Pandy_the_panda_TB_2

Magaly Villarroel ˜ Nina Lauder

Teacher’s Guide

2

Magaly Villarroel ˜ Nina Lauder

Puppet

Flashcards 2

Class CD 2 Teacher’s Guide 2

Song CD 2

Teacher’s Guide

Poster Pack

English for very Young Learners

Story Cards 2

Student’s Book 2

Activity Book 2

2

2

Teacher’s Guide

Magaly Villarroel ˜ Nina Lauder

Teacher’s Guide

2

Pandy the Panda - Teacher’s Guide 2

By Magaly Villarroel and Nina Lauder Illustrated by Letizia Geminiani Eli Editorial Staff: Maria Letizia Maggini, Silvana Sardi Eli Design Dept: Diletta Brutti, Daniele Garbuglia (Art Director) Production Manager: Francesco Capitano Picture Researcher: Giorgia D’Angelo Photo Credits: Shutterstock, Maceratesi © 2010 - ELI s.r.l.

P.O. Box 6 62019 Recanati Italy Tel. +39 071750701 Fax +39 071977851 info@elionline.com www.elionline.com No unauthorised photocopying. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser.

Printed in Italy by Tecnostampa Recanati - 10.83.199.0 ISBN 978-88-536-0585-6 First edition: April 2010

Pandy the panda INTRODUCTION What is it?

Pandy the Panda is a three level English course written especially for young pre-school learners (3 – 6 year olds).

Each level has a Pupil’s Book, Activity Book and Teacher’s book plus relevant CDs, and the entire course rotates around topics normally dealt with at pre-school level in L1.

The series uses classroom strategies and material proven effective with children in their early years of learning.

Young learners will be captivated by the adventures of Pandy, his friends and their playhouse. It also motivates children through entertaining chants, songs, pen to paper activities, games, puzzles, stickers and stories.

Methodology

The methodology of the course is based on active learning and whole learning, with a child-centred perspective on education, and fully meets the needs of very young learners.

Pandy the Panda is based on a spiral syllabus with continual opportunities to revisit language and structures.

One of the keys to teaching very young learners is to go over material in a variety of different ways and allow for continual review and recycling.

Objectives

General Objectives of the series: Stimulate the physical, intellectual, affective and social development of children.

Foster learning in a friendly, non-threatening environment in which English becomes a stimulating and enjoyable experience for very young learners.

Provide a global and significant learning experience in which the acquisition of the new language becomes an integral part of the whole process.

Use a variety of methods and other innovative resources to encourage learning (provide activities for all learning styles/teaching styles) Stimulate the development of the children’s social skills. This will contribute to their individual development and help them integrate into the group.

Stimulate the use of non-linguistic resources to show understanding.

Provide teachers and pupils with sufficient resources to introduce material, review items which are learned, and understand progress.

Conduct ongoing assessment (teacher assessing pupils and pupils assessing their own progress and participation) Address the needs of non-native speaking English teachers, and the day to day problems which arise with this age group of children.

• • • • • • • • •

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Non-Linguistic Objectives

A variety of non-linguistic objectives are included in the course. These non-linguistic objectives can be divided into values, and learning skills and strategies.

Values: sharing, self esteem, civic sense, ability to work in a group, ability to work alone, taking on responsibilities, good manners, respecting nature, helping at home, cleanliness, hygiene etc.

Learning Skills and Strategies: general study and learning skills, logic (ability to solve logic puzzles etc.), gross and fine motor skills, social skills, interpersonal skills.

Who is it for?

It is designed primarily for high-level schools with 3 - 5 hours of English a week at pre-school level. The course is extremely flexible and can also be adapted to fit in to programmes with more or fewer contact hours.

This is done by providing core course material alongside a series of extras which can be elaborated on by teachers with more contact hours, or with higher language level pupils.

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How is the course structured?

Pandy the Panda Pupil’s book consists of one Starter unit, eight core units, each based on a centre of interest that corresponds to the children’s age, and three consolidation storycard units.

Flatplan of units The eight units follow the same pattern and each page is a lesson. The complexity of the illustrations and tasks is age/level appropriate and shows clear progression from level to level.

Page 1 (Lesson 1): Language Presentation A colourful page for the presentation of the new language in context, through Pandy and his friends (Gina, Ben and Sue). This language will also be presented on the CD through a chant.

The aim of the first page is mainly presentation and developing oral comprehension skills.

In level 2 and 3 (for four and five year olds) this page also serves to develop observation skills, by asking the children to look for hidden objects in the artwork. Whenever possible, this page will also include Moral and Civic Education.

Page 2 (Lesson 2): Language Practice and Pen to Paper activity A full-page pen to paper activity to practise the lexis of the previous page and recycle the vocabulary of past units. This page focuses on the development of observation and fine motor skills. It also provides an opportunity for the pupils to work independently.

Page 3 (Lesson 3): Song A full-page TPR song to consolidate, broaden and strengthen the unit vocabulary in an enjoyable way. Pandy and his friends will lead the songs. The songs include action vocabulary and common expressions (as receptive language). They give children the opportunity to develop gross motor skills and coordination, while practising the rhythm and intonation of English.

Page 4 (Lesson 4): Sticker page A full activity page to practise vocabulary and structures using stickers. At this stage, the children will be required to classify items according to the instructions. This lesson will develop both observation and fine motor skills. When possible, this page also includes Moral and Civic Education.

In levels 2 and 3 the activities are more complex than those in level 1.

Page 5 (Lesson 5): My world page Scene close to the child’s world, represented by photos. The aim of this lesson is to develop oral comprehension skills, through listening to the new language in context, through dialogues spoken by native children. Moral and Civic Education is included here when possible.

Page 6 (Lesson 6): Reading, writing and Pen to Paper activity A full-page pen to paper activity to practise the lexis of the unit and recycle the vocabulary of past units. This page focuses on the development of reading and writing skills and fine motor skill, starting with pre-reading and pre-writing activities. It also provides an opportunity for the pupils to work independently.

Page 7 (Lesson 7): Listening task The aim of this lesson is to assess the unit vocabulary through a listening task. Children can focus on demonstrating their understanding of vocabulary using their listening skills. This page will include activities such as: listen and circle, listen and point, listen and join the dots, listen and match, listen and say...

Page 8 (Lesson 8): My page This lesson will allow children to relate the new vocabulary to their own familiar world and experience. This is also an opportunity for the children to express their preferences.

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Child Development and How the Series Responds Three to Five Year Olds: Physical (P)

- Needs activities to develop motor skills

How the course responds

- Needs physical movement and coordination activities.

- Reward systems (E)(S) - I can... certificates (E) - Topics which reflect material in their mother tongue (I)(E) - Chants and Fingerplays (I)(P)

Social (S)

- Needs to develop non-linguistic skills (behaviour, socialisation)

- Stories (I)

- Needs praise and recognition

- Movement games (P)(S)

- Needs rules and routines

- Moral and civic education (sharing, cooperation etc) (S)

- Depends heavily on the teacher’s directions.

Emotional (E)

- Moody - Feelings of insecurity and omnipotence

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- Suggestions in TB for rules and routines (S) - Clear and simple instructions. Teachers demonstrate the activities before pupils do them. (S)(I)

- Easily frustrated - Surprise activities for variety in class (I)(E)(P)

What are the components of the course?

Pupil’s book The pupil’s book consists of one Starter unit for introducing the course characters, and in level 2 and 3 for reviewing key vocabulary of the previous course; eight core units with a central theme which corresponds to the children’s age; stickers, gommets and sticker awards at the end of the book, together with a Playhouse and a Pandy puppet cut out.

Stickers. There is a sticker section in the Pupil’s book. In Lesson 4 of each unit, the children are asked to use the stickers as part of a picture recognition task, to promote pre-reading skills. This lesson will develop the children’s comprehension, observation and fine motor skills. In addition, there are some reward stickers to be used throughout the course and whenever the teacher feels that the children should be praised. This will help the learners to experience a sense of achievement and satisfaction.

Gommets. They are small round stickers of different colours, used to identify and classify key vocabulary in different scenes. They are used to practise and learn colours too. There are instructions of when and how to use them in the development of the lessons in the Teacher’s notes.

Sticker awards. These are stickers of achievement, children need to be rewarded. Praise and encouragement are an integral part of teaching very young learners. They can be given during any lesson, or during the last lesson of the school year.

Playhouse cut out. The children cut out this playhouse with the help of the teacher or their parents. Then they can use it in class in some games, for example playing hide and seek with small toys or flashcards.

Pandy cut out. The children cut out this Pandy with the help of the teacher or their parents. It can be used as the children’s puppet, they can interact with it, sing songs, say chants or dialogues.

Activity book The Activity Book reinforces and consolidates the target language of the unit. Most of them are ‘Pen to paper activities’ where the children develop fine motor skills, observation skills pre-reading and pre-writing skills and review songs and chants.

There are four pages per Unit and one Take home page every two units. At the end of the Activity Book there is a Picture dictionary to colour.

Take home English pages. They are pull-out pages, so each one has two pages (front and back). There are four Take home pages in each level.

The children may bring these pages home for a home-school connection. The aim of these pages is to reinforce content of previous units, and do something different. Normally the children will play with these pages, enjoy the learning experience and develop their visual-spatial skills. It is important that the children use these pages in the class with their teachers first of all, and then take them home. It is necessary that the children’s parents or guardians receive information about these pages, so as to help the children with them.

Children at this age cannot use scissors well yet, but teachers can help them, or they can cut the page out at home and do the page with their family.

Teacher’s book Full colour, teacher’s book gives step-by step teaching instructions for each lesson of the core units and the starter unit in the Pupil’s book, instructions for the Activity book, and Take home pages. It also features the following elements: Reinforcement and extension activities at the end of the lessons. Children learn at their own pace and these activities allow teachers to meet the needs of different types of learners.

Panda Pointers. The Teacher’s Book includes ‘pointers’ and tips for teachers who are insecure or have little experience in the pre-school classroom. The pointers will be clearly presented and will help teachers with classroom management.

Lyrics for the chants and songs as well as the audioscripts for the dialogues and listening activities.

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Pre-story and post-story pages. These pages prepare the children for the story and review the story and the key vocabulary in the follow-up activities.

Establish routines. Young children benefit from establishing routines. It gives them a sense of security when they know what to expect. For example lessons always begin with the Hello routine and end with the Goodbye routine.

There are some routine chants and transitions especially in levels 2 and 3. They help to structure the lesson.

Audio material The audio CD includes all the chants, songs, dialogues, listening tasks and the storycards. There are two types of CDs. One for the teacher with all the audio (Class CD) and a Child’s CD with the chants, songs and stories.

Flashcards The 60 full colour flashcards represent the key vocabulary of the whole course. In the Teacher’s book, there are clear guidelines for using them in the presentation, practice and consolidation stages, as well as their use in many games too.

The Pandy puppet Children love puppets, and Pandy puppet can be used in a variety of ways. Pandy puppet plays an important role in the lessons. It helps the teacher present and practise the language, It will be a powerful means of communication. Pandy can interact with the children and the teacher in their real and fantasy worlds.

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Storycards Stories are part of the real children’s world; they will respond positively to the story, and develop a positive attitude towards the target language. The main reasons for using stories with young learners is to develop comprehension and concentration skills. They encourage active participation while teaching values and social skills. Stories help transmit authentic rhythm and intonation: they train the ear and help the children to recognise and imitate the music of the language.

There are three stories at each level, the main characters are Pandy and his friends, they are presented in a vivid and clear context, the illustrations help to convey meaning. Both the context and the situation anchor the vocabulary.

The audioscripts are printed on the back of each storycard.

Interactive posters The interactive posters provide important visual support for practising key vocabulary, there are instructions on when and how to use them in the Teacher’s notes.

Coloured Shapes Poster Level 1: It can be used to identify colours and shapes, to match colour flashcards to coloured shapes, to put Pandy puppet on a particular colour or shape (Put Pandy on the red square...)

Level 2: It can be used to identify colours and shape, to match vocabulary flashcards to coloured shapes, to put vocabulary flashcards face down on a shape and play a memory game (Where is the pencil? On the red square...)

Level 3: It can be used to identify colours and shapes, to match vocabulary flashcards to coloured shapes, to put vocabulary flashcards face down on a shape and play a memory game, to play a TPR game (Run and touch the red square, jump to the blue shape...)

Playhouse poster There is photocopiable door for the Playhouse for the teachers on page 95. Photocopy it, cut it out and colour it, then stick it onto the poster with glue or tape. The door will open and close.

Teachers can place a flashcard behind the door with blue tack and encourage the children to guess what’s hidden. This can be done: At the start of the Unit: Guess what’s behind the door, then explain that this is what they are going to be working on.

For games: knock, knock, knock, 1, 2, 3. What’s behind the door? Let’s look and see.

To review key vocabulary: Put a flashcard behind the door and ask the children to find and name it.

At the beginning and end of the lesson: Open the door to show the lesson is starting and close the door when it’s time to go.

• • • •

Alphabet Poster

The teacher can use the Alphabet Poster like a picture dictionary as the children are learning the words.

Evaluation Evaluation is an integral part of the learning process. At this level assessment should be global, continuous and formative. The main technique in the evaluation process is the direct and systematic observation of pupils during the course.

The whole process should be evaluated in order to obtain significant, valid and reliable data. So, apart from the content of the course, we need to evaluate: The children: their participation in activities, their interest in carrying out the activities, their attitude towards their classmates, their work, such as drawings, take home pages...

The teacher: Their pedagogical methods, classroom techniques, material used in the classroom, their attitude towards the children.

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Starter Unit

Hello my friends!

Lesson 1 Language Pandy, Gina, Ben, hello, my friends, playhouse, black and white Objectives Introduce the characters of the course Take part in a chant Learn how to greet others Develop fine motor skills Show a positive attitude towards English

• • • • • •

Materials Puppet, playhouse poster, black and white crayons, CD audio, flashcards (Ben, Gina and Pandy), Activity Book (page 2)

•

Warm up

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• Greet the children by waving and saying: Hello.

Encourage them to do the same.

• Get the children to sit in a circle. Say: Follow me.

•

• (CD track 02) Play the initial sound effects of the

storm. Pretend to be scared (without scaring the children, of course). Pretend to look up at the sky.

Continue playing the rest of the CD track. Look surprised when the magic bells chime. Listen to the chant and do the actions. Listen again encouraging the children to do the actions.

Let’s make a circle. When the children are seated, slowly and misteriously open up the Playhouse poster and show it to the class. Say: Look! It’s a playhouse. Point to the playhouse and ask: What’s this? to different children. Encourage them to try to repeat the word: playhouse.

Then show the panda puppet to the class and have a conversation with the panda. Say: Hello Pandy.

The puppet answers: Hello, my friend. The puppet can then greet various children in the class.

Trac k 02 Speaker: Listen and say the chant.

Pandy, Ben, Gina Hello, hello, Hello, my friends!

We are Pandy, Gina and Ben! Here we are again.

Hello, hello, Hello, my friends!

(Repeat twice)

Lesson

• Say: Table time, table time - 1, 2, 3. Tap three •

•

children on the head lightly and tell them to take their seats at their table. Continue until all of the children are seated.

Use the flashcards for Pandy, Ben and Gina. Show the cards and elicit the characters’names: Pandy, Ben, Gina. Hide different cards behind the door of the playhouse. Knock on the table and say: Who’s in the playhouse? Ben? Gina? Pandy? Open the door and check. Repeat with other characters.

Open the Class Book at page 2. Point to the characters and the playhouse and look surprised. Say: Look! Pandy, Gina and Ben are here again! Then point to the house and say: Look at the Playhouse!

Distribute the Class Books to the children. Say: Open your books. Help them find the correct page. Say: Point to the playhouse. Point to (Ben).

• Play the chant again. (CD Track 02) This time • • •

encourage the children to wave and say: Hello, my friends!

After they have done the chant say: Close your books.

Collect the Class Books and distribute the Activity Books and black and white crayons.

Show the children the panda puppet. Focus their attention on Pandy’s colour: Black and white. Ask the children to repeat the colours. Then ask them to show you the crayons according to your instructions. Say: Show me (black). Repeat using white.

• Show the children the page 2 with Pandy.

Encourage them to find Pandy in the grid and colour him, then ask them to trace Pandy in the same page.

Closing

• Collect the Activity Books. Place the flashcards of •

the characters on different walls. Encourage the children to come up in small groups, wave to them and say for example: Hello (Ben) Hello my friend!

Congratulate the children on their good work. Say: Bye to the children as you leave (or as they leave).

Lesson 2 Language Pandy, Ben, Gina, playhouse, flower, colours, counting to five

•

Objectives Recognise the characters of the course Review colours Take part in a song Develop fine motor skills Review counting to five

• • • • •

Materials Puppet, CD audio, flashcards of the characters, flower cutouts of coloured card: red, yellow, white, pink. (one for each child), Crayons, Activity Book (page 3)

•

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Warm up

• Use the flashcards for Pandy, Ben and Gina. Show

•

the cards and elicit the characters’ names. Pandy, Ben, Gina. Stick them on the board and play the chant from the opening page of the Starter Unit.

Encourage the children to wave and say: Hello, my friends!

Stick flowers of different colours on the board and say: Look! A red flower, a yellow flower, a white flower and a pink flower. Repeat and invite the children to repeat after you. Then play a game using these colours. Say: Touch red! The children have to touch something red without moving from his or her seat. Do the same with yellow, white and pink.

Lesson

Trac k 03 Speaker: Gina, Ben

Chorus:

Pandy:

• Distribute the Class Books. Say: Open your books • •

at page 3 and help the children to find the correct page. Point to the playhouse and elicit the word playhouse from different children or groups of children.

Discuss the situation in L1. Ben and Gina are planting some flowers. Pandy has just fallen and he is covered in flowers.

(CD Track 03) Listen to the song and show the children the actions.

Chorus:

Listen and sing.

Welcome to our playhouse! (open arms welcoming) Flowers in the garden: (Point to flowers on the board) Red and yellow, White and pink.

Welcome to our playhouse! (open arms welcoming) Flowers, flowers (Point to flowers on the board) all around!

Dig! Dig! Dig! Dig! Dig! Dig! Welcome to our playhouse! (open arms welcoming) OH! NO! Flowers on ME! Red and yellow, White and pink.

Welcome to our playhouse!

Flowers, flowers all around!

Dig! Dig! Dig! Dig! Dig! Dig!

Starter Unit

Hello my friends!

• Hand out the flower cutouts, one per child and ask • • •

the children to identify their colour. Then say: Show me the (red) flowers. Be sure that all the children with the red flowers raise them. Do the same with the rest.

Play the song again (CD Track 03), and tell the children to wave their flowers when they hear their colour.

Say: Close your books and collect Class Books.

Distribute the Activity Books. Point to the flowers on page 3 and invite the children to count them: Say: One, two, three, four and five flowers.

Distribute the crayons (red, yellow, white and pink). The children will colour the flowers according to your instructions.

Panda Pointer When you do a colour dictation tell the children to mark the colour in the picture with a dot, then when you finish your dictation, they can finish colouring the whole picture. The children can work at their own pace, but remember: setting a time limit is important in this kind of activity.

• Finally invite the children to count the flowers

according to their colour. Say For example: Red! One, two.

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Closing

• Collect the Activity Books. Congratulate the

children on their good work. Say: Bye to the children as you leave (or as they leave).

Extension Use flashcards and the Playhouse poster to review the colours in the unit. Play the following game.

Secretly place one of the colour flashcards behind the door of the playhouse. Encourage the children to knock on the door (knocking on their desks).

Ask: What colour is it? White? Yellow? Black?

Encourage the children to predict the colour.

•

Unit 1

This is my Family Lesson 1 Language mummy, daddy, family, granny, grandad, this is my family, say cheese, please

•

Objectives Take part in a chant Talk about members of the family Show a positive attitude towards learning Develop auditory skills Develop gross motor skills through actions

• • • • •

Materials Puppet, Playhouse poster, CD audio, Flashcards (granny, grandad), Crayons, Activity Book (page 4)

•

Warm up

find the correct page. Talk about the picture with the pupils. Point to the characters and ask: Who’s this? (mummy, daddy, Ben, Gina, Pandy, granny, grandad). Ask: Is this Pandy? (No, it’s Ben) Point to the different colours on Ben’s clothes and encourage the children to say the colours or point to the colours. Explain that Gina is with her family in the garden. Ben is painting a picture of Gina’s family and Pandy is taking a photo.

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

Panda Pointer The children will listen to the Hello song throughout the course. There’s no need for them to learn it by heart right now.

Panda Pointer Trac k 04 Speaker: Let’s sing the Hello Song!

Pandy: Hello, good morning!

How are you?

I’m fine.

I’m fine.

I hope you are fine, too!

Keep in mind that not all children will have done English before this point. Make sure they are familiar with the basics from the previous level and be patient.

• Explain to the children that when someone is

Lesson

• Say: Hello to the class using the Panda puppet.

Encourage the children to say: Hello Pandy!

• Use the flashcards for granny and grandad. Show

• • •

the cards and say the words to the class. Hide different cards behind the door of the playhouse.

Peek behind the door and ask: Who’s this? Granny or grandad? Open the door and check. Repeat.

Hold up the flashcards one at a time and ask: Who’s this?

Repeat the activity for all the family members (mummy, daddy) Open the Class Book at page 4. Point to the picture and say: Look, Gina’s family.

Distribute the Class Books and help the children

•

taking a photo they say: Say cheese! to make the people in the photo smile. Hold up a pretend camera and take imaginary photos of different children. Say, for example: Emilio, say cheese, please! and snap an imaginary photo. Talk about where they are (in the garden). Encourage the children to pretend to use imaginary cameras to take photos of one another and say: Say cheese, please!

Ask the children to point to items and people in the picture like Ben, Gina, Pandy, flowers...

Moral and civic education Talk to the children about the importance of spending time with our family and friends.

•

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Unit 1

This is my Family Is this Pandy’s grandad?. Explain to the children that they need to join the pictures of Ben, Pandy and Gina to their family members. Hand out the crayons and walk around the class, helping any children who are struggling, and making sure the activity is being done correctly. When they have finished, they can colour the pictures. Give instruction on how to colour the pictures. Say for example: Colour Ben blue. Colour Pandy red...

Panda Pointer Keep in mind that not all children have traditional or stable home situations. Take this into account and don’t place emphasis on right or wrong domestic settings.

• Play the chant This is my family (CD Track 05) and do the actions.

Closing

Trac k 05 Speaker: Gina:

Pandy, Ben: Pandy: Gina:

Pandy, Ben: Pandy: 14

Gina:

Pandy:

Listen and say the chant.

This is my family. (open arms as if showing family) Can you see? (point to eye) My mummy, my daddy.

Mummy, daddy (point to pictures of mummy and daddy) Say Cheese, please!

This is my family. (open arms as if showing family) Can you see? (point to eye) My granny, my grandad Granny, grandad. (point to pictures of granny and grandad) Say Cheese, please!

This is my family. (open arms as if showing family) Can you see? (point to eye) My mummy, my daddy.

My granny, my grandad And ME! (point to oneself) Say Cheese, please!

Panda Pointer Keep in mind that for some of the children in the class, it will be difficult to do all the actions as they listen to the chant.

• Play the chant again (CD Track 05) and encourage the children to do the actions.

• Option: Divide the class into three groups, one

• •

group is Gina, another group is Ben and the last one is Pandy. When Gina says something in the chant, the ‘Gina group’ does an action. Assign different actions to each group. Play the chant and encourage the children in the different groups to follow along and do their actions at the correct time.

Collect the Class Books and distribute the Activity Books.

Look at page 4 in the Activity Book and ask questions. For example, point to different characters and ask: Is this Pandy? Is this mummy?

• Explain that when someone leaves or when we

leave we say: Bye Bye in English. Play the bye-bye song and wave good-bye to the children using Pandy.

Trac k 06 - Audioscript Speaker: Let’s sing the Bye bye song.

Pandy: goodbye, goodbye It’s time to say goodbye See you soon!

See you soon!

Goodbye, goodbye!

Extension Act out the chant. Invite groups of children to the front of the class. Set them up in the same way as in the picture in the Class Book (Gina with her family, Ben, Pandy). Play the chant and point to the different family members.

Tell the children to take out their gommets from the end of the book. Say: Mummy (the children place a gommet on mummy). Say: Pandy (the children place a gommet on Pandy).

• •

Lesson 2 Language hello, neighbour, friend, Ben, Pandy, Gina, Sue, boy, girl

•

Objectives Talk about friends and neighbours Distinguish between boy and girl Develop fine motor skills Develop visual discrimination

• • • •

Materials Puppet, crayons, CD Audio

•

Warm up

• Play the Hello song (CD Track 04) and greet the •

children using Pandy. Use Pandy to ask different children: What’s your name? Encourage the children to respond: I’m (Marina) or My name’s (Pietro).

Play the This is my family chant (CD Track 05) and encourage the children to participate by doing the actions.

• Tell the children that this girl’s name is Sue and •

Lesson

• Distribute the Class Books, show the children page

•

•

5 and explain that the characters are in Ben’s garden. Point to Ben and ask: Who’s this? (Ben).

Repeat with Gina and Pandy. Point to Pandy and say: Oh! Look! Pandy’s helping! Encourage the children to stand up and to pretend to rake the leaves like Pandy.

Point to Sue and ask: Who’s this? (the children will not know the character’s name but elicit ideas about who she might be (in L1 if need be). Explain that she is Sue, Ben’s neighbour, and talk about what a neighbour is (someone who lives next door, near our house or in our block of flats). Point to the house on the right and say: This is Ben’s house. Point to the house on the left and say: This is Sue’s house. Point out that she is Ben, Gina and Pandy’s friend.

Listen to the CD (CD Track 07) and encourage the children to point to Sue when they hear her name.

Track 07 Speaker: Listen, point and trace.

Ben: This is Sue! She’s my friend… and my neighbour too.

Gina: Hello Sue! Pandy: How are you?

Sue: Fine thanks Pandy!

How about you?

•

encourage them to say: Sue. Point to Sue’s mummy and ask: Who’s this? Sue’s mummy or Sue’s daddy? Point to Sue and ask: What’s her name?

Point to Ben’s house and ask: Is this Ben’s house?

Elicit: Yes from the children and repeat with Sue’s house. Then tell the children they are going to finish drawing the two houses. Hand out crayons and tell the children to trace over the dotted lines.

Walk around the class helping children who are struggling while, at the same time, monitoring progress. When they have finished they can talk about the different colours in the picture.

