ΑΓΓΛΙΚΑ Γ' ΔΗΜΟΤΙΚΟΥ - TEACHER'S BOOK.pdf

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ΑΓΓΛΙΚΑ Γ' ΔΗΜΟΤΙΚΟΥ - TEACHER'S BOOK.pdf

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1 LEVEL TEACHER'S BOOK for the 3rd Grade

1 LEVEL `TEACHER'S BOOKFor the 3rd Grade

magic book 1

ISBN: 978-618-80759-4-8

TEACHERS' BOOK

: : , . , ( ,...) .:1. & , : 01.72.11.04, : 1, MIS 299506, 1: 8 ( / / / / / / / )2. & , : 02.72.11.04, : 2 MIS 299512, 2: 3 ( / /)3. & , : 03.72.11.04, : 3 MIS 299514, 3: 2 ( / )

: : & & ..., , ... 06, 3 , ,... Catherine MossLisa Murray-: :Catherine MossJames Milton :Mona SiksekISBN: 978-618-80759-4-8

Explanation of symbols

Listening activity

Discovering activity

Writing activity

Matching andpointing activity

Drawing activity

Numbering andcounting activity

Speaking activity

Playing activity

Singing activity

Group activity

Table of Contents

8 Introduction

9 Pre-Unit: MAGIC LETTERLAND

10 Unit 1: IN THE FAIRYTALE FOREST 10 Lesson 1: A school in the forest 13 Lesson 2: Magic schoolbag 17 Lesson 3: School is fun 21 Unit 2: THE STORY OF BELLA THE CAT 21 Lesson 1: Bella the cat and the baby mouse25 Lesson 2: The mouse family28 Lesson 3: The brave baby mouse 33 Unit 3: THE STORY OF PINOCCHIO33 Lesson 1: Pinocchio, the puppet36 Lesson 2: Pinocchio, the boy39 Lesson 3: Pinocchio at home 43 Unit 4: THE WIND AND THE SUN43 Lesson 1: The weather story46 Lesson 2: The rainbow49 Lesson 3: The season game 54 Unit 5: A PARTY IN THE FOREST54 Lesson 1: Invitation to a party57 Lesson 2: It's party time!60 Lesson 3: Pinocchio is sick 64 Unit 6: BEAUTY AND THE BEAST64 Lesson 1: The Beast's castle67 Lesson 2: Cleaning the castle70 Lesson 3: Home sweet home 74 Unit 7: PLANET EARTH74 Lesson 1: Help our planet 77 Lesson 2: Our animal friends 81 Lesson 3: How to help our planet 85 Unit 8: THE MAGIC ICE LAND85 Lesson 1: Penny the penguin88 Lesson 2: Fantastic Penny90 Lesson 3: Magic Gameland!

Introduction

This is an extract from the Teachers Book whichaccompanies Magic Book 1, a course book forlearners in the 3rd grade of primary school, whohave been taught English as a foreign language fortwo years (A and B grades). The book was writtenand produced in the context of PEAP the Englishin School for Young Learners project. Supervisingbut also participating in the writing and productionof Magic Book 1 students book, activity book,teachers book and DVD are Dr Thoma Alexiouand Dr Marina Mattheoudaki, both members on thefaculty of the School of English, Aristotle Universityof Thessaloniki. The names of all those whocontributed to this work appear in the books.General editor of the English in School series(with teaching-learning material for 1st, 2nd,and 3rd graders) is Professor Bessie Dendrinos,Director of the Centre for English Language, ofthe Faculty of English, National and KapodistrianUniversity of Athens.

TammyLena

Alex

8

Yuri

Magic LetterlandPre-unit: Magic LetterlandContentThe pre-unit, entitled Magic Letterland,aims to introduce young learners to the auraland written recognition and production of (a)the sounds of the 26 letters of the Englishalphabet and (b) specific sounds which areknown to cause difficulties to Greek learners.Each teaching session is expected to covertwo sounds/letters. Each lesson introduces upto two letters only, in order not to overwhelmyoung learners and to facilitate acquisition andassimilation.

Presentation of LettersThe presentation of the alphabet does not followthe alphabetical order. The memorization of thesequence of alphabet letters is neither meaningfulnor necessary. Nevertheless, they are presented insequence at the end of the Pre-unit if you feel thatto familiarise learners with this order is important.The order of presentation of the letters/soundsin Magic Letterland is based on a combination ofNelsons handwriting system, which is successfullyadopted in the U.K., and n childs hand movementdevelopment (for example, the writing of theletters c, o, a follows the development of handmovement).Letters are presented as initials of particular words(e.g. B for bear and ball) and rhymes have beencomposed that contain repetitions of the particularletter/sound in a meaningful or funny context (Abear with a ball goes boom boom boom). Visualinput is also designed for each rhyme to facilitateboth comprehension and memorization. Thus,images are used as mnemonic devices to help toremember the word and the corresponding letter/sound.Then, the letters are isolated to allow letterrecognition and learners are asked to trace theletters with their fingers. Since eye and handcoordination is still developing at this age, andsince young learners enjoy physical activities, thisis an effective technique for pre-writing practice.The same type of task is repeated throughout theunit mainly because this helps young learners feelsafe when presented with unknown material.

Practising the Letters in the Activity book.Each lesson provides a wide variety of activities forpractising the letters. First, the activities, require

learners to recognise and match capital and smallcase letters, and then write the letters in words.In this way, receptive skills are practised first andproduction follows. Normally, two more activitiesfollow. These are playful, problem-solving activitiesand aim to provide further practice in a moreentertaining way.Suggested procedureUse instrumental music background throughoutthe teaching session and encourage colouring ofall pictures in the lesson. As learners of this age areusually kinaesthetic and musical, the use of suchtechniques is expected to enhance their memoryskills. Give AMPLE time to allow learners toexperience the letters in all possible ways by usingall their senses. For example, encourage learnersto form letters using plasticine, to write letters onthe back of one another and then guess. You mayalso use plastic letters (commercially available) andplay memory games, such as the missing letter, orblind fold learners and ask them to feel and guessthe letters, etc.Start with learners working individually during therecognition and production stage. Encourage pairand/or group-work during the activities; socialskills are also developed along with cognitive andlinguistic ones. Begin the lesson by drawing thewords taught in the previous lesson and askingthem to recall the vocabulary items together withtheir initials/sounds, e.g., t for tiger, h for hare, kfor kite, etc.). This helps recycle previously taughtmaterial and consolidate new knowledge (of lettersand vocabulary items).After that, present the new letters together withthe vocabulary items, as shown in the book. Youcan also use extra materials, such as flashcards,finger puppets, realia and songs. The use ofgames is strongly recommended. Some possiblesuggestions for further practice include Pictionary,hangman, Bingo, Kims game, etc.Useful tipsRevise and recycle vocabulary as often aspossible in as many different ways. You mayalso try to combine meaningful newly taughtwords with previously taught ones, e.g., redcoat, yellow umbrella, purple kite, etc. Alwaystry to associate a letter with the vocabularyitem and the corresponding rhyme.

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Unit 1: In the Fairytale ForestLesson 1: A school in the forestContentThe children practise vocabulary for schooland classroom objects as well as for colours.They also practise expressions for greetingand introducing themselves. Vocabulary ispresented in context through a story and asong, and is further consolidated throughgames and activities.

Linguistic objectivesChildren are expected: to learn vocabulary related to school andclassroom objects: school, teacher, book,forest, desk, board; and revise colourslearned in the Pre-Unit: blue, red, green,pink to recognise the written form of the words to produce and practise phrases forgreeting and introducing themselves:Hello, Im, How are you?, Im fine,thank you. And you?

Pedagogical aims to create a relaxing, non-threateningclassroom atmosphere within a story-basedframework to encourage dramatisation and groupwork to encourage singing and colouring

Suggested resources CD and CD player headbands (optional) crayons realia (optional)

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Suggested procedure (up to 5 days)Students bookStep 1: Introduce the characters of the book (Lena,Tammy, Alex, Yuri) and ask the children to identifytwo of them (Alex and Tammy) in the first pictureof the story. Ask the children to listen to the storyon the CD. Then, read the story and act it out withthe help of realia, flashcards (if available) andstorycards. Ask the children to listen to the storyagain and point to the corresponding pictures. Thisstep may be repeated as many times as deemednecessary. Emphasise in the classroom that readingis not necessary and that children can understandthe story through the pictures.Step 2: Check understanding of new vocabularyand comprehension of the story by asking relevantquestions: e.g. Show me Alice / Miss Butterfly, pointto a picture and ask, Whats this? You can point toobjects in the classroom and elicit the words fromthe children, or say a word and they point to thecorresponding object.Step 3: Invite the children to act out the story.Allocate roles (Tammy, Alex, Peter Pan, Alice andMiss Butterfly). All children should be given theopportunity to participate in the role-playing activity.You can split the class into three or more groups(according to the class size) and have the storyacted out as many times as necessary so that everychild gets the chance to perform individually. Youcan also use headbands with pictures of the storycharacters or with their names stuck on them andask the children to wear them on their heads whiledoing the role playing activity. The children can actout the story without being required to use the exactphrases, or all phrases. Emphasis should be placedon the use of phrases such as How are you?, Imfine, thank you, This is our school, etc.Step 4: First activity: Ask all the children to readthe words together, and guide them to point at thecorrect words with the corresponding pictures. Onlyword recognition is required at this stage. Go aroundthe classroom and offer to help, if needed.Step 5: Second activity: Colours which wereintroduced in the Pre-Unit are practised through thissong. Ask the children to listen to the song and usemiming gestures and crayons or coloured pieces ofpaper to show the colours. Ask the children to putthe four different crayons (green, blue, red, pink) ontheir desks so that they pick them up and show thecorrect colour while singing. Then encourage themto sing, colour the wings of Miss Butterfly and actout the song.

Unit 1: In the Fairytale ForestLesson 1: A school in the forestSCRIPTS & KEYSExtra activities:

Students book

a) They play a game with colours. Call out a colourand ask the children to show the correct crayon. Inthe beginning, this is done rather slowly but thenyou can say the colours increasingly faster.

