AGE 2+

Goose Needs Help

Language contents included in the episode of
“Goose Needs Help” and the accompanying activities.

farm old to sing

goose angry to dance
frog sad to run
duck big to drink
hen too big to like
horse small to turn (my head)
pig too small to help
cow magic to come (here)
rabbit happy
carrots very happy
milk long
head short
massage
neck
legs
ears

PREPOSITIONS EXPRESSIONS GRAMMAR

up What is this? Simple Present Tense
down What is in the bag? must
on (the farm) Is it a…? can/can’t
It is not a… I am a…. /I’m not a…
Good morning.
What a sunny day!
Shall we sing and dance?
I like… /I don’t like …
What happened to the goose?
Who can help me?
Can you help me?
(I) can/can’t help (you)
What can we do?
Suggestions for the Teachers
For Synchronous or Asynchronous Lessons

GOOSE NEEDS HELP is a story in which objects come to life in the same
manner as toys do when children play. The protagonist is an old goose,
embodied by a large puppet, whose neck got stuck in such a way that she
can’t turn her head to look at her friends.
All the verbal language is scaffolded by body language and efficient
manipulation of diverse props. These are not mere visual aids but
theatrical creatures that work as transitions between fantasy and reality,
childhood and adulthood, the foreign language and
the kid’s mother tongue.

Message: helping others – the power of love and care

ACTIVITIES BEFORE THE SHOW

What to do before GOOSE NEEDS HELP? Work with anticipation.
Children like familiarity. Knowing certain information in advance will
help them enjoy the show even more.

1) Anticipating the place:

A. Show your students a picture of the farm this old goose lives on. This is
the scenery they will encounter in the story (large image at the end of
this doc):

Ask them questions such as:

What is there in the picture? What can you see in the picture? What colours
can you see? Where is it? etc.
If you are working synchronously, you can either print the pictures,if you’re
working on-site or display the pictures by sharing your computer screen, if
you’re working virtually

2) Anticipating the characters:

Although these pictures do not look exactly alike the ones the children will
see in the storytelling performance, they will allow you to work both with
anticipation of the characters in the story as well as of those in interactive
activities in WITH ME platform.

B. Ask your students to name the following animals (material at the end of
this doc). You can ask as many questions about these animals as the
linguistic level of your students allows it:

C. Ask your students to circle the animals that live on a farm

 3) Anticipating the conflic

As the conflict in the story has to do with the goose’s neck and head, I
suggest that you work with a few parts of the body of animals.

D. Ask your students to join the animal to the part of the body.
If your students are very young and can recognize the language but not
producing, just by doing the matching exercise, they’ll be visiting this
linguistic content

E. E. You can also ask them to name the animal and the part of the body and
make sentences, or just phrases according to their level of linguistic
production.

Such as: big ears – short legs – long neck, etc.

If your pre-school students can write, you can ask them to write a few
words, once they’ve done exercise D

Keys:
Goose: Long neck – Giraffe: Long neck – Horse: Long legs – Cow: big head
– Pig: short legs – Rabbit: long ears
(And any other combination you may find)
A. WHAT CAN YOU SEE?
B. NAME THE ANIMALS
C. CIRCLE THE FARM ANIMALS
D. MATCH