Pandy_the_panda_TB_3

Magaly Villarroel ˜ Nina Lauder

Teacher’s Guide

3

Magaly Villarroel ˜ Nina Lauder

Puppet

Flashcards 3

Teacher’s Guide

Poster Pack

English for very Young Learners

Class CD 3 Teacher’s Guide 3

Song CD 3

Story Cards 3

Student’s Book 3

3

Activity Book 3

3

Teacher’s Guide

Magaly Villarroel ˜ Nina Lauder

Teacher’s Guide

3

Pandy the Panda - Teacher’s Guide 3

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.

• • • • • • • • •

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.

3

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.

4

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.

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)

- Suggestions in TB for rules and routines (S)

- Moody - Feelings of insecurity and omnipotence

- Clear and simple instructions. Teachers demonstrate the activities before pupils do them. (S)(I)

- Easily frustrated

5 - 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:

6

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.

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 instructions 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.

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 shapes, 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 111. 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.

7

Starter Unit

Welcome my friends!

Lesson 1 Language Pandy, Gina, Ben, Sue. hello, welcome friends, playhouse, boy, girl, counting to 6, hello my friends

•

Objectives Introduce the characters of the course Take part in a chant Learn how to greet others Develop fine motor skills Review counting to 6 Show a positive attitude towards English

• • • • • •

Materials panda puppet, Playhouse poster, crayons , CD Audio, flashcards (Ben, Gina , Sue and Pandy), Activity Book (page 2)

•

Warm up

8

• Wave and say Hello to the class. Encourage them to wave and say hello to you.

• 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 various children. Encourage them to try and repeat the word: playhouse.

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

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

Track 02 Speaker: Listen and say the chant.

Chorus: Hello, hello (Wave) Welcome my friends!

(Stretch out your arms) Welcome to our playhouse!

(Show playhouse poster) We are Sue, Gina (Show flashcards) Pandy and Ben! (Show flashcards) We’re here again!

Hello, hello (Wave) Welcome my friends!

(Stretch out your arms)

Lesson

• Say: Table time, table time - 1, 2, 3, 4, 5, 6. Tap •

•

six 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, Sue and Gina.

Show the cards and elicit the character’s name: Pandy, Ben, Sue, Gina. Hide different cards behind the door of the playhouse. Knock on the table and say: Who’s in the playhouse? Ben? Gina? Pandy?

Sue? Open the door and check. Repeat with the other characters.

Open the Class Book at page 2. Point to the characters and the playhouse and look surprised.

Say: Look! Pandy, Gina, Sue, 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 (Sue).

(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.

• (CD Track 02) • • •

Play the chant again. This time encourage the children to wave and say: Hello, my friends!

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

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

Point to a girl in the class and say: She’s a girl.

Then point to a boy and say: He’s a boy. Repeat this procedure with various children. Encourage the

• •

children to say boy or girl each time.

Then, help the children to find page 2. Point and ask the children to identify the characters and say their names. Ask them to identify the girls: Sue and Gina, and the boy: Ben. Then the children may colour their favourite character.

Finally, do a class survey to find out which character the majority like most. Name a character, and ask the children who have chosen that character to raise their hands so you can count them.

Closing

• Collect the Activity Books.

• Place the flashcards of the characters on different •

walls. Encourage various children to come up in small groups, wave to them and say for example: Hello (Pandy) 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, playhouse, Ben, Gina, colours, counting to 5, animals (horse, rabbit, sheep, mouse, donkey, duck), toys (train, balloon, plane, drum, ball, doll, car) food (sandwich, apple, orange juice)

•

Objectives Recognise the characters of the course Review animals, toys, colours and food Take part in a song Develop fine motor skills Review counting to 6

• • • • •

Materials panda puppet, CD Audio, flashcards of the characters, realia: balloons in many colours, red, pink, purple, brown, orange, black and white, Activity Book (page 3)

•

Warm up

• (CD track 02) Use the flashcards for Pandy, Ben, •

Sue and Gina. Show the cards and elicit their names.

Pandy, Ben, Sue, Gina. Stick them on the board and play the chant from the opening page of the Starter Unit. Encourage the children to do the actions.

Hand out some balloons to various children, elicit their colour each time. Elicit: Red, pink, purple etc.

Repeat, and invite the children to repeat after you.

Then play a TPR game using these balloons. Say a colour, and ask the child who has that colour balloon, to throw it to another child, then that child says the colour and throws it to another child.

Repeat the procedure till you catch the balloon.

Then do the same with the rest of the balloons.

Lesson

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

at page 3. Go round the class helping the children to find the right page.

Discuss the situation in L1. Pandy, Gina, Ben and Sue are playing together in the playhouse. Pandy and Gina are asking their friends to look for animals and toys on a big poster.

• Listen to the song (CD Track 03) and follow it in

your book, pointing to the pictures when they are named. Show the children the actions.

Track 03 Speaker: Chorus:

Listen and sing.

Look and find!

Animals and toys Look and find!

Animals and toys.

Ben: I can see Animals!

I can see a horse, A rabbit and a sheep.

A horse, a rabbit and a sheep.

Chorus: Look and find!

Animals and toys Look and find!

Animals and toys.

Gina, Sue: I can see toys!

I can see a train, a drum, and a plane.

A train, a drum and a plane

9

Starter Unit

Hello Pandy

• The animals and toys are not in any order on the • •

•

10

poster, so the children have to look for them as they are named. Say: Point to the (rabbit). Point to the (train). Point to the pink (balloon). Do the same with the rest of the words.

Play the song (CD Track 03) again and tell the children to point to the pictures in their books when they are named.

Say: Close your books and put away the Class Books. Distribute the Activity Books and help the children to find page 3. Ask the children to identify the pictures in each row and circle the odd one out. If necessary, do the first row together, explaining that the odd one out is the train because it isn’t an animal. Point to the duck and say: Is the duck an animal? Elicit: Yes from the children and ask the same question about the donkey and the rabbit. Finally ask: Is the train an animal? Elicit: No from the children and circle the train saying: It’s a toy, and encourage the children to repeat.

Finally ask the children to ‘read’ each row as you point to the pictures. Example: First row: duck, donkey, train, rabbit...

Closing

• Collect the activity books.

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

Unit 1

At the Park!

Lesson 1 Language park, slide, train, swing, bike, on the (train), sandpit, bench

•

Objectives Take part in a chant Talk about items found in a park Show a positive attitude towards learning Develop auditory skills Develop gross motor skills through actions Develop visual discrimination and fine motor skills

• • • • • •

Materials panda puppet, playhouse poster, CD audio, flashcards (slide, train, swing, bike, sandpit, bench), crayons, Activity Book (page 4)

•

Warm up

• Play the Hello Song

(CD Track 04) and greet the

children using Pandy.

Track 04

•

Speaker: Let’s sing the hello song.

Chorus: Hello! Good morning!

How are you?

I’m fine.

I’m fine.

I hope you’re fine too!

Panda Pointer 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.

• When the children have finished listening to

the Hello Song, go through different answers to the question: How are you? Explain that, instead of saying: Fine, thanks they can say, for example: I’m tired, I’m sad... Mime different emotions (happy, sad, tired) and encourage the children to do the actions and say the word. Then ask once more: How are you? and elicit different emotions from the children.

• Distribute the Class Books and help the children

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

•

Lesson

• Show the children the flashcards for slide, swing,

train, and bike. Encourage the children to listen and repeat the words. Show the children two of the cards and say the words. Then hide one of the two cards behind the door of the playhouse.

Encourage the children to knock on the table three times saying: 1 - 2 - 3. Ask, for example: What is it? A slide or a swing? Repeat with the other words.

Option: teach the children a short rhyme, for example: 1 - 2 - 3. What’s behind the door? Let’s open and see! Or: 1 – 2 – 3 What can you see?

Open the door and look with me!

find page 4. Talk about the picture with the pupils.

Point to the characters and ask: Who’s this? (Ben, Gina, Pandy, Sue). Ask: Is this Pandy? (No, it’s Ben). Explain that the children are enjoying a day in the park. Ask the children in class if they like going to the park, if there is a park near their house or near the school. Show the flashcards and ask the children to point to the different items in the picture.

Ask the children questions about the scene, for example: Is Ben on the slide or the swing? Is Sue happy or sad? Encourage the children to count the trees and the flowers in the scene.