Point to Ben and say: Ben’s a boy. Point to different boys in the class and say, for example: Marco’s a boy. Robert’s a boy. Point to Gina in the picture and say: Gina’s a girl. Point to different girls in the class and say, for example: Cristina’s a girl. Maria’s a girl. Show a picture of Sue and ask: Girl or boy?

Moral and Civic Education Point out to the children (in L1 if need be) that it’s important to help our friends (like Pandy is helping Ben).

•

Closing

• Listen to the Bye Bye song (CD Track 06) and wave using the puppet.

Extension Place a large piece of poster paper on the wall.

Divide the page in half. On one half, draw a head and shoulders picture of a boy (or place the image or flashcard of a boy). Do the same with the picture of a girl on the other side. Hand out magazines to the children and encourage them to tear out pictures of boys and girls and to place them in the correct column.

•

15

Unit 1

This is my Family

Lesson 3 Language Sue, Pandy, brother, sister, granny, grandad, mummy, daddy, I’ve got a (big family), big, little, baby, sausages, glasses

•

Objectives Take part in a song Recognise and talk about members of a family Develop gross motor skills through actions Develop visual discrimination

• • • •

Materials Puppet, playhouse poster, crayons, CD Audio, flashcards (brother, sister, granny, grandad, Sue, Ben, Gina), Activity Book page 5

•

Warm up

Chorus:

• Play the Hello song (CD Track 04) and greet the children using Pandy.

• Make sure the children are familiar with the new character, Sue, from the previous lesson. Use the Flashcard for Sue and ask: Who’s this? Ask the children if they remember who Sue is (Ben’s neighbour; Ben and Gina’s friend). Ask: Is Sue a boy or a girl? Ask the same question about Ben and Gina, using flashcards.

16

Sue’s brother: I’ve got a mummy and a daddy.

(Point to picture of mummy and daddy) A granny and a grandad too.

(Point to picture of granny and grandad) I’ve got a big family (Spread arms to show big) How about you? (Raise arms as if asking a question)

Lesson

• Distribute the Class Books and show the children •

page 6. Look at the picture and name some of the characters (Pandy, Sue, mummy, daddy, granny, grandad).

Listen to the song (CD Track 08). Show the children the actions. Listen again encouraging the children to do the actions.

Chorus:

Trac k 08 Speaker: Chorus:

Sue:

Listen and sing.

Family, family Oh, I love my family! (fold arms and hug oneself) Family, family, I’ve got a big family! (Spread arms to show big) I’ve got a brother, a big brother, (Point to picture of brother) And a little sister too (Point to picture of sister) I’ve got a big family, (Spread arms to show big) How about you? (Raise arms as if asking a question)

Family, family Oh, I love my family!

Family, family, I’ve got a big family!

Family, family Oh, I love my family!

Family, family, I’ve got a big family!

• Divide the class into six groups: one is mummy, • • • •

one is daddy, one is sister, one is brother, one is granny, and the last one is grandad.

When the children hear the word for the family member of their group they wave or do another simple action.

Explain the concept of big and little when referring to family members. Explain the relationship between the members of Sue’s family looking at the picture. Say, for example: Look! Sue’s little sister! She’s a baby!

Look at the picture and talk to the children about their own families. Have they got brothers and sisters? How many? Have they got a big brother or sister? Be sure to introduce the concept (in L1 if necessary) of being an only child.

Look at the picture again and point to sausages.

Say: Mmm... Sausages! Ask the children: How many? Do the same for the glasses on the tray.

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Panda Pointer Keep in mind that not all children have traditional or stable home situations. Take this into account and don’t place emphasis on right or wrong domestic settings.

• Collect the Class Books, distribute the Activity

Books and help the children to find page 5. Ask the children who the characters are (Pandy and Sue). Explain that Pandy and Sue are friends and that Pandy is helping his friend Sue at her house.

Point to the sausages on the barbeque. Ask: How many? Explain to the children that they need to finish the sausages (tracing) and colour them.

Extension Hand out blank pieces of paper and encourage the children to draw pictures of themselves enjoying activities with their friends or family. When the children have finished, they can compare their drawings. These can later be kept in the child’s portfolio.

•

Panda Pointer If pictures are included in the child’s portfolio, be sure to mark the date on the drawing.

Moral and Civic Education Talk to the children (in L1 if necessary) about being a good friend. Talk about things good friends do for each other and encourage the children to be caring and friendly to each other.

•

17

Unit 1

This is my Family

Lesson 4 Language mummy, daddy, baby, family, boy, girl, sister, brother

•

Objectives Identify members of a family Develop visual discrimination Learn how to use / place stickers Talk about families

• • • •

Materials puppet, unit stickers, unit flashcards Optional: family photos

• •

Warm up

• • • 18

•

Play the Hello Song (CD Track 04) and greet the children using Pandy.

Play the song A big family from the previous lesson. (CD Track 08) Encourage the children to sing along and do the actions.

Use the Playhouse Poster and flashcards to review key vocabulary. Hide a flashcard behind the door of the playhouse, knock on the door (on the table) and ask: Who’s in the Playhouse? Mummy?

Daddy? Sister? Encourage the children to guess who it is.

Use Pandy to ask different children about their families. Ask for example: Have you got a brother or a sister? Is he your big brother or your little brother? What’s your sister’s name?

• Talk to the children about their family history and

•

Closing

• Collect the Class Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

• Option: send a note home encouraging parents to allow their children to bring family photos of them as babies to the class. Make a Family History Mural and display the photos.

Lesson

• Distribute the Class Books and show the children

where page 7 is. Look at the pictures of the family. Ask the children to point to mummy and daddy. Explain the children that they need to put stickers in the correct place to complete the pictures of the family. Show the children the stickers at the end of the Class Book. First ask the children to peel off the stickers of the baby and stick it on the first picture. Say: Oh, a baby!

Repeat for the second picture, this time telling the children that the baby is now a boy. Do likewise for the third picture and say: Oh! Look! He’s got a little sister! She’s a baby!

Panda Pointer Children at this age are still developing fine motor skills. Some will have problems peeling off the stickers. Help, if they head.

point out the progression of time from one image to the next. Explain that the little baby grows up to be a boy and then, years later, is a big brother.

Encourage the children to talk about their own family situations.

Option: show some personal family photos or photos of families from magazines or books. Talk about the different family members with the children.

Extension The children sit in a circle. Place the flashcards for boy, girl, granny, grandad, sister, brother, baby in the centre of the circle with space around them for the children to move. Invite groups of 4 children to stand up and hold hands. Say, for example: Look!

It’s granny! The children in the group of four form a circle around the flashcard depicting granny.

Continue until all the children have taken part in the activity.

•

•

Lesson 5 Language baby, home (bird-nest, kangaroo-pouch, bear-cave)

•

Objectives Look at animals and their homes Develop critical thinking skills Develop listening comprehension Talk about families

• • • •

Materials Puppet Flashcards Playhouse poster Crayons pictures of different families taken from magazines (optional) Activity Book (page 6)

• • • • • •

Warm up

Trac k 09

• Play the Hello song (CD Track 04) and greet the children using Pandy.

• Use flashcards and the Playhouse poster to review

Speaker: Bird: Kangaroo: Bear cub:

key vocabulary from unit (granny, grandad, mummy, daddy, brother, sister, baby)

Lesson

• Before distributing the books, talk to the children about where they live (house, flat...).

• Distribute the Class Books and show the children

•

•

where page 8 is. Draw the children’s attention to the coloured frames around the pictures and encourage them to say the colours. Afterwards, say a colour and encourage the children to make the sound and do the action for the animal in that coloured frame.

Look at the pictures of the baby animals one by one. Say: Look! A baby bird. What sound does a baby bird make? Encourage the children to flap imaginary wings and chirp like birds. Say: Look! A baby kangaroo! What can a baby kangaroo do?

Encourage the children to hop or jump on the spot like kangaroos. Say: Look! A baby bear. What sound does a baby bear make? Encourage the children to growl like baby bears. Explain to the children that some animals live in special places (not in houses or flats).

Explain to the children that they are going to listen and point to the correct picture. Present the listening by pointing to the different animals in your book. Play the audio again (CD Track 09) encouraging the children to listen and point.

Listen and point.

My home is a nest.

My home is a pouch.

My home is a cave.

• Talk to the children again about where the • • •

different animals live. Point to the bird and say: Look, a nest! And do the same for pouch and cave.

Talk to the children about where they live again.

Ask: Do you live in a nest? No! Collect the Class Books and distribute the Activity Books and crayons. Turn to page 6 and explain to the children that they need to match the baby animals with their homes and their mummy.

Repeat the listening (CD Track 09) looking at the Activity Book instead of the Class Book.

Encourage the children to circle the different animals when they are named.

Extension Encourage the children to colour their favourite animal.

Encourage the children to draw a picture of their home (or their dream home). Display the pictures and congratulate the children on their creativity.

• •

Closing

• Collect the Activity Books • Say and do the actions for the chant from the unit •

(CD Track 05). When the chant is over, use an imaginary camera to take photos of different children in class.

Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

19

Unit 1

This is my Family

Lesson 6 Language granny, grandad, mummy, daddy, boy, girl, what’s different?

•

Objectives Identify family members Develop visual discrimination Develop fine motor skills Recognise difference between images

• • • •

Materials puppet, playhouse poster, flashcards (boy, girl, granny, grandad, mummy, daddy)

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the song from the unit (CD Track 08) and • 20

•

invite the children to sing along and to do the actions.

Show the flashcards for boy, girl, granny, grandad, mummy, daddy. Encourage the children to say the words. Place four of the cards face down on the playhouse poster and encourage the children to guess which cards they are. Turn the cards over and say the word. Repeat with different cards.

Pass out the flashcards to six different pupils. Say the words (boy, girl, granny, grandad, mummy, daddy) one by one and encourage the children to hold up their card when they hear the word. When they have each held their card up, tell them to pass the six cards to six different children. Repeat until all the children have had a turn.

Lesson

• Distribute the Class Books and crayons. Play a • •

game: Open and Close. Children open and close their books according to your instructions. Give instructions very slowly first, and little by little get faster.

Help the children to find page 9. Look at the page and ask the children to identify and name the family members in rows 1 and 2 (mummy, daddy, grandad, granny). In row 3, point and ask: How many boys? Three.

Explain to the children that they need to look and circle the picture that is different. Do an example on the board if need be. For example, draw a table and three chairs on the board. Say: What’s different? Encourage one of the children to come to the front and to circle the table. Allow time for the children to circle the image that is different in each line. Check answers. Point to the first row

and ask: What’s different? (Grandad). Repeat with the other two rows. Congratulate the children on their good work.

Closing

• Use flashcards to do more What’s different?

•

activities. Children do not have to know or say the words, they just have to identify which one is different. Place, for example, 3 flashcards of people on the board and one flashcard with an animal.

The children identify that the animal flashcard is different.

Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Extension Get the children to point and name the family members in each row all together and to repeat which one is different, for example, row 1: granny, granny, grandad, granny. Grandad is different.

Tell the children to take out their gommets from the end of the book. Say: Mummy (the children place a gommet on mummy) Say: Pandy (the children place a gommet on Pandy)

• •

Lesson 7 Language granny, grandad, Sue, Ben, Gina, mummy, daddy, Pandy

•

Objectives Identify members of a family Develop visual discrimination Develop listening comprehension Talk about families

• • • •

Materials puppet, unit flashcards, playhouse poster, Activity Book (page 7)

•

Warm up

• •

Play the Hello Song (CD Track 04) and greet the children using Pandy.

Play a game with flashcards of the unit and the Playhouse poster. Hide a flashcard of a family member behind the Playhouse door. Knock and ask: Who is it? Mummy? Daddy? And get the children to guess.

• When they have finished, encourage the children to name the characters they have circled (granny, grandad, sister).

Moral and civic education Talk to the children about the importance of respecting grandparents and helping younger brothers and sisters.

•

• Collect the Class Books and distribute the Activity

Lesson

• Distribute the Class Books. Ask the children to

•

identify and name the characters on page 10 (Sue, Pandy). Explain that Sue and Pandy are looking at photos of Pandy’s family. Elicit vocabulary from the children by asking: Who is it? (granny, grandad, sister).

Play the listening (CD Track 10) and explain the task: the children have to circle the family member they hear. Pause after each part so the children can circle the corresponding picture.

•

Books and crayons. Point to different pictures on page 7 and ask: Who’s this? Is it granny or grandad? Who’s this? Is it Sue or Pandy?

Explain the task: the children have to circle the corresponding picture according to your instructions. Demonstrate the activity (circling using your finger) before beginning the activity. Point to the first row and say: Granny. Circle granny. Point to the second row and say: Boy. Circle the boy.

Point to the third row and say: Daddy. Circle daddy. Pause after the first picture to check the children are circling the correct one in each row.

When the children have finished the activity, ask them to colour the pictures.

Track 10

•

Speaker: Sue: Pandy: Speaker:

Closing

Listen and circle.

Who’s this?

This is my grandad!

Circle grandad.

Circle grandad.

Sue: Who’s this?

Pandy: This is my little sister.

Speaker: Circle sister.

Circle sister.

Sue: Who’s this?

Pandy: This is my granny.

Speaker: Circle granny.

Circle granny.

• Collect the Activity Books and crayons.

• Option: Randomly pick groups of 5 or 6 children

•

and have them stand in a row at the front of the class. Hold your hand above the head of different children and encourage the rest of the class to say: Boy or Girl. Repeat with different groups of children.

Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

21

Unit 1

This is my Family

Lesson 8 Language mummy, daddy, grandad, granny, brother, sister, boy, girl, I’ve got (a sister), this is my... big, little

•

Objectives Identify members of a family Develop fine motor skills Work on creativity Talk about family members

• • • •

Materials Puppet, unit flashcards, crayons, coloured shapes poster

•

Warm up

• Play the Hello Song (CD Track 04) and greet the • 22

children using Pandy. Use Pandy to ask different children: What’s your name? Have you got a brother? Have you got a sister?

Show the children the coloured shapes poster. Ask them to say the different colours on the poster.

Place different flashcards on the shapes. Say, for example: Granny. Tell the children to say the colour where the granny flashcard is.

Lesson

• Distribute the Class Books and show the children

where page 11 is. Elicit words from the children based on the pictures in the margins on either side of the tree. Point and ask: Who is this? Granny?

Grandad? Explain the task (in L1 if necessary) and tell the children that they have to draw their own family in the space provided on the family tree.

Note: children do not have to draw their family members in hierarchical order, they simply illustrate their family members.

Panda Pointer Keep in mind that not all children in the class will have traditional families. Make sure that children who have problematic situations at home do not feel excluded or upset. Explain, in L1 if necessary, that they can draw their own family, an imaginary family or themselves with special friends or family.

• Encourage the children to show their pictures and •

say for example: Look! This is my granny! This is my little brother. This is my big sister.

Collect the books and congratulate the children on their good work.

Moral and civic education Talk to the children about the importance of respecting different types of families.

•

Extension Tell the children to take out their gommets from the end of the book. Say: Girl (the children place a gommet on the girl) Say: Granny (the children place a gommet on granny).

•

Closing

• Play the Bye Bye Song (CD Track 06) and wave

the children using Pandy at the end of the lesson.

Unit 2

My Body Lesson 1 Language head, arms, hands, legs, turn around, shake, bend, touch the ground Review: character’s name, members of the family, counting to three

• •

Objectives Take part in a chant Talk about parts of the body Develop auditory skills Develop gross motor skills through actions Develop fine motor skills Show positive attitude towards learning

• • • • • •

Materials puppet, playhouse poster, CD audio, flashcards (head, arms, hands, legs), crayons, Activity Book (page 8)

•

Warm up

Panda Pointer

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Say: Hello to the class using the Panda puppet.

Encourage the children to say: Hello Pandy!

• Use the flashcards for head, arms, hands and legs.

Keep in mind that not all children will have done English before this point. Make sure they are familiar with the basics from the previous level and be patient.

Show the cards and say the words to the class.

Hide different cards behind the door of the playhouse. Peek behind the door and ask: What’s behind the door? Head? Arms? Hands? Legs?

Open the door and check. Repeat. Hold up the flashcards one at a time and say: Look! A head!

Arms!

Lesson

• Distribute the Class Books and show the children

where page 12 is. Talk about the picture with the pupils. Point to the characters and ask: Who’s this?

(Gina, Ben, Sue and Pandy). Point to the window of the playhouse and ask: Who is there? (Sue’s brother). Explain that our friends are doings some exercises.

Health education Talk to the children about the importance of including exercise in their daily routine.

Review counting to three by clapping your hands.

Invite children to do it with you. Say: Clap your hands once (clap!), Clap your hands twice (clap! clap!), Clap your hands three times (clap! clap! clap!). Repeat this a couple of times.

Invite the children to count to three with different things: fingers, crayons, pencils, books, chairs, tables...

• • •

• Before playing the chant, make sure the children

•

understand the actions. Demonstrate the actions and say: Touch your head! Encourage the children to do the actions with you. Do the same with: Shake your arms!, Clap your hands!, Bend your legs! and Touch the ground!.

Play the chant One, two, three! (CD Track 11) and ask the children to point to the actions in the picture while they listen.

Trac k 11 Speaker: Listen and say the chant.

Woman: One, two, three! (Use your fingers to count to three) Turn around. (Do the action) And, touch your head! (Do the action) Woman: One, two, three! (Use your finger to count to three) Turn around. (Do the action) And, shake your arms! (Do the action) Woman: One, two, three! (Use your finger to count to three) Turn around. (Do the action) And, clap your hands! (Do the action) Pandy: One, two, three!

Turn around.

Bend your legs!

And touch the ground!

23

Unit 2

My Body

• Play the chant again (CD Track 11) and encourage •

the children to close their eyes and touch the part of the body that is named.

Then play the chant again and encourage the children to do the actions.

Panda Pointer Keep in mind that for some of the children in class it will be difficult to do all the actions as they listen to the chant.

• Option: Divide the class into four groups, one is

• •

24

•

Gina, one is Ben, one is Sue and the last one is Pandy. Assign the different actions to each group: the Gina group is: touch your head, the Ben group is: shake your arms, the Sue group is: clap your hands and the Pandy group is: bend your legs and touch the ground. Play the chant and encourage the children in the different groups to follow along and do their actions at the correct time.

Collect the Class Books and distribute the Activity Books.

Show the children page 8 in the Activity Book and ask them to identify the members of Sue’s family.

Elicit: Brother, grandad, Sue and sister. Explain to the children that they need to identify the parts of the body in the left hand column and then join them to their owner on the right. Encourage them to say for example: Hands and Sue. Head and brother.

Finally children can colour Sue or one of her relatives.

Closing

• Collect the Activity Books.

• Play the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy.

Extension Act out the chant. Invite groups of children to the front of the class. Set them up in the same way as in the picture on page 12 of the Class Book. Play the chant and encourage the children to follow along and do their actions at the correct time.

Play Simon Says using the actions of the chant.

• •

Lesson 2 Language body, legs, arms, hands, head, doll Review: colours

• •

Objectives Talk about parts of the body Develop visual discrimination Complete some pictures following a model Develop fine motor skills

• • • •

Materials puppet, crayons, CD Audio, coloured card, playhouse poster, a large piece of poster paper, Optional: finger paints and plastic plates (optional)

• •

Warm up

are missing).

• Play the Hello Song (CD Track 04) and greet the

• Once the children have identified the missing parts,

•

•

children using Pandy. Use Pandy to ask different children: How are you? Encourage them to answer: I’m fine, thank you!

Play the One, two, three! chant (CD Track 11) and encourage the children to participate by doing the actions.

Lesson

• Use the coloured card and the Playhouse poster to

• • • • •

review colours. Secretly place one of the coloured card behind the door of the playhouse. Encourage the children to knock on the door (knocking on their desks). Look intrigued and open the door.

Say: Look! It’s (red). Repeat with the rest of the colours.

Play a TPR game using colours. Say: Touch (red)!

Children have to touch something red without moving from their seat. Do the same with the rest of the colours.

Distribute the Class Books and show the children where page 13 is. Point to the first doll and ask: What’s this? (a doll). Point to its head and ask: What’s colour is its head? Elicit: Orange. Do the same with its body, arms, hands and legs.

Then explain to the children that you are going to name a part of the doll’s body and they have to say its colour. Say: Arms. Elicit: Blue. Do the same with the rest of the parts: body - yellow; hands red; legs - green.

Then do the opposite: you say a colour and the children have to say the part of the body. For example: Blue. Elicit: Arms.

Finally ask the children to point and say: Point to the doll’s body! Point to its arms! …. Do the same with the second doll and elicit the part of its body that is missing. (Body). Then continue with the third doll and do the same. (One arm and one leg

have them draw and colour them and complete the dolls. Encourage the children to name the part of the body they are drawing. Children compare the dolls and complete them following a model.

Walk around the class helping children who are struggling while, at the same time, monitoring progress. When they have finished they can compare their work and then put it away.

Panda pointer This activity is very good for developing observation skills.

Closing

• Collect the Class Books.

• Remind the children that when someone leaves or

when we leave we say Bye bye in English. Listen to the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy. Listen again encouraging the children to wave.

Extension Place a large piece of poster paper on the wall.

Ask a child to stand against the paper with arms and legs open wide on the paper. Trace the child’s body outline on the paper. Finally ask the children to colour the different parts of the body with finger paints. Put plastic plates with the colours and assign the colours.

•

25

Unit 2

My Body

Lesson 3 Language head, shoulder, arms, legs, hands

•

Objectives Take part in a song Recognise and talk about parts of the body Develop gross motor skills through actions Develop fine motor skills Recognise one’s own body Develop visual discrimination

• • • • • •

Materials puppet, crayons, CD Audio, flashcards (head, shoulders, arms, hands, legs), Activity Book (page 9)

•

Warm up

• • 26

Play the Hello Song (CD Track 04) and greet the children using Pandy.

Make sure the children are familiar with the body words. Show the body flashcards one by one and ask the children to identify them. Give the following instructions very slowly while you do the actions and ask the children to join in: Touch your (shoulders), Shake your (arms), Clap your (hands).

Repeat the procedure with the rest of the words three times.

• The children listen to the song again (CD Track 12) following the actions in their book.

• Divide the class into two groups and play the song again (CD Track 12). One group performs the first two verses of the song and the second group performs the last verse.

Panda Pointer Keep in mind that children are recognising their own body so it will be a good idea if you have a mirror in your class. Ask children in pairs to perform the actions of the song while they look at themselves in the mirror.

Lesson

• Distribute the Class Books and help children to •

find page 14. Point to Pandy and identify the part of the body he is touching each time. Elicit: head, shoulders, arms, legs and hands.

Invite the children to listen to Pandy singing a song. (CD Track 12). Listen to the song. Show the children the actions. Listen again encouraging the children to do the actions.

Trac k 12 Speaker: Sing and do.

Pandy: Head and shoulders (touch head then shoulders) Arms and legs (touch arms and legs) Arms and legs Head and shoulders Arms and legs Arms and legs And arms and hands And legs and head Head and shoulders Arms and legs Arms and legs

• Collect the Class Books, distribute the Activity

Books and show the children page 9. Explain that all the characters are doing different actions. Focus the children’s attention on the example: a dotted line going from Ben to Gina. Ask in L1 why they are joined. Both are doing the same action (touching their head). Ask the children to trace the dotted line.

Ask the children to look for more pairs of people that are doing the same action and join them with a line.

Walk around the class helping children who are struggling while, at the same time, monitoring progress. Once they have found all three pairs, they can colour the pair they like best.

Health education Talk about the importance of including exercise in their daily routine.

• • •

Closing

• Collect the Activity Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Extension Play Simon Says using the vocabulary of the unit.

•

Lesson 4 Language robot, head, legs, arms , hands, body, there is (are)…

Review: colours

• •

Objectives Identify parts of the body Develop visual discrimination Learn how to use and place stickers Develop fine motor skills

• • • •

Materials puppet, unit stickers, body flashcards, coloured shapes poster, cards of different colours (yellow, green, black, blue and white, one per child)

•

Warm up

• • •

Play the Hello Song (CD Track 04) and greet the children using Pandy.

Play the song Head and Shoulders from the previous lesson (CD Track 12). Encourage the children to sing along and do the actions.

Place different body flashcards on the coloured shapes poster using blue tack. Say a word, for example: Head. The children shout out the colour where the card is. Repeat with the other words.

Extension If the children are more confident with the language, say, for example: Red and encourage the children to say the name of the picture on the red section of the poster.

•

Lesson

• Distribute the Class Books and help children find

page 15. Look at the picture. Comment on the situation in L1: Pandy and Ben are assembling a robot. Explain the children that they need to put the sticker of the robot’s head in the place provided. Turn to page 73 and show the children where the sticker is. Say: Look, the robot’s head!

Get the children to peel off the sticker and stick it in the place provided on page 15. Talk about the other parts of the robot’s body.

Panda Pointer Children at this age are still developing fine motor skills. Some will have problems peeling off the sticker.

• After completing the whole picture, point to the

robot’s head and ask: What colour is it? Elicit: Yellow. Confirm: Head - yellow. Do the same with the rest of the parts of the robot’s body.

• Option: Hand out the following colour cards:

yellow, green, black, blue and white. One for each child. Then say the colours and ask the children to raise their card when their colour is named.

• Finally name a part of the robot’s body and the children raise the corresponding colour and say for example: legs - black.

Closing

• Collect the Class Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Extension Play Simon Says using the actions learnt so far.

For example: Clap your hands! Shake your arms!

Bend your legs! Touch the ground! Touch your shoulders!

•

27

Unit 2

My Body

Lesson 5 Language hands, teeth, shoulders, head, arms, legs, body, wash your…! Brush your teeth! Time for dinner!

Time for bed! (passive only) Review: boy, girl, mummy, daddy.

• •

Objectives Develop listening comprehension Develop awareness of cleanliness before and after eating Develop critical thinking skills Talk about daily habits

• • • •

Materials puppet, unit flashcards, flayhouse poster, activity Book (page 10)

•

Warm up

Trac k 13

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Use the flashcards and the Playhouse poster to

Speaker: Listen and point.

Girl: Time for dinner!

I wash my hands!

I wash my hands before dinner!

I’m hungry!

• 28

review key vocabulary from unit (head, shoulders, hands, legs, arms) and introduce teeth.

Tell the children they are going to get some exercise. Ask them to stand up and follow your instructions. Say: One, two, three. Move your head! Repeat the procedure with shoulders, arms, hands, legs, body. Vary the rhythm of the activity.

Lesson

• Before distributing the books, talk to the children •

•

in L1 about what they normally do before eating.

(Wash their hands).

Distribute the Class Books and help the children to find page 16. Look at the pictures of the girl and ask: Who is this, a girl or a boy? In L1 talk about the situation. The girl is washing her hands. Point to the drawing of the dinner and say: Look Dinner time!