Lesson 1: A school in the forest. Listen and read.

b) Say Touch something (red) and children touchsomething with the colour they hear.Step 6: Third activity: The children listen to somerecorded phrases while looking at the pictures. Inthe second listening, pause the CD and invite thechildren to point to the correct picture.Step 7: Fourth activity: This is a role-playingactivity. Encourage the children to act out shortdialogues in pairs following the example. Act outthe first one with the help of a child. Ask children touse gestures (e.g. to raise their hand to greet) whileperforming their roles.

Activity bookFirst activity: Ask the children to read the wordstogether, and guide them to match the words withthe corresponding pictures by drawing a line to jointhe word with the picture. Only word recognition isrequired at this stage. Go around the classroom andoffer to help if needed.Second activity: Invite the children to colour thepicture of Miss Butterfly while listening to the songfrom the Students Book Activity 2, page 26. Theycan use the colour code given.Third activity: Ask the children to listen to thephrases from the story and write numbers undereach picture accordingly. They can check theiranswers in groups or in pairs. You might say anumber and have the children say the correctsentence or the other way round.Fourth activity: Guide the children to circle thesentences as in the example. They can then readthe sentences together as a class, or in pairs, inorder to check their answers. Here you might wishto introduce the word mushroom.Fifth activity: Encourage the children to join thedots and thus write the new words they have learnedin this lesson. The pictures depicting the wordscan also be seen. Then ask the children to read thewords out loud.

Alex:

Hey, Tammy, look! A book withfairytales!

Tammy:

Look, Alex! Its a magic book!

Peter Pan:

Hello! Welcome to the fairytaleforest!Im Peter Pan and this is Alice.

Alice:

This is our school a school in the forest.

Alice:

Look, Peter! Our desk!

Peter Pan:

And a board!

Alice:

Wow! A board! Super!

Miss Butterfly:

Hello, Peter! Hello, Alice!Im Miss Butterfly, your teacher.

Alice & Peter Pan:Hello, Miss Butterfly! How areyou?Miss Butterfly:

Im fine, thank you!

Activity 1 KEY: Match and say.A.B.C.D.E.F.

3 book [Example]4 forest2 teacher1 school6 board5 desk

Activity 2 SCRIPT: Lets sing!Hello, Miss Butterfly,how are you?Im fine!Your wings are blue and redgreen and pinkand red again!

Activity 3 SCRIPT: Listen and point.1.2.3.4.5.

[Example] A green forest. (F)A yellow tiger.A red desk.Pink wings.A blue book.

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Unit 1: In the Fairytale ForestLesson 1: A school in the forest

6. A green board.Activity 3 KEY: Listen and point.1.2.3.4.5.6.

F [Example]ACEBD

Activity 3 KEY: Listen and number the pictures.1.2.3.4.5.

A [Example]CBED

Activity 4 KEY: Circle the phrases.Hello, Peter! How are you? Im fine, thank you.Welcome to the fairytale forest. Its a magic book.

Activity bookActivity 1 KEY: Match the pictures with thewords.A.B.C.D.E.F.

teacherforestbookschoolboard [Example]desk

Activity 2 KEY: Colour Miss Butterfly.Colour the picture according to the colour codegiven.

Activity 3 SCRIPT: Listen and number thepictures.1. [Example] Hey, Tammy, look! A book withfairytales! (A)2. Wow! A board! Super!3. Hello, Peter! Hello, Alice! Im Miss Butterfly,your teacher!4. This is our school!5. Look, Peter! Our desk!

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Activity 5 KEY: Join the dots.1.2.3.4.5.6.

deskteacherforestboardbookschool

Unit 1: In the Fairytale ForestLesson 2: Magic schoolbagContentThe lesson introduces (a) vocabulary relatedto classroom objects, (b) numbers 1-10,(c) asking questions with Whats this? andresponding with Its a A , (d) the plurals. The vocabulary is introduced in contextthrough a story and a song, and is furtherconsolidated through a game and relevantactivities.

Linguistic objectivesChildren are expected: to learn new vocabulary related toclassroom objects: a schoolbag, a pencilcase, a pencil, a ruler, a rubber, a notebook;and numbers 1-5 to recognise the written form of the words to identify the plural form (s) of nouns to practise the question Whats this? andthe answer its a /a to produce the new vocabulary items andthe numbers 1-5 orally and in writing

Pedagogical aims to create a relaxing, non-threateningclassroom atmosphere within a story-basedframework to promote pairwork and dramatisation to encourage singing, playing and colouring

Suggested resources CD and CD player headbands (optional) crayons realia (classroom objects)

Suggested procedure (up to 5 days)Students bookStep 1: Elicit the names of Peter Pan and Alice(presented in the previous lesson) and introduceSnow White. The children listen to the story on theCD. Read the story and act it out with the help ofrealia, flashcards (if available) and storycards. Askthe children to then listen to the story again andpoint to the corresponding pictures. This step maybe repeated as many times as deemed necessary.Emphasise in the classroom that reading is notnecessary and that the children can understand thestory through the pictures.Step 2: Check the understanding of newvocabulary and comprehension of the story byasking relevant questions: e.g. Show me SnowWhite, Show me your . rubber. Alternatively, asksome children Whats in your schoolbag? and theytake out one or two objects they know and showthem to class. Encourage them to use and for twoobjects.Step 3: Invite children to act out the story.Allocate roles (Peter Pan, Alice and Snow White).As many children as possible should be giventhe opportunity to participate in the role-playingactivity. You can split the class into three or moregroups (according to the class size) and have thestory acted out as many times as necessary so thatevery child gets the chance to perform individually.You can use headbands with pictures or the namesof the story characters stuck on them and ask thechildren to wear them on their heads while doingthe role-play. The children may act out the storyusing a few or as many of the phrases as they canrecall.Step 4: First activity: Ask the children to identifythe pictures (e.g. elicit the word schoolbag). Thechildren then listen to the words and point to thecorrect item. You can go around the room andcheck answers.Extra activity: Start drawing an object on the board,and ask the children to try and guess what it is.Draw two lines and ask them to guess. Say Whatsthis? and try to get children to answer using its a or a . The child who guesses correctly is thenext one to draw an item on the board. This canalso be done in pairs with the children drawing theirpictures in their notebooks.Step 5: Second activity: Ask the children to firstlisten to the recording all the way through. As theylisten a second time, you may pause after eachphrase and invite the children to guess who says it.

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Unit 1: In the Fairytale ForestLesson 2: Magic schoolbag

Step 6: Third activity: Numbers 1-5 are introducedthrough the song but not explicitly taught. Thechildren listen to the song, while you use miminggestures and crayons. Then encourage them tosing and act out the song. Give them time to singthe song again.Extra activity: Put the children into pairs and askthem to write numbers on their partners backwith their finger. Partners try to guess and say thenumber.Step 7: Fourth activity: Ask the children to find theschool things that are hidden in the picture. Thechildren will produce wrong answers such as tworubber. The teacher repeats the childrens phrasecorrectly: two rubbers, thus, helping the children tonotice the s plural. Ask the class what the s at theend of words stands for (hoping to raise childrensawareness of the plural form and its function).Explicit teaching is discouraged at this stage. Goaround the class and encourage the children toparticipate.Extra activity: The children practise forming theplural. They play tennis with the teacher usingnouns such as a ball. You say it in the singularform and children say the same noun correctly inthe plural. They should add a number from oneto five before the noun. For example, the teachersays: a/one board and the students answer:Three boards, as the teacher shows the numberthree on a flashcard or with fingers.Step 8: Fifth activity: Guide the children to playthe game in pairs. The game may also be playedas a memory game with books closed. As thechildren sit in pairs, one child looks at the items inthe book for 1 minute. They then close the book,and tell their partner what they remember.Step 9: Sixth activity: Ask the children to repeatthe tongue twister after you. At first you say it slowlybut then you ask them to go faster. In the end,invite those who believe they can say it really fast tostand up and do so.

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Activity bookFirst activity: Ask the children to listen to thewords a couple of times and then invite them tomatch the words with the items in the schoolbag.Second activity: Ask the children to colour thepaths in the maze according to the colour codegiven. For example, use the colour blue to colourthe path between Snow White and the rubber.Third activity: Ask the children to colour the itemsusing the colour code given.Fourth activity: Invite the children to read thephrases in the captions first and then match themto the correct picture.Fifth activity: Ask the children to look at the picturecarefully and then find the correct number of eachof the items found in the classroom. They thenhave to write the correct word on the correct line.

Unit 1: In the Fairytale ForestLesson 2: Magic schoolbagSCRIPTS & KEYSStudents book

Activity 2 KEY: Who says this? Listen and say.

Lesson 2: Magic schoolbag. Listen and read.

1.2.3.4.5.

Peter Pan:

Hello, Snow White.

Snow White: Hello, Alice. Hi, Peter.Peter Pan:

Whats this?

Peter [Example]Snow WhiteAliceSnow WhitePeter

Snow White: Its a magic schoolbag.Peter Pan:

A schoolbag? Great!

Alice:

And whats in your schoolbag?

Snow White: A pencil and a pencil case... a ruler,a rubber... and a notebook.Alice:

Activity 1 SCRIPT: Listen, point and say.[Example] a schoolbag (A)a pencilcasea notebooka rubbera booka deska pencil

Activity 1 KEY: Listen, point and say.1.2.3.4.5.6.7.

One, two, I love blue.one, two, three, red for me!Four and five, green and pink are mine!

And whats this? A rubber, too?

Snow White: No, its chocolate. Yummy!

1.2.3.4.5.6.7.

Activity 3 SCRIPT: Lets sing!

A [Example]GFEBDC

Activity 4 KEY: What can you see in the picture?Count and say.Three rubbers, five pencils, one pencil case, fourbooks, two notebooks

Activity 5 KEY: Lets play a game!Three

pencil cases! [Example]

Five

pencils

Two

books

Four

rulers

One

rubber

Activity 6 SCRIPT: Lets say it!Three green and red rubbers!

Activity 2 SCRIPT: Who says this? Listen andsay.1.2.3.4.5.