Moral and civic education Point out that Sue is wearing a helmet and riding on the cycle path. Talk to the children (in L1 if necessary) about the importance of wearing protective gear and riding in safe areas.

•

11

Unit 1

At the Park!

• Point out that Pandy is not playing very safely on •

the swing. Tell the children that they need to be careful in the park or playground and not do more than they are capable of.

Play the chant In the Park (CD Track 05) and do the actions.

• •

Track 05 Speaker: Listen and say the chant.

Pandy: In the park on a sunny day! (hold hands above your head to mime the sun) Time for fun! (wave your arms in the air) Time to play! (clap three times) On the slide Whoosh, whoosh! (move your hands as if going down the slide) On the slide Whoosh, whoosh!

In the park on a sunny day! (hold hands above your head to mime the sun) Time for fun! (wave your arms in the air) Time to play! (clap three times) (mime pulling the whistle of a train) On the train Toot, toot!

In the park on a sunny day! (hold hands above your head to mime the sun) Time for fun! (wave your arms in the air) Time to play! (clap three times) On my bike Ring, ring! (mime riding a bike and ringing the bell) In the park on a sunny day! (hold hands above your head to mime the sun) Time for fun! (wave your arms in the air) Time to play! (clap three times) Pandy: On the swing Up and down! (move arms up in front of you and then down by your side) On the swing Up and down!

Woaaahhh!!!! (wave your arms as if falling)

12

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. Be patient.

• Play the chant again (CD Track 05) and encourage

•

the children to do the actions. Option: Divide the class into four groups: Gina, Ben, Sue and 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. The whole class can join in for the chorus.

Before distributing the Activity Books, show the

•

flashcards for bench and sandpit. Encourage the children to listen and say the words.

Distribute the Activity Books or have two children act as monitors and help hand out the material. Show the children where page 4 is.

Look at the Activity Book, show different flashcards and ask the children to point to the items in the illustration on the top half of the page. Point to the swing and ask, for example: Is this a swing or a sandpit?

Then tell the children to look at the picture on the bottom half of the page. Explain to the children that some of the things from the picture above are missing. Encourage the children to identify and then draw the missing objects. If there is time, they can colour the missing objects they have drawn.

Go round the class monitoring progress and helping any children who may be having problems.

Closing

• Explain that when someone leaves or when we

leave, we say bye bye in English. Play the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy.

Track 06 Speaker: Let’s sing the Bye Bye Song.

Chorus: Goodbye, goodbye It’s time to say goodbye!

See you soon!

See you soon!

Goodbye, goodbye!

Extension Tell the children to take out their gommets from the end of the Class Book. Say: Pandy-green (the children place a green sticker on Pandy) Say: Swings-red (the children place a red sticker on the swings) Collect the Class Books and the Activity Books.

• •

Lesson 2 Language sandpit, bench, slide, swing in, on, under, daddy, characters, where’s (Sue)?

•

Objectives Talk about objects found in the park Develop fine motor skills Develop visual discrimination

• • •

Materials panda puppet, crayons, coloured shapes poster, unit flashcards, CD Audio

•

Warm up

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

• Say sentences about the picture and encourage the

• •

• •

•

children using Pandy. Use Pandy to ask various children: What’s your name? Encourage the children to respond: I’m (Emma) or My name’s (Emilio).

Play the In the Park chant (CD Track 05) and encourage the children to join in, by doing the actions.

Show the children the flashcards from the previous lesson. Place four of the flashcards face up on the coloured shapes poster. Say, for example: Slide!

Encourage the children to say the colour where the flashcard of the slide is. Repeat with other words from the unit.

If the children are already quite confident with the new words, say a colour and get the children to say the name of the object on the colour, for example: Red - Slide

Lesson

• Distribute the Class Books and show the children

where page 5 is. Explain that Sue is with her father and Pandy in the park. Ask the children about the weather and remind them of the key vocabulary words from the previous lesson. Point to Sue and ask: Who’s this? (Sue). Point to Pandy and say: Oh! Look! Pandy’s under the slide! Point to Sue’s daddy and say: Look! Here’s Sue’s daddy.

He’s on the bench. Point to Sue and say: Look!

Sue’s in the sandpit.

Panda pointer To make prepositions of place easier to remember, encourage the children to do simple TPR hand signals to accompany the prepositions. For example, to show on, place one hand on top of the other; to show in, place one hand inside the other; to show under, place one hand beneath the other. Keep in mind that associating words with actions aids memory.

children to say yes or no according to whether the information is correct or not. For example, say: Sue’s daddy is on the slide (No). Pandy is under the sandpit (No).

Ask the children to count the trees, flowers and birds in the picture.

Tell the children to finish the picture by tracing along the dotted lines. As they are working, walk around the class checking their progress.

Moral and Civic Education

• Point out to the children (in L1 if need be) that it’s sometimes fun to play on our own and to create things on our own, just as Sue is doing with her sandcastle.

• Place a chair and a bag or box at the front of the room. Call on various children or pairs of children to come to the front of the room. Say, for example: Pandy is under the chair. The children place Pandy under the chair. Repeat with other children and other instructions. More confident children in the class can give instructions to their classmates.

Closing

• Collect the class books.

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

13

Unit 1

At the Park!

Lesson 3 Language swing, train, slide, sandpit, It’s a rainy day, Pandy can’t play on the swings. What colour is (your train)?

•

Objectives Take part in a song Recognise and talk about things found in a park Develop gross motor skills through actions Develop listening skills

• • • •

Materials panda puppet, playhouse poster, crayons, CD Audio, flashcards, Activity Book page 5

•

14

Warm up

Track 08

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

Using the flashcards and the playhouse poster, •

Speaker: The weather Song.

Teacher: What’s the weather? What’s the weather?

What’s the weather like today?

Is it sunny? Is it rainy?

Is it hot? Or is it cold?

•

review the key vocabulary from the unit. Hide different cards behind the door and encourage the children to guess which card is hidden.

Play the Circle Time Song (CD Track 07) and sit the children in a circle. Pass the flashcards around the circle encouraging the children to say the word on the flashcard as they pass it to the next child.

What’s the weather? What’s the weather?

What’s the weather like today?

Is it cloudy? Is it windy?

Is it hot? Or is it cold?

Track 07 Speaker: The Circle Time Song.

Teacher: Form a circle, Form a circle, Form a circle, With me, please.

Lesson

• Distribute the Class Books and show the children

• Look out the window and ask the children about •

the weather. Is it sunny? Cloudy? Hot? Cold?

Rainy?

Play The Weather Song (CD Track 08) and talk about the weather the children like and don’t like.

• •

where page 6 is. Look at the picture and name the characters (Gina, Sue, Ben, Pandy). Ask the children what the weather is like (it’s rainy). Ask the children how the characters feel: Are they happy? Why are they sad? Explain to the class that the children are sad because they can’t go out to the park to play, due to the rainy weather.

Point out that the duck is very happy playing in the puddle.

Ask the children to identify different items in the picture. Show different flashcards and say, for example: Look! A sandpit! Point to the sandpit!

Listen to the song. Show the children the actions.

Listen again encouraging the children to do the actions.

Track 09

Closing

Speaker: Listen and sing.

Teacher: Pandy can’t play on the swings today (swing your arms, shake your head) Swings today, swings today.

Pandy can’t play on the swings today It’s a rainy day! (mime raindrops using your fingers)

• Collect the Activity Books.

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

Ben can’t play on the train today, (mime pulling the wistle of a train, shake your head) Train today, train today.

Ben can’t play on the train today.

It’s a rainy day!

good-bye to the children using Pandy.

Extension Hand out blank pieces of paper and encourage the children to draw pictures of a rainy day in the park. These drawings can be kept in the child’s portfolio.

•

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

Sue can’t play in the sandpit today, (mime digging in a sandpit, shake your head) Sandpit today, sandpit today.

Sue can’t play in the sandpit today It’s a rainy day!

Gina can’t play on the slide today, (mime sliding with your arms, shake your head) Slide today, slide today.

Gina can’t play on the slide today.

It’s a rainy day!

• Look at the picture and talk to the children about •

their own experience when it rains and they want to go to the park. Encourage the children to think of alternative activities that they can do inside when it’s raining.

Option: Make a poster with sunny day and rainy day (or inside and outside) activities.

Moral and Civic Education Encourage the children to find pro-active solutions to situations that might seem disappointing.