Explain what dinner is and the meaning of the arrow that goes from the first photo to the dinner. This means that the girl washes her hands before eating.

Then focus the children’s attention on the second photo. In L1 talk about the situation. The girl is brushing her teeth. Point to the arrow that goes from the dinner to the second photo. Explain that the girl is brushing her teeth after eating.

Health education Encourage the children to have healthy habits and make them aware of the importance of cleanliness before and after eating.

Explain to the children that they are going to listen and point to the correct picture. Present the listening (CD Track 13) by pointing to the different photos in your book. Play the audio again encouraging the children to listen and point.

• •

Girl:

Time for bed!

I brush my teeth!

I brush my teeth after dinner!

Hmm! I’m sleepy!

• Collect the Class Books and distribute the •

Activity Books and crayons. Show the children where page 10 is. Explain the task: the children have to compare the different situations and decide which one reflects bad behaviour and cross it out.

Point to the boy in the first photo and ask: Is this a girl or a boy? Focus their attention on the boy’s hands. Explain that they are very dirty and he is eating. In L1 ask the children if this is correct and elicit No!. Now focus their attention on the second picture of the boy, this time pointing out that the boy’s hands are clean, so this behaviour is correct.

Elicit: Yes! Get the children to cross out the first picture with the incorrect behaviour. Do the same with the rest of the photos.

Panda pointer We want to encourage children to reflect on good behaviour and the importance of cleanliness.

Closing

• Collect the Activity Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Lesson 6 Language body, head, legs, hands, head, arms, shoulders, legs, what animal is it? what’s missing?

Review: cat, bird, dog

• •

Objectives Identify animals and parts of the body Develop visual discrimination Develop fine motor skills Solve a puzzle

• • • •

Materials puppet, playhouse poster, flashcards of the unit, flashcard (dog, cat, bird) Music for dancing

• •

Warm up

Closing

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the song from the unit (CD Track 12) and

• Collect the Class Books.

• Play Statues with the whole class. Ask the children

•

•

invite the children to sing along and to do the actions.

Show the flashcards for dog, cat and bird.

Encourage the children to say the words. Place the cards face down on the playhouse poster and encourage the children to guess which cards they are. Turn the cards over and say the word. Repeat with different cards.

Finally choose a flashcard and imitate the animal sound without showing it to the children. They guess the animal and say for example: It’s a cat.

Show them the flashcard to confirm their answer.

Repeat this procedure asking different children to imitate the animal sounds.

Lesson

• Distribute the Class Books and crayons. Play a •

game: The Open and Close Game. Children open and close their books according to your instructions. Give instructions very slowly at first, then gradually get faster and faster.

Help the children find page 17. Look at the page and ask the children to identify what they can see.

Confirm that there are three puzzles. Focus the children attention on the heads of the three animals. Get the children to identify them by saying: What’s this? And elicit: A dog’s head. Tell the children to look for the piece of the puzzle with the dog’s body, and then its legs and to join the three together by drawing a line with their crayons. While they are joining the parts encourage them to say: Head – body – legs.

Follow the same procedure for the cat and the bird. Congratulate the children on their good work.

•

to form a circle. Then play some music and ask them to dance. Stop the music and say: Touch your shoulders! The children remain in this position till the music begins again. Repeat this many times.

Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Extension Tell the children to take out their gommets from the end of the book. Say: Red-cat (the children place a red gommet on the cat) Say: yellow-dog (the children place a yellow gommet on the dog).

•

29

Unit 2

My Body

Lesson 7 Language body parts, colours , numbers 1-4, members of the family, boy, girl, cat, robot, how many ... has it got? I’ve got...

•

Objectives Identify parts of the body Identify colours Develop visual discrimination Develop listening comprehension Talk about the importance of working together

• • • • •

Materials puppet, flashcards (body, colours and members of the family), playhouse poster Activity Book (page 11)

• •

Warm up

Trac k 14

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play a game with the flashcards of the unit and the Playhouse poster.

• Choose colour and family member flashcards.

Speaker: Listen and point.

Pandy: Oh! Look at my shoulders.

My shoulders are red.

Point to my shoulders.

Show them one by one and elicit the words. Then choose three colours and a member of the family.

Say the words and elicit the odd one out. Repeat this procedure choosing different odd ones out each time.

30

Gina:

Oh! Look at my hands.

My hands are orange!

Point to my hands!

Ben:

Oh! Look at my arms.

My arms are blue Point to my arms!

Sue:

Oh! Look at my legs.

My legs are pink!

Point to my legs!

Lesson

• Distribute the Class Books and show children

where page 18 is. Ask the children to identify and name the characters (Ben, Gina, Sue and Pandy).

Explain that they are painting a mural. Point to the mural and ask the children to identify the colours.

Point and say: What colour is it?

Moral and civic education Talk to the children in L1 about the importance of helping each other and working in groups as our friends are doing.

• When they have finished, name a character and

•

• Before listening to the recordings, focus the

•

children’s attention on the different characters and the parts of their bodies covered in paint. Say: Look at Gina’s hands, they are orange! And point at the picture. Explain to the children that, as they listen, they have to point to the characters and the part of the body which is mentioned.

Play the listening (CD Track 14) Pause after each part so the children can point to the corresponding picture.

•

•

encourage the children to say what part of his or her body is painted. For example: Pandy - Red shoulders. Do the same with the rest of the characters. (Gina - orange hands; Ben – blue arms; Sue - pink legs.)

Collect the Class Books and distribute the Activity Books and crayons. Show the children page 11 and point to different pictures on the page and ask: What’s this? A robot. Has it got one head? (yes). How many arms has it got? (two).

How many legs has it got?( four). Do the same with the rest of the pictures.

Explain the task: the children have to circle the corresponding picture according to your instructions. Demonstrate the activity (circling using your finger) before beginning the activity. Point to the first row and say: I’ve got two heads, two arms and four legs. Circle me! Then point to the second and say: I’ve got a head and four legs.

Circle me! Finally point to the third row and say:

•

I’ve got one leg. Circle me! Pause After each part, and make sure the children are circling the right item in each row.

The children can choose a picture and colour it when they have finished doing the listening task.

Closing

• Collect the Activity Books.

• Option: Play What’s missing? with the flashcards

•

of the unit. Show them to the children one by one and ask them to identify each one. Remove one flashcard and repeat the procedure. Encourage the children to identify the missing card. Shuffle the cards and repeat the game several times.

Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Lesson 8 Language head, body, arms, shoulders, arms, hands, legs, I’ve got (one head, one body, two shoulders, two arms, two hands and two legs.)

•

Objectives Identify parts of the body Develop fine motor skills Work on creativity Talk about one’s own body

• • • •

Materials puppet, flashcards of the unit, crayons, coloured shapes poster

•

31

Warm up

Closing

• Play the Hello Song (CD Track 04) and greet the

• Sing the Bye Bye Song (CD Track 06) using Pandy

•

children using Pandy. Use Pandy to ask different children: What’s your name? How are you? Have you got a brother? Have you got a sister?

Show the children the coloured shapes poster. Ask them to say the different colours on the poster.

Place different flashcards in the spaces. Say, for example: Head and tell the children to say the colour where the head flashcard is.

Lesson

• Distribute the Class Books and help children find

• •

page 19. Elicit words from the children based on the illustrations in the frame of the picture.

Introduce the new words: Feet, mouth, nose. Point and say: Look, a nose! A mouth! Two feet! And get the children to repeat. Explain the task (in L1 if necessary) and tell the children that they have to draw themselves in the space provided Encourage the children to show their pictures and say for example: Look! This is me! I’ve got a head, a body, two arms…

Collect the books and congratulate the children on their good work.

at the end of the lesson.

Extension Tell the children to take out their gommets from the end of the book. Tell them to look at the picture they have drawn and say: Hand-green (the children place a green gommet on one of their hands in their picture) Say: Head-blue (the children place a blue gommet on their head in their picture).

•

Unit 3

My House Lesson 1 Language bedroom, bathroom, kitchen, living room, house, what’s this? (bedroom)

•

Objectives Take part in a chant Learn how to name rooms in a house Show a positive attitude towards English Develop oral expression

• • • •

Materials puppet, Playhouse poster, CD Audio, flashcards (bedroom, bathroom, kitchen, living room), Activity Book (page 8) Optional: coloured shapes (square, rectangle, triangle), glue

• •

32

Warm up

Trac k 15

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Show the panda puppet to the class and have a

Speaker: Listen and say the chant.

Sue: Look at my doll’s house!

Can you see…

A bedroom? (point to bedroom flashcard) A bathroom? (point to bathroom flashcard) Point with me.

Pandy: A bedroom!

A bathroom! (point to bedroom and bathroom flashcard) Yes, I see! (point to eyes) Sue: Look at my doll’s house!

Can you see…

A kitchen? [point to kitchen flashcard] A living room? [point to living room flashcard] Point with me.

Pandy: A kitchen!

A living room! (point to kitchen and living room flashcard) Yes, I see! (point to eyes)

conversation with the panda. Ask: What’s your name? The puppet answers: I’m Pandy. The puppet can then ask various children in the class their names.

Lesson

• Use flashcards for bedroom, bathroom, kitchen,

•

•

living room. Show the cards and say the words to the class. Hide different cards behind the door of the playhouse. Knock on the table (as if knocking on the door of the playhouse poster) and say: What is it? Bedroom? Bathroom? Kitchen? Living room? Open the door and check. Repeat with the other rooms. Hold up flashcards one by one and ask: What’s this?

Distribute the Class Books and show the children where page 20 is. Talk about the picture with the pupils. Point to the characters and ask: Who’s this?

(Pandy, Sue). Is this Ben? (No, it’s Sue). Draw the children’s attention to the doll’s house and say: Look!

A house! This is Sue’s doll’s house. Point out that Pandy and Sue are playing with the doll’s house.

Ask the children to identify the colours of each room. Ask: What colour is the bedroom? (blue).

What colour is the bathroom? (yellow). What colour is the kitchen? (white). What colour is the living room? (pink). Then say a colour and the children name the room: pink – living room. Do the same with all the rooms.

Play the chant My Doll’s House (CD Track 15) and do the actions.

Moral and Civic Education Point out to the children that Pandy and Sue are playing nicely together and sharing their toys.

•

• Play the chant again (CD Track 15) and encourage the children to do the actions.

• Collect the Class Books and distribute the Activity Books. Show the children page 12.

• Ask the children to match the puzzle pieces of the rooms. As they are working, walk around the class

checking work and helping pupils who are struggling. When they join the objects encourage them to say the words, for example: Bedroom bedroom.

Extension If there’s time, children can colour one (or all) of the rooms on the puzzle pieces

•

Closing

• Collect the Activity Books.

• Play the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy.

Extension Give each child a piece of white paper and a variety of coloured shapes (squares, triangles, rectangles). Tell the children to make houses on the white paper using the shapes. When the children have figured out the shapes for their house, they can glue the shapes onto the paper.

•

Lesson 2 Language kitchen, garden, bedroom, bathroom, where’s (Ben)? In the (kitchen)

•

Objectives Learn how to say the names of different rooms in the house Recognise characters and key vocabulary Review colours Use critical thinking and visual discrimination to join pictures Develop fine motor skills

• • • • •

Materials puppet, crayons, CD Audio, coloured shapes poster, flashcards (chair, table, book, pencil), crayons (red, blue, yellow, green)

•

Warm up

planting a flower. Then point to the rooms in the right hand column and encourage the children to name them. Ask the children to say the colours of the dots next to each character. Explain that the coloured dots indicate the colour the children should use to join the character to the correct room.

Allow time for the children to match the characters and the rooms using the correct colours. When they have finished ask, for example: Where’s Ben? (in the bedroom)

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Using the playhouse poster, hide a room flashcard •

•

behind the door, knock on the door and show the card. Say the name of the word on the card and encourage the children to listen and repeat.

Put up the coloured shapes poster. Ask the children to say the colours. Show the flashcards for: bedroom, bathroom, kitchen, living room, garden.

Encourage the children to say the words. Place four of the cards face up on the shapes poster. Say, for example: Red! The children name the card on the red shape.

Option: turn the cards over (face down) one by one. Encourage the children to turn the cards and say the words.

Panda Pointer Keep in mind that children at this age are still developing fine motor skills and eye-hand coordination. Be sure to reward them for their effort and not ‘over correct’.

Positive reinforcement is very important.

Lesson

• Distribute the Class Books and help the children

find page 21. Look at the picture and name the characters in the left hand column (Ben, Pandy, mummy, granny). Ask the children to mime actions for each character: mummy – cooking; Ben – yawning; granny - taking a shower; Pandy -

• Option: Show different flashcards of room and •

ask the children to find the bathroom. Repeat with the other rooms.

Option: Say, for example: Garden and encourage the children to mime planting a flower. Repeat this with the other rooms helping the children mime

33

Unit 3

•

My House

appropriate actions.

Collect the books and congratulate the children on their good work.

Closing

• Play the Bye Bye Song (CD Track 06) and wave

good-bye to the children using Pandy at the end of the lesson.

Extension Write the words Kitchen, Bathroom and Living Room on three sheets of paper. Hand out magazines and catalogues to the children.

Encourage them to tear out pictures from the magazine (furniture, plants…) and to paste the pictures on to the correct poster.

•

Lesson 3 Language garden, tea, kitchen, living room, come and see, daddy, grandad, bedroom, flower, numbers 1 – 5, colours, cup, kettle, butterfly, cat, bird, where’s (daddy)?

•

Objectives Take part in a song Develop gross motor skills through actions Use imagination to mime events Learn about sharing and being nice to friends

• • • •

Materials puppet, playhouse poster, blue tack, crayons, CD Audio, Flashcards (kitchen, living room, garden), crayons, Activity Book (page 13)

•

34

Warm up

Trac k 16

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Stick the flashcards (kitchen, living room, garden)

Speaker: Sing and do.

Chorus: There’s a tree house (mime the branches of a tree) in my garden, come and have (indicate come using arms) tea with me! (mime drinking a cup of tea)

on different parts of the Playhouse poster. Invite a child or groups of children to touch or point to the correct cards, as you say the name.

Lesson

• Distribute the Class Books and show the children

• •

where page 22 is. Look at the picture, name the characters and point to the kitchen, living room and garden. Point to Sue and ask: Who’s this?

Repeat with Pandy and Gina. Ask the children to count the flowers in the garden and to say what colour they are. Point to the cups on the table.

Indicate the yellow one and ask: What’s this?

What colour is it? Get the children to count the cups and say what colour they are. Repeat with the butterflies, the birds, the flowers.

Explain to the children that Sue has a tree house in her garden. Ask them if they would like to have a tree house. Tell the children that Pandy is preparing tea and that Sue is inviting us (the class).

Listen to the song (CD Track 16). Show the children the actions. Listen again encouraging the children to do the actions.

Chorus: Pandy’s in the kitchen, (mime cooking) Pandy’s in the kitchen, come and see, (point to eye) have some tea. (mime drinking a cup of tea) Chorus: There’s a tree house (mime the branches of a tree) in my garden come and have (indicate come using arms) tea with me! (mime drinking a cup of tea) Chorus: Gina’s in the living room, (mime reading a book) Gina’s in the living room, come and see, (point to eye) have some tea. (mime drinking a cup of tea)

Moral and Civic Education Talk to the children (in L1 if necessary) about the importance of being nice to our friends and sharing responsibilities (Pandy is preparing tea, Gina is setting up the chairs).

Closing

• Collect the Class Books and distribute thecrayons

Extension Organise an imaginary tea party in the class. Have different children prepare pots of tea (like Pandy) then have them pour cups of tea for their friends.

If possible, bring in some realia (plastic cups, a teapot…)

Mime a fingerplay: Here’s a cup (mime a cup with one hand) Here’s a cup (mime a cup with the other hand) Here’s a pot of tea (mime holding a teapot) Pour a cup (pretend to pour) Pour a cup And have tea with me (pretend to drink tea).

•

and the Activity Books. Show the children where page 13 is. Point to and name the different characters asking: Who’s this? Ask the children to name the rooms and places at the bottom of the page. Explain that they need to follow the lines to find out where each person is (Ben’s daddy is in the living room, Sue’s grandad is in the garden, Pandy is in the kitchen and Sue is in the bedroom).

As they are working, walk around the class checking progress and helping pupils who are struggling. When they have finished, they can colour the character and the rooms and places they like best.

• Collect the Activity Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

• •

35

Unit 3

My House

Lesson 4 Language house, kitchen, bedroom, living room, garden, Where’s (Pandy)? Ben’s in the (garden)

•

Objectives Identify key vocabulary Develop visual discrimination and learner autonomy Learn how to use and place stickers Review numbers

• • • •

Materials puppet, Unit stickers, flashcards (kitchen, bedroom, living room, garden)

•

Warm up

Ben’s in the garden. Ask questions to various children, for example: Is Gina in the kitchen?

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Use Pandy to ask different children: What’s your

Panda Pointer

name? Are you happy? Are you sad?

Allowing the children to place the stickers where they want, helps them to develop autonomy and to make decisions on their own.

Lesson 36

• Use flashcards to review the key vocabulary from the unit (garden, living room, bedroom, kitchen).

• Introduce the number 6. Draw six chairs on the

•

•

board. Count up to number 5 with the children (as a review) then point to the last chair and say: Six. Encourage the children to listen and repeat a few times, then count all the chairs again. Count up to six around the room (encourage the children to count from one to six around the class).

Talk to the children about the game Hide and Seek. Explain (in L1 if need be) that one person counts while the others hide. Use the panda puppet to do an example. Invite a child to come to the front of the class and tell him or her to cover his or her eyes. The rest of the class counts to six aloud while the panda puppet is hidden somewhere in the room. Say: Open your eyes and the child at the front tries to find Pandy. Repeat a couple of times.

Distribute the Class Books and show the children where page 23 is. Look at the picture of Pandy counting and explain that he is playing Hide and Seek with Gina and Ben. Explain that the children need to take the stickers for Gina and Ben from the last pages of the book, and hide them in the house or garden while Pandy counts. Use the puppet to count from one to six slowly while the children put the stickers where they prefer. When they have placed the stickers, have Pandy (the puppet) look at the books to see where Ben and Gina are hiding. Encourage the children to show one another their pictures and say, for example:

• Option: this can also be done as a sticker • •

dictation, say for example: Look! Gina’s in the bedroom. Put Gina in the bedroom.

Option: Use where questions to revise in and the names of the rooms: Where is the sofa? In the living room.

Option: Revise colours by asking about various objects: What colour is the sofa? Red. What colour is the table in the kitchen? Orange.

Closing

• Collect the Class Books • Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

• Option: Play a game of Hide and Seek with the children.

Lesson 5 Language inside, outside (tree, bed, bathtub, cooker, TV, bush, flowers), red, blue, book, flower, numbers 1-3, how many?

•

Objectives Identify things inside and outside a house Develop visual discrimination Develop listening comprehension Develop critical thinking skills Identify and trace numbers

• • • • •

Material Puppet, flashcards, coloured shapes poster, Activity Book (page 14), blue and red crayons, Optional: photos, pictures for inside-outside

• •

Warm up

and say: Outside.

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Use flashcards and the coloured shapes poster to

• Draw the children’s attention to the bottom of the

Lesson

•

review key vocabulary from the unit (bedroom, bathroom, kitchen, living room, garden)

• Distribute a blue and red crayon each pupil and

•

•

the Class Books. Help the children to find page 24 and ask them to look at the pictures. Ask them to say the colours of the frames (red, blue) and to name things they know in the pictures (boy, girl, tree, bedroom, book...)

Explain the concept of inside and outside to the children. Show the picture of the girl and explain that she is inside the house. Show the picture of the boy and explain that he is outside the house.

Ask the children if they are inside or outside the school. Point to something outside the classroom or show a picture of something outside and ask: Is this inside or outside?

Present the listening (CD Track 17) pointing to the different pictures in your book.

•

Closing

• Collect the Activity Books.

• Option: Show different images (photos, •

Trac k 17 Speaker: Look and circle.

Girl: Look! I’m inside the house.

I’m in the bedroom.

I’ve got a book.

Boy:

Look! I’m outside the house.

I’m in the garden.

I’ve got a plant.

• Repeat the listening and invite the children to point to the correct pictures. When they have finished, point to the girl and say: Inside, point to the boy

page. Explain that they need to circle the things inside red and the things found outside blue. Check that they are using the correct colour.

Point to different pictures and ask questions. For example, point to the cooker and ask: Is it in the bathroom or the kitchen?

Collect the Class Books and distribute the Activity Books. Show the children where page 14 is. Point to and count the objects. (one bed, two tables, three chairs). Point to the numbers and encourage the children to trace over the numbers.

Tell the children to join the numbers to the correct picture.

•

flashcards...) and ask: Inside or outside? Suggested images might include: tree, bathtub, car, bed, train...

Option: Do a simple Venn Diagram with the children with the sections inside, outside, both.

Show pictures and decide which section they go in.

For example: bed (inside), chair (both), boy (both), bus (outside), cat (both)...

Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

37

Unit 3

My House

Lesson 6 Language numbers 1 -3, bedroom (bed), kitchen (chair), living room (table), (mouse), how many?

•

Objectives Identify numbers Develop fine motor skills Review key vocabulary and colours

• • •

Material puppet, CD Audio, crayons

•

Warm up

Closing

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the song from the unit (CD Track 16) and

• Sing the Bye Bye Song (CD Track 06) using Pandy

invite the children to join in and do the actions.

Lesson 38

• Distribute the Class Books and help the children to

• • • •

find page 25. Look at the picture and ask the children to point to the different rooms. Say: Look!

The little mouse is in its house. Ask the children to say the colours of the frames around the pictures (blue, red, orange). Explain that they are going to count things in the mouse’s house.

Point to the bedroom and ask: How many beds?

(One). Repeat with the other pictures counting the tables and the chairs Draw their attention to Pandy at the bottom of the page. Explain to the children that they need to help Pandy count and write the numbers.

Allow time for the children to trace over the numbers and congratulate them on their good work.

Option: Encourage the children to count different items in the class. Hold up five crayons and ask: How many crayons?

at the end of the lesson.

•

Extension Talk about other objects in the pictures. For example ask: Where’s the ball? Point to the ball and say: In the bedroom. Then do the same for window, bedroom, this time getting the children to answer. Repeat the procedure for other objects in the rooms.

Lesson 7 Language point to, kitchen, bathroom, bedroom, living room, garden, numbers, colours, where’s... how many?

•

Objectives Identify characters Develop listening comprehension Review key vocabulary and colours

• • •

Material puppet, CD Audio, Activity Books (page 15), crayons

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the chant from the unit (CD Track 15) and invite the children to join in and do the actions.

My bathroom!

My bathroom!

Point to my bathroom!

• Collect the Class Books and distribute the

Lesson

• Distribute the Class Books and show the children

•

where page 26 is. Look at the pictures and ask the children to point to Pandy, Gina, Ben and Sue. Ask questions about the coloured backgrounds.

Point to a section and ask: What colour is this?

Ask questions about where the characters are. Ask, for example: Where’s Sue? Explain to the children that they need to listen and to point to the correct picture of the room.

Demonstrate the activity then play the CD. (CD Track 18)

•

Activity Books and show the children where page 15 is. Ask them to name the different places in each column, then ask them to point to different pictures. For example, say: Point to the garden.

How many living rooms? Point to them.

Explain to the children that they have to cross out one of the pictures according to your instructions.

Say: Column 1: Bedroom. Cross out the bedroom.

Column 2: Garden. Cross out the garden. Column 3: Bathroom. Cross out the bathroom. Pause after each room so the children have time to cross it out. When they have finished, they can colour and say the name of the place that is not crossed out in each column.

Trac k 18

Closing

Speaker: Listen and point.

Pandy: Point to my bedroom!

My bedroom!

My bedroom!

Point to my bedroom!

• Collect the Activity Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy

Gina:

Point to my kitchen!

My kitchen!

My kitchen!

Point to my kitchen!

Ben:

Point to my garden!

My garden!

My garden!

Point to my garden!

Sue:

Point to my bathroom!

at the end of the lesson.

39

Unit 3

My House

Lesson 8 Language bedroom, bathroom, living room, kitchen, garden, sofa, television, bed, bathtub, cooker, tree, table, This is my house.

•

Objectives Identify key vocabulary Develop visual discrimination and fine motor skills Learn how to use / place stickers Talk about homes

• • • •

Material Puppet, unit flashcards, playhouse poster

•

Warm up

Panda Pointer

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the song from the unit (CD Track 16) and invite the children to join in and do the actions.

• Play a game with the flashcards of the unit and

Keep in mind that it will be challenging for some children at this age to figure out the perspective of a house. Congratulate them on their efforts and provide ample positive reinforcement.

the Playhouse poster.

40

Lesson

• Distribute the Class Books and show the children

•

•

where page 27 is. Explain the task in L1 if necessary, that is the children have to draw their own house. Draw their attention to the thumbnail pictures and ask, for example: Is the bed in the bathroom or the bedroom?

Allow time for the children to draw their pictures.

As they are working, walk around the class asking, for example: Is this your kitchen? How many beds in your bedroom?. Use this opportunity to assess their fine motor skills and their listening comprehension.

Encourage the children to show their pictures and say for example: Look! This is my bedroom! It’s blue.

Closing

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Panda Pointer Not all children live in houses. Discourage the children from comparing homes in a negative way and saying that one house is better or bigger, or more expensive than another. If children don’t want to draw their own home, they can draw their dream home.

Story 1

Where’s Granny?

Lesson 1 Language Granny, bedroom, bathroom, kitchen, living room, garden, the members of the family, where’s granny? I don’t know.

•

Material flashcards of characters, rooms, family members, Playhouse poster, blue tack.

•

Warm up

• •

Play the Hello Song (CD Track 04) and greet the children using Pandy.

Explain to the class that they are going to hear a story about Sue and her granny. Ask the children in L1 if they spend time with their granny.

Lesson

• Revise family words (daddy, mummy, brother,

•

•

sister, granny, grandad) using the flashcards and the Playhouse poster. Hide one of the flashcards behind the door of the playhouse, pretend to knock on the door (knock on the table) and ask: Who is it? Elicit: Mummy, daddy... from the children.

To introduce the new expression: I don’t know show the children a picture of a man or woman from a magazine and say: Who is it? Shrug your shoulder and with eyebrow raised say: I don’t know. Repeat the question and this time get the children to say: I don’t know. Repeat the procedure with various photos of people from magazines until the children are familiar with the expression.

Distribute the Class Book and help the children to find page 28. Point to granny and ask: Who is it?

Elicit: Granny from the children. Point to the four different rooms and get the children to name them.