[Example] Whats this? (Peter)A pencil and a pencil caseAnd whats in your schoolbag?Hello, Alice.And whats this? A rubber, too?

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Unit 1: In the Fairytale ForestLesson 2: Magic schoolbag

Activity book

Activity 3 KEY: Read and colour.

Activity 1 SCRIPT: Listen and match.

Ask the children to colour the items using thecolour code given.

1.2.3.4.5.6.

[Example] a schoolbag. (f)a rulera rubbera pencila pencil casea notebook

Activity 1 KEY: Listen and match.1.2.3.4.5.6.

f [Example]bcdea

Activity 4 KEY: Match the pictures with thephrases.1.2.3.4.5.6.

b [Example]faced

Activity 5 KEY: Find the school things and writethe words.two notebooks [Example],three rubbers

Activity 2 KEY: Find and colour.

four rulers

Colour the four paths according to the colour codegiven.

five pencils

rubber

blue path

pencil caseruler

green path

notebook

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red path

pink path

six school bags

Unit 1: In the Fairytale ForestLesson 3: School is funContent

Suggested procedure (up to 5 days)

The children revise phrases and vocabularyfrom previous lessons, as well as practise askingsomeones name and introducing others. Thevocabulary is introduced in context through astory and is further consolidated through games,a song and activities.

Step 1: Elicit the names of Peter Pan, Alice, SnowWhite who were presented in the previous lessonsand introduce Goldilocks. The children listen tothe story on the CD player. Read the story and actit out with the help of the storycards. The childrenthen listen to the story again and point to thecorresponding pictures. Use miming gestures whilelistening to the song to make the new vocabularyclear. This step may be repeated as many times asdeemed necessary. Emphasise that reading is notnecessary and that the children can understand thestory through pictures.

Linguistic objectivesChildren are expected: to produce and practise expressions suchas: Whats your name?, Im, This is to revise key phrases from previous lessonsand produce the written form of previouslylearned vocabulary to identify some action verbs through asong: dance, jump, clap your hands, playthe drum

Pedagogical aims to create a relaxing, non-threateningclassroom atmosphere within a story-basedframework to promote group/pairwork to encourage singing, playing and actingout the action verbs

Suggested resources CD and CD player crayons

Extra activity: The children may play a miminggame with the verbs in the song.Step 2: First activity: Guide the children to findthe school objects in the fairytale forest. Thechildren can repeat the phrase: I spy with my littleeye something that begins with.. They can alsocombine the colours and objects, like: I spy a bluebook, or practise plurals, I spy 3 books.Step 3: Second activity: Guide the children tocomplete the activity. Ask them to find the heroeswho are hidden behind the trees. They should pointto Alices apron and say: This is Alice! or at SnowWhites hand holding the school bag and say: Thisis Snow white etc.Step 4: Third activity: The children revisepreviously learned vocabulary. They listen to therecording and point to the correct picture. Then askthem to mime the action they just heard and pointto it in the book. You may pause the recording aftereach of the sounds.Step 5: Fourth activity: This activity revises thephrases which children have been exposed to inthe unit. Ask the children to listen to the recordingsand to choose one of the two pictures available tothem.Step 6: Fifth activity: Encourage the children toact out short dialogues in threes as shown in theexample. Ask a child to help you show them howit is done. Encourage the children to use gestures(e.g. raise their hand to greet) while doing the roleplaying activity.Step 7: Sixth activity: The children revisevocabulary learned in the Pre-Unit and Unit 1. Theylook at yet another picture of the fairytale forest withanimals from the Pre-Unit holding or playing withschool objects. Ask the children to point to andidentify the objects they have found e.g.: A rabbitwith a ruler etc.

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Unit 1: In the Fairytale ForestLesson 3: School is funSCRIPTS & KEYSActivity book

Students book

First activity: Ask the children to listen to therecordings and try to match them to the correctpicture.

Lesson 3: School is fun. Listen and read.Goldilocks:

Hello, everybody!

Snow White:

Hi there!

Peter Pan:

Hello, whats your name?

Third activity: The children revise the newlylearned vocabulary from the unit. Ask the childrento fill in the missing letters. Every gap correspondsto a missing letter.

Goldilocks:

Im Goldilocks. Whats yourname?

Peter Pan:

Im Peter. This is Alice and this isSnow White.

Fourth activity: Guide the children to break thecode and write the hidden phrase. As a follow upactivity, the children may prepare similar activitiesfor their classmates.

Alice:

Come on. Lets go to school.

Goldilocks:

Oh, no! School is boring!

Fifth activity: Ask the children to match theleaves in order to find the words. Every leaf has itsidentical twin. When they have matched them, theymay complete the task by writing the words in thespace provided.

School is fun! School is fun!Lets sing, lets dance and jump!School is fun! School is fun!Clap your hands and play the drum!School is fun! School is fun!School is such great fun!

Second activity: Ask the children to colour thenumbers according to the colour code given.

Peter Pan & Alice: No! School is fun!

Activity 1 KEY: I spy with my little eyeThe key is quite flexible here. They can use coloursas well as numbers, or simply practise the pluralform. For example, they can say I spy with mylittle eye, a blue book, or, I spy with my little eye 3books.

Activity 2 KEY: Whos this?A.B.C.D.

Peter PanAliceSnow WhiteGoldilocks

Activity 3 SCRIPT: Listen, point and mime.1.2.3.4.5.

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[Example] Play the drums. (A)Lets jumpLets danceLets singClap your hands

Unit 1: In the Fairytale ForestLesson 3: School is fun

Activity 3 KEY: Listen, point and mime.

Activity 1 KEY: Listen and number the pictures.

1.2.3.4.5.

1.2.3.4.5.

A [Example]ECBD

Activity 4 SCRIPT: Listen and choose.1.2.3.4.5.

[Example] Im Goldilocks. (b)No! School is fun!A schoolbag? Great!No, its chocolate. Yummy!Come on. Lets go to school!

Activity 4 KEY: Listen and choose.1.2.3.4.5.

b [Example]abba

C [Example]BEAD

Activity 2 KEY: Can you find the magic phrase?School is fun

Activity 3 KEY: Write the missing letters.1.2.3.4.5.6.7.

desk [Example]schoolbagrubberboardpencil casenotebookruler

Activity 4 KEY: Can you find the magic phrase?Activity 6 KEY: Can you remember the words?a rabbit with a rulera bear with a schoolbaga dog with a rubbera cat with a booka fox with a notebooka pencil case with 3 pencils5 desksa board

Hello everybody!

Activity 5 KEY: Match the leaves and write.ruler [Example]deskschoolbagdanceforestnotebookpencil

Activity bookActivity 1 SCRIPT: Listen and number thepictures.1. [Example] This is our school. (C)2. A schoolbag? Great!3. Hello, Peter! Hello, Alice! Im Miss Butterfly,your teacher!4. Oh no! School is boring!5. Hello, everybody!

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Unit 1: In the Fairytale ForestLesson 3: School is fun

Art time!

ProjectLeaf mobile

Talking forestLinguistic objective

Linguistic objective

The children are expected to orally practise andconsolidate language they have learnt in thisunit.

The children are expected to orally practise andconsolidate language they have learnt in thisunit.

Pedagogical aims

Pedagogical aims

to develop creativity and imagination throughart and drama to develop visual literacy to encourage a love of natureSuggested resources pencils rubbers coloured pencils.Suggested procedure (up to 2 days)Step 1: Introduce the talking forest theme to thepupils. Explain that this is a fairytale forest wherethe trees and animals talk and the grass whispersin English. The image in the book is a starting pointand the pupils need to complete the drawing.Step 2: Instruct the pupils to draw themselves anda friend in the forest scene. They can draw someanimals too, e.g. a black bear, a red fox, a brownrabbit, an orange butterfly, a green frog etc.Step 3: Say hello and introduce yourself and yourfriend to the trees, the grass and the animals. Writethe greetings and introductions in the speechbubbles. You will need to draw more speechbubblesSuggested language for the speech bubbles:Hi there!Hello. Whats your name?Im and this isHow are you?Im fine, thank you. And you?Im fine too, thank you.

Extra online activities can be found on the PEAPwebsite.

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to learn how to construct a basic hangingmobile that turns freely in the air. to develop aesthetic appreciation to develop, describe and express feelingsabout own and others work. to further develop fine motor skills to encourage creativity through art to encourage a love of natureSuggested resources scissors coloured pencils stapler

ribbon twig or coat hanger additional paper

Suggested procedure (1 day)Step 1: Ask the children to colour the leaves anddesign the blank butterfly, front and back.Step 2: Ask the children to cut out the shapes.Step 3: Help the children staple the leaves andbutterfly to a single length of ribbon.Step 4: Tie the ribbon to a twig and suspend froma hook.Extra activitiy: Upon seeing how the mobile isconstructed, pupils could be encouraged to designtheir own shape to add onto their mobile. Theycould add an insect, flower, mushroom or anothernatural object studied in unit 1. The pupils can talkabout their own or others mobiles.Unit EvaluationAsk the children to colour the stars. Explain that themore they liked the unit components (story, songsand rhymes, games and puzzles), the more starsthey need to colour. In the second part, ask thechildren to write their favourite words and phrasesfrom Unit 1. Go around the class and offer help.Discuss the childrens choices and answers in theself-assessment section.

Unit 2: The story of Bella the catLesson 1: Bella the cat and the baby mouseContentThe children practise vocabulary related tofamily as well as acting out the mouse familystory by Aesop. The vocabulary is introducedin context through the story and is furtherconsolidated through games and chants.The linguistic input in this lesson is ratherextensive. However, the same phrases arerepeated throughout the lesson which aidscomprehension and retrieval.