•

• Collect the Class Books and distribute the

Activity Books. Show the children where page 5 is. Hand out crayons and explain the task to the children. Tell them they should ONLY colour the spaces where there is a dot. Allow the children to choose what colour they want, to complete the task. When they have finished, ask: What can you see? (a bench, a train). Ask various children: What colour is your (train)? More confident children can tell each other about their pictures saying: My bench is blue.

15

Unit 1

At the Park!

Lesson 4 Language slide, swing, sandpit, characters, in, on, under, Where’s Ben? He’s in the sandpit

•

Objectives Develop visual discrimination Learn how to use / place stickers Talk about things found in a park Review prepositions of place

• • • •

Materials panda puppet, unit stickers, flashcards, CD Audio, Coloured Shapes Poster

•

16

Warm up

Panda Pointer

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

• Play the Rainy Day song from the previous lesson

Children at this age are still developing fine motor skills. Some will have problems peeling off the stickers and placing them correctly.

• •

(CD Track 09). Encourage the children to sing along and do the actions.

Ask the children what the weather is like.

Play The Whispers Race. Place four flashcards on the coloured shapes poster. Ask the children to name the items. Get the children to stand in 3 lines facing the poster (with some space between the first child in each line and the poster). Whisper a word to the last child in each line. Say: 1, 2, 3 go!. Tell the children to whisper the word down the line. The first person in each line touches the correct card. The child who touches the card then goes to the back of the line. Repeat. After a few rounds, change the cards. Make sure each line of children has a different word to whisper down the line.

Lesson

• Distribute the Class Books and show the children

•

where page 7 is. Tell the children to look at the scene and describe as much as they can. Point, for example, to the slide and ask: Is this a swing or a slide? What colour is it? Explain to the children that Ben, Gina and Sue are in the park. Ask the children where they think each child will be. For example, point to the grey area in the sandpit and ask: Who’s here? Ben? Gina? Sue? Look at the sticker page with the children and talk about the stickers. Ask them to name the characters and then encourage them to place the stickers in the correct place on the Class Book page. Ask the children if their predictions were right.

• When the children have placed the stickers

correctly, ask questions about the picture. For example: Where’s Gina? (under the slide). Option: ask the children: Who’s in the sandpit? (Ben)

Closing

• Collect the Class Books.

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

Extension Play the Circle Time Song and sit the children in a circle. Place the flashcards for slide, sandpit, swing and bench 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! A bench! The children in the group of four form a circle around the flashcard with the picture of the bench.

•

Lesson 5 Language slide, bike, bench, train, swing, sandpit, I’m making a (slide). How many? Numbers 1-5

•

Objectives Talk about things found in a park Develop creativity skills Develop listening comprehension

• • •

Materials panda puppet, flashcards, CD Audio, Playhouse poster, Activity Book (page 6) Optional: play-dough or plasticine

• •

Warm up

Track 10

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

• Use the flashcards and the Playhouse poster to review key vocabulary from the unit.

• Play the Pandy Says Game. Review classroom

Speaker: Listen and say the colour.

Boy: I’m making a slide.

Whoosh, down my slide.

(Answer: red)

instructions through a game. Tell the children that you are going to give them instructions. They should only follow the instructions if you say Pandy says first. For example give the following orders: Pandy says stand up! (the children stand up). Pandy says sit down! (the children sit down).

Clap your hands! (the children do not clap).

Lesson

• • •

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.

Explain to the class that the children in the photos are making things you find in the park out of play-dough or plasticine. Ask questions about what they’re making, for example: What colour is the slide? What colour is the swing?

Explain to the children that they are going to listen and say the colour of the picture that is being described. Play the audio (CD Track 10) encouraging the children to listen and say the colour.

Boy:

Girl:

I’m making a swing.

Weee, on my swing.

(Answer: blue) I’m making a train.

Toot toot! On my train.

(Answer: green)

• Option: Hand out play-dough or plasticine to the children, and tell them to make something they find in a park out of the plasticine. If necessary, place the unit flashcards on the board or around the room.

Panda Pointer It is sometimes important for the children to be allowed a creative outlet in the English class.

Encouraging the children to make key vocabulary items out of different materials helps them remember words better, and at the same time helps them with muscle development in their hands.

• Collect the Class Books and distribute the

Activity Books and crayons. Before looking at the book, revise: How many? with different objects in the classroom. For example, point to the windows in the classroom and say: How many windows? One? Two? Three? and elicit the correct answer from the children. Repeat with other items.

More confident children can be encouraged to point to items in the class and ask: How many?

17

Unit 1

•

At the Park!

while the rest of the class answer. Then help the children to find page 6 in the Activity Book, and ask them questions about the picture, for example: Is it day or night? What can you see? Explain to the children that they need to look at the picture and circle the correct numbers. Do an example on the board if necessary.

Say: Look at the picture. How many swings? Elicit: Two from the children, then tell them to point to the number 2 next to the swing and to circle it.

Panda Pointer Not all of the children will feel confident reading numbers. Be sure to provide help and support for children who are struggling.

Extension Revise numbers by getting the children to count various items in the picture. Say for example: Count the stars! and get the children to count together: One, two, three, four, five!

Alternatively, use the picture to do a colour dictation. For example say: Colour the bike blue! Go round the class checking that all the children are managing, and congratulate them on their efforts.

• •

18

Closing

• Collect the Activity Books.

• Say and do the actions for the chant from the unit. (CD Track 05) • Play the Bye Bye Song (CD Track 06) and wave

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

Lesson 6

Language slide, train, swing, bike, sandpit, bench, park, colours. What’s different?

•

Objectives Identify objects found in a park Develop visual discrimination and visual literacy Develop fine motor skills Recognise the difference between images

• • • •

Materials panda puppet, playhouse poster, unit flashcards, CD Audio

•

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 09) and invite the children to join in and do the actions.

• Show the flashcards for slide, swing, bench and

For some children it will be challenging at first to identify the item which is different, as the differences are subtle. Be patient. Encouraging the children to work on tasks like these, are excellent for pre-reading and visual discrimination.

•

sandpit. Encourage the children to say the words.

Place 4 of the cards face down on the playhouse poster and encourage the children to guess which cards they are. Say: Is it a train? A Swing? Get the children to guess, then turn the card over to see if they were right Repeat the same procedure with the other cards.

Hand out the unit flashcards to 6 different pupils.

Say the words (slide, swing, train, bench, sandpit, bike) 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 other six children. Repeat until all the children have had a turn.

Lesson

• Distribute the Class Books. Show the children •

where page 9 is and ask them to identify the items found in a park (slide, train, swing, bike).

Ask the children what colour the different objects are.

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 slide and two swings on the board. Say: What’s different? Encourage one of the children to come to the front and to circle the slide. Allow time for the children to circle the image that is different in each line. Check answers. Congratulate the children on their good work.

Closing

• Use flashcards to do more odd one out activities.

The children do not have to know or say the words, they just have to identify which one is different. Take, for example, 3 flashcards of things from the park and one flashcard with a colour.

The children identify that the colour flashcard is the odd one out.

Extension Tell the children to take out their gommets from the end of the Class Book. Say: Slide blue (the children place a blue sticker on one of the slides) Say: Bike yellow (the children place a yellow sticker on one of the bikes) Collect the class books.

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

• • •

19

Unit 1

At the Park!

Lesson 7 Language slide, swing, sandpit, bench, park, train, bike, flowers, trees, count, How many? What colour? point, circle

•

Objectives Identify things found in a park Develop visual discrimination Develop listening comprehension

• • •

Materials panda puppet, unit flashcards, CD Audio, Playhouse Poster, crayons (red, yellow, green), and Activity Book (page 7)

•

Warm up

Speaker: Point to the yellow train under the slide, please.

Speaker: Pandy, is your train on the swing?

Pandy: No, it’s not on the swing. My train isn’t green.

Speaker: Point to the green train on the swing, please.

Speaker: Pandy, is your train under the bench?

Pandy: Yes! Yes! My train’s under the bench!

My train’s blue!

Speaker: Circle Pandy’s train. Circle the blue train under the bench, please.

• 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. For example, hide one of the unit flashcards behind the door of the playhouse, and get the children to guess what it is by asking: What is it? A slide? Give the children time to guess, then let them see the card and congratulate the ones who guessed right. Repeat with the other flashcards.