Explain to the children that they are going to hear a story about Sue looking for her granny, but before listening they have to try and guess where granny might be. They have to draw granny in the space provided in one of the rooms, then after hearing the story they can check to see if they were right.

• Show the storycards one by one as the children listen to the story (CD Track 19).

• Stop after storycard 7 and ask: Where’s granny?

What’s going to happen?

• Listen to the children’s answers.

• Show storycard 8 and ask: What’s going to happen? Who’s behind the tree?

Trac k 19 Speaker: Story 1: Where’s granny?

Narrator: Sue is in her house.

She’s looking for her granny.

Sue: Granny? Granny? Grannnnnnny!

Narrator: Sue goes to the living room and asks her daddy Sue: Daddy, where’s Granny?

Dad: I don’t know Sue. Narrator: Sue goes to the kitchen and asks her grandad.

Sue: Grandad, where’s granny?

Grandad: I don’t know Sue. Narrator: Sue goes to the bedroom and asks her brother.

Sue: Bobby, where’s granny?

Boy: I don’t know Sue. Narrator: Sue goes to the bathroom and asks her sister.

Sue: Anna, where’s granny?

Girl: I don’t know Sue.

41

Story 1

Where’s Granny?

Narrator: Sue goes to the garden and asks her mummy.

Sue: Mummy, where’s granny?

Mummy: I don’t know Sue. Narrator: Sue: Narrator: Sue:

Sue can’t find her granny.

Where’s granny?

Wait. What’s that?

Granny?

Narrator: Yippee! Sue finds her granny!

Sue: Granny! Here you are! Look, I have some chocolates for you!

Granny: Thank you Sue! I love chocolate.

Panda Pointer Keep in mind that the children will need to hear the story a few times before they become familiar with the set up and the vocabulary.

42

• Using the blue tack, stick the storycards on the •

wall. Play the story again (CD Track 19) and ask the children to point at the correct flashcard as they listen to the dialogue.

Act out the story.

Closing

• Collect the Class Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Extension Encourage the children to draw a picture of their granny.

•

Lesson 2 Language Granny, little sister, grandad, bathroom, kitchen, garden

•

Objectives Recognise characters and key vocabulary Use critical thinking and visual discrimination to match pictures Develop fine motor skills

• • •

Material puppet, crayons, audio CD, rooms flashcards, storycards

•

Warm up

• Say: Hello to the children using Pandy and encourage the children to say: Hello, Pandy!

• Place the flashcards of the rooms (living room,

kitchen, bathroom) on the table eliciting the name of each while doing it. Place Pandy on one of the card and ask: where’s Pandy? Get the children to answer: in the kitchen. Repeat for all the rooms.

Lesson

• Ask the children in L1 what they remember about •

•

the story they heard in class. Did they like it?

What happened? Where did Sue find her granny?

Play the story (CD Track 19) and pause it so the children can join in saying: Where’s granny? and I don’t know. For children who are not confident speaking English, they can simply shrug their shoulders and raise their eyebrow instead of saying I don’t know. When the story is finished, encourage the children to clap. Ask: Where’s granny? Elicit: In the garden. Show the storycards again and get the children to point and name the people.

Distribute the Class Books and crayons and help the children find page 29. Point to the characters (granny, little sister, grandad) and get the children to name them. Point to the three pictures on the right and ask: Where’s granny? In the kitchen? In the bathroom? In the garden? Once they have understood granny is in the garden, tell them to draw a line from granny to the correct room on the right of the page. Repeat the same procedure for little sister and grandad. Check that all the children have completed the task correctly and congratulate them on their good work.

Closing

• Collect the Class Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Extension Give out sheets of paper and tell the children to draw a member of their family in a room in their house. Go round the class and ask: Who is it? (mummy, daddy...) Where is mummy? Where is daddy? (in the kitchen, in the bedroom...)

•

43

Unit 4

My Lunch!

Lesson 1 Language sandwich, apple, banana, juice, pear (hungry, I’ve got…)

Review: kitchen, parts of the body, counting to 3

• •

Objectives Take part in a chant Learn how to name items of food Show positive attitude towards learning Develop visual discrimination Solve a puzzle

• • • • •

Material puppet, playhouse poster, CD audio, flashcards (sandwich, apple, banana, orange, pear, juice, hamburger), crayons, Activity Book (page 16) Optional realia (apple, banana, pear, orange empty orange juice container)

• •

Warm up

44

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Say Hello to the class using the Panda puppet.

•

Encourage the children to say: Hello Pandy! How are you? Get Pandy answer: Fine, thank you!

Listen and sing the song Head and Shoulders from Unit 2 (CD track 12)

Say the words as you point to the cards. Invite the children to do the same. Play the chant Lunchtime (CD Track 20) and do the actions.

Trac k 20 Speaker: Ben:

Listen and say the chant.

I’ve got a sandwich (Point to the flashcard) An apple and a banana (Point to the flashcards) I’ve got some juice, too.

(Point to the flashcard) Yummy! Yummy! (Rub your tummy)

Gina:

I’ve got a sandwich (Point to the flashcard) An apple and a banana (Point to the flashcards) I’ve got some juice, too.

(Point to the flashcard) Yummy! Yummy! (Rub your tummy)

Pandy:

I’ve got three sandwiches Three apples and three bananas I’ve got some juice, too.

Yummy! Yummy!

Lesson

• Use the flashcards for sandwich, apple, banana,

•

•

pear and juice. Show the cards and say the words to the class. Hide different cards behind the door of the playhouse. Peek behind the door and ask: What is it? Juice? Open the door and check.

Repeat with other items of food. Hold up the flashcards one by one and ask: What’s this?

Distribute the Class Books. Encourage various children to help hand out the books. Show the children the picture on page 30. Point to the characters and ask: Who’s this? (Ben, Gina and Pandy). Where are they? (In the kitchen). Talk about what the characters are doing: They are having lunch. Explain that lunch is a meal that we have in the middle of the day.

Point to Ben’s lunch and name his items of food: a sandwich, an apple, a banana and orange juice.

Repeat with Gina. She’s got the same. Finally point to Pandy’s lunch ask the children to count the items: one, two, three sandwiches. One, two, three apples.

One, two, three bananas. One big orange juice.

Place the food flashcards (sandwich, apple, banana and juice) on different walls of the classroom.

Ben + Gina: OH! Pandy!

Pandy:

I’m sorry but I’m hungry!

(Rub your stomach)

Health Education Explain that although Pandy is very hungry, it is not good to eat too much.

Reflect on good eating habits, Talk to the children (in L1 if need be) about what a balanced diet is for lunch time.

• •

Panda Pointer Keep in mind that for some of the children in class it will be difficult to do all the actions as they listen to the chant. Do not expect children to participate fully or repeat the words until they have heard the chant a few times.

• Play the chant again (CD Track 20) and encourage • • •

the children to follow the chant in their books.

Repeat the chant and ask the children to do the actions.

Option: Act out the chant with different children or groups of children using realia (bananas, apples, empty juice carton). Children can then pass the items from one to another saying the words.

Collect the Class Books and distribute the Activity Books and crayons.

Look at the Activity Book and explain the task on page 16: the children have to solve the puzzle by joining the two halves of the items of food, and then by joining them to the whole one. Then they identify the item of food and colour it. The items are: a pear, a sandwich and orange juice.

Closing

• Collect the Activity Books.

• Sing the Bye Bye Song (CD Track 06) at the end of the lesson and wave good-bye to the children using Pandy.

Extension Children sit in a circle. Put some apples, pears and bananas in the centre. Ask various children to follow your instructions, for example: (Paula) Give me three apples, please! When the child does the action say: Thank you! In order to practise counting, invite the class to count aloud. Say: One, two, three apples. Repeat the procedure with the rest of the items asking for one, two or three items.

•

45

Unit 4

My Lunch!

Lesson 2 Language pear, apple, banana, red, yellow, green, yummy! yuck!

•

Objectives Learn how to say the names of different food items Express likes and dislikes Develop fine motor skills Develop visual discrimination

• • • •

Material puppet, crayons, Playhouse poster, flashcards (pear, banana, apple, sandwich, hamburger, juice.)

Option: realia in a paper bag: apple, banana, pear, orange empty orange juice carton.

• •

Warm up

Panda Pointer

• Take out Pandy and have him greet the class by

Keep in mind that children at this age have not yet established the ability to colour within the lines. Be sure to reward them for their effort.

Positive reinforcement is very important.

• 46

•

•

saying Hello to various children. Have Pandy ask various children or groups of children: How are you today? Elicit: Fine.

Play the lunchtime chant (CD Track 20) and encourage the children to participate by doing the actions.

Revise the words pear, banana, apple, sandwich, and juice using the flashcards. Present the word hamburger. Say: Mmmm. Yummy. Hamburger.

Encourage the children to repeat the words. Place each flashcard on different walls and say, for example: Point to the sandwich. Encourage the children to point and say: Mmm. Yummy.

Sandwich.

Hide the food and drink cards one by one behind the door on the playhouse poster. Have the children pretend to knock on the door, open the door and say the word. Then have the children say: Yummy and rub their tummies or: Yuck and shake their heads to indicate whether or not they like the item of food. To revise the numbers, have the children knock three times and count aloud: 1, 2, 3, or say: 1, 2, 3, what’s behind the door? Look with me.

Lesson

• Distribute the Class Books and help the children

find page 31. Point to the pictures at the bottom of the page and elicit the food items and their colour: A yellow banana, a red apple and a green pear. Explain in L1 the task. The children have to look for these items in the grid and colour them using the same colours. Make sure that the children have yellow, red and green crayons. Go round the room while they are working in order to give any necessary help.

• When the children have finished finding and

colouring the items. Ask them to point and say: (This is) a yellow banana. Congratulate the children on their good work.

Health Education Point out to the children (in L1 if need be) that fruit is very healthy and talk to them about the importance of including fruit in their diet every day.

•

• Game: Place the realia one by one in a paper bag

(apple, banana, pear, empty orange juice carton) Elicit the words: apple, banana, pear, orange juice.

Ask various children to identify them by touching them. Ask for example: (Rosa) give me the pear!

Rosa puts her hand inside the bag and searches for the pear without looking inside. She takes it out, shows it to the class and says: a pear. Ask: what colour is it? Elicit its colour (brown? green?).

Repeat this game with the rest of the children.

Closing

• Collect the books.

• Sing the Bye Bye Song (CD Track 06) at the end of the lesson and wave good-bye to the children using Pandy.

Lesson 3 Language hamburger, sandwich, orange, banana, biscuits, are you hungry? Have a (sandwich)! Yes! No! I’m full!

Review: Counting to 6, rooms of the house, classroom objects, colours and body

• •

Objectives Take part in a song Develop gross motor skills through actions Use mime to represent different activities Learn to count to six

• • • •

Material puppet, playhouse poster, blue tack, crayons, CD Audio, flashcards (hamburger, sandwich, orange, banana), Activity Book (page 17)

•

Warm up

Trac k 21

• Play the Hello Song (CD Track 04) and greet the

Speaker: Sing and do.

Pandy’s mum: Are you hungry?

(Rub your tummy) Pandy: Yes! Yes! Yes! (Nod your head) Pandy’s mum: Have a sandwich!

(Pretend to pass a sandwich) Pandy: Yum! Yum! Yum! (Pretend you are eating)

• •

children using Pandy. Ask a few children: what’s your name? and ask others: How are you?

Using blue tack, stick the flashcards of the unit around the classroom. Invite the children or groups of children to touch or point to the cards according to your instructions.

Introduce the numbers four, five and six by counting objects. Present the numbers by counting on your fingers. Say: One, two, three, four, five, six. Repeat and invite the children to do the same.

Count other things, such as pencils, crayons, books, boys, girls, hands, chairs, toys... Repeat and invite the children to count with you.

Lesson

• Distribute the Class Books and show the children

•

•

where page 32 is. Look at the picture. Identify the characters (Gina, Ben, Pandy and Pandy’s mother).

Draw the children’s attention to the food on the blanket, point and ask: What are these? Elicit: Sandwiches. Do the same with the rest of the food items.

Focus the children’s attention on Pandy. Explain that Pandy has eaten a lot and he is sitting with a huge tummy. His mother is offering him an apple and he is shaking his head. Explain that the food in the thought bubble is what Pandy has already eaten.

Listen to the song (CD Track 21). Show the children the actions and explain the meaning of Hungry and I’m full. Listen again encouraging the children to follow the song in their books. Then they listen again and do the actions.

Pandy’s mum: Are you hungry?

Pandy: Yes! Yes! Yes! Pandy’s mum: Have a hamburger!

Pandy: Yum! Yum! Yum! Pandy’s mum: Are you hungry?

Pandy: Yes! Yes! Yes! Pandy’s mum: Have a pear!

Pandy: Yum! Yum! Yum! Pandy’s mum: Are you hungry?

Pandy: Yes! Yes! Yes! Pandy’s mum: Have an orange!

Pandy: Yum! Yum! Yum! Pandy’s mum: Are you hungry?

(Rub your tummy) Pandy: No!, No!, No! (Shake your head]) I’m full! I’m full! (Pat your tummy with both hands and puff out your cheeks) Thank you mum!

Panda Pointer Keep in mind that the children should not be expected to sing all the words to the song.

Encourage them to try to sing only Pandy’s part.

47

Unit 4

My Lunch!

• Collect the Class Books and distribute the

Activity Books. Point to Pandy on page 17 and say: Pandy’s full! Rub your tummy and invite the children to do the same. Point to his thought bubble and identify the food he has eaten: a sandwich, a hamburger, a banana and an orange.

Point to the food in dotted lines. Explain to the children that they need to trace over the food. As they are working, walk around the class checking work and helping pupils who are struggling.

Extension The children can colour the items of food in Pandy’s thought bubble. They can choose the ones they like most.

•

Closing

• Collect the Activity Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

48

Extra Activities and Extension Review counting to six by clapping your hands.

Invite the children to do it with you. Say: One and then clap once. One, two and then clap twice.

One, two, three and then clap three times. Repeat till six. Encourage the children to count different things in the classroom. For example, show them six crayons and say: Let’s count the crayons.

Play Hide and seek with the flashcards of house and food. Ask the children to sit in a circle. Show the flashcards of the house one by one and elicit the rooms. Put them on the floor in the centre of the circle so everybody can see them.

Then distribute the food flashcards and ask different children to show their flashcard and say the word, for example: A banana. Then ask everybody to close their eyes and the child who’s got the banana hides it under a room of a house.

Then ask: Is the banana in the bedroom? Elicit Yes or No. Ask till the children guess where the banana is. Repeat the game with the rest of the food. Once the children are familiar with the game, help them to ask the questions.

•

• •

Lesson 4 Language sandwich, hamburger, orange, banana, apple, pear, juice, pizza, salad, yummy! Yuck!

Review: counting to 6, colours

• •

Objectives Identify key vocabulary Develop visual discrimination Learn how to use / place stickers Express likes and dislikes Distinguish between food they like/don’t like using non-verbal cues

• • • • •

Material puppet, stickers, Coloured Shapes poster, flashcards of the unit, sheets of paper

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Review the I’m hungry song with the class (CD

Track 21). Hand out the following flashcards: sandwich, hamburger, pear and orange to four children. Ask them to stand in different parts of the classroom showing their flashcards. Play the song and ask the children to point to the food items when they are named.

Memory Game: Show the children the flashcards of the unit and ask them to identify them a couple of times. Remove one flashcard and show them again. Ask: what’s missing? The children say the missing item. Check the answer showing the removed flashcard. Shuffle the cards and play again.

See if the children like hamburgers, sandwiches, apples, pears, oranges and bananas. Point to the different cards and say: Apples, yummy yummy as you rub your tummy. Point to the banana and say: Bananas, yuck, yuck as you shake your head to show dislike. Ask various children or groups of children to do the same with food they like or dislike.

Moral and Civic Education Show respect and tolerance for the tastes and opinions of others.

•

•

•

Lesson

• Distribute the Class Books and get the children to

•

open them at page 33. Point to the characters and ask: Who’s this? (Gina…Sue). Explain that they are in a self-service restaurant, they are going to have lunch and they have to choose some food. Discuss in L1 what a self- service restaurant is.

Point to the grey spaces in the scene and tell the children to look at their stickers for Unit 4. Explain that they need to put the stickers in the grey

spaces in order to complete the scene.

• As they are placing their stickers in the spaces,

walk around the class asking the children to identify and count the items of food: What are these? Elicit: sandwiches. Say: Count the sandwiches. Elicit: One, two, three, four, five and six sandwiches. When they have finished, the children can show their pictures to the others in the class.

49

Unit 4

My lunch!

Panda Pointer Children at this age are still developing fine motor skills. Some will have problems peeling off the stickers and many will not place them in the exact spot. This is not a problem as they are in the process of developing their eye-hand co-ordination. If you want to control the task, demonstrate each step and ask the children to follow your instructions one by one.

• Finally, point to the items of food and invite the

children to count them, say: Let’s count the hamburgers! One, two, three hamburgers. Do the same with the rest.

• •

Extension Hand out some sheets of paper. Ask the children to choose their lunch from the counter and draw it.

Insist on a well-balanced menu. When they finish help them to say what they’ve got for lunch. For example: My lunch, a sandwich and an apple.

Do the following class survey. Stick the flashcards of the unit on the blackboard. Tell the children they are going to do a survey in order to discover the most popular item of food in the class. Ask the children to choose one of the items. Then point to the flashcards one by one and ask: Is this your favourite food? If the answer is Yes the children raise their hands. Count them and write the result on the board next to the flashcard. When you finish say: The most popular food in the class is…

Closing

• Collect the Class Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

50

Lesson 5 Language sandwich, hamburger, apple, banana, orange, pear, juice, my lunch, I’ve got…

Review: milk, girl, boy, counting to 6, realia: a sandwich, a banana and a carton of orange juice in a paper bag.

• •

Objectives Identify food and drink Develop listening comprehension Reflect on not over eating Talk about the importance of a healthy lunch

• • • •

Material puppet, flashcards, Playhouse poster or Coloured Shapes Poster, Activity Book (page 18)

•

Warm up

Trac k 22

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Use the flashcards and the Playhouse poster or the

Speaker: Listen and point.

Girl: This is my lunch! I’ve got sandwiches and apple and some juice Yummy!

Boy: My lunch? Yes, I’ve got a hamburger, a pear and some juice. I like hamburgers!

Boy: I’m hungry! Yummy! My lunch: an apple, a banana, and a sandwich.

Coloured Shapes poster to revise key vocabulary from unit (sandwich, hamburger, apple, banana, orange, pear, juice).

Put a sandwich, a banana and a carton of orange juice in a paper bag. Show the bag to the children and say: I’ve got my lunch in this bag. Invite the children to guess what you’ve got. Encourage them to say items of food. When they guess, take out the item and put it on your table. Confirm at the end: I’ve got a sandwich, a banana and orange juice. Yummy!

Health Education Point out to the children (in L1 if necessary) that this is a good lunch because it isn’t too much and it includes fruit. Talk about the importance of not over eating and including fruit in our diet if we want to stay healthy.

•

•

Lesson

• Distribute the Class Books. Look at the pictures of

• •

the children having lunch on page 34. Point to the first picture and ask: Who’s this? A boy or girl?

Elicit: A girl Point to her and say: Look at her lunch. She’s got … Elicit: two sandwiches, an apple and orange juice.

Follow the same procedure with the rest of the photos.

Present the listening (CD Track 22) pointing to the different characters and lunch items.

Cultural awareness Talk to the children about the children’s lunches that appear in the pictures. How do their lunches compare to what children have for lunch in their country.

•

• Collect the Class Books and distribute the

Activity Books and crayons. Explain the task on page 18: the children have to look at the pictures and cross out the pictures that show over eating for lunchtime.

Health education Encourage the children to reflect on not over eating, on including fruit in their diets at lunchtime and on the importance of having a balanced diet.

Remind the children that it is necessary to wash their hands before lunchtime.

• •

Closing

• Collect the Activity Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

51

Unit 4

My Lunch!

Lesson 6 Language sandwich, hamburger, apple, banana, orange, pear, juice, milk Review: counting to 6

• •

Objectives Identify items of food and drink Develop fine motor skills Distinguish between items in two pictures Review counting to 6.

Encourage pairwork and group work.

• • • • •

Material puppet, crayons, CD Audio, Coloured Shapes poster, flashcards of the unit

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the song of the unit (CD Track 21) and invite the children to sing and do the actions.

• Place various flashcards on the Coloured Shapes poster using blue tack. Say a word, for example: Hamburger. The children shout out the colour where the card is. Repeat with the other words.

52

Extension If the children are more confident with the language, say, for example: Yellow and encourage the children to say the name of the food or drink on the yellow section of the poster.

•

Lesson

• Distribute the Class Books. Get the children to look

•

at page 35 and point to the first tray. Ask the children to identify the items of food: Hamburgers, sandwiches, oranges, bananas, pears, orange juice and milk. Invite the children to count them, say: One, two, three hamburgers. One, two sandwiches.

One, two, three, four and five oranges. One, two, three, four, five and six bananas. One, two, three and four pears. One, two, three carton of juice.

One brick of milk.

Ask the children to work in pairs and count the food items in the second tray, find the differences and draw and complete. Demonstrate the task by pointing to the hamburgers and say: Look, three hamburgers and two hamburgers, one hamburger is missing. Let’s draw it! Look, five oranges and three oranges, two are missing. Let’s draw them!

Moral and Civic Education In L1, talk about the importance of working in pairs and helping each other.

Distribute crayons and allow time for the children

• •

•

to draw the missing items. As the children are working, walk around the room checking progress and helping children who are struggling.

Finally confirm the missing items: one hamburger, two oranges, one pear and one carton of orange juice.

Closing

• Collect the Class Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Lesson 7 Language hamburger, sandwich, pear, orange, juice, milk, lunch, yummy! I’ve got…

•

Objectives Identify key vocabulary Develop listening comprehension Distinguish between items in a picture Review colours and numbers

• • • •

Material puppet, flashcards, Playhouse poster, Activity Book (page 19)

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play a game with the flashcards of the unit and the Playhouse poster.

I’ve got three hamburgers!

Three hamburgers! Yummy! Yummy!

Point to my hamburgers, please!

• Collect the Class Books and distribute the

Lesson

• Distribute the Class Books and have the children

•

identify the characters on page 36. Hold up flashcards of the different kinds of food and drink (hamburger, pear, sandwich, orange, orange juice, milk) and have the children identify them in their books by pointing to the correct picture. Ask questions about the objects, for example, point to the juice and ask: What colour is it? Orange or green? What colour is Sue’s pear? Green or brown? Ask different children: Do you like (hamburgers)? Encourage the children to say: yes or no, yummy or yuck to show what they like or don’t like.

Play the listening (CD Track 23) and explain the task: the children have to point at the food they hear. Pause after each part so the children have time to point.

Trac k 23 Speaker: Listen and point.

Sue: Yummy! My lunch!

I’ve got a hamburger, a pear and some juice.

I like hamburgers!

Point to my hamburger, please!

Gina: Yummy! My lunch!

I’ve got a sandwich, an orange and milk.

I like milk!

Point to my milk, please!

Pandy: Yummy! My lunch!

•

Activity Books and crayons and show the children where page 19 is. Explain the task: the children have to circle the corresponding items according to your instructions. Demonstrate the activity before beginning. Point to the first row and say: Two sandwiches. Circle two sandwiches.

Point to the second row and say: Four oranges.

Circle four oranges. Point to the third row and say: Five bananas. Circle five bananas.

When they have finished doing the listening task children can colour the lunch they like most.

Closing

• Collect the Activity Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

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Unit 4

My Lunch!

Lesson 8 Language sandwich, hamburger, pear, apple, banana, milk, orange juice, this is my lunch, I’ve got….

•

Objectives Identify key vocabulary Develop fine motor skills Work on creativity Talk about lunchtime and meal preferences

• • • •

Material puppet, flashcards, Playhouse poster, crayons Realia: a banana, an apple, a pear, an orange

• •

Warm up

• Say Hello to the class using the Panda puppet.

Encourage the children to say: Hello Pandy!

• Ask the children to sit in a circle and play Pass the flashcards with the whole class. Hand out the flashcards of the unit one by one and elicit the words. Ask the children who haven’t got a flashcard to clap their hands three times: Clap, clap, clap. Then ask the children holding the flashcards to pass them along. Then say: Show me the (sandwich). The child holding the appropriate flashcard shows it. Repeat the procedure many times so all the children have the opportunity of holding up their flashcards.

54

top of the page.

• Distribute the Class Books to the children. Help • • •

Lesson

• Draw a plate on the board. Hold the panda puppet

•

• •

up to the board and say: Oh no! Panda’s hungry!

What’s he got for lunch? Begin to draw a sandwich on the plate, very slowly. As you are drawing ask: What’s this? and have the children try to guess what is being drawn. When the picture is finished say: Look! Yummy! A sandwich!

Use the puppet to show that the panda is happy.

See if the children like sandwiches. Point to the flashcard and say: Sandwiches! Yummy! Yummy! as you rub your tummy. Point to the hamburger card and say: Hamburgers, yuck! Yuck! as you shake your head to show your dislike. Ask various children or groups of children to show whether or not they like sandwiches and hamburgers. Repeat this procedure with other key vocabulary.

Open your Class Book. Point to the items of food at the top of page 37 and elicit the words.

Point to the plates and the glass. Ask: What have you got for lunch? Explain (in L1 if need be) that the children should draw what they have (or would like to have) for lunch (to eat and to drink) in the spaces provided, choosing from the items at the

them find the correct page. Say: Draw your lunch.

What have you got for lunch? Allow time for the children to draw their pictures while walking around the room talking to individual children.

When they have finished, they can show their picture to a friend. Children who are more confident can try to explain their pictures using the new words they have learned in English, for example: I’ve got a sandwich and a pear for lunch.

Collect the books and congratulate the children on their good work.

Tell the children to stand up. Say: Yummy! Yummy!

Rub your tummy! and do the actions a few times.

When they have finished, they can sit down.

Health Education Remind the children that lunch is a very important meal and that fruit should be included.

•

Panda Pointer Keep in mind that it’s not always easy to distinguish what children have drawn. In order to treat the situation with care it’s better to say: Tell me something about your picture, rather than: What’s this? A biscuit?

Extension Take a banana, an apple, a pear and an orange, ask different children to smell the fruit one by one.

Smell and say: Orange! Yummy! Do the same with all the items. Get some children to guess the fruit just by smelling it.

•

Closing

• Collect the Class Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Unit 5

A Farm Lesson 1 Language farm, mouse, chicken, duck, cow, sheep, horse (passive: dry, warm, fun, hide, inside, outside, cold, rainy, wet, barn).