Linguistic objectivesChildren are expected: to learn words for family members: daddy,mummy, brother, sister, grandpa, grandma,baby, family to be able to identify the written form ofparticular words (word recognition) to be able to start producing the writtenform of those words to be able to understand the languagepattern Can you.? (Yes, I can, No, Icant) to be able to respond to language pattern:Can you ? using verbs from the previousunit

Pedagogical aims to create a relaxing, non-threateningclassroom atmosphere within a story-basedframework to familiarise children with the Greek culturalheritage (Aesops story telling) to develop communicative skills to promote groupwork and dramatisation to encourage recall through chanting

Suggested resources CD and CD player flashcards storycards of Bella the cat, baby mouse andhis family puppets (if available) a bell boardmarkers

Suggested procedure (up to 5 days)Students bookStep 1: Books are kept closed at the beginning ofthe lesson. Draw the childrens attention to Alexand Lena looking at the story book and the imageof Aesop popping out from it. Introduce Aesopsfables perhaps by talking about a well-known andpopular fable (e.g. the hare and the tortoise). Thiscan be done in Greek. Use flashcards or puppetsto show the children a mouse, a cat and a bell. Askthem if they know a fable with these animals andtrigger their curiosity by asking them questionssuch as, How do you think the bell will be used inthe story? or Find out how many members of themouse family there are. The children listen to thestory on the CD at least twice and try to findthe answers to the questions. During the secondlistening, it would be helpful if the story was actedout as well, while using flashcards or puppets.Step 2: Check the understanding of newvocabulary by asking relevant questions: e.g.Show me / where grandpa is? You might also askquestions such as: Can grandpa ..? and expecta Yes or No reply from children at this stage.Step 3: The children listen to the story again andpoint to the corresponding pictures. Listeningmay be repeated as many times as deemednecessary. It is advisable at this point to pause thelistening and facilitate comprehension by usingbody language and facial expressions to illustratethe meaning. At the same time ask the children torepeat the lines of the story, to help them with thereading process and to prepare them for the roleplaying activity to follow.Step 4: Invite the children to act out the story.Allocate roles: seven children as family membersand one as the cat. Take on the role of the narrator.As the narrator, put emphasis not only on thevocabulary but also on the Can you? No, Icant/ Yes, I can language chunks. At this initialdramatisation stage, let children decide if theywant to participate in the role-playing activity or justwatch (allow time for the timid children to adjust tothe new linguistic environment). It is not necessary,of course, for children to be able to produce thefull sentences or the whole story. Allow time forunderstanding and speech production.Step 5: First activity: Ask the children to listen tothe song and sing along. Repeat as many times asdeemed possible.Step 6: Second activity: Ask the children to listento the questions from the CD and try to remember

21

Unit 2: The story of Bella the catLesson 1: Bella the cat and the baby mouse

the answers to the questions. It would be helpful ifthey acted out the answers as well.Step 7: Third activity: Ask the children to listen tothe song and sing along. Repeat as many times asdeemed necessary. Then encourage the childrento act it out one child as the cat (you might put abell on his/her clothes) and the rest as the mice.The child who gets caught by the cat is the nextone to take the role of the cat. Do this out in theschool playground, if possible.Step 8: Fourth activity: The children are dividedinto pairs and are asked to play rock-paperscissors, a hand game played by two people.The players usually count aloud to three, or saythe name of the game (e.g. rock paper scissors),each time by either raising one hand in a fist andswinging it down on the count or holding it behindtheir back. On the third count (saying, three),the players change their hands into one of threegestures, which they then throw by extending ittowards their opponent. The gestures are (in the 3gesture version): Rock, represented by a clenched fist. Scissors, represented by two fingers extendedand separated, sometimes coming together. Paper, represented by an open hand, withthe fingers extended and touching, in order torepresent a sheet of paper (horizontal).The objective of this game is to select a gesturewhich defeats that of the opponent. Gestures areresolved as follows: Rock blunts or breaks scissors: rock defeatsscissors. Scissors cut paper: scissors defeats paper. Paper covers, sands or captures rock: paperdefeats rock.If both players choose the same gesture, the gameis tied and the players repeat.Extra activity: Ask the children to present a herothey like who accomplishes the impossible, forexample, Hercules.

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Activity bookFirst activity: Ask the children to look at thewordsearch, identify the family vocabulary items,and circle them.Second activity: Ask the children to match the leftpieces of the puzzle (1-6) with the right pieces ofthe puzzle (a-e) and write the names of the mousefamily members.Third activity: Ask the children to colour thenumbers with the colour code given in order to findthe hidden word.Fourth activity: Ask the children to look at thebubble of baby mouse, read the other bubbles withthe family members and write the missing words.Fifth activity: Ask the children to look at the twoexamples of grandpa mouse and baby mouseusing the language pattern Can you.? (Yes, Ican, No, I cant) and then ask them to respondto the personal questions using the same languagepattern.

Unit 2: The story of Bella the catLesson 1: Bella the cat and the baby mouseSCRIPTS & KEYSStudents book

Activity 1 SCRIPT: Lets sing!

Lesson 1: Bella the cat and the baby mouse.Listen and read.

Ding, dong, bell,Bella with the bell.Who can put it on?Baby mouse at dawn.

Alex:

Whats this, Lena?

Lena:

Its a story book, Alex.

Aesop:

Hi, kids! Im Aesop! Shall I tellyou a story?

Alex and Lena:

Yes!!!

Narrator:

Bella the cat is coming,Bella the cat is here.But who can put a bell on Bellathe cat?

Narrator:

Grandpa mouse, can you put abell on Bella the cat?

Grandpa mouse:

No, I cant. No, I cant.

Narrator:

Grandma mouse, can you puta bell on Bella the cat?

Grandma mouse: No, I cant. No, I cant.

Activity 2 SCRIPT: Listen. Can you remember?1. [Example] Grandpa mouse, can you put a bellon Bella the cat? No, I cant. No, I cant.2. Daddy mouse, can you put a bell on Bella thecat?3. Grandma mouse, can you put a bell on Bellathe cat?4. Brother mouse, can you put a bell on Bella thecat?5. Mummy mouse, can you put a bell on Bella thecat?6. Sister mouse, can you put a bell on Bella thecat?7. Baby mouse, can you put a bell on Bella thecat?

Narrator:

Daddy mouse, can you put abell on Bella the cat?

Daddy mouse:

No, I cant. No, I cant.

Narrator:

Mummy mouse, can you put abell on Bella the cat?

Mummy mouse:

No, I cant. No, I cant.

Narrator:

Brother mouse can you put abell on Bella the cat?

Brother mouse:

No, I cant. No, I cant.

Narrator:

Sister mouse, can you put abell on Bella the cat?

Sister mouse:

No, I cant. No, I cant.

Activity 3 SCRIPT: Lets sing!

Narrator:

Baby mouse, can you put a bellon Bella the cat?

Baby mouse:

YES, I can, YES, I can.

BELLSBell, bell, bell on my tail.Bell, bell, bell on my tail.Bell, bell, bell on my tail.Making mice run!RUUUUUUUUUUN!

Grandpa, Grandma, Daddy, Mummy, Brotherand Sister mouse: YOU CAN?Baby mouse:

Activity 2 KEY: Listen. Can you remember?1.2.3.4.5.6.7.

No, I cant. No, I cant. [Example]No, I cant. No, I cant.No, I cant. No, I cant.No, I cant. No, I cant.No, I cant. No, I cant.No, I cant. No, I cant.YES, I can. YES, I can.

YES, look!

23

Unit 2: The story of Bella the catLesson 1: Bella the cat and the baby mouse

Activity bookActivity 1 KEY: Circle the words.grandma [Example]grandpamummydaddybrothersisterbabyfamily

Activity 2 KEY: Can you find the mouse family?Match and write.1.2.3.4.5.6.

24

cbda fe

grandpa mouse [Example]grandma mousedaddy mousemummy mousesister mousebaby mouse

Activity 3 KEY: Can you find the magic word?family

Activity 4 KEY: Read and write.Im Baby mouse.A.B.C.D.E.F.

This is my grandma [Example]This is my daddyThis is my brotherThis is my sisterThis is my grandpaThis is my mummy

Unit 2: The story of Bella the catLesson 2: The mouse familyContentThe children practise and learn adjectivesrelated to appearance. The vocabulary isintroduced through the description of a familyphoto. Learners sing and act out a song.

Linguistic objectivesChildren are expected: to learn vocabulary related to appearance:old, fat, thin, tall, young, short, grey to identify the written form of these words(word recognition) to practise the phrases: This is. and Thatis to identify and start producing shortsentences, e.g. hes thin and tall and shesyoung and short etc. to revise family members vocabularyintroduced in Lesson 1

Pedagogical aims to create a relaxing, child-friendly classroomatmosphere through a song to develop communicative skills to encourage groupwork and dramatisation to practise motor skills

Suggested procedure (up to 5 days)Students bookStep 1: Ask the children to look at the picture andtell you what they can see. Elicit previously taughtvocabulary items (e.g. grandma, grandpa, daddy,mummy, brother, sister, baby mouse) by askingthem Who can you see? Can you see grandma,etc.?Step 2: Ask the children to cover the text and listento the song. You need to mime the adjectives (e.g.old, fat, thin, tall, young, short) while they listen tothe song. This can be repeated as many times asdeemed necessary.Step 3: The children listen to the song again andpoint to the corresponding picture, using thecaptions. Make sure that they are able to identifythe correct pictures.Step 4: Ask the children to listen to the song againand match each text caption to the correspondingfamily member. At this stage, encourage thechildren to sing along.Step 5: Point to the pictures of the family membersand describe them by using the correspondingadjectives (e.g. grandma is old and fat). Use bodylanguage and gestures to facilitate the meaning ofthe adjectives.Step 6: Invite the children to play a pantomimegame. Divide them into groups. Whisper anadjective to a learner (e.g. tall). The child mimes theadjective and the rest of the children in the grouptry to guess the word.Step 7: First activity: The children listen to the CDand choose the correct pictures accordingly. Invitethem to check their answers in pairs. Check theanswers with the children and ensure feedback.Step 8: Second activity: Ask the children tolook at the two animal families, point at the familymembers and produce the words orally.Step 9: Third activity: The children listen tothe song as the teacher acts it out. The childrenthen do the same. The same procedure may berepeated as many times as deemed necessary.

Suggested resources CD and CD player flashcards storycards of Bella the cat, baby mouse andhis family boardmarkers

Step 10: Fourth activity: The children choose one(or more) of their family photos and present it inclass following the dialogue of the book.