20

Lesson

• Distribute the Class Books and help the children to

• When they have finished, encourage the children to

•

• Talk to the children about the importance of

find page 10. Ask the children to point to Pandy and to name as many items in the picture as they can. Ask them to count the flowers and to say what colour they are. Ask them to count how many trains they can see (Four).

Play the listening audio (CD Track 11) and explain the task. Tell the children that poor Pandy has lost his toy train in the park and can’t find it. Explain to the children that they only circle one train (Pandy’s train). Pause after each part so the children can point to the corresponding picture.

say the colour of the train they have circled (blue).

Review prepositions of place asking, for example: Where’s the green train? (on the swing).

Moral and civic education

•

Track 11 Speaker: Listen and circle. Where’s Pandy’s train?

Speaker: Pandy, is your train in the sandpit?

Pandy: No, it’s not in the sandpit. My train isn’t red.

Speaker: Point to the red train in the sandpit, please.

Speaker: Pandy, is your train under the slide?

Pandy: No, it’s not under the slide. My train isn’t yellow.

•

•

keeping track of our toys and taking care of our possessions.

Game: Ask a couple of children to come to the front of the class. Secretly tell them what colour their train is. Encourage the other children to guess the train by asking short questions, for example: On the swing? (no) In the sandpit? (yes) Children who are struggling can say the colour of the train.

Children at a higher level can try to ask full questions.

Collect the Class Books, distribute the Activity Books and red, yellow and green crayons. Tell the children to show you different crayons. For example: Show me red (the children hold up their red crayon).

Help the children to find page 7, and talk about what they can see in each row. Say: Look at the first row! and say the items: Sandpit, slide, swings, encouraging the children to read with you.

Explain the task: the children have to circle the

corresponding picture according to your instructions. They then have to listen to find out what colour the object is. They do NOT colour the object right away, they just draw a dot of the colour. Demonstrate the activity with the class using the first row as an example. Once the children are sure of the colours for each object, they can finish colouring them. Say: A sandpit.

Circle the sandpit. Colour the sandpit green. A bench. Circle the bench. Colour the bench yellow.

A slide. Circle the slide. Colour the slide red.

Extension The children can colour the other pictures when they have finished doing the listening task.

•

Closing

• Collect the Activity Books.

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

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

Lesson 8 Language park, bike, slide, swings, train, bench, sandpit, I’m in the park

•

Objectives Identify items found in a park Develop fine motor skills Work on creativity

• • •

Materials panda puppet, unit flashcards, CD Audio, crayons, coloured shapes poster

•

21

Warm up

Panda Pointer

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

Keep in mind that children are quite sensitive about their artistic expression. Be sure to be positive and encouraging.

•

children using Pandy. Use Pandy to ask various children: What’s your name? Are you happy? Is it sunny?

Play the Circle Time Song (CD Track 07) and sit the children in a circle. Place the coloured shapes poster on the floor in the centre. Ask the children to say the different colours on the poster. Find red, yellow, blue and green coloured objects in the classroom. Place them on the floor. Encourage the children to take turns placing the objects in the correct space according to the colour and to say the name of any items they already know in english.

Lesson

• Distribute the Class Books and show the children

where page 11 is. Elicit words from the children based on the pictures at the bottom of the page. Explain the task (in L1 if necessary) and tell the children that they have to draw themselves (with friends and family if they like) at the park. As the children are working, walk around the class monitoring their progress and commenting on their artwork.

• •

Moral and civic education Talk to the children about the importance of doing physical, outdoor activities. Also talk to them about the importance of being careful at the park and playing safely.

Encourage the children to show their pictures and say for example: Look! I’m at the park! I’m on the slide!

Extension

• Tell the children to take out their gommets from

the end of the book. Say: Slide! green (the children place a green sticker on the slide) Say: Bench! red (the children place a red sticker on the bench).

Closing

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

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

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

Unit 2

My Face!

Lesson 1 Language clown, face, mouth, hair, eyes, nose, ears, look at my (face), I’ve got a big (face), I’m a (clown), I’ve got (short hair), this is my (mouth), these are my (ears) Review: parts of the body, big, orange, horse, mouse, rabbit, dog, colours

• •

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

• • • • • •

Materials panda puppet, Playhouse Poster, CD audio, unit flashcards, crayons, Activity Book (page 8)

•

22

Warm up

Panda Pointer

• Play the Hello Song

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

•

•

(CD Track 04) and greet the children using Pandy. Encourage the children to say: Hello Pandy!

Show the children the flashcards for face, mouth, hair, eyes, nose, ears. Encourage the children to listen and repeat the words. Show the children three of the cards and say the words. Then hide one of the three cards behind the door of the playhouse. Encourage the children to knock on the table three times saying 1 - 2 - 3. Ask, for example: What is it? A face, a mouth or a nose?

Repeat with other words.

Option: teach the children a short rhyme, for example: 1 - 2 - 3. What’s behind the door? Let’s open and see!

Lesson

• Distribute the Class Books and help the children

•

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

(Ben, Gina and Sue). Then point to the clown and ask: Is this Pandy? (Yes, it is). Explain that Pandy is juggling some oranges in front of his friends.

They are all having a very good time. Ask the children in class if they like watching clowns.

Show the flashcards and ask the children to identify the different parts of the clown’s face.

Focus their attention on the colours: red nose, white face…

Ask the children questions about the scene, for example: Are they in the garden or in the playhouse? Is it sunny or rainy? Are Ben, Sue and Gina sitting in a chair or on a bench? Are they happy?

• Encourage the children to look at the scene and find a bike, a toy train, a sandpit and a mouse.

• Make sure that the children can identify some of

•

the words in the chant. Point to your face and say: Look at my face! Encourage the children to do the actions with you. Do the same with: Look at my mouth! Look at my nose! Look at my ears! and Look at my hair!

Play the chant I’m a clown! (CD Track 12) and ask the children to point to the parts of Pandy’s face when they are named, while they listen to the chant.

Track 12 Speaker: Listen and say the chant.

Pandy: Look at me, I’m a clown.

A funny clown!

Ha, ha ha!

Look at my face!

I’ve got a big face.

A big, white face.

Ha, ha ha!

• Option: Divide the class into six groups. Assign • • •

Look at my mouth!

I’ve got a big mouth.

A big, orange mouth.

Ha, ha ha!

Look at my nose!

I’ve got a big nose.

A big, red nose.

Ha, ha ha!

Look at my ears!

I’ve got big ears.

Big, black ears Ha, ha ha!

Look at my hair!

I’ve got short hair.

Short, orange hair.

Ha, ha ha!

• Play the chant again (CD Track 12) and encourage the children to close their eyes and touch the parts of the face that are named. Then ask them 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.

•

the different verses 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.

Finally, ask the children to touch the parts of their face and help them to say: This is my (mouth).

These are my (ears).

Collect the Class Books and distribute the Activity Books.

Look at the Activity Book page 8, and ask the children to identify the animals that appear in the column on the right: dog, rabbit, horse and mouse.

Explain to the children that they need to identify the parts of the face in the left hand column and then join them to their owner on the right.

Introduce the new word teeth, by pointing to the rabbit’s teeth and getting the children to repeat the word. Encourage them to say for example: mouth-horse; ears-mouse; teeth-rabbit, nose-dog.

Finally tell the children to colour the animals they like best.

Closing

• Collect the Activity Books.

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

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

Extension Play Pandy says using the actions of the chant.

•

23

Unit 2

My Face!

Lesson 2 Language clown, ears, face, eyes, nose, mouth, hair, How are you? I’m fine thank you, I’m a clown, What’s this? What colour is his (face)? Point to the Clown’s (face)!

Review: colours

• •

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

• • • •

Materials panda puppet, crayons, CD Audio, unit flashcards, coloured shapes poster, a large piece of poster paper Optional: finger paints and plastic plates

• •

Warm up

• Play the Hello Song (CD Track 04) and greet the • 24

children using Pandy. Use Pandy puppet to ask various children: How are you? Encourage the children to respond: I’m fine, thank you!

Play the I’m a clown! chant (CD Track 12) and encourage the children to join in, by doing the actions.

• •

Lesson

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

•

•

• • •

The children have to touch something red without moving from their seat. Do the same with the rest of the colours, include white and black, too.