•

Objectives Take part in a chant Learn how to say the names of different farm animals Show a positive attitude towards animals Develop gross motor skills and oral expression

• • • •

Material puppet, Playhouse poster, CD audio, flashcards (mouse, horse, chicken, sheep, cow, duck), Activity Book (page 20) Optional: plastic farm animals

• •

Warm up

a flashcard, for example, of the cow and ask: What colour is it? Explain that Pandy and Gina are on a farm and that they are helping the animals into the barn to stay dry. Ask the children (in L1 if necessary) if they have ever visited a farm and if they have ever seen the different animals in the picture in real life.

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Show the panda puppet to the class and have a •

conversation with the panda. Ask: What’s your name? The puppet answers: I’m Pandy. The puppet can then ask various children in the class their names.

Look outside and ask the children about the weather: Is it hot? Cold? Sunny? Rainy? Cloudy? If possible, use picture clues for the weather words to help understanding.

Lesson

• Use the flashcards for horse, cow, sheep, mouse,

•

•

chicken, duck. Show the cards and say the words to the class. Hide different cards behind the door of the playhouse. Knock on the table (as if knocking on the door of the playhouse poster) and say: What is it? A horse? A duck? Open the door and check. Repeat with other animals. When finished, hold up the flashcards one by one and ask: What’s this? and elicit vocabulary from the children.

Option: Place four of the cards on different sides of the class and ask the children to point to them according to your instructions. Say, for example: Point to the (mouse). Repeat this with the other animals very slowly first then more quickly to make the activity like a game.

Distribute the Class Books. Talk about the picture on page 38 with the pupils. Point to the characters and ask: Who’s this? (Pandy, Gina). Point and ask: Is this Ben? (No, it’s Pandy). Ask the children to identify what the weather is like (It’s rainy). Show

Moral and Civic Education Point out that Pandy and Gina are being very kind to the animals helping them into the barn. Explain that it’s important to take care of animals and to treat them well.

Option: review the concept of inside and outside from Unit 3. Show a card, for example, of the horse and ask: Inside or outside? (inside) Repeat with other animals.

Play the chant: Inside the Barn (CD Track 24) and do the actions.

• • •

Trac k 24 Speaker: Pandy:

Listen and say the chant.

Horse, horse, (point to the horse flashcard or stomp ‘hoof’ like a horse) Hide, hide. (hide behind hands) Inside the barn (make a pretend roof over your head) It’s warm and dry. (hug yourself) Cow, cow, (point to the cow flashcard or make pretend horns using fingers) Hide, hide.

Inside the barn

55

Unit 5

A Farm It’s warm and dry.

Sheep, sheep, (point to the sheep flashcard or make a ‘fluffy’ shape with hands) Hide, hide.

Inside the barn It’s warm and dry.

Mouse, mouse, (point to the mouse flashcard or pretend to gnaw on something) Hide, hide.

Inside the barn It’s warm and dry.

Chicken, chicken, (point to the chicken flashcard or pretend to strut like a chicken) Hide, hide.

Inside the barn It’s warm and dry.

Duck! Duck! (point to the flashcard or pretend to float like a duck) Splash, splash! (pretend to stomp/splash in puddle) Outside in the rain (mime raindrops using fingers) It’s lots of fun! (dance/move like a duck)

56

• Play the chant again (CD Track 24) • •

and do the actions. Invite the children to do the actions with you.

Option: Play the chant again and encourage the children to point to the animals in their books when they are named Collect the Class Books and distribute the Activity Books. Point to the different animals in the column on the left-hand side of page 20 and ask: What’s this? Elicit: A horse, a sheep, a duck.

Explain to the children that they need to find a matching image in each row and circle it. Point to the horse on the left, then name the animals in the row on the right (a horse, a cow, a mouse).

Demonstrate that, in this case, they need to circle the horse. Allow time for the children to complete the task. When they circle the animals encourage them to say the words, for example, horse-horse.

When they have finished, they can colour their favourite animals, count the animals or do a colour dictation, for example: Colour the ducks yellow.

Closing

• Collect Activity Books.

• Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

• Option: Animal noises game. Show the flashcards for the animals one by one and encourage the children to make the corresponding animal noise.

Divide the class into different groups of animals.

Show a flashcard and encourage the children from that group to make the correct noise. The rest of the class says the name of the animal.

Extension Sit the children in a circle. Show the plastic farm animals one by one and ask the children to identify them. Put the toy animals in the centre of the circle. Call on various children to bring you the animals. Say, for example: Jorge, give me the (cow) please! Repeat with the other children.

•

Lesson 2 Language donkey, chicken, rabbit, sunny, rainy, grass, hay, carrot, seeds, corn

•

Objectives Learn how to say the names of different farm animals Recognise characters and key vocabulary Develop fine motor skills Talk about what different animals eat

• • • •

Material puppet, crayons, CD Audio, Coloured Shapes poster, flashcards (horse, sheep, mouse, chicken, duck, cow, donkey)

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Using the Playhouse poster, hide a flashcard

•

•

•

behind the door, knock on the door (and encourage the children to knock) and show the card. Say the name of the word on the card and encourage the children to listen and repeat.

Put up the Coloured Shapes poster. Ask children to say the colours on the poster. Show the flashcards for horse, sheep, mouse, chicken, duck, and cow.

Encourage the children to say the words. Place four of the cards face up on the shapes poster.

Say, for example: Red The children name the animal on the red shape. Option: turn the cards over (face down) one by one. Encourage the children to say the words on the cards that are face down.

Lesson

got a carrot for the rabbit and that Gina is giving seeds or corn to the chicken.

Explain to the children that they need to join the animals to the correct character. Allow time for the children to trace over the lines while walking around the room observing their progress. When they have finished, ask, for example: Who’s feeding the donkey? (Pandy).

When the children have finished, congratulate them on their good work and collect the Class Books.

Panda Pointer Keep in mind that children need to trace and copy at their own pace so don’t give a time limit to the activity. Be sure to reward them for their efforts even if they are not able to copy and trace the lines with precision.

Closing

• Use the flashcards for rabbit, donkey, and chicken.

• Option: Name an animal, for example: Donkey

•

•

• •

Show the cards and say the words to the class.

Encourage the children to repeat the words and to mime actions for the different animals.

Introduce the colour brown. Point to different animal flashcards or classroom objects that are brown and encourage the children to say the colour. Hold up different objects and ask, for example: Is this yellow or brown?

Distribute the Class Books. Look at the picture on page 39 and name the characters (Ben, Pandy, Gina). Hold up the flashcards and ask the children to point to the different animals in their books.

Point to the sun and ask: Is it sunny or rainy?

Explain to the children that Pandy, Ben and Gina are on a farm and that they are feeding the animals. Talk to the children about what different animals eat (in L1 if necessary). Point out that Pandy has got grass/hay for the donkey, Ben has

and encourage the children to mime the animal or to make the animal sound. Repeat this with the other animals from lessons 1 and 2 helping the children mime appropriate actions.

Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

57

Unit 5

A Farm

Lesson 3 Language horse, cow, moo, sheep, baa, duck, quack, chicken, cluck, the (horse) on the farm goes (neigh), rabbit, mouse, balloon, toy car, colours

•

Objectives Take part in a song Develop gross motor skills through actions Use mime to represent different animals Recognise animal sounds

• • • •

Material panda puppet, playhouse poster, CD Audio, flashcards (horse, cow, sheep, chicken, duck), Activity Book (page 21)

•

58

Warm up

Trac k 25

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Using blue tack, stick the flashcards (horse, cow,

Speaker: Listen and sing.

Chorus: The horse on the farm goes Neigh, neigh, neigh. Neigh, neigh, neigh.

Neigh, neigh, neigh.

The horse on the farm goes Neigh, neigh, neigh.

On Pandy’s farm.

•

sheep, chicken, duck) on different parts of the playhouse poster. Invite individual children or groups of children to touch or point to the correct cards as you name the animals.

Option: Use flashcards from the unit to play the “Pass the card” game to practise the vocabulary.

Seat the children in a circle. Hold up a flashcard and say, for example: Look! A cow! Pass the flashcard to a child beside you and encourage the child to say: Look! A cow. The child then passes the card to the child next to him or her and repeats the sentence. Continue the same procedure until all of the children have had a turn. Repeat with other animal cards.

Lesson

• Distribute the Class Books. Look at the picture on

•

• •

page 40, name the animals and encourage the children to point to them. Point to Pandy and ask: Who’s this? Ask the children to count the animals (5) and name them. Ask the children to point to the balloon and the toy car. Ask them to say what colour these objects are.

Make animal noises for each of the animals and encourage the children to join in. Then, make a noise and tell the children to point to the correct animal. After that, say a word, for example: cow and encourage the children to point to the correct image.

Explain to the children that Pandy is acting like a conductor with the animals. He is pretending to conduct an animal band.

Listen to the song (CD Track 25) and show the children the actions. Listen again encouraging the children to do the actions.

The cow on the farm goes Moo, moo, moo. Moo, moo, moo.

Moo, moo, moo.

The cow on the farm goes Moo, moo, moo.

On Pandy’s farm.

The sheep on the farm goes Baa, baa, baa. Baa, baa, baa.

Baa, baa, baa.

The sheep on the farm goes Baa, baa, baa.

On Pandy’s farm.

The duck on the farm goes Quack, quack, quack. Quack, quack, quack. Quack, quack, quack.

The duck on the farm goes Quack, quack, quack.

On Pandy’s farm.

The chicken on the farm goes Cluck, cluck, cluck. Cluck, cluck, cluck.

Cluck, cluck, cluck.

The chicken on the farm goes Cluck, cluck, cluck.

On Pandy’s farm.

• Listen to the song once more (CD Track 25), encouraging the children to do the actions again.

• Collect the Class Books and distribute the Activity

Books. Point to and name the different animals on page 21 asking: What’s this? Explain to the children that they need to trace along the dotted lines to finish the animals. Review body parts by saying, for example: you need to finish the horse’s head and the sheep’s body. As they are working, walk around the class checking their work and helping pupils who are struggling. When they have finished, they can colour the animal they like best.

Closing

• Collect the Activity Books • Extra: Sing the song Old MacDonald Had a Farm

•

with the children but change the lyrics. Sing: Pandy had a great, big farm (E-I-E-I-O), and on his farm he had a (donkey) (E-I-E-I-O) With a (heehaw) here and a (hee-haw) there. Here a (‘hee’) there a (‘hee’) Everywhere a (hee-haw). Pandy had a great big farm (E-I-E-I-O)”.

Repeat with other animals and animal sounds.

Sing the Bye Bye Song (CD Track 06) using Pandy at the end of the lesson.

Lesson 4 Language farm, horse, cow, duck, numbers 1 - 6, let’s count, sunny, rainy, hot, cold, cloudy

•

Objectives Identify key vocabulary Develop visual discrimination Learn how to use or place stickers Develop fine motor skills Review numbers in a meaningful context

• • • • •

Material panda puppet, Unit 5 stickers, Playhouse poster, animal flashcards

•

59

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Use Pandy to ask various children: What’s your name? Are you happy? Are you sad?

• Tell the children to look outside and ask about the weather: Is it sunny? Rainy? Cloudy? Hot? Cold?

• Review the numbers 1 - 6 by doing a clapping game. Say a number, for example: two then encourage the children to clap twice. Count aloud as they are clapping. Repeat with different numbers.

Lesson

• Use the flashcards and the Playhouse poster to review key unit vocabulary.

• Distribute the Class Books. Look at the picture on

page 41 and ask the children to name the characters (Ben, Gina, Sue). Point to the sky and ask: Is it rainy or cloudy? (cloudy). Explain to the children that the characters are on a farm and that they have to count the animals. Before asking the children to place the stickers in the correct place count the animals already drawn on the page.

Once the children have counted the animals,

•

encourage them to place the stickers in the correct place and to count again. Say, for example: Look at Gina. Let’s count the horses. One, two. Two horses. Repeat with the other animals.

When the children have finished counting aloud they can trace over the numbers at the bottom of the page. Ask: How many horses? (Two). Repeat with the other animals.

Closing

• Option: Tell the children to take out their page of •

gommets. Say, for example: yellow - Ben and encourage the children to place a yellow gommet on Ben. Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Unit 5

A Farm

Lesson 5 Language cow, horse, duck, sheep, toys, Be nice! Stop fighting! Share! Here you are. Thank you. These toys are mine.

•

Objectives Identify farm animals.

Develop listening comprehension Promote sharing with others Develop critical thinking skills

• • • •

Material panda puppet, animal flashcards, Coloured Shapes poster, Activity Book (page 22)

•

Warm up

Girl:

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the chant from lesson 1 (CD Track 24) • 60

encouraging the children to participate and do the actions.

Use flashcards and the Coloured Shapes poster to review key unit vocabulary.

Lesson

• Distribute the Class Books. Look at the pictures. Ask

•

the children to say the colours of the frames (blue, pink) and to name the things they know in the pictures (cow, horse, duck, toy, boy, girl, mummy, daddy) Point to mummy in photo 1 and ask: Is she happy? Do the same for Daddy in photo 2.

Talk about the situations in the photos (in L1 if need be). Explain to the children that in the first picture the boy and girl are not sharing the animal toys or playing nicely together. Draw their attention to the second photo and explain that here the children are playing nicely and sharing.

Moral and Civic Education Talk to the children about the importance of being nice to one another and explain that we should share our toys. Also point out that if someone shares their toys that we should be careful with the toys and not break them or lose them.

Present the listening (CD Track 26) pointing to the different pictures in your book.

Girl: Girl: Daddy:

• Repeat the listening (Track 26) and encourage the •

• •

Trac k 26 Speaker: Listen and point.

Boy: These toys are mine!

The horse, the cow and the duck are mine!

Girl: I want to play, too!

Mummy: Children! Please stop fighting and share

your toys!

Here you are. The cow and the duck are for you.

Thank you! The horse is for you!

Thanks!

Very good! Share your toys and play nicely.

children to point to the correct scene as they listen.

When they have finished, smile and congratulate the class.

Collect the Class Books and distribute the Activity Books and crayons. Show the children page 22 and ask them to point to and name the characters at the base of the page (Pandy, Ben, Sue and Gina). Point to and name the different animals on the grid (rabbit, chicken, horse, sheep, duck). Ask the children to count the animals on the grid. Say, for example: How many ducks are there? (1). How many sheep? (2), How many horses? (3), How many rabbits? (4), How many chickens (6). Draw the children’s attention to the black arrow in the top left hand corner of the grid. Explain that they need to draw a line connecting the chickens. When they have finished, ask them which character is next to the chickens (Sue). If they like, they can colour some of the animals and characters when they have finished.

Closing

• Collect the Activity Books • Option: Mime the emotions from the pictures with •

the children (happy, sad, angry). Ask the children: Are you happy?

Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 6 Language red, blue, pink, green, black, white, rabbit, mouse, chicken, duck, horse, cow. What’s next?

•

Objectives Identify farm animals Develop observation skills, critical thinking and logical thinking Review colours and numbers Develop fine motor skills Identify and name key vocabulary

• • • • •

Material panda puppet, crayons, CD Audio, Playhouse poster, animal flashcards

•

Warm up

Closing

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the song from the unit (CD Track 25) and invite the children to join in and do the actions.

• Use the Playhouse poster and flashcards to review key vocabulary.

• Review counting. Encourage the children to count

• Option: Encourage the children to take out their

different things in the classroom.

Lesson

• Distribute the Class Books. Look at page 43 and

•

•

ask the children to point to and name the different animals and to say what colour they are. Explain that they are going to look at each row and find the image that continues the series. If necessary, do an example on the board to help children understand the activity.

Do the first row with the whole class. Point to the animals and say: Red rabbit, blue mouse, red rabbit. Then, point to the column on the right hand side and ask: What’s next? Cow, mouse or duck? Explain to the children that they need to help Pandy figure out what comes next.

Allow time for the children to figure out what comes next, check their answers and congratulate them on their good work.

Panda Pointer For some four year olds logic puzzles prove to be quite challenging and complicated. Show support for the learners and provide help when necessary.

Some children will catch on very quickly, others will take longer.

•

gommets. Say, for example: blue mouse and encourage the children to place stickers on the mice.

Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Extension Give each child a piece of coloured paper,make sure you give out an even number of colours, for example: 4 blue, 4 red, 4 pink... Select 3 children (according to the colours they have) and get them to stand in a line creating a colour sequenc, for example blue + blue + red + ... Then ask the class which colour is needed to complete the sequence (red). Repeat with the other group of four and other colour sequences until all the children have had a turn.

•

61

Unit 5

A Farm

Lesson 7 Language horse, cow, rabbit, sheep, mouse, duck, donkey, chicken. How many (ducks) can you see? How many (rabbits) are there? I’ve got…

•

Objectives Identify key vocabulary Develop memory skills Develop visual discrimination Develop listening comprehension Review numbers

• • • • •

Material panda puppet, CD Audio, animal flashcards, Activity Book (page 23).

•

Warm up

• • • 62

Play the Hello Song (CD Track 04) and greet the children using Pandy.

Play the chant from the unit (CD Track 24) and invite the children to join in and do the actions.

Show the children three of the animal flashcards and encourage them to say the words. Place the cards on different walls of the class then say, for example: Point to the horse. Then, Point to the horse and the chicken. Then, Point to the horse, the chicken and the cow. Repeat with other words.

Lesson

• Distribute the Class Books. Look at page 44 and

•

• Ask follow up questions, for example: How many • • •

ask the children to point to Pandy, Ben and Sue. Ask questions about the coloured circles. Point to a circle and ask: What colour is this? Point to the different circles and ask, for example: How many rabbits are there?

(CD Track 27) Explain to the children that they need to listen and to point to the correct picture.

Demonstrate the activity then play the CD.

•

Trac k 27

•

Speaker: Listen and point.

Sue: Look!

I’ve got a mouse.

I’ve got a mouse and two sheep.

I’ve got a mouse, two sheep and three ducks!

Ben: Look!

I’ve got a horse.

I’ve got a horse and a cow.

I’ve got a horse, a cow and two rabbits!

Pandy: Look!

I’ve got a duck.

I’ve got a duck and a donkey.

I’ve got a duck, a donkey and four chickens.

ducks has Sue got? (three). Point to the ducks and ask: What are these? (Ducks). Repeat with other animals.

Game: Yes or No. Following the listening activity, play a game with the images. Say, for example: Pandy. Five chickens. (the children shout out NO!).

Ben. Two rabbits (the children shout out YES!) Collect the Class Books and distribute the Activity Books and crayons. Show the children where page 23 is and ask them to name the different animals, then ask them to point to different animals. For example, say: Point to the donkey, Point to the cow…

Before doing the task ask the children to read each row. Point in your book and encourage the children to identify the animals. First row: a horse, a duck, a donkey. Second row: a mouse, a cow, a sheep. Third row: a chicken, a rabbit, a horse.

Explain to the children that they have to listen and cross one of the pictures according to your instructions. Do an example on the board if need be.

Say: First row. Donkey. Cross out the donkey.

Second row. Cow. Cross out the cow. Third row.

Chicken. Cross out the chicken.

When they have finished, the children can colour and say the names of the animals that are not crossed out.

Closing

• Chain Game. Have three children come to the

•

front of the class. They each hold an animal flashcard. Encourage them to play a chain game where they add a new word each time. For example the first child says: I’ve got a duck. The second child says: I’ve got a duck and a mouse. The last child says: I’ve got a duck, a mouse and a horse.

Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 8 Language horse, cow, duck, chicken, sheep, donkey, rabbit, mouse, farm animal, My favourite farm animal is…

•

Objectives Identify key vocabulary Develop fine motor skills Work on creativity Learn how to use/place stickers Talk about favourite farm animals

• • • • •

Material panda puppet, animal flashcards, Playhouse poster

•

Warm up

Lesson

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Sing the unit song (CD Track 25) and do the actions.

• Play a game with the flashcards of the unit and the Playhouse poster.

• Play Look and guess with the flashcards from the

• Distribute the Class Books and show the children

unit. Show the flashcards and ask the children to identify them. Then put the cards face down on the table, choose one card and cover it with a piece of paper so children can’t see it. Move the paper around slowly and ask: What is it? A chicken? A donkey? The children say the word when they recognise the animal. Play again with different cards. It is more challenging to put the flashcard upside down.

•

•

where page 45 is. Explain the task in L1 if necessary. Tell the children that they have to draw their favourite farm animal. Draw their attention to the thumbnail pictures and ask, for example: Is this a horse or a cow? Is this a duck or a donkey?

Allow time for the children to draw their pictures.

As they are working, walk around the class asking, for example: What’s your favourite animal? Do you like ducks? What colour is your horse? Use this opportunity to assess their fine motor skills and their listening comprehension.

Encourage the children to show their pictures and say for example: Look! My favourite farm animal is a (duck).

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

63

Unit 6

My Toys!

Lesson 1 Language train, car, plane, drum, this is my (drum).

Review: colours

• •

Objectives Take part in a chant Learn how to name toys Review colours Show a positive attitude towards English

• • • •

Material puppet, Playhouse poster, CD audio, flashcards (train, car, plane, drum), Activity Book (page 24)

•

64

Warm up

Trac k 28

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Show the panda puppet to the class and act out a

Speaker: Listen and say the chant.

Ben: Whoosh! Whoosh! (Imitate the noise) This is my plane. (Show flashcard) My plane, my plane (Mime a plane) Whoosh! Whoosh!

•

Gina:

Choo-choo! Choo-choo!

(Imitate the noise) This is my train. (Show flashcard) My train, my train. (Mime a train) Choo-choo! Choo-choo!

Sue:

Beep Beep! (Imitate the noise) This is my car. (Show flashcard) My car, my car. (Mime a car) Beep Beep!

Pandy:

Boom! Boom! (Imitate the noise) This is my drum, (Show flashcard) My drum, my drum. (Mime a drum) Boom! Boom!

conversation Ask: Hello, Pandy. How are you? The puppet answers: I’m fine, thank you. The puppet can then ask various children in the class how they are.

Use the flashcards for car, train, plane and drum.

Show the cards and say the words to the class.

Hide different cards behind the door of the playhouse. Peek behind the door and ask: What is it? Car? Train? Plane? Drum? Open the door and check. Repeat with the other objects. Hold up the flashcards one by one and ask: What’s this?

Lesson

• Distribute the Class Books and help the children •

• •

find page 46. Talk about the picture with the pupils. Ask the children to look for a doll, a kite and a teddy bear in the picture. Ask: What colour is the (kite)?

Then point to the characters and talk about what they are doing. Ben is playing with a toy plane.

Ask the children to trace the plane’s route dotted line. Then show the plane flashcard and say: Whoosh! Ask the children to imitate the plane noise. Do the same with Gina and her train: Choochoo! And for Sue and her car: Beep Beep!

Finally draw the children’s attention to Pandy and say: Look! A drum! Boom! Boom! Ask them to imitate the sound of the drum.

Play the chant This is my drum (CD Track 28) and do the actions.

• Play the chant again (CD Track 28) and encourage • •

the children to follow the chant in their books.

Then repeat the chant and ask the children to do the actions.

Collect the Class Books and distribute the Activity Books and crayons.

Help the children to find page 24. Point to different means of transport in the column on the left-hand side and say the names (car, train, plane). Encourage the children to look at the pictures on the right-hand side and to figure out why the car is joined to the motorway. Once the

•

children have figured out the reason, have them trace the line.

Explain to the children they have to join the train and the plane with their appropriate pictures on the right. (train-railway line; plane-airport)

Panda pointer It is not necessary to teach the words motorway, airport or railway line. We want to use general children’s knowledge of the world around them.

Extension Do a colour dictation: Ask the children to take out a brown, a pink and a black crayon. Say: Colour the car black, Colour the train brown...

Physical Education Ask the children to stand in a circle and follow your instructions: You are trains! Choo-choo!

Encourage the children to move as a train and make its noise. Then say: Stop! Follow with a carbeep beep! Then a plane-Whoosh!

• •

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 2 Language purple, drum, train, car, plane, what’s this? It’s a (plane).

•

Objectives Learn how to say the names of different toys Learn the colour purple Recognise characters and key vocabulary Recognise toys through their shapes Develop fine motor skills

• • • • •

Material panda puppet, crayons, CD Audio, Playhouse poster, flashcards (drum, car, train, plane) Optional realia: toy cars, toy trains, toy planes, drums

• •

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Stick the following flashcards on different sides of

•

• •

the class (plane, train, car, drum) Encourage the children to say the words aloud. Play the chant This is my drum from the previous lesson (CD Track 28) and do the actions. Encourage the children to point to the cards and do the actions, too.

Review the colours using objects in the classroom, introduce purple. Say all the colours and encourage the children to repeat them: Red, yellow, blue, green, orange, brown, white, black and purple.

Place the objects on different sides of the class.

Say the colour and encourage the children to repeat and point.

Hand out crayons of all the colours to the children and play a game. Say: Show me (purple).

Then show the flashcards of the unit and elicit the words: drum, train, car and plane. Using the Playhouse poster, hide a flashcard behind the door, knock on the door (and encourage the children to knock by knocking on their desks or tables) and

show the card. Say the name of the word on the card and encourage the children to listen and repeat.

Lesson

• Distribute the Class Books and show the children

• • •

where page 47 is. Point to the different items in the column on the right-hand side and ask the children to identify them. Elicit: plane, car, drum, train. Then encourage the children to look at the packages and to figure out what each package contains. Once the children have figured out the shape of each package, have them point to them one by one and say the name; car, train, plane, drum.

Point to the dotted line, which joins the wrapped car to the car. Ask the children to trace the line with a red crayon and then to finish colouring the car.

Repeat the procedure with the rest of the pictures using the appropriate colour each time: train-green; plane-blue; drum-yellow.

As they are working, walk around the class checking work and helping pupils who are struggling.

65

Unit 6

•

My Toys Panda Pointer

Congratulate them on doing the task well.

Once the children have finished colouring the objects ask: What colour is the plane? Elicit the correct answer (blue) and do the same with the other objects.

Keep in mind that children at this age have not yet established the ability to trace lines with ease.

Be sure to reward them for their effort. Positive reinforcement is very important.

Closing

• Collect the Class Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 3 Language balloon, play-dough, puppet, toy, car, train, plane, drum, purple. Let’s have fun and play!

Review: rabbit, sheep, chicken, bird. Colours

• •

Objectives Take part in a song Develop gross motor skills through actions Use mime to represent different activities Distinguish colours and animal shapes

• • • •

Material puppet, playhouse poster, blue tack, crayons, CD Audio, toy flashcards (balloon, puppet, train, car, plane, drum), Activity Book (page 25) Colour cards: red, yellow, blue, green, purple, pink, black, white and brown.