25

Unit 2: The story of Bella the catLesson 2: The mouse familySCRIPTS & KEYSActivity book

Students book

First activity: Ask children to circle the vocabularyitems. Then, ask the children to produce the wordsthey have circled orally.

Lesson 2. The mouse family. Listen, point, andsing.

Second activity: Ask the children to look at thepictures and circle the correct word.Third activity: Ask the children to read thesentences, match them to the correct pictures andthen write the missing word.Fourth activity: Ask the children to look at thepictures and write the missing letters.Fifth activity: Ask the children to look at thepictures and colour grandpas hat, Bellas hat, andthe bell while listening to the CD.

Voice ofa mouse:

Who are they?

Voice ofBaby mouse: That is my grandma.Shes old and fat.That is my grandpa,in a grey hat.This is my daddy.Hes thin and tall.This is my mummy.Shes young and short.This is my brother.Hes thin and young.That is my sister.Shes short and fat.And this is me.I put a bell on the cat.

Activity 1 SCRIPT: Listen and choose.1.2.3.4.5.6.

[Example] That is my grandpa in a red hat. (a)That is my grandma. Shes old and thin.This is my daddy. Hes short and fat.This is my mummy. Shes young and tall.This is my brother. Hes thin and young.That is my sister. Shes tall and fat.

Activity 1 KEY: Listen and choose.1.2.3.4.5.6.

a [Example]cbabb

Activity 3. SCRIPT: Lets sing!Thin or fat,old or young,here comes the cat.Tall or short,cute or not,Bellas got a hat.

26

Unit 2: The story of Bella the catLesson 2: The mouse family

Activity book

Activity 5 SCRIPT: Listen and colour.

Activity 1 KEY: Circle the words.

A. 1. This is my grandpa in a red hat.2. This is my grandpa in a green hat.3. This is my grandpa in a grey hat.B. 1. This is Bella the cat in a red hat.2. This is Bella the cat in a blue hat.3. This is Bella the cat in a pink hat.C. 1. This is Baby mouse with the grey bell.2. This is Baby mouse with the blue bell.3. This is Baby mouse with the red bell.

grandpa [Example], short, mummy, fat, sister,baby, tall, brother, thin, grandma, daddy, bell

Activity 2 KEY: Circle the correct word.1.2.3.4.5.6.

old [Example]fatyoungtallthinshort

Activity 3 KEY: Match and write.1. thin [Example]2. old3. short

Activity 5 KEY: Listen and colour.A. 1. a red hat.2. a green hat.3. a grey hat.B. 1. a red hat.2. a blue hat.3. a pink hat.C. 1. the grey bell.2. the blue bell.3. the red bell.

Activity 4 KEY: Write the missing letters.1.2.3.4.5.6.7.

grandpa [Example]grandmamummydaddybrothersisterbaby

27

Unit 2: The story of Bella the catLesson 3: The brave baby mouseContentThe children practise and learn adjectivesrelated to feelings. The vocabulary isintroduced in context through a song. Thechildren revise colours and produce cat andmouse masks to practise the vocabulary itemsintroduced in Unit 2.

Linguistic objectivesChildren are expected: to learn vocabulary related to feelings:hungry, angry, scared, sad, happy, brave to revise family vocabulary introduced inLesson 1 to identify the written form of the new words to revise colours

Suggested procedure (up to 5 days)Students bookStep 1: The children listen to the song twice.During the second listening, pause the CD aftereach line and mime the feeling (e.g. hungry- byrubbing your stomach). Unknown words are notpre-taught but while listening to the song, usebody language to illustrate the meaning of this newvocabulary.Step 2: Ask the children to listen to the song againand match the sentences to the correspondingpicture. Make sure that the children are able toidentify the correct pictures. Provide feedback asnecessary.Step 3: Extra activity: Invite the children to play apantomime game. Divide the children into groups.Whisper an adjective to a child (e.g. sad). The childmimes the adjective and the rest of the children inthe group try to guess the word.Step 4: First activity: Ask the children to matchthe pictures to the new words. This activity can bedone either individually or in pairs.Step 5: Extra activity: Ask the children to close theirbooks and invite a volunteer to the board. Whisperone of the new words to the learner and ask him/her to draw it on the board (e.g. happy). The rest ofthe learners try to guess the word.

Pedagogical aims to create a relaxing, child-friendly classroomatmosphere through a song to develop communicative skills to encourage pairwork and dramatisation to practise motor skills

Suggested resources board markers crayons, coloured pencils, glue, scissors,cardboard (in different colours) or any othermaterial available

28

Step 6: Second activity: Ask the children to findthe correct picture by referring back to the previouslesson.Step 7: Third activity: Play the CD and invitethe children to sing along. Use appropriate bodylanguage to act out the song and ask the childrento follow. Repeat as many times as deemednecessary.Step 8: Fourth activity: Ask the children to lookat the pictures of hungry, angry, sad, scared andbrave animals and mime the feelings.Step 9: Fifth activity: Draw this picture on a largesheet of cardboard. Ask the children to take turnsin being blindfolded and attempt to put the bell inthe right place on the cat using the appropriatelanguage given, right/left/up/down. Mark the placethey put the bell. The child with the closest mark tothe correct position is the winner of the game.

Unit 2: The story of Bella the catLesson 3: The brave baby mouseSCRIPTS & KEYSActivity book

Students book

First activity: Ask the children to look at thewordsearch, identify the vocabulary items related tofeelings and circle them.

Lesson 3. SCRIPT. The brave baby mouse.Listen, point and sing.

Second activity: Ask the children to read thesentences, match them to the correct pictures andwrite the missing words.Third activity: Ask the children to look at thepictures and write the correct word on thecrossword in order to find the magic phrase.Fourth activity: Ask the children to make their waythrough the maze in order to help the cat get to the(computer) mouse.Fifth activity: Ask the children to listen tovocabulary related to feelings and draw the faceson the mice.Sixth activity: Ask the children to think about howthey are feeling, draw their feeling and write a shortsentence describing it.

1. (Example) Bella the cat is hungry. (F)2. Bella the cat is angry.3. Grandpa mouse is scared.Grandma mouse is scared.4. Daddy mouse is sad.Mummy mouse is sad.5. Brother mouse is scared.Sister mouse is scared.6. And only baby mouse is brave to put a bell onBella the cat.7. The mouse family is happy.Lesson 3. KEY. The brave baby mouse. Listen,point and sing.1.2.3.4.5.6.7.

F [Example]DAGEBC

Activity 1 KEY: Match and say.1.2.3.4.5.

B [Example]ADCE

Activity 2 KEY: Do you remember? Choose thecorrect picture.1.2.3.4.5.

b [Example]aaba

29

Unit 2: The story of Bella the catLesson 3: The brave baby mouse

Activity 3 SCRIPT: Lets sing!

Activity 2 KEY: Match and write.

If youre happy and you know it, play the drum. X2If youre happy and you know it,if youre happy, happy, happy,if youre happy and you know it, play the drum.

1.2.3.4.5.

If youre sad and you know it, hug a friend. X2If youre sad and you know it.if youre sad, sad, sad.,if youre sad and you know it, hug a friend.If youre scared and you know it, sing a song. X2If youre scared and you know it,if youre scared, scared, scared,if youre scared and you know it, sing a song.

Activity 3 KEY: Do the crossword and find themagic phrase.

1. h u n g

A.B.C.D.E.

Bella the cat is hungry.The mouse is angry.Mummy mouse is sad.Brother mouse is scared,Baby mouse is brave.

Activity bookActivity 1 KEY: Circle the words.angry [Example]hungrysadhappyscaredbrave

30

y

3. p e n g u

i

a d

4. h a p p y5. y o u n g

If youre angry and you know it, stamp your feet. X2If youre angry and you know it,if youre angry, angry, angry,if youre angry and you know it, stamp your feet.

Activity 4 KEY: Look at the pictures and mime.

r

2. s

If youre hungry and you know it, say I am. X2If youre hungry and you know it,if youre hungry, hungry, hungry,if youre hungry and you know it, say I am.

If youre brave and you know it, say I can. X2If youre brave and you know it,if youre brave, brave, brave,if youre brave and you know it, say I can.

hungry A [Example]scared Csad Ehappy Bangry D

7. s

6. f

a

t

c a

r

e d

8. m u m m y9. t

h

i

n

10. t

a

l

l

11. a n g

r

y

The magic phrase is: happy family

Activity 5 SCRIPT: Listen, draw and write.1.2.3.4.5.

[Example] Brother mouse is angry.Sister mouse is happy.Daddy mouse is scared.Mummy mouse is hungry.Grandma mouse is sad.

Activity 5 KEY: Listen, draw and write.1.2.3.4.5.

angry [Example]happyscaredhungrysad

n

Unit 2: The story of Bella the catLesson 3: The brave baby mouse

Art time!

ProjectCat and mouse masks

Family TreeLinguistic objective

Linguistic objective

The children are expected to orally practise andconsolidate language they have learnt in this unit.

The children are expected to orally practise andconsolidate language they have learnt in this unit.

Pedagogical aims

Pedagogical aims

to further develop fine motor skills to develop creativity and imagination throughart to develop visual literacy to enhance bonds and mutual understandingwithin the classSuggested resources pencils and rubbers coloured pencils scissors and glueSuggested procedure (up to 2 days)Step 1: Explain what a family tree is and how itis organized. Ask the children to create their ownfamily tree.Step 2: Cut carefully around the tree and each ofthe pears.

to further develop fine motor skills to encourage creativity through art to develop visual literacy to foster empathy for animalsSuggested resources coloured pencils, markers or poster paints,brushes scissors, stapler and ribbonSuggested procedure (up to 2 days)Step 1: Ask the pupils to think of a cat they know,have them describe the cat saying if it is striped,whether it has patches of colour and so on. Askthem if they know what colour a mouse is andhow they might colour their mouse mask. Thesequestions will help the pupils decide how they wishto design their masks.

Step 3: Colour the tree.

Step 2: Cut carefully around the masks and cut outthe eyes.