Show the children the flashcards of the unit. Place four of the flashcards face up on the coloured shapes poster. Say, for example: Face! Encourage the children to say the colour where the flashcard of the face is. Repeat with other words from the unit.

Distribute the Class Books and show the children where page 13 is. Point to the first clown and ask: What’s this? (A clown.) Point to his face and ask: What’s this? Elicit: Face. Ask: What colour is his face? Elicit: White. Do the same with his hair, eyes, mouth, ears and nose.

Then explain to the children that you are going to name a part of the clown’s face and they have to say its colour. Say: Face Elicit: White. Do the same with the rest of the parts: hair-blue; eyes-black; mouth-red; ears-white; nose-green.

Then do the opposite: you say a colour and the children have to say the part of the face. For example: White. Elicit: Face and Ears.

Finally ask the children to point and say: Point to the clown’s face! Point to his eyes! Do the same with the second clown and elicit the part of his face that is missing: His mouth. Then continue with the third clown and do the same. (His nose is

missing). Finally do the same with the fourth clown. (His hair is missing).

Once the children have identified the missing parts, have them draw and colour them and complete the clowns. Encourage the children to name the part of the face they are drawing. Children compare the clown’s face, 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.

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

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

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

Draw a large simple clown’s face. Ask the children to colour the different parts of the clown’s face with finger paints. Put different colours on plastic plates and hand them out to the children.

•

Lesson 3 Language eyes, nose, mouth, ears, teeth, hair, head. Touch your (hair), Shake your (arms), Point to your (eyes) Review: parts of the body, colours

• •

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

• • • • • •

Materials panda puppet, Playhouse poster, crayons, CD Audio, unit flashcards, Activity Book (page 9) Optional: cutouts of faces from magazines and a large piece of poster paper

• •

Warm up

Eyes, ears.

Mouth and nose Mouth and nose

• Play the Hello Song •

•

(CD Track 04) and greet the children using Pandy. Ask various children: How are you? using Pandy and elicit answers such as: I’m Fine, I’m Happy...

Make sure the children are familiar with the face and body words. Show the face flashcards one by one and ask the children to identify them. Give the following instructions very slowly while you do the actions, and encourage the children to join in: Touch your (hair), Shake your (arms), Point to your (eyes). Repeat the procedure with the rest of the words.

Play Pandy says using the actions you have reviewed.

• The children listen to the song again (CD Track 13) following the actions in their book.

• Divide the class into pairs and play the song again (CD Track 13). Ask the children to perform the actions facing each other.

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 the children •

find page 14. Point to Ben and identify the part of the face he is touching each time. Elicit: eyes, ears, mouth, nose, hair and teeth.

Invite the children to listen to Ben singing a song.(CD Track 13) Listen to the song and show the children the actions. Listen again encouraging the children to do the actions.

Track 13 Speaker: Sing and do.

Ben: Eyes, ears. (touch eyes then ears) Mouth and nose (touch mouth then nose) Mouth and nose Eyes, ears.

Mouth and nose Mouth and nose Hair on my head (touch hair) And teeth in my mouth (show and touch teeth)

• Collect the Class Books and distribute the

• • •

Activity Books. Show the children where page 9 is. Explain that all the characters are doing different actions. Point to the column on the left and ask: What’s Sue touching? Elicit: Her nose. Do the same with Gina (She’s touching her face), Ben (He’s touching his mouth) and Pandy (He’s touching his ears). Then do the same with the pictures in the column on the right.

Focus the children’s attention on the example: a dotted line going from Sue to Ben. Ask in L1 why they are joined. Both are doing the same action (touching their nose). Ask the children to trace over 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. When they have finished they can compare their work and put it away.

25

Unit 2

My Face!

Closing

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

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

Extension Stick the poster paper on a wall. Hand out the face cut outs to the children, then call them one by one, and ask them to stick the face on the poster.

Ask them questions about their face cut out, for example: What colour are his or her (eyes)? Point to his or her nose…

•

Lesson 4 Language blonde hair, nose, mouth, teeth, ears, monster, princess, big, small, long, short. He’s got three (eyes); How many (eyes) has he or she got?

Numbers Review: scarecrow, snowman, hat, colours

• •

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

• • • •

Materials panda puppet, unit stickers, CD Audio, unit flashcards, coloured shapes poster

•

26

Warm up

• Play the Hello Song • •

(CD Track 04) and greet the children using Pandy. Using Pandy, ask various children in the class their names, for example: What’s your name? and elicit the answer: I’m (Julia), (Manuel).

Play the Mouth and Nose song from the previous lesson (CD Track 13). Encourage the children to sing along and do the actions.

Place different unit flashcards on the coloured shapes poster using blue tack. Say a word, for example: Eyes. 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 that section of the poster.

•

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

• After completing the masks, ask questions about

•

•

Lesson

• Distribute the Class Books and show the children

•

where page 15 is. Look at the picture. Explain the situation in L1: This is the window of a fancy-dress shop. There are four masks. Point to each one and say what character it is. A scarecrow mask, a snowman mask, a monster mask and a princess mask. Say the names again and ask the children to repeat after you.

Then focus their attention on the scarecrow mask, point and say: Look at his mouth and his yellow

hair. Look! His nose is missing. Have the children place the sticker in the correct place. Encourage the children to say nose.

Follow the same procedure with the other masks.

The snowman mask-eyes missing; the monster mask-teeth missing; the princess mask-face missing.

them: For example: Look at the scarecrow. Is he wearing a hat? What colour is his hat? What colour are his eyes? Look at the monster. How many eyes has it got?

Finally ask the children to follow your instructions.

Say for example: Point to the Princess. Point to her hair. Point to the snowman. Point to his nose….

Extension Divide the children into groups of four or five depending on the size of the class, and give them each a sheet of blank paper. Tell the children they have to draw a monster according to your instructions. Give each child in the group a specific task to ensure all of them take part in the activity.

For example, start by saying: Giovanni. Mary and Simone, draw the monster’s head (point to your head). Then say: Sara, Emma and Rachel, draw

•

four eyes (pointing to your eyes and repeating the number). Continue with nose, mouth, ears and teeth, using different numbers until each group has completed its monster. Then encourage the children to describe their monster, for example: The monster has got 4 eyes, 3 mouths…

Closing

• Collect the Class Books.

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

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

Note: Send a note to the children’s parents asking for photos where the kids are with a relative (mother, father, granny, granddad, sister or brother) for the next lesson.

Lesson 5 Language mouth, nose, hair, blonde, black, face, sandpit, big, small, numbers to 8. I’ve got a (small nose), I look like (my mummy) Review: boy, girl, mummy, daddy, ball, cat

• •

Objectives Develop listening comprehension Develop awareness of drinking before doing exercise Develop critical thinking skills Talk about who the children look like

• • • •

Materials panda puppet, unit flashcards, CD Audio, Playhouse poster, Activity Book (page 10), crayons (green and yellow)

•

27

Warm up

• Play the Hello Song

• •

(CD Track 04) and greet the children using Pandy. Using Pandy, ask the children various questions, for example: Are you happy? Are you tired? miming the actions to make sure they understand. Elicit yes or no answers from various children.

Use the flashcards and the Playhouse poster to review key vocabulary from the unit.

Tell the children they are going to do some exercises. Ask them to stand up and follow your instructions. Say: One, two, three. Touch your hair!

Repeat the procedure with eyes, mouth, teeth, nose, ears. You can add parts of the body, too (arms, legs, hands, body and head). Vary the rhythm of the activity.

Lesson

• Before distributing the Class Books, talk to the •

children in L1 about who they look like (They look like their father, mother, granny).

Distribute the Class Books and show the children where page 16 is. Look at the picture of the girl and her mummy. Point to the mummy in the first photo, and ask: Who’s this? Mummy or Daddy?

Then point to the girl and ask: Who’s this? A girl or a boy? In L1 talk about the situations. The girl and her mummy are playing with a cat. Point to

• •

the girl and her mummy and ask about their hair and compare their faces, shape of nose, mouth.

Say: The girl looks like her mummy.

Then focus the children’s attention on the second photo. Point to the daddy and ask: Who’s this?

Mummy or daddy? In L1 talk about the situation and follow the same procedure as the first photo.

Finally say: The boy looks like his daddy.

Explain to the children that they are going to listen and point to the parts of the body they hear.

Present the listening by pointing to the different photos and pictures in your book. Play the recording again encouraging the children to listen and point.