•

66

Warm up

• Play the Hello Song (CD Track 04) and greet the

the colours when they are named. Then, repeat the song again and show the children the actions.

Listen again, encouraging the children to do the actions.

• •

Trac k 29

children using Pandy. Ask a few children: Hello!

How are you? Are you happy?

Present the words balloon and puppet with the flashcards or realia. Children repeat the words.

Using blue-tack, stick the flashcards of the unit (balloon, puppet, car, train, plane, drum) on different parts of the playhouse poster. Invite the children or groups of children to touch or point to the cards.

Lesson

Speaker: Chorus:

Chorus:

• Distribute the Class Books. Look at the picture on

• •

page 48. Identify the balloons and the playdough. Explain that our friends are very happy playing. Point to Sue and Ben and say they are blowing up some balloons. Point to the balloons and ask the children to identify the colours of the play-dough: red, yellow, blue, green purple and pink Draw the children’s attention to Pandy and Gina.

Explain that they are playing with play-dough. Ask the children to identify their colours: red, yellow, blue, black, white and brown.

Listen to the song (CD Track 29). Ask the children to listen to the song in their books, and point to

Chorus:

Chorus:

Sing and do.

Let’s have fun And play! (Smile) Let’s have fun And play! (Smile) Blow up the balloons, (Pretend blowing balloons) Red, yellow and blue. (Show or point to colour flashcards) Blow up the balloons, (Pretend blowing balloons) Green, purple and pink. (Show or point to colour flashcards) Let’s have fun And play! (Smile) Let’s have fun And play! (Smile) Play with the play-dough, (Pretend playing with play-dough) Red, yellow and blue. (Show or

Chorus:

point to colour flashcards) Play with the play-dough, (Pretend playing with play-dough) Black, white and brown. (Show or point to colour flashcards) Let’s have fun And play! (Smile) Let’s have fun And play! (Smile)

Extension Hand out some colour cards, one for each child: red, yellow, blue, green, purple, pink, black, white and brown cards. Play the song again. The children raise their cards when their colour is named. Then they swap their cards and play the song again.

Collect the Class Books and distribute the Activity Books. Point to the characters on page 25 and ask the children to identify them. Then point to the balloons and ask the children to identify what animal each balloon is: Pandys’ got a rabbit, Gina’s got a sheep, Ben’s got a chicken and Sue’s got a bird.

•

•

• Finally ask the children to take out their crayons and colour the animals as they wish. As the children are working, walk around the room checking progress and helping those who are struggling.

Extension activity Children in pairs point and identify the animals and their colour in their books. Encourage them to say for example: My rabbit is white.

Using realia (balloon, play-dough, puppet, train, car, plane, drum) hand out the toys to different children and ask them to follow your instructions. For example: Show me the balloon, What colour is it?

• •

Closing

• Collect the Activity Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

67

Unit 6

My Toys

Lesson 4 Language balloon, ball, car, drum, train, plane, playdough. Review: toys, farm animals, colours.

•

Objectives Identify key vocabulary Develop visual discrimination Learn how to use / place stickers Use logic and maths thinking skills to solve patterns

• • • •

Material panda puppet, end of unit stickers, Playhouse poster, flashcards of the unit, real toys (horse, cow, rabbit, sheep, mouse, duck, donkey, chicken) and a paper bag.

•

Warm up

• • • 68

• •

Play the Hello Song (CD Track 04) and greet the children using Pandy. Use Pandy to ask different children: How are you?

Review the Let’s play song (CD Track 28) with the class. Do the actions.

Use the Playhouse poster to review colours. Hide a coloured card behind the door of the playhouse, knock on the door and then encourage the children to guess the colour.

Use flashcards to review key unit vocabulary (balloon, car, train, plane, puppet, drum) Game: Place the realia (toys) one by one in a paper bag (balloon, train, car, plane, play-dough and drum) Elicit the words: balloon, train, car, plane, play-dough, drum. Ask different children to identify them by touching them. Ask for example: (Maria) give me the train! Maria puts her hand inside the bag and looks for the train without looking inside. She takes it out, shows it to the class and says: A train. Ask: What colour is it?

Elicit its colour (brown? black?). Repeat this game with the rest of the children.

Lesson

• Distribute the Class Books. Look at the pictures on page 49. Point to the first row and ask the children to identify the toys and their colours. Say the series of images with the children (a purple balloon, a red and white ball, a yellow car, ...).

Explain the task to the children. Point to the space at the end of the first row and tell the children they have to choose the correct sticker to complete the series. Encourage them to pick the correct sticker to complete the series. (a purple balloon).

When they finish, ask the children to read the series with you: a purple balloon, a red and white ball, a yellow car, a purple balloon, a red and white ball, a yellow car, a purple balloon.

• Follow the same procedure with the second and third rows.

Extension The children sit in a circle. Put the toys and animals toys in the centre: Toys: balloon, train, car, plane, play-dough and drum; Animal toys: horse, cow, rabbit, sheep, mouse, duck, donkey and chicken. Ask different children to follow your instructions. For example: (Rosa) Give me the plane, please! When the child does the action say: Thank you! In order to practise the colours, use different coloured objects and ask for example: (Rosa) Give me the purple plane, please!

•

Closing

• Collect the Class Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 5 Language toys, dad, mum, Boom! Take care…, I like your drum

•

Objectives Identify toys Develop visual discrimination Develop listening comprehension Develop fine motor skills and pre-writing abilities Reflect on the importance of taking care of toys Reflect on the importance of tidness in order to find things

• • • • • •

Material panda puppet, flashcards of the unit. Playhouse poster, Activity Book (page 26), crayons

•

Warm up

with a broken guitar). Discuss both situations in L1 with the children.

• Play the Hello Song (CD Track 04) and greet the

children using Pandy. Use the flashcards of the unit and the Playhouse poster to review key unit vocabulary.

Lesson

• Distribute the Class Books and help the children to

•

find page 50. Look at the pictures of the children and their parents. Point to the daddy, and ask: Who’s this? Mummy or daddy? In L1 talk about the differences between the images with the children.

Present the listening (CD Track 30) pointing to the different scenes in your book.

Trac k 30 Speaker: Listen and point.

Daddy: Oh no! Look at your guitar!

It’s broken!

Take care of your toys!

Daddy:

How nice!

I like your guitar!

It sounds fantastic!

Panda Pointer Keep in mind that the children needn’t understand everything the parents are saying, as they should be able to figure out the message through the tone, and through looking at the pictures.

• Repeat the listening and invite the children to point to the correct scene as they listen. When they have finished, smile and say: Good (the children point to the child playing the guitar in a correct way).

Frown and say: Bad (the children point to the child

Moral and civic education Reflect on the importance of taking care of your toys.

Collect the Class Books and distribute the Activity Books and crayons. Point to the first picture on page 26 and ask the children to look for Pandy Puppet. Ask: Where is Pandy puppet?

Allow the children some time to do the task. Then point to the second picture and do the same.

Compare both situations and ask the children (In L1 if need be) to tell you in which room it was easier to find the puppet. In the second picture, Pandy puppet was very easy to find, he was sitting alone on the bed. And everything is tidy. In the first picture it was difficult to find Pandy puppet because of the messy room.

• •

•

Moral and civic education Talk about the importance of tideness in order to find the things.

•

Extension When the children have finished they can colour some of the toys they like in the tidy room.

•

Closing

• Collect the Activity Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

69

Unit 6

My Toys

Lesson 6 Language train, drum, doll, balloon, teddy bear, plane, car, ball, kite, horse, cow, rabbit. Counting to 6. What colour is the train? How many planes are there?

(Juan) give me the (train).

•

Objectives Identify and name some key vocabulary Develop fine motor skills Review numbers in a meaningful context Recognise numbers Acquire English vocabulary

• • • • •

Material panda puppet, crayons, CD Audio, Flashcards of the Unit.

Realia: balloon, play-dough, drum, car, train, plane, teddy bear, ball, doll, paper bag, plastic animals

• •

70

Warm Up

Panda Pointer

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the song of the unit (CD Track 29) and invite the children to sing and do the actions.

• Game: Place the realia (toys) one by one in a

For children this age tracing numbers is not easy.

Some of them will have trouble tracing some numbers but this should not be seen as a problem.

Encourage the children through positive reinforcement and don’t expect ‘perfection’.

•

paper bag. Elicit the words: balloon, play-dough, drum, car, train, plane, teddy bear, ball, doll, horse, cow, rabbit.

Ask various children to identify them by touching them. Ask for example: (Juan) give me the plane!

Juan puts his hand inside the bag and looks for the plane without looking inside. He takes it out, shows it to the class and says: A plane. Ask: What colour is it? Elicit its colour (Blue? Brown? Black?).

Repeat this game with the rest of the children.

Lesson

• Distribute the Class Books and show children where • •

• •

page 51 is. The children identify the place. It’s a toyshop window full of toys. Point to the different toys and elicit the words: trains, dolls, cars…

Take out the flashcards of the unit, show them one by one and ask the children to say the word and point to the pictures in their books.

Point to the balloons and elicit their colours. Then ask the children to count them. Ask: How many balloons are there? Elicit: one, two, three balloons.

Draw the children’s attention to the first rectangle at the bottom of the page; they have to trace the number of balloons.

Do the same with the trains (4); cars (5); planes (6). As the children are working, walk around the room checking progress and helping children who are struggling.

Point to the other toys not included in the rectangles at the bottom of the page (balls, dolls, drums, teddy bears) and get the children to count them and talk about what colours they are.

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 7 Language puppet, drum, car, plane, balloons, play-dough, big, red, blue, pink, purple, green, I’ve got… It’s (red) Point to… One, two, three….

•

Objectives Identify key vocabulary Develop visual discrimination Develop listening comprehension Review colours

• • • •

Material panda puppet, flashcards, Playhouse poster, Activity Book (page 27)

•

Warm up

• •

Play the Hello Song (CD Track 04) and greet the children using Pandy.

Play a game with flashcards of the unit and the Playhouse poster.

• Collect the Class Books and distribute the Activity

Books and crayons. Show the children where page 27 is and explain the task: the children have to circle the number of items according your instructions. Demonstrate the activity (counting and circling) before starting. Point to the first row and say: Count the trains! Circle three trains. Then indicate the second row: Count the puppets! Circle two puppets. Then indicate the third row: Count the drums! Circle four drums.

Lesson

• Distribute the Class Books and help children to

•

find page 52. The children identify the characters.

Hold up flashcards of the different toys (drum, puppet, balloons, play-dough) and have the children identify them in their books by pointing to the correct picture as you say one. Ask questions about the objects, for example, point to the puppet and ask: What colour is it? Purple and pink? Red and yellow?

Play the listening (CD Track 31) and explain the task. Pause after each part so the children can do the corresponding action.

Extension Ask the children to read the pictures in each row.

Encourage them to say for example: Four cars, three trains and two planes. Finally they can colour their favourite toys. Alternatively do a colour dictation. Say for example: Colour the cars red, colour the puppet yellow…

Trac k 31

• Collect the Actvity Books.

• Sing the Bye Bye song (CD Track 06) using Pandy

Speaker: Listen and point.

Pandy: I’ve got a big drum, It’s red and yellow.

I’ve got a big drum.

Point to my drum.

Ben: I’ve got a puppet, It’s pink and purple.

I’ve got a puppet.

Point to my puppet.

Sue: I’ve got balloons One, two, three balloons.

I’ve got three green balloons.

Point to my balloons.

Gina: I’ve got play-dough, I’m making a rabbit.

I’ve got a big rabbit.

Point to my rabbit.

•

Closing at the end of the lesson.

71

Unit 6

My Toys

Lesson 8 Language Vocabulary of the unit.

•

Objectives Identify key vocabulary Develop fine motor skills Work on creativity Talk about toys and possessions

• • • •

Material panda puppet, flashcards, playhouse poster, crayons, CD Audio

•

Warm up

Panda Pointer

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play a game with the flashcards of the unit and

Keep in mind that it will be challenging for some children at this age to control the use of a writing device to draw their pictures. Congratulate them on their efforts and provide ample positive reinforcement.

the Playhouse poster.

Lesson 72

• Distribute the Class Books, explain the task in L1

•

if necessary: the children have to draw their favourite toy. Draw their attention to the pictures on the lid of the toy box and name the key vocabulary items. Point to the car and ask: What’s this? What colour is it? Elicit the answer and repeat for all the objects.

Encourage the children to show their pictures and say for example: (I’ve got) a brown drum.

Extension Once the children have completed their drawing, call one child in front of the class holding his or her book in such a way so the other children cannot see what his or her favourite toy is. Get the children to guess by asking: Is it a plane? Repeat until all the children have had a turn.

•

Closing

• Collect the class books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Story 2

Don’t feed the animals!

Lesson 1 Language horse, cow, ducks, donkey, chicken, mouse, farm, Have a (sandwich)! Don’t feed the animals! I’m hungry Review: colours, food, toys

• •

Material CD Audio, Storycards

•

Warm Up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Before reading the story get the children to look at their book on page 54 and circle the farm animals.

• The teacher explains that the children need to

Narrator: Ben is ready to go to school Ben’s mother: Here’s your lunch, Ben. Ben: Mmmm! A sandwich, a banana, an apple and some juice. Thanks mum!

•

Gina: Ben:

guess which animals Ben and Gina are going to see during their visit to a farm.

When the children have read the story, they check and see if they guessed correctly. Here the teacher has the opportunity to talk about wild animals and farm animals

Lesson

• Show the storycards one by one as the children listen to the story (CD Track 32).

• Stop at storycard 8 and ask: Is Ben happy? Elicit:

No. Then ask: What’s wrong? Why Ben is upset?

Point to Ben’s lunch box and say: No food! Then Rub your tummy, point to Ben and say: Ben is hungry, but he has no food! Get the children to rub their tummies and say: Hungry! Then get them to point to the empty lunch box and, in a sad voice say: No food! Then let the children listen to the audioscript for storycard 8.

Narrator:

Narrator: Ben: Gina: Narrator: Ben: Gina: Narrator: Ben: Gina:

Trac k 32

Narrator:

Speaker: Narrator:

Ben:

Story 2: Don’t feed the animals.

It’s breakfast time. Ben and his mother are in the kitchen.

Ben: Yummy, milk and biscuits for breakfast!

Ben’s mother: And a pear. Fruit is good for you!

Ben: Thanks, mum! I love pears. Yum! Yum!

Gina: Narrator:

Today Ben and Gina are visiting a farm.

I love animals.

I love animals, too. They are great!

Ben and Gina are looking at the horse.

Here horse, have a sandwich!!

Ben, don’t feed the animals!

Ben and Gina are looking at the sheep.

Here sheep, have an apple!

Ben, don’t feed the animals!

Ben and Gina are looking at the ducks.

Here ducks, have some banana!

Ben, don’t feed the animals!

Ben and Gina are looking at the donkey.

Here donkey, have some orange juice!

Ben, don’t feed the animals!

It’s lunch time but Ben has nothing in his lunch box!

73

Story 1

Don’t feed the animals!

Ben: I’m hungry! Oh No! My lunch!

Narrator: Gina shares hers with him.

Gina: Don’t worry! This is for you!

Ben: Thank you Gina!

Gina: Yes, and remember…

Ben and Gina together: … don’t feed the animals!

Moral and civic education After listening to part 8, talk to the children about the importance of helping each other and sharing, but also about the importance of not feeding the animals, because they have their own food.

•

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Extra Activities Encourage the children to draw a picture of their favourite animal.

•

Lesson 2 Language horse, cow, ducks, donkey, chicken, mouse, farm

•

Material CD Audio, flashcards

•

74

Warm up

• Say: Hello to the children using Pandy and

encourage the children to say: Hello, Pandy!

their own food such as sandwiches, hamburger, biscuits, because this can be dangerous for the animals

Lesson

• Get the children act out the story.

• Play the story again (CD Track 32) then ask the

Closing

•

children to look at their book on page 55 and help Pandy to feed the animals. Pointo to the cheese, then with your finger trace over the line leading to the mouse. Say: Cheese, Yummy. The mouse is hungry.Get the children to join the cheese to the mouse by tracing over the dotted line, then explain they have to do the same for the donkey (with the hay) and the chicken (with the corn).

It is not necessary that children learn the words: hay, cheese and corn. They just say: The donkey is hungry. The chicken is hungry and join the animals with the appropriate food. Check that all the children have completed the task correctly and congratulate them on their good work.

Moral and civic education Here the teacher should insist that children should not feed the animals at the Zoo or on farms with

•

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Unit 7

My Clothes Lesson 1 Language trousers, T-shirt, shoes, socks, slow, bag, let’s go.

Review: rabbit, mouse, balloon

• •

Objectives Take part in a chant Learn vocabulary related to clothing Develop observation skills Develop gross motor skills Develop fine motor skills looking at symmetrical items

• • • • •

Material panda puppet, Playhouse poster, CD audio, flashcards (trousers, T-shirt, shoes, socks). real clothes Optional: a suitcase, Activity Book (page 28), crayons

• •

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Introduce the items of clothing with the flashcards •

•

(trousers, T-shirt, shoes, socks). First show the cards and say the words to the class. Ask the children to repeat the words.

Place the cards on different walls of the classroom and ask the children to point according to your instructions. Say for example: Point to the (trousers). Repeat this with all the items very slowly first, then say them quickly. Encourage stronger pupils to come to the front of the class and to say words for their classmates to point to.

Use the flashcards and the playhouse poster to practise the vocabulary. Hide different cards behind the door of the playhouse. Peek behind the door and ask: Guess the clothes! Trousers? T-shirt?

Shoes? Socks? Open the door and check. Repeat with the rest of the cards.

Lesson

•

Ask the children to mime Pandy packing his suitcase. Explain to the children (in L1 if necessary) that at the end of the chant the mouse is a good friend and helps Pandy pack his suitcase.

Play the chant (CD Track 33). Draw the children’s attention to the pictures while you point and mime.

Trac k 33 Speaker: Listen and say the chant.

Mouse: Pandy, Pandy! Come on, let’s go! (mime go using hands) Pack your suitcase! (mime packing) You’re very slow!

Pandy:

Trousers, trousers, (pretend to put on trousers) Let me see. (point to eye) Can I take my red trousers with me?

Pandy:

T-shirt, T-shirt, (pretend to put on a T-shirt) Let me see.

Can I take my green T-shirt with me?

Pandy:

Shoes, shoes, (pretend to put on shoes) Let me see.

Can I take my brown shoes with me?

Pandy:

Socks, socks, (pretend to put on socks) Let me see.

Can I take my black socks with me?

• Distribute the Class Books. First help the children

to find page 56 and tell them to look for a rabbit.

Ask: Where’s the rabbit? (under the bed). Then ask the children to find and point to the balloon. Ask: What colour is the balloon? (pink). Point to Pandy and say: Look at Pandy! He’s packing his suitcase.

What colour are his trousers? (red and green) Point to the mouse and explain (in L1 if need be) that the mouse is impatient because it’s waiting for Pandy to finish packing. Encourage the children to mime the mouse tapping its foot and looking at its watch. Explain that Pandy is feeling frustrated and rushed and doesn’t know what to put in his bag.

75

Unit 7

My Clothes

Mouse: Pandy, Pandy! Come on let’s go.

I can help you pack. (pretend to pack suitcase) It’s time to go! (tap wrist or point to clock)

• Play the chant again (CD Track 32) and do the • • •

actions. Invite the children to do the actions with you.

Play the chant again and ask the children to point to the items of clothing in their books when they are named.

Give the children instructions, for example, say: Point to the white shoes! Point to the green T-shirt!

Collect the Class Books, distribute the Activity Books and show the children page 28. Point to the half illustrated items of clothing and ask the children to name the items (trousers, T-shirt, shoes, socks). Explain to the children that they have to finish the other half of the drawings. When they have finished drawing the mirror image of the clothing, they can colour some or all of the items.

Panda pointer This activity helps children to recognise lines of symmetry in objects.

76

Closing

• Collect the Activity Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Extension Sit the children in a circle. Hold up items of real clothing one at a time and ask the children to say what they are and what colour they are. Later, pretend to pack a bag with the different items of clothing. Encourage various children or groups of children to help.

•

Extension Using a piece of string stuck to either wall with blue tack, make up a washing line. Put the clothes in a bundle on the floor, then call a child to the front and tell him or her to hang up an item of clothing on the washing line. Say, for example: (Giorgio), hang up the green socks. Once the child has chosen the correct item, congratulate him and give him a peg to hang it up. Repeat until the children have had a turn. If real clothes aren’t possible, the relative flashcards can be pegged onto the line. Then, use flashcards from previous units to revise vocabulary, for example toys.

•

Lesson 2 Language dress, skirt, boots, T-shirt, trousers, socks, shoes.

What’s (Sue) wearing?

Review: Kite, balloon, plane, rabbit, sheep, horse

• •

Objectives Develop fine motor skills Develop observation skills and visual discrimination • Identify and name items of clothing

• •

Material panda puppet, crayons, CD Audio, Coloured Shapes poster, flashcards (dress, skirt, boots, Tshirt, trousers, shoes, socks)

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the chant from the previous lesson (CD Track •

33) and do the actions. Encourage the children to join in.

Memory game: Show the children the flashcards of a T-shirt, shoes, socks, trousers. Place each card on one of the sections of the coloured shapes poster. Ask: Where’s the T-shirt? Red or blue? The children say the colour of the shape the T-shirt flashcard is on. When the children have seen and said the words, turn the cards face down one by one. Point to the card which is face down and ask: What’s this? Give the children time to remember, then turn the card over to see if they are right.

Repeat with the other items of clothing.

Lesson

• Introduce the new items of clothing with the •

• • •

flashcards (dress, skirt, boots). First show the cards and say the words to the class. Ask the children to repeat the words.

Distribute the Class Books and help the children find page 57. Hold up the flashcards for dress, skirt, boots, T-shirt and trousers one by one and ask the children to point to the corresponding image in their books. Ask: What’s Sue wearing? A dress or trousers? Then ask the children to say the colours of the different items of clothing.

Encourage the children to finish the skirt and the dress by tracing over the dotted lines. When they have finished, encourage them to name the items.

While the children are working, walk around the class asking individuals to point and identify items in the picture.

Revise vocabulary from previous units (toys, animals). Ask the children to find and to identify the toys (balloon, plane, kite) and the animals

•

(rabbit, sheep, horse) illustrated in the picture.Ask: What colour is the balloon? (Green) Do the same for the kite and the plane. Then ask: Who has got a plane, Pandy or Gina? And repeat for the other toys.

Collect the books and congratulate the pupils on their good work.

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Extension Play Look and guess with the flashcards from the lesson. Show the cards and ask the children to identify them. Then put the cards on your table, choose one card and cover it with a piece of paper so the children can’t see it. Move the paper around slowly and ask: What is it? Trousers? A dress? The children try to guess the word.

•

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Unit 7

My Clothes

Lesson 3 Language skirt, T-shirt, socks, shoes, dress trousers, boots, colours, who is wearing (red)? I’m wearing (red), I’ve got (green) (socks)

•

Objectives Take part in a song Develop gross motor skills through actions Build self esteem through personalisation activities Identify and name items of clothing Develop visual discrimination and fine motor skills

• • • • •

Material panda puppet, CD Audio, clothes flashcards, Activity Book (page 29) Optional: real clothes

• •

Warm up

Trac k 34

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Show the clothes flashcards one by one and say

Speaker: Sing and do.

Chorus: Who is wearing red? (raise arms as if asking a question) Oh who is wearing red? (show red flashcard) Shoes, socks, boots or skirt? (mime shoes, socks, boots, skirt) Who is wearing red ? (raise arms as if asking a question) Ben: I am wearing red! (point to oneself) I am wearing red! (point to oneself) I’ve got red trousers and red boots, (mime putting on items of clothing) Oh, I am wearing red!

Chorus: Who is wearing blue? (raise arms as if asking a question) Oh who is wearing blue? (show red flashcard) Shoes, socks, boots or skirt? (mime shoes, socks, boots, skirt) Who is wearing blue? (raise arms as if asking a question) Gina: I am wearing blue!

I am wearing blue!

I’ve got a blue skirt and blue shoes, Oh, I am wearing blue!

Chorus: Who is wearing green? (raise arms as if asking a question) Oh who is wearing green? (show red flashcard) Shoes, socks, boots or skirt? (mime shoes, socks, boots, skirt) Who is wearing green? (raise arms as if asking a question) Pandy: I am wearing green!

I am wearing green!

I’ve got green trousers and green socks, Oh, I am wearing green!

78

•

the words to the class. Ask the children to repeat the words. Place three of the cards on different walls of the classroom and ask the children to point to them according to your instructions. Say for example: Point to the (dress). Repeat this with all of the items of clothing.

Review counting to six by clapping your hands.

Invite the children to do it with you. Say: One and then clap once; One, two and then clap twice, One, two, three and then clap three times. Repeat this until the children have clapped six times.

Lesson

• Distribute the Class Books. Look at the picture on

• •

page 58. Point to the different characters one by one and ask: Who’s this? Ask various children questions about what the characters are wearing.

For example: What colour is Pandy’s T-shirt? (orange) or: What’s Gina wearing? Red shoes or blue shoes? Encourage the children to point to different items in the picture. For example: Point to the blue skirt.

Explain that Ben, Gina and Pandy are very happy and they are singing a song. Invite the children to listen to their song and to do the actions. Explain that they have to pay attention to the colour of the clothes the children are wearing.

Listen to the song. (CD Track 34) Show the children the actions. Listen again encouraging the children to do the actions.

Panda Pointer

• Sing the song again (CD Track 33). When the

• •

children are more confident with the song they can sing the song and refers to the clothes they are actually wearing. For example, instead of I am wearing (red) they sing: (Maria’s) wearing red…She’s got red shoes and red socks, (Maria’s) wearing red.

Optional: Sit the children in a circle and put real clothes in the centre. Encourage various children to put on the items of clothing, then sing the song again (referring to the colours of the clothes the children put on).

Collect the Class Books and distribute the Activity Books. Draw the children’s attention to Pandy and explain the task. The children have to colour the spaces on the picture where there are black dots. Make sure they do not colour the spaces where there is not a dot. When they have finished colouring ask them what clothes they see (trousers, T-shirt, socks).

Not all of the children will understand the task immediately. If need be, do an example on the board. While the children are working / colouring, walk around the room helping those who are struggling.

Closing Extension Ask the children to take out their gommets. Say, for example: Put a red gommet on the trousers.

Repeat with two or three other items.

Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

• •

79

Unit 7

My Clothes

Lesson 4 Language boots, shoes, socks, dress, numbers 1 - 6, colours, what colour are they? What colour is it? What colour are these?