Step 4: Draw each member of the family onto apear and stick it onto the family tree. Each pearrepresents a member of the family Grandparentsx 2, parents and children. More pears can be madeand cut out if needed.

Step 3: Colour the masks with pencils, markersor poster paints. The markings on the cat canbe designed by the pupils e.g. black and white,marmalade cat, tabby cat, calico cat etc.

Step 5: Glue the tree onto a coloured sheet of A4paper and display all the trees on the classroomwall.Step 6: The children can use their new vocabularyto describe each member of their family andpresent their family tree to the class.

Step 4: Help the children staple two pieces ofribbon, one to either side of the mask, at eye level.Step 5: Wear the mask and tie the ribbon at theback of the head.Step 6: The pupils can wear the mask and ask aclass mate to describe it.Note: The masks are intended to accompanythe Cat and Mouse Game on page 44 of theStudents book.

Extra online activities can be found on the PEAPwebsite.

Extra online activities can be found on the PEAPwebsite.

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Unit 2: The story of Bella the catLesson 3: The brave baby mouse

Unit EvaluationAsk the children to colour the stars. Explain that themore they liked the unit components (story, songsand rhymes, games and puzzles), the more starsthey need to colour. In the second part, ask thechildren to write their favourite words and phrasesfrom Unit 2. Go around the class and offer help.Discuss the childrens choices and answers in theself-assessment section.

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Unit 3: The story of PinocchioLesson 1: Pinocchio the puppetContentThe vocabulary is introduced in contextthrough the story of Pinocchio, a characteryoung children are familiar with at this age.The children practise the vocabulary whichincludes: numbers 1-10, toys and games, topicand story related vocabulary. The vocabularyis further consolidated through games, songsand fun activities.

Linguistic objectivesChildren are expected: to learn vocabulary:a.numbers 1-10b.toys and games: puppet, doll, teddybear, toy, hopscotch, puzzlec.topic related vocabulary: star, boy, friend to learn phrases like: Whos this? playtogether, on the floor, touch your nose,stand up straight, do it again to be able to greet people, introducethemselves and their friends to be able to talk about toys and games: Weplay hopscotch, We do puzzles to be able to identify and produce thewritten form of the words to consolidate language from previouslessons

Pedagogical aims to create a relaxing, non-threateningclassroom atmosphere within a story-basedframework to expose the children to a different versionof a story possibly familiar to them to encourage dramatisation and group/pairwork to encourage singing and chanting to promote inductive learning abilities to activate schemata

Suggested resources storycards realia/flashcards (Pinocchio puppet/doll, adoll, a teddy bear, a star) masks of Pinocchio, doll and teddy bear CD and CD player boardmarkers

Suggested procedure (up to 5 days)Students bookStep 1: Do a brainstorming session about thecharacter of Pinocchio. Ask the children if theyknow Pinocchio and his story. Show Picture 1one on the screen (if projector and computer areavailable), otherwise use the book. Elicit as muchinformation as possible.Step 2: The children open their books and listento the story on the CD twice while looking at thepictures. Act out the story with the help of themasks and realia. The children listen to the storyagain and point to the corresponding pictures. Thisstep may be repeated as many times as deemednecessary.Step 3: Check the understanding of newvocabulary by asking relevant questions: e.g.Show me a doll. / Who are Pinocchios friends?. Consolidate previous toy items the childrenhave learned from previous lessons, e.g. ball, kite,car, bell, etc. Bring in realia (soft toys) if possible.Ask questions such as: Do you play hopscotch(mime)/do puzzles? and expect a Yes or Noreply from the children. Further extend to othergames the children play by asking questions suchas Do you play football/basketball/computergames?Step 4: Put the storycards on the board andask the children to provide the correspondingstorylines. This can be done in groups and thechildren can look in their books to find the correctlines.Step 5: Put the storycards on the board in randomorder and ask the children to come to the boardand arrange them according to the story. Atthis stage ecourage the children to provide thestorylines as well.Step 6: Ask the children listen to the story again.Invite them to act it out with masks (Pinocchio, thedoll, a teddy bear). All children should be giventhe opportunity to participate in the role-playingactivity.Step 7: First activity: Ask the children to findthe four toys hidden in the picture. Discusswhere the toys are thus exposing them to otherlanguage such as wall, bookcase, desk, floor andprepositions of place on, in, under.Step 8: Second activity: Act out the rap songwhile the children follow the actions. Repeat thesong as many times as deemed necessary.

33

Unit 3: The story of PinocchioLesson 1: Pinocchio the puppetSCRIPTS & KEYSStep 9: Third activity: The children listen to thesentences and point to the correct picture. Elicitinformation about the other pictures when checkinganswers.

Students book

Step 10: Fourth activity: Give the children time toread the six sentences and to decide which is thecorresponding picture. After checking answers askfurther questions to help children produce morelanguage, e.g. The doll is happy. Are you happy?,expecting a yes/no answer. Miss Butterflyis a teacher. What colour are Miss Butterflyswings? (gesturing for wings to help learnersunderstanding) expecting learners to revise thecolours. Pinocchio is sad. Why is Pinocchio sad?expecting the answer Hes a puppet/toy, not aboy. These are my friends. Who are your friends?expecting the answer Mary, Alex, We playhopscotch. Do you play hopscotch? expecting ayes/no answer, and further What games do youplay with your friends? expecting names of gamesas an answer. The teddy bear is hungry. Are youhungry? expecting a yes/no answer and furtherrevise feelings.

Tammy:

Whos this, Yuri?

Collodi:

Hi children! Im Carlo Collodi.Let me tell you a story about

Pinocchio:

Hi, Im Pinocchio and Im a puppet!These are my friends. A doll and ateddy bear.

Doll :

Hi, Pinocchio.

Lesson 1: Pinocchio, the puppet. Listen andread.

Teddy bear: Hello, Pinocchio.Pinocchio: We play together Doll:

Pinocchio: And we do puzzlesTeddy bear: We love puzzles!Pinocchio: But I cant go out! Im a puppet.Pinocchiosinging:

Activity bookFirst activity: Ask the children to match eachword to the corresponding picture. Use realia todemonstrate each item.Second activity: Ask the children to write thenames of the toys under the corresponding pictureby putting the jumbled letters in order. If theyneed help they can refer back to the story (pair/groupwork).Third activity: The children listen to the numbersand draw the lines to form the picture of an icecream.Fourth activity: The children have to do themathematical equation to find the answer.

We play hopscotch!

Star light, star bright,Can I be a boy tonight?Can I be a boy tonight?I am a toy and not a boy.

Activity 1 KEY: Point to the 4 toys.The puppet is on the wall.The doll is in the bookcase.The teddy bear is under the desk.The puzzle is on the floor.Activity 2 SCRIPT: Lets rap!One, two, three and fourEverybody on the floorFive, six, seven, eightTouch your nose. Stand up straightNine and ten, nine and tenCome on now, lets do it again!

Activity 3 SCRIPT: Listen and choose.1.2.3.4.

34

[Example] Pinocchio is sad. (a)Mouse is scared.We do puzzles.Pinocchio is a boy.

Unit 3: The story of PinocchioLesson 1: Pinocchio the puppet

Activity 3 KEY: Listen and choose.

Activity book

1.2.3.4.

Activity 1 KEY: Match the pictures with thewords.

a [Example]abb

Activity 4 KEY: Match and say the letter.1.2.3.4.5.6.

B [Example]AEFCD

A.B.C.D.E.F.G.

puzzledollpuppetstarteddy bearboyhopscotch [Example]

Activity 2 KEY: Find and write the words.1.2.3.4.5.6.

puppet [Example]dollstarbearpuzzleboy

Activity 3 SCRIPT: Listen and draw.2, 5, 10, 2, 7, 6, 4, 3, 1, 8, 9

Activity 3 KEY: Listen and draw.An ice-cream cone.

Activity 4 KEY: Whats the missing number?A.B.C.D.E.F.G.H.

6 [Example]58312107

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Unit 3: The story of PinocchioLesson 2: Pinocchio, the boyContentThe vocabulary is introduced in contextthrough the continuation of the storyof Pinocchio. The vocabulary is furtherconsolidated through games and fun activities.

Linguistic objectives to learn the following vocabulary and verbs:a.places: town, park, sports centre, school,restaurantb.vocabulary related fun activities: play, run,hide, swing, slidec.vocabulary related to the story: hungry,sandwich to learn topic related phrases: Im hungry,Lets get.. , Where are you? to practise the pattern I can.. andconsolidate the pattern Can you.?, Yes,I can/No, I cant to be able to identify and produce thewritten form of some words to consolidate language from previouslessons

Pedagogical aims to create a relaxing, non-threateningclassroom atmosphere within a story-basedframework to activate schemata relating to places theyvisit and activities they are involved in to expose the children to a different versionof a story possibly familiar to them to encourage dramatisation and group/pairwork to promote inductive learning abilities

Suggested procedure (up to 5 days)Students bookStep 1: Books are kept closed at the beginning ofthe lesson. Tell the story beginning with the lastpicture of the previous lesson where Pinocchiomakes a wish to the star to become a boy. Act outthe story of the shooting star presenting Pinocchioas a boy (his wish granted). Ask the children to listento the story on the CD twice. Retell the story duringthe second time by using a puppet/flashcards/mime.Step 2: Ask the children to open their booksand listen to the story while looking at thepictures. While listening, they may point to thecorresponding pictures. This step may be repeatedas many times as deemed necessary.Step 3: Check the understanding of newvocabulary by asking relevant questions: e.g.Show me /Where is the town/park/restaurant/?Also ask questions such as: Can Pinocchio run/hide/..? and expect a Yes or No reply fromchildren at this stage. Have pictures of the placesin the classroom to show and mimes the activities.Also ask questions such as: Can you run/slide/.? and expect a Yes or No reply fromthe children. Further extend to places by askingquestions such as Do you go to the sports centre/restaurant/?Step 4: Put the storycards on the board and askthe children to retell the story. They can find thecorresponding storylines in their books. Then,repeat this activity but have the storycards inrandom order.Step 5: Ask the children to listen to the story again.Invite them to act out the story. All children shouldbe given the opportunity to participate in the roleplaying activity.Step 6: First activity: Ask the children to findthe odd one out. You have the opportunity toconsolidate the new vocabulary and additionallyask them what the other three pictures show. Alsoexpose them to the superordinate terms toys andbuildings. The activity can be done in pairs.Step 7: Second activity: Ask the children to listento the sounds and to guess where Pinocchio is.