Unit 2

My Face!

Track 14 Speaker: Listen and point.

Girl: I look like my mother.

I’ve got brown eyes. My mother has got brown eyes too.

I’ve got brown hair. My mother has got brown hair, too..

And, we both love animals.

Boy:

I look like my daddy.

I’ve got brown eyes. My daddy has got brown eyes too.

I’ve got black hair. My daddy has got black hair, too.

And, we both love playing football..

Health education Talk to the children about the importance of getting plenty of exercise outdoors. In the second photo the boy and his daddy are playing football in the park or garden. Talk about how it is important to get fresh air to keep fit and healthy.

Encourage the children to have healthy habits and make them aware of the importance of getting regular exercise.

• •

• Revise counting from one to six with the children, 28

• •

then present seven and eight. Count your fingers and invite the children to do the same Say: One, two, three, four, five, six, seven, eight fingers.

Repeat and invite the children to count with you.

Then with the children, count up to eight, indicating various objects in the classroom, for example, eight chairs, eight pencils, eight tables.

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

Focus the children’s attention on the smiling faces on page 10, and ask them to count them. There are seven. Ask the children to join them with the number seven on the right and trace the number.

Do the same with the sandpits and the number eight. Once they have finished, tell the children to colour some of the faces green and some yellow.

Walk around the class, checking their work and ask: How many green faces? How many yellow faces? and elicit the correct answer from each child.

Extension Children take out their photos and say if they look like their relatives. For example. A child showing a photo of himself and his mother says: This is my mummy. I look like my mummy.

•

Closing

• Collect the Activity Books.

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

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

Lesson 6 Language face, nose, mouth, ears, eyes, blonde. He/she’s got (fair hair). Touch your (hair). Shake your (arms). Point to your (eyes). Clap your hands!

Review: girl, boy, colours

• •

Objectives Identify a boy and a girl and parts of the face Develop visual discrimination Develop fine motor skills Identify a symmetrical drawing

• • • •

Materials panda puppet, Playhouse poster, CD Audio, unit flashcards (parts of face and body) crayons

•

Warm up

•

• •

Play the Hello Song (CD Track 04) and greet the children using Pandy. Use the puppet to ask the children about the weather. Look out of the window and say: Is it sunny?, is it cloudy?, is it hot, cold? And elicit yes or no answers from the children.

Play the song from the unit (CD Track 13) and invite the children to sing along and do the actions.

Show the unit flashcards. 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 words. Repeat with different cards.

Lesson

• Before distributing the Class Books, revise the face

•

•

and the body words. Show the face 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 (hair), Shake your (arms), Point to your (eyes). Clap your hands. Repeat the procedure with the rest of the words. Play the Pandy says game (Simon says) using Pandy puppet and the actions you have reviewed. Give instructions very slowly at first, and little by little add more speed.

Distribute the Class Books and show the children where page 17 is. Ask the children to identify what there is on the page. Confirm that there are two faces. Explain that the first one is a boy’s face and the second a girl’s face. Both are unfinished.

The children have to finish them, tracing and colouring each face.

Point out that both faces are symmetrical, that is to say both sides of the faces are equal. Focus attention on the grid and where each part of the face is.

• Hand out the crayons and tell the children to finish the picture by tracing over the dotted lines. Then they can colour the faces. As they are working, walk around the class checking their progress. It is important to praise the children at all times for their effort.

Closing

• When the children have finished the faces ask

• •

questions about them. Point to the boy and say: Point to his eyes. What colour are his eyes? Point to his hair. What colour is his hair? Point to his nose. Point to his mouth. Do the same with the girl.

Collect the Class Books.

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

29

Unit 2

My Face!

Lesson 7 Language face, eyes, nose, mouth, ears, hair, head, hands, legs, arms, counting to 8. How many (eyes) has it got? Count the (arms)

•

Objectives Identify parts of the face and body Identify colours Develop visual discrimination Develop listening comprehension Develop knowledge of their own body and face

• • • • •

Materials panda puppet, unit flashcards, CD Audio, Playhouse poster, Activity Book (page 11)

•

Warm up

30

• [CD Track XX)Play the Hello song and greet the children using Pandy.

• Encourage the children to say hello to Pandy and to ask: How are you?

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

• Revise counting to 8 with the children. Count your fingers and invite the children to do the same. Say: One, two, three, four, five, six, seven, eight fingers.

Count different objects to eight, for example: chairs, books, crayons. Invite the children to count with you.

Lesson

and four hands.

It’s got four heads, four mouths, eight eyes. And noses….

Look! How many noses has it got?

One, two, three, four, five, six, seven, eight noses.

Yes, eight noses

• When they have finished, name a character and

•

• Distribute the Class Books and show the children

•

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

Explain that they are showing us the pictures of their monsters. Point to the first monster and ask: How many legs has it got? (four) How many arms? (four) How many hands has it got? (four) etc. Do the same with the second monster.

(CD Track XX) Play the listening audio and explain the task. Pause after each part so the children can count and identify whose drawing it is: Ben’s or Gina’s.

•

Track 15 Speaker: Listen, point and say Ben or Gina.

Ben: My monster’s got four legs, four arms and four hands .

It’s got two heads, four noses, four ears, four mouths. And eyes….

How many eyes has it got?

One, two, three, four, five, six eyes Yes, six eyes Gina: My monster’s got four legs, four arms

encourage the children to describe the monster.

Help them to say for example: Four legs, four arms, four hands, two, heads, four noses, four mouths, six eyes. Do the same with Gina’s monster.

Collect the Class Books and distribute the Activity Books and crayons. Help the children to find page 11. Point to the different pictures on the page and ask the children to identify the characters: Gina, Ben, Pandy and Sue. First point to Pandy and tell the children to trace over the dotted lines to complete Pandy’s mouth.

Explain the task: the children have to circle the corresponding part of the face according to your instructions. Demonstrate the task (circling using your finger) before beginning the activity. Point to Pandy and say: Pandy. Circle his mouth. Circle Pandy’s mouth. Then point to Sue and say: Sue. Circle her eyes. Circle Sue’s eyes. Follow with Gina and say: Gina. Circle her hair. Circle Gina’s hair.

And finally point to Ben and say: Ben. Circle his nose. Circle Ben’s nose. Remember to pause after each instruction so the children have plenty of time to complete the task.

Extension The children can choose one of the characters to colour when they have finished doing the listening task.

•

Closing

• Collect the Activity Books.

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

flashcards. Show them to the children one by one, and ask them to identify and name 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.

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

Lesson 8 Language face, eyes, mouth, nose, hair, ears, teeth, monster. It’s got (three eyes). How many?

•

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

• • • •

Materials panda puppet, unit flashcards, CD Audio, crayons, coloured shapes poster

•

Warm up

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

children using Pandy. Use Pandy puppet to ask various 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 unit flashcards in the spaces. Say, for example: Mouth and tell the children to say the colour where the mouth flashcard is.

If the children are confident enough, say the colour (green) and get them to name the flashcard on that colour (nose) for example, and so on until all the key words of the unit have been revised.

Lesson

• Distribute the Class Books and show the children

• •

where page 19 is. Elicit from the children, the name of the items illustrated on the page, which form the frame for the picture they are going to draw. Explain the task (in L1 if necessary) and tell the children that they have to draw their monster face in the space provided.

Encourage the children to show their pictures and say for example: Look! This is my monster! It’s got three eyes, two mouths, three ears...

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

Extension Give the following instructions very slowly, while you do the actions, and ask the children to join in: Touch your (hair). Shake your (arms)., Point to your (eyes). Repeat the procedure with the rest of the words. Play Pandy says using Pandy puppet and the actions you have reviewed. Give instructions very slowly at first, and little by little add more speed.

•

Closing

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

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

31

Unit 3

My Day Lesson 1 Language clean your teeth, wash your hands, drink (some) water; brush your hair

•

Objectives Take part in a chant Develop fine motor skills Talk about things we do everyday Show a positive attitude towards English Develop oral expression

• • • • •

Materials panda puppet, Playhouse poster, CD audio, flashcards (brush hair, clean teeth, drink water, wash hands) crayons, Activity Book (page 12)

•

Warm up

• Play the Hello Song (CD Track 04) and greet the 32

•

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.

Play The Weather Song (CD Track 08) and talk about the weather that day with the children.