•

Objectives Identify key vocabulary Learn how to use / place stickers Develop fine motor skills through tracing activities Review numbers and colours

• • • •

Material panda puppet, CD Audio, clothes flashcards, unit stickers

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Review the Who’s wearing red? song with the CD • 80

(Track 34) and the flashcards. Stick the flashcards of the clothes around the room. The children point to them when they are named or mime the actions.

Memory game: Show the children the flashcards of the unit. Select four flashcards. Place each card on one of the sections of the coloured shapes poster. Ask: Where’s the skirt? Green or blue? children say the colour of the shape the skirt flashcard is on. When the children have seen and said the words, turn the cards face down, one by one. Point to a card which is face down and ask: What’s this? Give the children time to remember, then turn the card over to see if they are right.

Lesson

• Distribute the Class Books. Look at the pictures on

• •

page 59, and ask the children to identify the items of clothing and their colour. Ask: What’s this? (A dress). What colour is it? (Blue). What are these?

(Socks) What colour are they? (Orange). Explain that Sue is looking for her pink dress.

Show the children the sticker page. Point to and say: Shoes, dress, boots encouraging the children to listen and repeat. Tell the children to remove the stickers and to place them in the correct places on the Class Book page.

When the children have placed the stickers in the correct place, explain that they need to count the items of clothing in the picture. Point to the boots and ask: How many boots? (Two). Tell the children to trace over the number 2 at the bottom of the page. Continue with the rest of the items of clothing.

Moral and Civic Education Talk to the children about the importance of keeping their wardrobes tidy and organised.

•

Closing

• Collect the Class Books • Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Extension Get each child to stand up and say an item of clothing he or she is wearing, for example socks.

Then ask: what colour are they? (Blue). Repeat until all the children have had a turn.

•

Lesson 5 Language T-shirt, trousers, skirt, good, bad, boy, girl, socks, shoes, boots, numbers

•

Objectives Identify key vocabulary Develop visual discrimination Develop listening comprehension Promote the importance of tidiness and taking care of one’s possessions

• • • •

Material panda puppet, clothes flashcards, Playhouse poster, Activity Book (page 30)

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Use the flashcards and the Playhouse poster to

review the items of clothing from the unit. Play the following game. Secretly place one of the clothes flashcards behind the door of the playhouse. Encourage the children to knock on the door (knocking on their desks). Ask: What is it? A dress? A T-shirt? Boots? Encourage the children to guess the clothes. Look intrigued and open the door. Say: Look! It’s (a dress!). Congratulate the children who guessed right. Repeat with the rest of the clothes.

Moral and civic education Talk about the importance of taking care of one’s possessions.

•

• Collect the Class Books and distribute the Activity

•

Lesson

• Distribute the Class Books and help the children to

•

find page 60. Look at the pictures of the children and the teacher. Talk about the situations (in L1 if necessary). In the first picture, the girl in the changing room has left her trousers on the floor. In the second picture, the girl is nicely folding her clothes. Point to the teacher in each picture and ask: Is she happy?

Explain that the children need to listen and point.

•

Panda Pointer If children are not able to read numbers in written form, dictate the number of items they should colour.

Panda Pointer This activity develops numeracy skills and can be used to introduce pre- maths concepts (adding and subtracting).

Trac k 35 Speaker: Listen, point and colour the faces.

Teacher: Look at the trousers! Don’t drop your trousers on the floor! Pick them up, please! Hang your trousers on the peg.

Teacher: Good girl! That’s right! Put away your T-shirt. Very good!

Books and crayons. Ask the children to name the characters on page 50. Point and ask: Who’s this?

Ask them to name the items of clothing (socks, skirt, boots) and to say the numbers on the signs each character is holding. Count the items of clothing.

Explain the task: the children have to colour the number of items according to the numbers the characters are holding. Do an example on the board if need be. Draw four socks on the board.

Write the number 2 on the board. Invite a child to the front of the class to colour two of the socks.

When the children have finished colouring, say: Let’s count the socks. How many socks are coloured?

Closing

• Collect the Activity Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Extension Stick clothes flashcards around the classroom.

Children stand up in small groups, touch and say their favourite clothes.

•

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Unit 7

My Clothes

Lesson 6 Language dress, skirt, T-shirt, trousers, socks, mum, rabbit

•

Objectives Identify and name key vocabulary Develop observation skills Develop fine motor skills Talk about helping parents and helping one another

• • • •

Material panda puppet, crayons, CD Audio, clothes flashcards, the coloured shapes poster.

Optional: real clothes, a clothesline and clothespins; coloured card

• •

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Review the Let’s Go chant with the CD and the • 82

•

flashcards. Do the actions and encourage the children to join in.

Place four clothes flashcards face up on the coloured shapes poster using blue tack. Ask the children, for example: Where are the trousers? Red or blue? What’s on the green space? Boots or socks?

Look outside and ask the children about the weather: Is it hot? Cold? Sunny? Rainy? Cloudy?

Lesson

• Distribute the Class Books. Look at page 61 and

•

discuss the situation with the children. Ben and Gina are helping Gina’s mum hang the clothes out to dry. Point to the rabbit and ask: What animal is this? (A rabbit). Explain to the children that everyone is helping Gina’s mum but that Pandy has picked up more clothes than he can carry. Explain that Gina is running over to help him. Encourage the children to mime Pandy walking with too many clothes in his arms. Ask the children to name as many items of clothing as they can and to count some of the items.

Explain to the children that they need to finish the picture by tracing over the dotted lines to complete the clothes on the washing line (skirt, T-shirt, socks) and mum’s skirt, too. As they are working, walk around the class assessing fine motor development and concentration.

Moral and Civic Education Talk to the children about the importance of helping their parents and friends.

•

Extension Ask the children to take out their gommets. Say, for example: Put a blue gommet on the skirt.

Repeat with two or three other items using different colours.

•

• Option: hang an imaginary

washing line in the room. Give each child a T-shirt made of coloured card. Encourage the children to colour and decorate their T-shirt (with scraps of material or plastecine) and to hang their shirts on the washing line.

Extension Bring in real clothes and encourage the children to hang the clothes on the washing line. Say, for example: Rafael, hang the T-shirt on the washing line.

•

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 7 Language trousers, T-shirt, dress, skirt, shoes, socks, boots, big, I’m wearing….

•

Objectives Identify key vocabulary Develop visual discrimination Develop listening comprehension Review colours

• • • •

Material panda puppet, flashcards of the unit, Playhouse poster, CD Audio Activity Book (page 31), crayons

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Use the flashcards of the unit and do the Pass

•

game to practise the vocabulary. Sit the children in a circle. Hold up a flashcard of a dress and say: I’ve got a dress. Pass it to a child beside you and encourage the child to say: I’ve got a dress. Then the child passes the card to the child next to him or her. Follow the same procedure till all the children have had a turn. Then repeat with 3 or 4 other clothes flashcards.

Take out the clothes flashcards. Show the cards and say the words to the class. Hide different cards behind the door of the playhouse. Knock on the table (as if knocking on the door of the playhouse poster) and say: What is it? A dress? A T-shirt? Open the door and check. Repeat with other items of clothing. When finished, hold up the flashcards one by one and ask: What’s this? and elicit vocabulary from the children.

Lesson

• Distribute the Class Books and show the children • • •

where page 62 is. Ask the children to name the characters and to say the colour of the background for each illustration. Ask: What’s Sue wearing? Or Is Sue wearing (a yellow dress)?

Play the Yes or No game. Say sentences about the pictures, for example: Gina’s wearing a blue skirt.

Then say: one – two – three and encourage the children to say Yes or No according to the picture.

Hold up flashcards of items of clothing and ask the children to point to the corresponding image in their Class Book.

Play the listening (CD Track 36) and explain the task: children have to point at the clothes the characters name. Pause after each part so the children can point to the correct item. After the

question on the CD Track: What colour is my (dress)? press pause button to allow time for the children to answer the question before continuing.

Trac k 36 Speaker: Listen and point.

Sue: Hello!

I’m wearing a pink dress.

I’m wearing white socks and white shoes.

Point to my dress.

What colour is my dress?

Point to my shoes and socks.

Ben: Good morning!

I’m wearing a yellow T-shirt. There’s a horse on my T-shirt.

I’m wearing brown trousers.

Point to my T-shirt.

What colour is my T-shirt?

Point to my trousers.

Gina: Hi! I’m wearing a white T-shirt. There’s a car on my T-shirt.

I’m wearing a blue skirt… and blue socks.

Point to my skirt.

What colour is my skirt?

Point to my T-shirt.

Pandy: Hello!

I’m wearing big, orange boots.

I’m wearing big trousers and a big, red T-shirt.

Point to my boots.

What colour are my boots?

Point to my T-shirt.

• Collect the Class Books and distribute the

Activity Books and crayons. Show the children where page 31 is. Explain the task: the children

83

Unit 7

• •

My Clothes

have to circle the corresponding picture according to your instructions.

Before doing the task ask the children to identify the items of clothing. Point to the first row and get the children to name the clothes (trousers, socks, boots).

Get them name the clothes on the other two rows.

Then say: Look at row number one, circle the trousers. Look at row number two, circle the Tshirt. Look at the row number three, circle the shoes. Observe if the children circle the correct image. If need be, repeat the instructions again.

Extension Do a colour dictation with the circled pictures: Colour the trousers red, colour the T-shirt green, colour the boots brown.

•

Closing

• Collect the Activity Books • Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 8 Language trousers, T-shirt, dress, skirt, shoes, socks, boots, suitcase, my favourite clothes

•

Objectives Identify key vocabulary Develop fine motor skills Work on creativity Talk about favourite clothes

• • • •

Material Puppet, flashcards, crayons

•

84

Warm up

• • •

Play the Hello Song (CD Track 04) and greet the children using Pandy.

Review the Who’s wearing red? song (CD Track 34) with the CD and the flashcards. Stick the flashcards of the clothes around the room. The children point to them when they are named or mime the actions.

Look around the room and ask, for example: Who’s wearing green? The children who are wearing something green stand up. Then say, for example: Yes, look! (Sarah) is wearing green trousers!

Lesson

• Distribute the Class Books and show children

•

where page 63 is. Explain the task in L1 if necessary: the children have to draw their favourite clothes in the suitcase. Draw the children’s attention to the thumbnail pictures and encourage them to name the different items of clothing.

Allow time for the children to draw their favourite clothes in the suitcase.

• Encourage the children to show their pictures and

say for example: My favourite clothes are my pink trousers and blue socks.

Closing Extension Ask the children to take out their gommets. Say, for example: Put a green gommet on the dress.

Repeat with 2 or 3 other items.

Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

• •

Unit 8

The Weather Lesson 1 Language sunny, windy, outside, inside, what’s the weather like? It’s sunny Review: ball, kite, balloon, drum, horse, duck, mouse, rabbit, colours

• •

Objectives Take part in a chant Identify weather icons Review some toy words Show a positive attitude towards learning Develop visual discrimination

• • • • •

Material panda puppet, playhouse poster, CD audio, flashcards (sunny, windy), crayons, Activity Book (page 32)

•

Warm up

• •

Play the Hello Song (CD Track 04). Say: Hello to the class using the Panda puppet. Encourage the children to say Hello Pandy!

Use the flashcards for sunny and windy. Show the cards and say the words to the class. Hide one of the card behind the door of the playhouse. Peek behind the door and ask: What’s the weather like?

Sunny or windy? Open the door and check.

Repeat.

Lesson

• Draw some trees on the board and say: Look! This

•

• •

is a park. Then draw on one side of the park a sunny icon (a sun) Say: Here it’s sunny! Ask the children to repeat: It’s sunny. Then draw on the other side a windy icon and say: Here it’s windy!

In this part draw some leaves falling from the trees. Ask the children to repeat: It’s windy. Ask the children to point to the appropriate icon according to your instructions Say: sunny or windy many times, first slowly then more quickly.

Distribute the Class Books. Point to the picture on page 64 and ask the children to look for two animals in the scene: a duck and a horse. Give them some time to find the animals. Then ask: What colour is the horse? What colour is the duck?

Talk about the picture with the pupils. Point to the characters and ask: Who’s this? (Pandy, Sue, Ben and Gina). Talk about what they are doing. Ben and Sue are tossing a ball. Gina is playing with balloons and Pandy is flying a kite.

Say they are enjoying a day in the countryside. It’s a sunny and windy day.

• Play the chant It’s sunny and windy!

(CD Track 37) and do the actions. Review the meaning of outside before playing the CD.

Trac k 37 Speaker: Listen and say the chant.

Pandy: Sunny, sunny (Point to the sun flashcard) It’s sunny today Let’s go outside and play.

(Point outside and invite the children to go outside with your hands) Play with a ball.

(Pretend to bounce a ball) Play with a drum.

(Pretend to play a drum) Let’s go outside and play.

Windy, windy (Point to the windy flashcard) It’s windy today Let’s go outside and play.

(Point outside and invite the children to go outside with your hands) Play with balloons.

(Pretend to play with balloons) Play with a kite (Pretend to fly a kite) Let’s go outside and play.

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Unit 8

The Weather

Panda Pointer

Closing

Bear in mind that for some of the children in the class it will be difficult to do all the actions as they listen to the chant. Do not expect the children to participate fully or repeat the words until they have heard the chant a few times.

• Sing the Bye Bye song (CD Track 06) using Pandy

• Play the chant again (CD Track 37) and encourage the children to follow the chant in their books.

Then repeat the chant and encourage the children to do the actions.

Health Education Point out to the children (in L1 if need be) that it’s important to go outside and play and to enjoy and respect nature.

•

• Collect the Class Books and distribute the Activity Books • Look at the Activity Book, page 32 and elicit: sunny and windy. Explain to the children that they need to trace over the pictures and colour them.

86

at the end of the lesson.

Extension Divide the class into two groups. One group goes to one side of the classroom next to the sunny flashcard. The other goes to other side next to the windy flashcard. Play the chant It’s sunny and windy! (CD Track 36) and ask each group to perform their parts and do the actions.

Point to the characters and ask the children what each one is wearing. Elicit: T-shirt, trousers, skirt...

•

•

Lesson 2 Language windy, rainy, snowy, sunny, umbrella Review: clothes, colours, counting to 6

• •

Objectives Learn how to say some weather words Distinguish between windy and rainy Develop fine motor skills Develop visual discrimination

• • • •

Material panda puppet, crayons, Playhouse poster, flashcards (windy, rainy, sunny, snowy), CD Audio Optional: small cutouts of raindrops and snowflakes

• •

Warm up

• Take out Pandy and have him greet the class by

•

•

•

• • • •

saying hello to different children. Have Pandy ask various children or groups of children if they are happy today: Are you happy?

Play the It’s sunny and windy! chant (CD Track 37) and encourage the children to participate by doing the actions.

Review the words sunny and windy and introduce the words rainy and snowy using the flashcards.

Place each flashcard on a different wall or different area on the board and say, for example: Point to sunny.

Then point to windy and say: Windy Whoo!

Whoo! Encourage the children to say: windy and make the noise. Do the same with: Rainy Dripdrop! Snowy Crunch! Crunch! And with sunny fan yourself and say: Sunny Uff, uff!

Play the following game, point to the flashcards and say the words, for example: rainy Elicit: Dripdrop! Drip- drop! Do the same with the rest of the flashcards, do it very slowly first and little by little get faster.

Hide one of the flashcards behind the door on the playhouse poster. Have the children pretend to knock on the door, open the door, say the word.

In order to review the numbers, have the children knock six times and count aloud: 1-2-3-4-5-6, What’s behind the door? Look with me.

Lesson

• Distribute the Class Books and help the children to •

find page 65. The children have to match the pictures and the characters according to their clothes. That is they have to identify a windy and a rainy scene.

Point to Pandy and ask: Who’s this? (Pandy). Ask them to point to Pandy’s umbrella and boots. Point to the rainy scene on the right and ask the

children to join Pandy and the rainy scene with a line.

Then point to Gina and do the same. Point to the windy scene and ask the children to join Gina to this scene.

When the children have finished joining the pictures, congratulate them on their good work.

Health Education Point out to the children (in L1 if need be) that it’s important to wear appropriate clothes according to weather conditions.

•

Closing

• Collect the books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Extension Take out the cut outs of raindrops and snowflakes.

Ask the children to stand in a circle. Ask them to go round while you drop some raindrops on their heads. Say: It’s raining. Encourage them to say: It’s raining. As the raindrops are falling. Then the children will have a lot of fun picking the drops up.

Then do the same with the snowflakes. Say: It’s snowing.

•

87

Unit 8

The Weather

Lesson 3 Language snowman, scarecrow, snowy, sunny, cold, hot, outside (short, fat) What’s the weather like?

Review: scarf, hat, T-shirt, colours

•

Objectives Take part in a song Develop gross motor skills through actions Use mime to represent different activities Identify different types of weather Reinforce knowledge of the environment

• • • • •

Material panda puppet, playhouse poster, blue tack, crayons, CD Audio, flashcards (sunny, snowy, rainy, windy), Activity Book (page 33)

•

Warm Up

(mime putting on a hat) When it’s cold and snowy (Shiver and say Brrr) Come outside. (Point outside) Put on your scarf And play with us!

• Play the Hello Song (CD Track 04) and greet the • 88

•

children using Pandy. Ask a few children: What’s your name? and ask others: Are you happy?

Using blue tack, stick the flashcards (sunny, windy, snowy, rainy) on different parts of the playhouse poster. Invite children or groups of children to touch or point to the different cards. Ask: What’s the weather like?

Show a picture of a snowman and a scarecrow and talk to the children about their clothes. Then ask them in L1 where they think they can find a scarecrow, and what it is used for. Then ask them if they have ever made a snowman.

I’m a little scarecrow, (mime little) Short and fat. (mime short and fat) Here is my T-shirt, (Mime putting on a T-shirt) And here is my hat. (mime putting on a hat) When it’s hot and sunny (Fan and say Uff! Uff!) Come outside. (Point outside) Put on your sunhat (mime putting on a hat) And play with us!

Lesson

• Distribute the Class Books. Look at the picture on

•

page 66. Ask the children to point to Ben and Pandy dancing with the snowman and say: Look, Ben and Pandy are dancing with the snowman; it’s a snowy day. Ask them to point to his scarf and his hat. Then point to Gina and Sue dancing with the scarecrow and say: Look, Gina and Sue are dancing with the scarecrow; it’s a sunny day. Ask the children to identify his T-shirt and his sunhat.

Listen to the song (CD Track 38) and ask the children to point to the pictures in their books.

Play the song again and show the children the actions. Listen again encouraging the children to do the actions.

Trac k 38 Speaker: Sing and do.

I’m a little snowman, (mime little) Short and fat. (mime short and fat) Here is my scarf, (mime putting on a scarf) And here is my hat.

Panda Pointer Bear in mind that the children should not be expected to sing all the words to the song.

Encourage them to follow along doing the actions.

Health Education Point out to the children (in L1 if need be) that it’s important to go outside and play when it is hot or cold.

•

Extension Collect the Class Books, distribute the Activity Books and show the children where page 33 is.

Ask the children to choose between the snowman and scarecrow and colour it.

•

Closing

• Collect the Activity Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 4 Language sunny, snowy, Review: boots, T-shirt, dress, scarf, gloves, hat, sunhat, sandals

• •

Objectives Identify key vocabulary Develop visual discrimination Learn how to use / place stickers Use general knowledge to classify clothes Connect clothes with weather conditions Reinforce knowledge of the environment

• • • • • •

Material panda puppet, unit stickers, CD Audio, Playhouse poster or Coloured Shapes poster

•

Warm up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Review the Snowman and Scarecrow song with the class (CD Track 38). Do the actions.

• Use the Playhouse poster to review key •

vocabulary. Hide a flashcard behind the door of the playhouse, knock on the door, and then encourage the children to guess what it is.

Memory Game: Show the children the flashcards for sunny, snowy, rainy, windy. Place each card on one of the sections of the coloured shapes poster.

Ask: Where’s sunny? Red or blue? children say the colour of the shape the flashcard for sunny is.

When the children have seen or said the words, turn the cards face down one by one. Point to the card which is faced down over and ask: What’s this? Give the children time to remember, then turn the card over to see if they were right. Repeat with the other cards. Then use the rest of the flashcard.

Lesson

• Distribute the Class Books. Look at the pictures on • • • •

page 67. Ask the children to identify the items of clothing and their colour. Ask: What’s this? (A dress). What colour is it? What are these?

(Gloves). What colour are they?

Show the children the sticker page and point to the sun symbol and say: Sunny (Fan yourself and say: Uff! Uff!) Then point to the snowflake symbol and say: Snowy (Shiver and say: Brrr!)

Invite the children to remove a sunny sticker and stick it on the grey circle next to the dress. Help the children to say: It’s sunny! (Wear your) dress!

Then help the children to stick the appropriate symbols one by one on the circles according to the clothes.

Encourage the children to point to each item of clothing and read the symbol and the clothes.

Extension activity The children sit in a circle. Place the clothes flashcards in the centre of the circle. Say: (Rosa) give me the dress. Show the dress and say: You wear this dress on a sunny day! While you show the sunny flashcard. Do the same with the rest of the flashcards. Alternatively say the word: Sunny and the children must bring you a clothes flashcard suitable for this type of weather. Use also flashcards for snowy, windy and rainy.

•

Closing

• Collect the Class Books.

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

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Unit 8

The Weather

Lesson 5 Language snowy, sunny, rainy, snowman, scarecrow, boots, sunhat, umbrella, sunhat Review: hat, scarf, sandals, boots, gloves, dress

• •

Objectives Identify different types of weather Develop listening comprehension Connect clothes with weather conditions Reinforce knowledge of the environment Develop cultural awareness

• • • • •

Material panda puppet, unit flashcards and clothes flashcards, Playhouse poster or coloured shapes poster, CD Audio, Activity Book (page 34)

•

90

Warm Up

Trac k 39

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Use the flashcards and the Playhouse poster or the

Speaker: Listen and point.

Boy: I live in a cold, snowy place. I always wear boots.

Girl: I live in a hot, sunny place. I always wear a T-shirt.

Boy: I live in a rainy place. I always take my umbrella with me.

•

coloured shapes poster to review the key unit vocabulary (sunny, snowy, rainy, windy, umbrella, snowman, scarecrow).

Stick the clothes flashcards around the classroom.

Ask the children to identify them and say the words aloud. Explain in L1 that they are going to say their favourite clothes. They stand up in small groups and touch their favourite clothes. Help them to say the words for the clothes aloud.

• Collect the Class Books and distribute the Activity

Lesson

• Distribute the Class Books and help the children to

•

•

•

•

find page 68. Point to the photos and ask: What’s the weather like here? 1st photo: It’s a snowy day!

2nd photo: It’s a rainy day! 3rd photo: It’s a sunny day!

Present the listening (CD Track 39) by pointing to the different scenes in your book. Repeat the listening and ask the children to follow the listening in their books.

Explain in L1 that each child lives in a different place where the weather conditions are different.

The children compare these situations with their own and say if they live in a sunny, snowy or rainy place. Help them to say for example: I live in a (sunny) place.

Books and crayons and show the children where page 34 is. Review the weather icons on the board, draw each one and ask the children to identify them. Then elicit the words from the children pointing to different images and asking: What’s the weather like? Is it sunny or rainy?

Explain the task, the children have to identify the weather icons and the pictures and circle the odd one out in each row. Do the first example with the children: Sunny, sunhat, scarf, sandals. Circle scarf.

Walk around the class checking the children’s work and helping those who are struggling.

Extension Ask the children to choose their favourite weather and colour the icon and the pictures related to it.

•

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 6 Language windy, sunny, rainy, snowy, umbrella What’s the weather like here?

Review: kite, sunglasses, boots, gloves, scarf, umbrella, colours

• •

Objectives Identify weather icons Develop fine motor skills Identify and name key vocabulary Connect clothes with weather conditions Reinforce knowledge of the environment

• • • • •

Material panda puppet, crayons, CD Audio, Coloured Shapes poster, unit flashcards

•

Warm up

Closing

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Play the song of the unit (CD Track 38) and invite the children to sing and do the actions.

• Place different flashcards on the coloured shapes

• Sing the Bye Bye song (CD Track 06) using Pandy

poster using blue tack. Say a word, for example: snowman. The children shout out the colour where the card is placed. Repeat with the other words.

Extension If the children are more confident with the language, say, for example: Red and encourage the children to say the name of the picture on the red section of the poster.

•

Lesson

• Distribute the Class Books. Look at page 69 and •

ask the children to point to Pandy. Ask them to point to the kite, sunglasses, boots, gloves, scarf.

Distribute the crayons and allow time for the children to finish the items that are in dotted lines (the wind, the snowman).

Panda Pointer For children this age colouring within the lines will still be challenging. Encourage them through positive reinforcement.

• Then point to the first scene and ask: What’s the

weather like here? Elicit: It’s windy. Point to the kite and say: Pandy’s flying a kite. Point to the windy icon. Do the same with the following pictures: 2nd picture: Pandy’s having an ice cream on a sunny day. 3rd picture: Pandy has got an umbrella on a rainy day. 4th picture: Pandy is making a snowman on a snowy day.

at the end of the lesson.

Extension Say the weather words and get the children to mime the action. For example say: It’s windy! The children mime flying a kite, or say: It’s sunny and the children mime eating an ice-cream, or say: It’s rainy and they mime holding an umbrella.

•

91

Unit 8

The Weather

Lesson 7 Language sunny, rainy, snowy, cold, snowman, umbrella Review: sunhat, sunglasses

• •

Objectives Identify key vocabulary Develop listening comprehension Distinguish between items in a picture Connect clothes and actions with weather conditions Reinforce knowledge of the environment

• • • • •

Material panda puppet, unit flashcards and clothes flashcards, CD Audio, Playhouse poster, Activity Book (page 35)

•

Warm Up

• •

Play the Hello Song (CD Track 04) and greet the children using Pandy.

Play a game with flashcards of the unit and the Playhouse poster.

• Collect the Class Books and distribute the Activity •

Lesson 92

• Distribute the Class Books and show the children • •

where page 70 is. The children identify the characters. Hold up the flashcards (sunny, snowy, rainy) and have the children identify them in their books by pointing to the correct picture.

Point to the picture of Gina and ask: Is it rainy or sunny? Repeat with Pandy and Ben and then with Sue. Play the listening (CD Track 40) and explain the task: the children have to point to the right picture, according to the instructions on the CD. Pause after each part so the children have time to point to the correct picture.

Trac k 40 Speaker: Gina:

Listen and point.

What a lovely day!

It’s sunny!