Suggested resources storycards realia/flashcards CD and CD player boardmarkers

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Step 8: Third activity: Ask the children to listenand find their way from start to certain places andget further practice with the new vocabulary, aswell as revise some vocabulary previously taught.Step 9: Fourth activity: Ask the children to listen tothe instructions and do what Pinocchio says.

Unit 3: The story of PinocchioLesson 2: Pinocchio, the boySCRIPTS & KEYSActivity book

Students book

First activity: Ask the children to circle the wordsthat represents the pictures given. If they needhelp, they may refer to the story. The activity canalso be done in pairs.

Lesson 2: Pinocchio, the boy. Listen and read.Pinocchio:

Second activity: Ask the children to recognise thepictures and write the missing letters of the nameson the signs.Third activity: Explain that the same soundis missing from both words in each sentence.Emphasise this by repeating the example. Thechildren look at the pictures to write the missingletters based on their ability to produce thesewords orally.Fourth activity: Ask the children to fill in thequestionnaire about themselves by drawing eitherof the two faces, depending on whether they can/cant do the activities mentioned.They can then proceed by asking two of theirfriends in class and noting down their answers. Askthe children to either talk about the things they can/cant do or report their findings concerning theirfriends. The children produce the patterns Canyou ?, Yes, I can/No, I cant.

PinocchiosFather:

Oh, Im a boy and not a toy!Now I can go out and see the town.This is the town. Super!Oh, a park!I can play on the swing I can play on the slide.I can run. I can hide.Im hungry. Are you?Lets get a sandwich or two.Where are you Pinocchio?

Activity 1 KEY: One is different. Find it.1.2.3.4.

The pencil [Example]The puzzleThe sandwichThe town

Activity 2 SCRIPT: Listen. Where is Pinocchio?1.2.3.4.5.6.

[Example] Sound of a forest. (forest)Sound of a schoolSound of a sports centreSound of a restaurantSound of a parkSound of a town

Activity 2 KEY: Listen. Where is Pinocchio?1.2.3.4.5.6.

forest [Example]schoolsports centrerestaurantparktown

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Unit 3: The story of PinocchioLesson 2: Pinocchio, the boy

Activity 3 SCRIPT: Listen and go to

Activity book

1. start teddy bear puzzle hide doll hopscotch swing hide where are you?2. start doll swing pencil rubber star doll hopscotch swing puppet - where areyou?3. start doll swing hopscotch doll teddybear slide star pencil puppet puzzle where are you?4. start teddy bear slide puppet rubber star pencil hopscotch swing - where areyou?

Activity 1 KEY: Circle the words.forest [Example], swing, slide, town, park, school

Activity 2 KEY: Write the missing letters.A.B.C.D.E.

Park [Example]RestaurantTownSchoolSports Centre

Activity 3 KEY: Listen and go to ...1.2.3.4.

parksports centrerestaurantschool

Activity 4 KEY: Lets play Pinocchio says

Activity 3 KEY: Write the missing letters.1.2.3.4.5.

Mark is in the park. [Example]Pinocchio is a boy and not a toy.I can play on the slide, and I can hide.The cat is fat.Bella is angry and hungry.

Clap your hands! [Example]Play hopscotch! Run! Slide! Swing! Dance! Jump!Sing! Play the drum!

start

SPORTS CENTRE

SCHOOL

PARK

RESTAURANT

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Unit 3: The story of PinocchioLesson 3: Pinocchio at homeContentThe vocabulary is introduced in contextthrough the continuation of the storyof Pinocchio. The vocabulary is furtherconsolidated through games and fun activities.

Linguistic objectivesChildren are expected: to learn vocabulary such as: hand, lie, nose. to learn topic related phrases: back home,Are you sure? Im sorry to be able to practise the patterns: Haveyou got, Yes, I have, No, I havent to be able to identify and produce thewritten form of some words to consolidate language from previouslessons

Pedagogical aims to create a relaxing, non-threateningclassroom atmosphere within a story-basedframework to activate childrens knowledge relating tothe story of Pinocchio to encourage dramatisation and group/pairwork to promote inductive learning abilities

Suggested resources storycards realia/flashcards CD and CD player boardmarkers

Suggested procedure (up to 5 days)Students bookStep 1: Books are kept closed at the beginning ofthe lesson. Tell the story beginning with the lastpicture of the previous lesson where Pinocchiosfather (Gepetto) is worried about Pinocchio whohas not returned home yet. The children listen tothe story on the CD twice. Retell the story by usinga puppet/flashcards/mime.Step 2: Ask the children to open their booksand listen to the story while looking at thepictures. While listening, they should point to thecorresponding pictures. This step may be repeatedas many times as deemed necessary.Step 3: Check understanding of new vocabularyby asking relevant questions: e.g. HasPinocchio got a toy/sandwich/..? and expecta Yes or No reply from children at this stage.Then point to Pinocchios nose and ask thechildren what they see and why the nose isgrowing in order to activate childrens knowledgeof the story and introduce the word lie. Askchildren if lying is good or bad, and introduceapologising Im sorry.Step 4: Put the storycards on the board andask the children to retell the story using thecorresponding storylines. Repeat this activity withthe storycards placed in random order. This can bedone in groups and learners look at their books tofind the correct lines.Step 5: Ask the children to listen to the storyagain. Invite them to act out the story. One optionis for 3-4 learners to perform simultaneously asone character; another option is to split the classinto four groups (according to the class size)and have the story acted out as many times asnecessary so that every learner gets the chanceto perform individually. Point out the fact that atthe end of the story we still do not know whatPinocchio has got in his hand and the childrencan be asked to guess. Do not reveal the answerat this stage.Step 6: First activity: Ask the children to repeatthis tongue twister until they feel comfortablesaying it.Step 7: Second activity: Ask the children to decidewhat Pinocchio can buy with the 8 Euros he has.This activity can be done in pairs or groups.Step 8: Third activity: Ask the children to look atthe pictures and tell the story.

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Unit 3: The story of PinocchioLesson 3: Pinocchio at homeSCRIPTS & KEYSStep 9: Fourth activity: The children throw thedice and have to do what is written on the squarethey land on. There are 8 squares and they mustgo and come back in order to finish.

Activity bookFirst activity: Ask the children to match the wordswith the pictures.Second activity: Ask the children to listen andnumber the pictures. This is an opportunity topractise listening skills and revise basic patternsand phrases from the story. If there is difficulty, thelistening script can be repeated as many times asdeemed necessary.Third activity: Ask the children to find the hiddenphrase. They can write this in capitals or in smallcase letters.Fourth activity: Ask the children to solve themystery of what Pinocchio has got in his hand.They need to refer to the whole story in order totrack Pinocchios route to town, starting and endingat home.

Students bookLesson 3: Pinocchio at home. Listen and read.Pinocchios Father: Pinocchio! Youre back home!What have you got in yourhand? Have you got a toy?Pinocchio:

No, I havent.

Pinocchios Father: Have you got a sandwich?Pinocchio:

No, I havent.

Pinocchios Father: What have you got in yourhand?Pinocchio:

Nothing, daddy.

Pinocchios Father: Are you sure?Pinocchio:

Yes, I am.

Pinocchios Father: Pinocchio ! This is a lie. Lookat your nose!Pinocchio:

Im sorry, daddy.

Pinocchios Father: Lets all play together!Pinocchio, dolland teddy bear:

Yippee!

Activity 1 SCRIPT: Lets say it!Tonight the night is light and bright.

Activity 2 KEY: Lets eat![Example] A sandwich, juice and an orange(5 Euros).

Activity 3 KEY: Tell the story.1.2.3.4.5.6.

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Pinocchio is a puppet [Example]He is sadHe is a boyHe can play on a swing and on a slidePinocchio is back homePinocchio is sorry

Unit 3: The story of PinocchioLesson 3: Pinocchio at home

Activity bookActivity 1 KEY: Match the pictures with thewords.A.B.C.D.E.

handtoy [Example]nosepuppetsandwich

Activity 2 SCRIPT: Listen and number thepictures.1.2.3.4.5.

[Example] What have you got in your hand? (B)Nothing, daddy.This is a lie. Look at your nose.Im sorry, daddy.Lets all play together! Yippee!

Activity 2 KEY: Listen and number the pictures.1.2.3.4.5.

B [Example]EDAC

Activity 3 KEY: Find and write the words.1.2.3.4.5.6.

swing [Example]puppethandtoynoseslide

Activity 4 KEY: Can you find the magic phrase?I am sorry

Activity 5 KEY: Pinocchio, what have you got inyour hand?Home town park sports centre restaurant home.Ive got a star!

Art time!Star Light, Start Bright.Linguistic objectiveThe children are expected to orally practise andconsolidate language they have learnt in this unit.Pedagogical aims to develop critical awareness and artappreciation to develop, describe and express feelingsabout own and others work to encourage creativity through art to develop visual literacySuggested resources coloured pencils or markersSuggested procedure (1 day)Step 1: Introduce the pupils to the work and lifeof artist Vincent Van Gogh. Describe, analyse anddraw conclusions about one of his paintings, TheStarry Night.The painting can be downloaded from the followingsite: http://www.wikipaintings.org/en/vincent-vangogh/the-starry-night-1889 , or you can borrow anart book from the library that has the painting in it,to show to the children. The Starry Night by Vincentvan Gogh, 1889, oil on canvas,73.7 x 92.1 cm.,Museum of Modern Art, New York, USA. The StarryNight was painted in France, June 1889. It waspainted from memory during the daytime.Step 2: Ask the pupils questions that will help themto describe elements of the painting, analyse itand form some conclusions. For example: Whatdo you see in the painting? What time of day is it?What colours did the artist use? What do you thinkthe title is? Why did the artist choose to paint thisscene? Do you like the painting? Why/why not?Step 3: Using the template in the activity book,instruct the children to draw their own town at nightfrom memory. They can use bright colours for thestars, a medium colour for the sky and landscape,and dark colours for the buildings and trees. Theycan add lit windows by including yellow squaresin the buildings. Its a nice idea to include a wellknown landmark; this could be the village church,the Parthenon, the White Tower etc.