Lesson

• Use the flashcards for clean your teeth, brush your

• •

hair, wash your hands, drink water. 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’s behind the door? clean your teeth or wash your hands? Open the door and check. Repeat with the other actions.

Hold up the flashcards one by one, and encourage the children to mime the actions on the card.

Review body parts with the children through TPR actions. Say, for example: Clap your hands, show me your teeth, touch your nose, touch your hair...

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). Ask the children to identify the colours at the bottom of the page. Show the flashcard, for example, wash your hands, and say: Point to wash your hands.

Draw the children’s attention to the characters and talk about what each one needs to do (in L1 if need be). For example, Pandy’s teeth are dirty. He needs to clean his teeth. Point out that Ben’s

•

mummy is surprised to see everyone in such a mess! Ask the children about the weather in the scene (sunny) and encourage them to name as many things as they can in the picture (playhouse, table, mummy, bike) Play the chant Clean your Teeth (CD Track 16) and do the actions.

Track 16 Speaker: Listen and say the chant.

Woman: Oh no Pandy! (hands on head or on hips looking upset) Clean your teeth! (mime action) Clean your teeth!

Oh no Pandy!

Clean your teeth!

Oh no Gina! (hands on head or on hips looking upset) Wash your hands! (mime action) Wash your hands!

Oh no Gina!

Wash your hands!

Oh no Sue! (hands on head or on hips looking upset) Brush your hair! (mime action) Brush your hair!

Oh no Sue! Brush your hair!

Oh no Ben! (hands on head or on hips looking upset) Drink some water! (mime action)

Drink some water!

Oh no Ben! Drink some water!

• Play the chant again (CD Track 16) and encourage the children to do the actions.

• Invite groups of three or four children to the front

of the class. Show them one of the flashcards. Say: One, two, three, go! The children do the action on the card. The other children in the class have to guess the action.

Extension Give the children their gommets. Say, for example: Wash your hands blue. The children put a blue sticker on the correct image.

•

Moral and Civic Education Point out to the children that it is important to have good personal hygiene.

•

Extension If there’s time, the children can colour one, or all, of the pictures.

•

Closing

• Collect the Activity Books.

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

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

• Collect the Class Books and distribute the Activity Books • Show the children where page 12 is in the Activity

Book. Ask the children to match the pictures on the left hand side of the page, with those on the right. Do the example with the children. First, point to Ben, then with your finger, follow the line which joins him to the glass of water and say: Drink some water. Now invite the children to do the same with the other pictures, drawing a line to join them. As they are working, walk around the class checking their work and helping pupils who are struggling. When they join the objects encourage them to say the words, for example: wash your hands, brush your hair, clean your teeth.

33

Unit 3

My Day

Lesson 2 Language drink water, do exercise, sleep, eat fruit

•

Objectives Learn how to say different actions Recognise key vocabulary Use critical thinking and visual discrimination to join pictures Develop fine motor skills

• • • •

Materials panda puppet, crayons, CD Audio, Playhouse poster, coloured shapes poster, flashcards, crayons (red, green, blue, brown)

•

Warm up

should use.

Explain that there are lots of ways to do exercise.

Brainstorm some examples with the class (skipping rope, riding a bike, running)

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

• Using the Playhouse poster, hide a flashcard 34

•

•

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 the children to say the colours. Show the flashcards for drink water, brush your hair, clean your teeth, wash your hands. Encourage the children to say the words. Place the four cards face up on the coloured shapes poster. Say, for example: Red! The children name the action on the card on the red shape.

Option: turn the cards face down one by one.

Encourage the children to guess the words on the cards that are face down. Turn the cards over one by one so the children can see if they guessed right.

Moral and Civic Education Point out to the children that in order to stay strong and healthy, they need to drink water, eat fruit, do exercise and get a good night’s sleep.

•

• Allow time for the children to match Pandy to the

•

Panda Pointer

Lesson

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.

• Show the children the flashcard for sleep.

Encourage them to mime the action.

• Distribute the Class Books and show the children

where page 21 is. Look at the picture and mime the actions on the left (riding a bike, sleeping, eating a banana, drinking). Explain that they need to join Pandy to the correct picture using the correct colour. Do the example in the book with the children. First point to the coloured ball next to the first picture and say: What colour is it? Elicit Red from the children, then point to Pandy in the first picture, and with your finger, follow the red dotted line to his bike. Again point to the circle near the bike this time and say: What colour is it?

(Red). Invite the children to trace over the red line with their red crayon, then tell them to join the other pictures, paying attention to the colour they

correct action. While they are joining the pictures, walk round the class monitoring their work, and helping any children who may have some problems completing the task. Encourage the children to name the actions as they are joining the pictures, for example: Pandy – sleeping.

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

Closing

• Clapping Game. Clap once and say: One. Clap •

twice and say: One, two as you clap. Continue up to number eight encouraging the children to count and clap with you.

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

Lesson 3 Language wash (our) hands, clean (our) teeth, brush (our) hair, go to sleep, mouse, bike, do exercise, ride a bike, eat some fruit, Who’s (sleeping)?

•

Objectives Take part in a song Develop gross motor skills through actions Use imagination to mime daily activities Learn about the importance of personal hygiene

• • • •

Materials panda puppet, Playhouse poster, blue tack, crayons, CD Audio, flashcards, Activity Book (page 9)

•

Warm up

Track 17

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

• Using blue tack, stick the flashcards (wash hands,

Speaker: Sing and do. (pretend to do the actions as each verse is sung) Chorus: This is the way we clean our teeth.

Clean our teeth, Clean our teeth.

This is the way we clean our teeth.

Clean, clean, clean!

clean teeth, brush hair, sleep) on different parts of the Playhouse poster. Invite various children or groups of children, to touch or point to the correct cards.

Lesson

• Distribute the Class Books and help the children

• •

This is the way we wash our hands.

Wash our hands, Wash our hands.

This is the way we wash our hands.

Wash, wash, wash!

find page 22. Look at the picture and name the characters. Point to Sue and ask: Who’s this?

Repeat with the other characters. Talk to the children about the picture. Ask questions, for example: What is Ben doing? Cleaning his teeth or drinking water? Repeat with the other characters.

Ask the children to point to the mouse and to the bike. Say: Look! The mouse is doing exercise! The mouse is riding a bike!

Explain to the children that they are going to sing a song and do actions. Practise the actions with the children before doing the song.

Listen to the song (CD Track 17). Show the children the actions. Listen again encouraging the children to do the actions.

This is the way we brush our hair.

Brush our hair, Brush our hair.

This is the way we brush our hair.

Brush, brush, brush!

This is the way we go to sleep.

Go to sleep, Go to sleep.

This is the way we go to sleep.

Sleep, sleep, sleep!

• Option: Invent new verses with the children, for

example: This is the way we drink some water.

This is way we eat some fruit. This is the way we do exercise.

Moral and Civic Education Talk to the children (in L1 if necessary) about the importance of cleaning our teeth, washing our hands and having good personal hygiene.

•

35

Unit 3

My Day example: Who’s doing exercise? (Gina). Who’s sleeping? (Pandy). Who’s eating? (Sue). Who’s drinking water? (Ben). When they have finished, they can colour the character and the activity they like best.

• Collect the Class Books and distribute the Activity Books. Help the children to find page 13.

• Ask the children to name the characters. Point to

the first picture and say: Who is it? (Pandy) and do the same for Sue, Ben and Gina. Then tell the children to join the characters to the correct image following the lines with the use of their crayons. As the children are working, walk around the class assessing their eye-hand coordination and fine motor skills. When they have finished joining the characters to the correct pictures ask questions, for

Closing

• Mime different activities for the children to guess.

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

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

Lesson 4 Language clean your teeth, eat fruit, sleep Review: bathroom, bedroom, kitchen. Where’s (Ben)? In the kitchen. What’s he doing? He’s eating (some) fruit. Good morning, good afternoon, goodnight

• •

Objectives Identify key vocabulary Review vocabulary related to the rooms in a house Develop visual discrimination and learner autonomy Learn how to use and place stickers Review numbers

• • • • •

Materials panda puppet, unit stickers, unit flashcards, CD Audio

36

•

Warm up

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

• Play The Weather Song (CD Track 08) and talk to the children about the weather that day.

Use • Pandy to ask various children: What’s your name? Are you happy? Are you sad?

• Play the Pandy Says game. Tell the children that

•

you are going to give them instructions. They only follow the instructions if you say: Pandy says first.