I’m wearing my sunhat.

Point to my sunhat, please.

Pandy, Ben: It’s a snowy day.

Brrrr! It’s very cold!

Look at our snowman.

Point to the snowman, please.

Sue: It’s a rainy day.

I love rainy days, Look at my umbrella.

Point to my umbrella, please.

Books and crayons. Show the children where page 35 is.

Explain the task: the children have to circle the corresponding picture according to your instructions. Demonstrate the activity (circling) before beginning the activity. Point to the first row and say: Snowy. Circle the snowy scene. Pandy’s making a snowman. Point to the second row and say: Sunny. Circle Gina in a sunny scene. Point to the third row and say: Windy. Circle the windy scene. Ben’s flying a kite.

Extension Mime an action connected to weather, for example make flying a kite and elicit: It’s windy! Then ask a child to come and mime the action while the class guess. Repeat until all the children have had a turn.

The children can colour their favourite scene in each row when they have finished doing the listening task.

• •

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Lesson 8 Language Vocabulary of the unit

•

Objectives Identify key vocabulary Develop fine motor skills Work on creativity Talk about weather preferences Connect clothes with weather conditions Reinforce knowledge of the environment

• • • • • •

Material panda puppet, flashcards, coloured shape poster, crayons, end of the unit sticker Optional: cutouts of scenes with different weather

• •

Warm Up

• Play the Hello Song (CD Track 04) and greet the children using Pandy.

• Review the Snowman and Scarecrow song (CD

•

Track 38) with the CD and the flashcards. Stick pictures snowman, the scarecrow, the hat, the scarf and the T-shirt around the room. The children point to them when they are named or mime the actions.

Place different unit flashcards on the coloured shapes poster using blue tack. Say a word, for example: sunny. The children shout out the colour where the card is. Repeat with the other words.

Extension if the children are more confident with the language, say, for example: Blue and encourage the children to say the name of the picture on the blue section of the poster.

•

Lesson

• Open your Class Book at page 71. Explain to the

•

children (in L1 if need be) that they need to draw a picture of their favourite weather. When they have finished, they can show their picture to a friend. Children who are more confident can try to explain their pictures using the new words they have learned in English, for example: My favourite weather is sunny.

Collect the books and congratulate the children on their good work.

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson.

Extension Make a class weather poster. Divide the poster into four parts, draw weather icons as titles in each part: sunny, rainy, windy, snowy. Hand out the cut outs of scenes with different weather, and some blue- tack. Have the children stick their scenes in the appropriate part of the poster. You can bring cut outs of clothes too and the children can classify them by sticking them in the appropriate part of the poster.

Do a class survey to find out which weather the children prefer and have a graph with the results to hang on the wall. Ask: (Giulia), what’s your favourite weather? Elicit: Sunny, windy... Once the children have expressed their opinion, look at the graph and comment on the results: Look, many children like (sunny) weather!

•

•

93

Teachers’ book notes - Story 3

Clean Clothes Lesson 1 Language Pandy, Sue, trousers, T-shirt, dress, skirt, shoes, socks, clean, dirty, the (dress) is clean, the (trousers) are dirty Review: colours, characters, clothes, weather

• •

Material panda puppet, CD Audio, storycards

•

94

Warm Up

Trac k 41

• Before reading the story, get the children to look

Speaker: Story 3 - Clean Clothes.

Narrator: Look! It’s a sunny day. It’s hot! Pandy’s washing his clothes.

Pandy: la la la la la la

•

•

at their Class Book at page 72 and name the clothes in the illustration.

Point to the T-shirt in the basket on the left and say: Clean. Then, with your finger trace the dotted line from the skirt on the clothes line to the basket, explaining that the clean clothes hanging up, have to go in the basket where the T-shirt already is.

Now draw the children attention to the basket on the right. Point to the trousers and say: Dirty.

Explain to the children that this is the basket for dirty clothes. Trace with your finger the line from the dirty T-shirt to the basket, then get the children to join all the dirty clothes to this basket.

Before reading the story, get the children to guess why some of the clothes are dirty. Then check if they guessed right after reading the story.

Lesson

• Show the storycards one by one as the children listen to the story (CD Track 41) • Stop after storycards 6 and ask: What’s wrong?

What happened?

• Listen to the children’s answers.

• Show storycards 7 and ask: What’s going to happen next?

Narrator: Pandy is hanging up his socks.

Pandy: Mmmm. Nice clean socks!

Narrator: Pandy is hanging up his T-shirt] Pandy: Mmmm. A nice clean T-shirt and clean socks.

Narrator: Pandy is hanging up his trousers Pandy: Mmmm. Nice clean trousers, a clean T-shirt and clean socks.

Narrator: Pandy is hanging up his shoes.

Pandy: Mmmm. Nice clean shoes, clean trousers, a clean T-shirt and clean socks.

Narrator: Oh no! What’s wrong, Pandy?

Narrator: Oh no! The bird has dirty feet!

Pandy: Oh no! Horrible dirty shoes, dirty trousers, a dirty T-shirt and dirty socks.

Narrator: The birds help Pandy Pandy: Hurray! Thank you! Clean clothes!

Bird: …and clean feet!

Panda Pointer Keep in mind that children will need to hear the story a few times before they become familiar with the set up and the vocabulary.

• Play the story again (CD Track 41) and ask the •

children to point to the correct storycard as they listen to the dialogue.

Act out the story.

Closing

• Sing the Bye Bye song (CD Track 06) using Pandy at the end of the lesson and wave goodbye to the children.

95

Teaching Tips Take home pages

page

99

Games

page

100

Introduction

Games bank

pages 101-104

(Flashcard games, TPR games, Ring games, Games to develop the senses)

Story Telling Tips

page

105

Assessment Progress chart

page

106

(Formative assessment) Photocopiable

End of unit Assessment (Summative evaluation) Photocopiable

pages 107-108

Teaching Tips

Take home pages Take home pages - Activity Book Page 37-44 The take home pages are pull-out pages with two pages each (front and back). The children may take them home in order to create a link between school and home. The aim of these pages is to reinforce the content of previous units, while carrying out an alternative activity. These pages should be treated as games for the children to play with. They are supposed to be used at school with the teacher first, so that the children are fully aware of what to do with them before taking them home.

The children’s parents or guardians should receive information on how these pages are to be used, in order to help the children play with them successfully.

Note: Children at this age cannot use scissors well yet. But different options may be adopted such as using punchers, having the teacher help, cutting the page out at home and doing the page with family.

There are four Take home pages in Pandy the panda two: Take home page 1: Make puppets (Activity Book pages 37 and 38) This page is to be carried out after Units 1 and 2 and can be found on pages 37 and 38 of the Activity Book. Focus the children attention to the cards and elicit the family vocabulary pointing at different cards.

Tell the children to colour the people and animal in the card and then cut them along the dotted lines. They can use with the cards like puppets.

Take home page 2: Make a puzzle (Activity Book pages 39 and 40) This page is to be carried out after Units 1 and 2 and can be found on pages 37 and 38 of the Activity Book. Focus the children’s attention on the two scenes, and elicit the key vocabulary by pointing to different items in the pictures. Then, explain to the children that they have to cut the scenes into four pieces in order to make a puzzle, and then put it back together to form the scene again. Tell the children to colour the two scenes or the scene they like the most, before they cut along the dotted lines to turn it into a puzzle. Once the children have made the puzzle, tell them they can take it home to play with it with their family.

Take home page 3: Make a crown (Activity Book pages 41 and 42) This page is to be carried out after Units 5 and 6 and can be found on pages 41 and 42 of the Activity Book. Focus the children attention to the items at the botton of the page (toys and animals) and elicit the vocabulary. Then ask the children to cut them and glue on the crown, where they like more. The make the crown more ‘precious’ you can invite the children to decorate it with golden paper. Children can wear the crown at birthdays or during the games, as they like.

Take home page 4: Play Dominoes (Activity Book pages 43 and 44) This page is to be carried out after Units 7 and 8 and can be found on pages 43 and 44 of the Activity Book. Focus the children attention to the items and elicit key vocabulary. Then invite the children to colour the drawings and cut along the dotted lines to turn them to dominoes cards. Once the children have made the dominoes, tell them they can take it home to play with it with their family.

99

Teaching Tips

Games Introduction Games are particularly important, as children play everywhere. They form part of children’s daily activity and experience. Children interact with their playmates, have fun and use language in a natural and uninhibited way through playing games.

Julia Khan says “Children play and children want to play, they learn through playing. In playing together, children interact and in interacting they develop language skills” Games provides: • Contexts for play • Reasons for playing • Routines for playing Language practice games: They involve repeated use of a particular language item, where the language form is given and controlled. These games are like language drills, they offer opportunities for repetition of language items that are intended to be learned, because it is assumed that engaging in such repetition will lead to learning of the language.

Using games may certainly be an effective way of making repetition of language natural and purposeful for young learners.

100

Teaching Tips

Games bank Flashcard games They help the children to develop their interpersonal or social intelligence. The flashcards are colour coded, they can be use as a colour code to identify, associate and classify words.

• Who are you? Give the character flashcard to 3 different children. Ask: Who are you? They show their card and say, for example: I’m Ben. • Knock, knock! Use the flashcards for Pandy, Ben and Gina. Show the cards and elicit the characters’ names: Pandy, Ben and Gina. Hide different cards behind the door of the playhouse. Knock on the table and say: Who’s in the playhouse? Ben? Pandy? Gina? Open the door and check. Repeat with the other characters. This game is use with different lexical sets change the question: What’s in the playhouse?

• Hello! Place the flashcards of the characters on different walls. Encourage the children to come up in small groups, wave to them and say for example: Hello (Ben) Hello my friend!

• Favourite colour: Stick the colour flashcards around the classroom. Explain to the children in L1 that they have to say their favourite colour, stand up and touch the corresponding colour on the wall. Tell the children to stay near the colour until the end of the game so they can see who likes the same colours.

• What’s different? Use 3 flashcards of one set for example member of the family and one flashcard of a colour.

Point and ask: What’s different? Children have to identify which one is different. They identify that the colour flashcard is different.

• Coloured shapes poster: Place different (body) flashcards on the coloured shapes poster using blue tack. Say a word, for example: Head. The children shout out the colour where the card is. Repeat with the other words. If the children are more confident with the language, say, for example: Red and encourage the children to say the name of the picture on the red section of the poster.

• Odd one out: Choose colour and family member flashcards. Show them one by one and elicit the words. Then choose three colours and a member of the family. Say the words and elicit the odd one out. Repeat this procedure with different sets of flashcards choosing different odd ones out each time.

• Guess! Play the following game with flashcards (eg. table,chair, window). Shuffle the cards. Then place them face-down on your table. Choose one picture and show it to the class without looking at it. Ask: Table? Book? 101 Invite the children to say No until you guess the correct word. When you guess the word say it and ask the children to repeat the word with you. Shuffle the cards and play again.

• Form a circle: The children sit in a circle. Place the flashcards for boy, girl, granny, grandad, sister, brother, baby in the centre of the circle with space around them for the children to move. Invite groups of 4 children to stand up and hold hands. Say, for example: Look! It’s granny! The children in the group of four form a circle around the flashcard depicting granny. Continue until all the children have taken part in the game.16 • What’s missing? Play with the flashcards of a unit. Show them to the children one by one and ask them to identify each one. Remove one flashcard and repeat the procedure. Encourage the children to identify the missing card. Shuffle the cards and repeat the game several times.

• Touch! Play a game with the flashcards of a unit. Place the cards on different sides of the classroom. Invite a child or groups of children to touch the cards according to your instructions Say: Touch (dog). The rest of the class repeats the word aloud.

• Pass the flashcards: Ask the children to sit in a circle and play Pass the flashcards with the whole class. Hand out the flashcards of the unit one by one and elicit the words. Ask the children who haven’t got a flashcard to clap their hands three times: Clap, clap, clap. Then ask the children holding the flashcards to pass them along.

Then say: Show me the (sandwich). The child holding the appropriate flashcard shows it. Repeat the procedure many times so all the children have the opportunity of holding up their flashcards.

• Pass game! Use the flashcards of a unit and play the following game. Sit the children in a circle. Hold up a flashcard of (a coat) and say: I’ve got a coat. Pass it to the child beside you, and get him to do the same. Continue passing the flashcard until all the children have had a turn, then repeat with the other (clothes) or flashcards from different units.

• Look and guess! Play this game with the unit flashcards. Show the cards and ask the children to identify them.

Then put the cards on your table, choose one card and cover it with a piece of paper so the children can’t see it.

Move the paper around slowly and ask for example: What is it? A dog? A mouse? The children say the word when they recognise the animal. Repeat with different cards. (It is more challenging to put the flashcard upside down.)

• Memory game: Show the children the flashcards of the unit. Select four flashcards. Place each card on one of the sections of the coloured shapes poster. Ask: Where’s the skirt? Green or blue? (children say the colour of the shape the skirt flashcard is on). When the children have seen and said the words, turn the cards face down, one by one. Point to a card which is face down and ask: What’s this? Give the children time to remember, then turn the card over to see if they are right.

Teaching Tips

TPR games They are use to exercise corporal expression, rhythm, miming, spatial orientation and listening comprehension.

•

• • • • • • 102

• • •

Open and close! Tell the children to open and close their books according to your instructions. Give instructions very slowly at first and gradually get faster and faster. A variation of this game using the children’s eyes and mouths! Demonstrate by saying Open! and open your eyes and mouth at the same time. Then say Close! and close your eyes and mouth at the same time. Tell the children to listen and watch very carefully and play the game. Start slowly at first and gradually get faster and faster.

Touch colours!: Play a game using colours. Say: Touch red! The children have to touch something red without moving from his or her seat. Do the same with yellow, white, pink , etc.

Pass and show: Pass out the flashcards to six different pupils. Say the words (Example: boy, girl, granny, grandad, mummy, daddy) one by one and encourage the children to hold up their card when they hear the word.

When they have each held their card up, tell them to pass the six cards to six different children. Repeat the game until all the children have had a turn.

Traffic light: Draw a large traffic light on the board, or bring one. Say the following poem and point to the traffic lights and mime while you are saying it. Invite the children to do the actions. STOP says the red light! (Mime stopping and point to the red light) GO says green! (Mime going and point to the green light) WAIT says the yellow light in between! (Mime waiting and point to the yellow light).

Boy or girl? Randomly pick groups of 5 or 6 children and have them stand in a row at the front of the class.

Hold your hand above the head of different children and encourage the rest of the class to say boy or girl. Repeat with different groups of children.

Simon says: Play this game using the actions learnt so far. For example: Clap your hands! Shake your arms!

Bend your legs! Touch the ground! Touch your shoulders! Children do the action if it the teacher says Simon says!

‘Hide and Seek’: Explain (in L1 if need be) that one person counts while the others hide. Use the panda puppet to do an example. Invite a child to come to the front of the class and tell him or her to cover his or her eyes.

The rest of the class counts to six aloud while the panda puppet is hidden somewhere in the room. Say: Open your eyes and the child at the front tries to find Pandy. Repeat this procedure more times. Use page 23 of the Pupil’s book to play hide and seek with the characters. Pandy is counting and the children can hide the character stickers in the rooms of the house.

Point: Place four flashcards of the unit on different sides of the class and ask the children to point to them according to your instructions. Say, for example: Point to the (mouse). Repeat this with the other animals very slowly first then more quickly to make the activity like a game.

It’s raining! Take out the cut outs of raindrops and snowflakes. Ask the children to stand in a circle. Ask them to go round while you drop some raindrops on their heads. Say: It’s raining. Encourage them to say: It’s raining.

As the raindrops are falling. Then the children will have a lot of fun picking the drops up. Then do the same with the snowflakes. Say: It’s snowing.

On/Under Play this game with Pandy. Place the puppet on and under different objects in the classroom, say: Where’s Pandy? and elicit the corresponding preposition from the children. Then invite a volunteer to the front of the class and ask them to do the same thing with Pandy. Encourage the child to ask: Where’s Pandy? and the rest of the class to answer accordingly. Follow the same procedure by placing a crayon on and then under your table and chair. Elicit the corresponding preposition On or Under with the question Where’s the crayon? and Yes or No with the question Is the crayon on/under the table/chair?

Teaching Tips

Games in a circle These help the children to practise language and develop gross motor skills.

• • •

• • •

•

•

• •

The playhouse: Get the children to sit in a circle. Say: Follow me. Let’s make a circle. When the children are seated, slowly and mysteriously open up the playhouse poster and show it to the class. Say: Look! It’s a playhouse. Point to the playhouse and ask: What’s this? to different children. Encourage them to try to repeat the word: playhouse.

Statues: Ask the children to form a circle. Then play some music and ask them to dance. Stop the music and say: Touch your shoulders! The children remain in this position till the music begins again. Repeat this many times using different instructions.

Happy Helper game! Show the children the actions and say for example: Make the bed! Push the chair! Clean the table! Encourage the children to copy the actions. Explain them that you are going to say one of the actions and that you want them to do it as quickly as they can. Tell the children to stand in a circle at the front/back of the class and start by saying the actions slowly and then gradually say them faster and faster. Invite several volunteers to take your place and say the actions.

Thank you! Sit the children in a circle. Put the following toys and classroom objects in the centre: a ball, a doll, a teddy bear, a puzzle, a book, a pencil, a crayon. Ask different children to follow your instructions: (Rosa), give me the (ball), please! When the child does the action, say: Thank you! In order to practise the colours, use different coloured objects and ask for example: (Rosa) Give me the purple ball, please!

Count and give: Children sit in a circle. Put some apples, pears and bananas in the centre. Ask various children to follow your instructions, for example: (Paula) Give me three apples, please! When the child does the action say: Thank you! In order to practice counting, invite the class to count aloud. Say: one, two, three apples. Repeat the game with the rest of the items asking for one, two or three items.

Hide and seek 2nd version: Play with the flashcards of house and food. Ask the children to sit in a circle.

Show the flashcards of the house one by one and elicit the rooms. Put them on the floor in the centre of the circle so everybody can see them. Then distribute the food flashcards and ask different children to show their flashcard and say the word, for example: a banana. Then ask everybody to close their eyes and the child who’s got 103 the banana hides it under a room of a house. Then ask: Is the banana in the bedroom? Elicit Yes or No. Ask till the children guess where the banana is. Repeat the game with the rest of the food. Once the children are familiar with the game, help them to ask the questions.

Pass the Parcel. Get a fairly small sized toy and wrap it up with lots of layers of wrapping paper and place it in several different sized boxes. Sit the children in a circle and explain that you are going to play some music and give them a parcel to pass round the circle to each other. Tell them that when the music stops whoever’s holding the parcel has to take a sheet of wrapping off. The child who takes the last sheet of wrapping paper off the toy is the winner and they get to keep the toy for the rest of the day or until the next lesson.

One, Two, Three Jump! Ask the children to stand in a circle and explain that they are going to play a jumping game. Tell them that when you say One they have to jump once, Two they have to jump twice, and Three they have to jump three times. Invite a volunteer to demonstrate with you to the rest of the class. Start slowly at first and gradually get faster. Say the numbers in the right order to start with, then backwards and then at random. Invite some of the more confident children to take your place.

I like! Sit the children in a circle. Place the food or animal flashcards in the centre of the circle with space around them for the children to move. Invite one group of 4 children to stand up and hold hands. Say, for example: I like (biscuits) and tell the children to form a circle around the flashcard for biscuit on the floor. They say: I like (biscuits) Repeat with other groups of children and other words.

The Day/Night game. Bring in a large pile of magazine cut-outs depicting day and night scenes (people sleeping, getting up, working, playing, owls at night, starry sky, early morning sky and so on) for the children to look at. Sit the children in a circle, show them one picture at a time and have them shout out Day or Night accordingly.

Teaching Tips

Games to develop the senses Children perceive the reality though their senses and this help them to develop intellectual capacities. As young children progress from pre-logical to logical thought, they become increasingly aware of the world around them.

These games involve the use of attention and memory which then leads to observation and reasoning.

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Let’s make animal sounds: Choose an animal flashcard and imitate the animal sound without showing it to the children. They guess the animal and say for example: (It’s a) cat. Show them the flashcard to confirm their answer. Repeat this procedure asking different children to imitate the animal sounds. Another option: Divide the class into different groups of animals. Show a flashcard and encourage the children from that group to make the correct noise. The rest of the class says the name of the animal.

Guess by touching! Place the realia one by one in a paper bag (examples: apple, banana, pear, empty orange juice carton) Elicit the words: apple, banana, pear, orange juice. Ask various children to identify them by touching them. Ask for example: (Rosa) give me the pear! Rosa puts her hand inside the bag and searches for the pear without looking inside. She takes it out, shows it to the class and says: a pear. Ask: what colour is it? Elicit its colour (brown? green?). Repeat this game with the rest of the children. This game can be done with toys, classroom objects, plastic animals etc.4 Smell and say! Take a banana, an apple, a pear and an orange, or pieces of each fruit, ask different children to smell the fruit one by one. Smell and say: Orange! Yummy! Do the same with all the items. Then ask the children to close their eyes and guess the fruit just by smelling it.

Series: Give each child a piece of coloured paper, make sure you give out an even number of colours, for example: 4 blue, 4 red, 4 pink... Select 3 children (according to the colours they have) and get them to stand in a line creating a colour sequence, for example blue + blue + red + ... Then ask the class which colour is needed to complete the sequence (red). Repeat with the other group of four and other colour sequences until all the children have had a turn.

Hunt the colour! You call out a colour and the children in their groups have to find as many objects of that colour in the classroom as they can, within a certain amount of time (an egg timer could be used to measure time). Divide the children into four or five groups, depending on the size of the class, set the timer and say the word blue. When the timer buzzes ask the groups to show each other the blue objects they have found. Follow the same procedure for others colours.

Choo-choo game! Ask the children to stand in a circle and follow your instructions: You are trains! Choo-choo!

Encourage the children to move as a train and make its noise. Then say: Stop! Follow with a car-beep beep! Then a plane-Whoosh! Repeat the game saying the means of transport and encourage the children to mime them.

Yes or No game. Use the illustrations of the unit.. Say sentences about the pictures, for example: Gina’s wearing a blue skirt. Then say: one – two – three and encourage the children to say Yes or No according to the picture.

Guessing game! Invite two volunteers to come to the front of the class and ask one of them to close their eyes.

Whisper a word for example: book to the other child and give them a book to place in their classmate’s hands.

Then say: What is it? Once the child has said the word book allow them to open their eyes and look at the book.

Choose two other volunteers and repeat the whole procedure with a pencil. Continue the activity until everyone in the class has had a go.

Animal sounds The aim of this game is to identify animals by the sound they make. Show the children the flashcards of the animals one by one. Encourage them to imitate the animal each animal makes. Then divide the class into two groups, show one animal to one group and ask them to imitate the sound it makes. Then the other group has to identify it according to the sound it makes. Repeat this with different animals and finally swap roles.

Teaching Tips

Story telling tips • • • • • • • •

Use real stories, not just description of pictures, a real story has a beginning, middle and an end, and of course something is going on.

Create a relaxed atmosphere which mirrors story telling in the real children’s life. Sit the children close and around you in a semicircle. Children will notice that something different is going to happen.

Use story props, visuals and aural, when listening to a story in a foreign language children rely heavily on their eyes to help them understand.

Young learner’s stories have a lot of repetition so it is easy for the children to participate very soon in the narration.

Children can predict what comes next in the story Children love stories and they love listening to the same story again and again, take advantage of this.

In the repetition, tell the story in your own words. In this way you can create your own version of the story (adapt and improvise) Performance skills. Remember to: • Vary the volume • Pitch and tempo of your voice • use your face, body and gesture • let your body speaks • have a clear focus and maintain concentration • maintain engaging eye contact with the children • use different, exaggerated character voices • be dynamic • remember to pace yourself • use silences and pauses to add dramatic effect

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Teaching Tips

Assessment Progress Chart (Formative Assessment)

Class: ............................................. Unit: ............................................. Date: .............................................

Name of Activity: ..........................................................................................................................................

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106

very good

progressing

Participates actively in proposed tasks

Takes part in chants and group activities

Reviews colours

Uses: Hello, I’m…

Talks about greetings and introduces him/herself

Participates actively in proposed tasks

Takes part in chants and group activities

Develops listening skills

Uses: Who’s this? This is my…

Talks about family

Recognizes and names family members

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Participates actively in proposed tasks

Takes part in chants and group activities

Develops listening skills

Uses: Touch your… Shake your…. Bend your…

Talks about the parts of the body

Recognizes and names the parts of the body

Unit 2: My Body

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very good

very good

very good

progressing

progressing

progressing

(Summative evaluation)

Recognizes the names of the characters of the course

Unit 1: This is my family

• • • • • •

Starter Unit: Hello, my friends

End of unit Assessment

Participates actively in proposed tasks

Takes part in chants and group activities

Develops listening skills

Uses: Where’s ..? It’s in the… My (bedroom) is blue.

Talks about rooms in the house

Recognizes and names rooms in the house

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Participates actively in proposed tasks

Takes part in chants and group activities

Develops listening skills

Uses: I’ve got… I’m hungry! Yummy, Yuck, I like…

Expresses likes and dislikes

Talks about favourite food and drinks

Recognizes and names food and drinks

Unit 4: My Lunch

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Unit 3: My House

very good

very good

progressing

progressing

Name: .................................................................. Class: ......................................

Teaching Tips

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• Works on creativity • Uses: What colour is your T-shirt’ It’s…I’m wearing…

• Develops listening skills • Takes part in chants and group activities • Participates actively in proposed tasks

Uses: Mine, I’ve got… This (horse) is for you

Develops listening skills

Takes part in chants and group activities

Participates actively in proposed tasks

• • • • • • • • Talks about the weather • Asks about the weather

• Connects clothes with weather conditions • Uses: It’s cold, snowy, cloudy • Develops listening skills • Takes part in chants and group activities

Talks about toys

Reviews colours and shapes

Talks about toys and possessions

Uses: Let’s… This is my…

Develops listening skills

Participates actively in proposed tasks

• Participates actively in proposed tasks

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Recognizes and names toys

Recognizes and names the weather

Unit 8: The Weather

• Talks about favourite clothes

Shows a positive attitude towards animals

Recognizes and names clothes

Talks about favourite farm animals

progressing

progressing

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very good

very good

Unit 7: My Clothes

very good

very good

progressing

progressing

Name: .................................................................. Class: ......................................

Recognizes and names animals

Unit 6: My Toys

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Unit 5: A Farm

(Summative evaluation)

108

End of unit Assessment

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Teaching Tips

Glue here

Glue here

Glue here

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Playhouse Door

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Glue here

Glue here

Playhouse Window