41

Unit 3: The story of PinocchioLesson 3: Pinocchio at home

Step 4: Afterwards, the pupils can describe theirwork to the class and say how they feel about it.Alternatively, they can answer questions about theirpainting.Extra activity: The pupils can continue to learnabout Vincent van Gogh, perhaps look at some ofhis other famous drawings and paintings that arereproduced in books or on the Internet.

Extra online resources can be found on the PEAPwebsite.

ProjectStar cut-out

Step 4: Slot the two stars together to make a 3-Dstar and secure them in place with some tape.Step 5: Attach a length of fishing line, thread orribbon using tape and hang it up.Step 6: To make one class mobile, take two wirecoat hangers, pass one through the other at rightangles to make a cross shape and twist the topstogether. Decorate with ribbon or tinsel and attachthe pupils stars using different lengths of fishingline so the stars fall to varying lengths. Turn off thelights and shine a torch on it!Step 7: The children can practise some of thephrases in the unit, for example tonight the night islight and bright.

Extra online resources can be found on the PEAPwebsite.

Linguistic objectiveThe children are expected to orally practise andconsolidate language they have learnt in this unit.Pedagogical aims learn to construct a basic hanging mobile thatturns freely in the air to develop aesthetic appreciation to further develop fine motor skills to encourage creativity and imaginationthrough artSuggested resources brightly coloured poster paints and paintbrushes glitter glue pens, sequins, and glue sticks scissors, fishing line, and two wire coathangersSuggested procedure (1 day)Step 1: Ask the children to cut out both starshapes.Step 2: Ask the children to design each star withpatterns or colour the stars brightly on both sides.Sequins or glitter can be stuck onto the shapes.Allow both stars time to dry thoroughly.Step 3: Each star has a line into the centre, cutalong these lines.

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Unit EvaluationAsk the children to colour the stars. Explain that themore they liked the unit components (story, songsand rhymes, games and puzzles), the more starsthey need to colour. In the second part, ask thechildren to write their favourite words and phrasesfrom Unit 3. Go around the class and offer help.Discuss the childrens choices and answers in theself-assessment section.

Unit 4: The Wind and the SunLesson 1: The weather storyContentThe children practise vocabulary related toweather elements, learn to greet friends andmake comparisons. The vocabulary and thefunctions are introduced in context throughAesops fable The Wind and the Sun and arefurther consolidated through games and funactivities.

Linguistic objectives to learn vocabulary about weather elements:sun, wind to learn vocabulary about physicaldescription: strong, short/tall, young/old to be able to greet friends: Hello How areyou today? Hi! Im fine, thank you. to be able to identify the written form of thewords (word recognition) to be able to produce the written form of thewords to make comparisons between two people/things: stronger, older, etc.

Pedagogical aims to create a relaxing, non-threateningclassroom atmosphere within a story-basedframework to promote group/pairwork anddramatisation to promote inductive learning abilities

Suggested resources storycards (found online) flashcards of relevant vocabulary items boardmarkers

Suggested procedure (up to 5 days)Students bookStep 1: Books are kept closed at the beginning ofthe lesson. Ask the children if they know Aesopsfable The Wind and the Sun. Use flashcards orbody language to present the heroes of the fable.The children listen to the story on the CD (twice ormore times, if necessary). You may wish to act outthe story during the second time by using visuals.Try to elicit the plot of the story and facilitate thecomprehension of the story using the storycards.Step 2: Ask the children to open their booksand listen to the story while looking at thepictures. While listening, they may point to thecorresponding pictures. This step may be repeatedas many times as deemed necessary (emphasisein the classroom that reading is not necessary andthat the children can understand the story throughthe pictures).Step 3: Check the childrens understanding ofnew vocabulary by asking the relevant questions:eg: Show me / Where is the sun/wind/man?You might also ask questions such as: What isthe man wearing? and help the children repeatcoat. Then draw the childrens attention to thegreeting between the sun and the wind and extendthe practice by using puppets/pictures of thecharacters as in the previous units. Start by mimingthe greeting between two characters and thenmove around the class with the puppets/pictures ofall the characters for the children to greet them.Step 4: Stick the storycards on the board withBluTack following the storyline. Some of thecaptions are also provided together with thecorresponding pictures. The rest of the captionsare given aside. Invite the children to the boardand ask them to match the captions with thecorresponding picture after listening to them beingread.Step 5: Let the children listen to the story again,and then invite them to act out the story. Allocateroles: one child as the wind, one as the sun. Allthe children should be given the opportunity toparticipate in the role-playing activity. One option isfor 3-4 children to perform simultaneously as onecharacter; another option is to split the class intotwo groups (according to the class size) and havethe story acted out as many times as necessaryso that every child gets the chance to performindividually. In the end, ask the children who theythink is stronger. They can answer the Sun or theWind but do not give them the answer!

43

Unit 4: The Wind and the SunLesson 1: The weather storySCRIPTS & KEYSStep 6: First activity: Ask the children to listento the CD and say the names of the charactersspeaking.

Students book

Step 7: Second activity: Ask the children to lookat the picture and spot all the items beginning withthe given letters.

Yuri:

Step 8: Third activity: Ask the children to listento the various sounds on the CD and try to guesswho or what they relate to. This activity can also bedone in pairs, to encourage pairwork.

Lesson 1: The weather story. Listen and read.Lena, look, its Aesop!

Aesop: Let me tell you a story about the wind andthe sun.Wind:

Hello, Sun. How are you today?

Sun:

Hi! Im fine, thank you.

Step 9: Fourth activity: Split the class into pairs.Ask the first child to look at picture A for a minuteand try to remember all the items there. Then he/she closes their book, and repeats the items frommemory to the second child. The same is done forthe second child, with picture B.

Wind:

Im very strong.

Sun:

Yes, you are but Im stronger.

Wind:

You? Stronger? No, youre not.Ha, ha, ha!

Sun:

OK, lets see.Can you see that man? I can take off hiscoat but you cant.

Activity book

Wind: Sure, I can. Im stronger.

First activity: Ask the children to match thepictures to the words. If they have any difficulty,they can refer to the students book and get helpfrom the story, or ask the help of another child(pairwork).

Sun:

Second activity: Ask the children to read thequestions and choose the correct answers byticking the appropriate picture.

1.2.3.4.

Third activity: Ask the children to do thecrossword. All the phrases and the words includedin the task are taken from the story, so if thechildren need help, encourage them to go backto the story in the students book and check theiranswers (group/pairwork).Fourth activity: Ask the children to complete thesentences by referring back to the story.

44

Whos stronger?Lets see who can take off his coat.

Activity 1 SCRIPT: Who says this? Listen and say.[Example] Im very strong. (The wind)Hi! Im fine, thank you.Sure, I can. Im stronger.Let me tell you a story about the wind andthe sun.5. OK, lets see.6. You? Stronger? No, youre not. Ha, ha, ha!Activity 1 KEY: Who says this? Listen and say.1.2.3.4.5.6.

The wind [Example]The sunThe windAesopThe sunThe wind

Unit 4: The Wind and the SunLesson 1: The weather story

Activity 2 KEY: I spy with my little eye

Activity book

b:c:d:p:

Activity 1 KEY: Match the pictures with thewords.

baby, bell, boycat, coat, chocolatedoll, drum, deskpuzzle, pencil, puppet

Activity 3 SCRIPT: Listen and guess who1. [Example] The sound of the sun, with birdssinging. (E)2. The sound of the wind.3. The sound of Bella the cat.4. The sound of Pinocchios nose getting bigger.5. The sound of wings fluttering when MissButterfly arrives.Activity 3 KEY: Listen and guess who1.2.3.4.5.

E [Example]ABCD

A.B.C.D.E.F.

sunstrong [Example]coatwindmanstory

Activity 2 KEY: Choose the correct picture.1.2.3.4.5.

Baby mouseThe cat [Example]The manMiss ButterflyBaby mouse

Activity 3 KEY: Find the words and do thecrossword.

1.2. m3.

Activity 4 KEY: lets play a memory game!

4. s

Box a: mouse, star, ruler, coat, sandwich, sun,rubber.Box b:park.

kite, clock, nest, chocolate, monkey, hat,

c at

r

u5. w i

o n ga

n d 6. t

a k e

Activity 4 KEY: Find and write the phrases.1.2.3.4.5.

How are you today?Im fine, thank you.Let me tell you a story.Sure I can!Lets see. [Example]

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Unit 4: The Wind and the SunLesson 2: The rainbowContentThe children practise vocabulary relatedto weather and clothes and learn to talkabout the weather and what they wear. Thevocabulary is introduced in context throughthe story and is further consolidated throughactivities. Colours are revised and morecolours are introduced.Linguistic objectivesChildren are expected: to learn vocabulary about the weather:windy, sunny, its raining, rainbow to learn vocabulary about winter clothes:coat, scarf, gloves to be able to talk about the weather: itswindy, its sunny, its raining (its cold, itshot) to be able to identify the written form of thewords (word recognition) to be able to produce the written form of thewordsPedagogical aims to create a relaxing, non-threateningclassroom atmosphere within a story-basedframework to promote creativity and imagination to enhance hand-eye coordination skills to promote discovery learning to promote group/pairwork anddramatisation to engage learners in fun activities andsinging to convey the moral of the story andcultivate the idea that arrogance is not goodand that things may not always be as theyseemSuggested resources storycards (found online) flashcards of the following: the sun, thewind, a rainbow realia: a coat, a scarf, gloves alternatively,flashcards can be used boardmarkers

46

Suggested procedure (up to 5 days)Students bookStep 1: Begin the class by commenting about thecurrent weather, e.g. Its cold/hot/raining todayand Im cold/hot miming how you feel. Thispassively introduces the children to the vocabularyof the lesson.Step 2: Books are kept closed at the beginningof the lesson. Remind