers 1–6; cat, dog, donkey, duck, hen,
No, not I on the first die, five on the second, four on the third,
rabbit, rooster For if I do, and six on the fifth.
44

Materials he’s sure to cry Wrap-up


• puppets: Ann Louise, Joe Marc, Mike, and Sue; Have students sit in a semi-circle. Explain that they

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6 LISTEN, SING, AND ACT OUT. TRACK

Answer key: Students match box number 1 with the


22 LESSON 3
• flashcards: donkey, rooster, hen, duck, dog, cat, are going to play a miming game using all the animals
rabbit, cow, sheep; picture of Sue calling Joe Marc; box number 2 with the they have worked with in the last lessons. Explain
• colored pencils;
picture of Joe Marc sleeping; and box number 3 with the that they will take turns to mime an animal and the
picture of Mike trying to wake up Joe Marc. other students will try to guess the animal, saying the

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• a piece of chalk or masking tape;
• three white balloons (blown up); word in English. Ask for a volunteer to come to the
6. LISTEN, SING, AND ACT OUT. 22
front, show them the flashcards (donkey, rooster, hen,
• newspapers (rolled up and taped).
Ask students to turn to page 45 and explore the scene. duck, dog, cat, rabbit, cow, sheep), and let this student
Have students repeat little boy a few times. Then make choose one to mime. Repeat with other volunteers.
it more challenging by saying, Little Boy Blue, come
45 blow your horn! (pretend you are blowing a horn) and Extra Activity
have them repeat the whole phrase a few times. Ask,

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Organize the room and make enough space for
Where is Little Boy Blue? and ask students to help you
three students to stand next to each other at the
find him by pointing to him in the picture. After that say,
Will you help me wake up Little Boy Blue? Let’s blow the same time and walk across the classroom. Mark a
Circle Time 02
5. LISTEN AND MATCH. 21 start line at one end of the room and a finish line at
horn together to wake him up! Make a horn sound and
Play the Hello Song and have students sing Tell students they are going to listen to a song about encourage students to do the same. Then play the song the other end (with a piece of chalk or some masking
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and dance until you pause the song. Students a little boy who looks after the sheep, but who loves to and allow students to sing along and act out. tape). Tell students they will each be Little Boy Blue
should then stop moving completely and make sleep. Help students open their books at page 44 and and need to take their sheep back to the farm. Have
the sound of the animal you say sheep, cow, hen, look at the pictures. Explore the scene on this page. Have the three students stand next to each other on the
them point to each of the pictures as you say the words: Activity Book start line, each with a white balloon (the sheep) and
duck, donkey, cat, dog.
sheep, horn, cow, corn, haystack. Then have students say a rod (rolled up newspaper, taped so that it doesn’t
Warm-up the words as you point to the pictures as the scenes are 3 COUNT AND SAY. THEN DRAW. LESSON 3
fall apart). Explain that when you say, Go, they have
Use one of the puppets and refer to the picture of mentioned in the song. to use the rod to take the sheep to the farm (at the
the sheep on the flashcard. Say, Hello everybody! I just Play the audio once and tell them to point to the pictures. other end of the classroom). Demonstrate by pushing
came from Old MacDonald’s farm and brought with me Play it again until you are sure they are all pointing to the the balloon along the floor with the rod. Say, The
Miss Sheep! Say hello to them, Miss Sheep! (Reply correct pictures. Hand out the pencils. Then explain that first to get to the farm will be the winner. Check
as if you are the sheep, with a long hello.) Miss Sheep students should match the numbers on the box with the their understanding of the rules by asking students
told me the hen, the duck, and the cow couldn’t come pictures on the right, according to the order they hear them. to tell you how to play. Play a few rounds, ensuring
today, but they told her to say hello to you! Let’s say Play the audio again, pausing where necessary for students all students have the opportunity to play.
hello to them, too? Tell students to repeat after you, to match the numbers with the pictures.
Hello cow, hello duck, hello hen. To make this more fun, 22
For next class: Send a note to parents asking
encourage students to say hello and add the animal students to bring a shoe box to class.
sound afterwards. Hand out the pencils and the Activity Books and help
students turn to page 22. Explore the scene on this page.

38 STORYLAND 3 • Teacher’s Guide

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