For example: Pandy says wash your hands (the children pretend to wash their hands), Pandy says brush your hair (the children pretend to brush their hair), Sleep! (the children do not pretend to sleep).

Lesson

• Use the flashcards to review key vocabulary from the unit (clean teeth, sleep).

• Distribute the Class Books and show the children

where page 23 is. Look at the pictures. Ask the children to name the colours of the different frames. Say: Point to the blue square. Explain that the children need to take the stickers for Sue, Gina and Ben and place them in the correct spots. Ask them to guess where they think each character will be placed. When they have placed the stickers in

• • •

the correct place encourage the children to show one another their pictures.

Point to the first picture and explain in L1 if necessary, that we usually clean our teeth in the morning after breakfast. Point again to the picture and say: Good Morning! Clean your teeth and get the children to repeat. Then point to the second picture and explain that in the afternoon it’s a good idea to eat some fruit like Ben is doing. Point again to the picture and say: Good Afternoon! Eat some fruit! and get the children to repeat. Finally tell the children that when we go to bed at night we say: Goodnight!. Point to Gina in bed and say: Goodnight! Go to sleep, and again get the children to repeat. Practise saying the new expressions of time by pointing to the activities and getting the children to say: Good morning, Good afternoon or Goodnight, according to the action depicted.

Revise house vocabulary by asking: Is Sue in the kitchen or the bathroom?

Describe the three pictures with the children, for example: Gina’s in the bedroom. She’s sleeping.

Ask various children questions, for example: Emilio, is Sue brushing her hair?

Option: this can also be done as a sticker dictation, for example: say: Look! Sue’s in the bathroom. She’s cleaning her teeth. Put Sue in the

bathroom.

Closing

•

• Collect the class books • Do a count off around the room: encourage the

children to count off from one to eight around the class.

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

Lesson 5 Language wash your hands, before, after, clean your teeth, sleep, thanks, ok, boy, girl, mummy, drink water, do exercise, brush (his) hair

•

Objectives Identify daily activities Develop visual discrimination Develop listening comprehension Develop critical thinking skills Learn about dental hygiene and personal hygiene

• • • • •

Materials panda puppet, unit flashcards, CD Audio, coloured shapes poster, Activity Book (page 10), crayons

•

Warm up

Track 18

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

Use • the flashcards and the coloured shapes poster

Speaker: Listen and tick.

Mother: That’s right! Good boy.

Wash your hands before eating.

Boy: Ok mum!

Lesson

Mother: That’s right! Good girl!

Clean your teeth after eating.

Girl: Thanks mum!

to review key vocabulary from the unit.

• Talk to the children about things they should do •

before/after eating and after going to the toilet.

Explain that it’s important to wash our hands before eating and after going to the toilet and that we should clean our teeth after eating.

Distribute the Class Books and show the children where page 24 is. Look at the pictures. Ask the children to name the things they know in the pictures (boy, girl, bathroom, mummy.) Explain the different scenes to the children, for example: Look!

Mummy is helping the little boy to wash his hands before eating.

Moral and Civic Education Talk to the children (in L1 if need be) about the importance of personal hygiene and dental hygiene.

•

• Present the listening task (CD Track 18), pointing to the different pictures in your book.

Woman: That’s right! Well done!

Wash your hands after using the bathroom.

Boy: Of course!

Woman: That’s right! Well done!

Clean your teeth before you go to sleep.

Girl: OK Mum.

• Repeat the listening (CD Track 18) and invite the •

children to tick the correct picture as it is being described.

Collect the Class Books and distribute the Activity Books and crayons. Tell the children to look at page 14. Point to the different characters doing different activities, and discuss them with the children. Point to Gina and say: Who’s this? and elicit the name of the character. Then ask: Is Gina sleeping or drinking water? and elicit the correct answer from the children. Repeat for the other characters and actions. Say the name of one of the

37

Unit 3

•

My Day

characters, for example: Ben and get the children to mime what Ben is doing (brushing his hair). Repeat for all the characters. Then draw their attention to the silhouettes at the bottom of the page.

Explain that they need to match the silhouette to the correct picture, using their crayons. As the children are working, walk around the class checking their progress. When they have finished, they can colour the pictures.

Closing

• Collect the Activity Books.

• Option: Say a rhyme with the children about personal hygiene: Clean, clean, clean your teeth Clean your teeth like me!

Clean, clean, clean your teeth After every meal.

•

Wash, wash, wash your hands Wash your hands like me!

Wash, wash, wash your hands Before every meal.

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

Lesson 6 Language wash face, wash hands, clean teeth, sleep, clean, dirty

•

Objectives Develop visual discrimination and logic skills Develop fine motor skills Develop pre-writing skills Review key vocabulary and colours

• • • •

Materials panda puppet, CD Audio, coloured shapes poster, flashcards, crayons

•

38

Warm up

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

• Play the song from the unit (CD Track 17) and

does she need to do? (go to bed).

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

• Play the Whispers Race game. Put the flashcards

invite the children to join in and do the actions.

Lesson

• Distribute the Class Books and help the children

•

find page 25. Look at the page and ask the children to point to the different characters. Point to Pandy for example and say: Who is it? (Pandy) and do the same for the other three characters.

Then make sure the children understand the words clean and dirty. Point to the picture of Pandy on the left and say: Dirty! Then point to the picture of Pandy on the right and say: Clean! Repeat for Ben’s hands getting the children to say dirty and clean accordingly.

Explain the task to the children. They need to join the pictures by tracing over the dotted lines to the action that each character must do. Point to the pictures in the left hand column and encourage the children to say what the characters need to do.

Say, for example: Look at Sue! She’s tired. What

•

of various actions on your desk and get the children to stand in three lines. Go to the back of each line and whisper an action to the last child in each line. They must then whisper the same message to their classmate until the first person in the line gets the message and gives you the correct flashcard.

Alternatively, call a child to the front of the class and whisper an action to him or her. The child mimes the action and the other children in the class try to guess what it is, for example clean teeth.

Closing

• Collect the Class Books.

• Option: Encourage the children to count different •

items in the class. Hold up five crayons and ask: How many crayons?.

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

Lesson 7 Language clean teeth, brush hair, wash face, wash hands, drink water, eat fruit, do exercise, sleep, I’m (cleaning my teeth), I like (water), I like (doing exercise)

•

Objectives Identify characters Develop listening comprehension Review key vocabulary

• • •

Materials panda puppet, CD Audio, unit flashcards, coloured shapes poster, crayons, Class Book (page 26) and Activity Book (page 15)

•

Warm up

Track 19

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

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

• Play a game with the coloured shapes poster and

Speaker: Listen and say the name.

Girl: Look at me!

I’m eating fruit.

Munch, munch, munch.

I like eating fruit!

Who am I?

the flashcards of the various actions in the unit.

Place a flashcard on one of the spaces and say for example: Sleep! and elicit the colour this action is on, for example: Red!. Repeat this for all the actions, encouraging the children to say the right colour. Alternatively, if the children are confident enough, say the colour and get them to say the action.

Lesson

Ben:

Look at me!

I’m drinking water.

Glug, glug, glug.

I like water!

Who am I?

Pandy:

Look at me!

I’m doing exercise.

One - two - one - two.

I like doing exercise.

Who am I?

Gina:

Look at me.

I’m brushing my hair.

Brush, brush, brush.

I like brushing my hair.

Who am I?

• Distribute the Class Books and show the children

• •

where page 26 is. Look at the page and ask the children to point to Pandy, Gina, Ben and Sue. Ask questions about the coloured circles. Point to a circle and ask: What colour is this? Ask questions about where the characters are. Ask, for example: Where’s Ben? In the garden or in the kitchen? Is Sue in the park? Talk about what each child is doing. Encourage the children to name as many things in the picture as they can.

Encourage the children to mime the actions in the illustrations.

Explain to the children that they need to listen and to say the name of the character who is speaking.

Model the activity then play the CD (CD Track 19).

• Ask various children questions about themselves, •

•

for example: Beatriz, do you like doing exercise?

Andrea, do you like eating fruit?

Collect the Class Books and distribute the Activity Books and show the children where page 15 is. Ask the children to name the activities then ask them to point to different pictures. For example, say: Point to Ben washing his face. Point to Sue doing exercise.

Explain to the children that they have to listen to your instruction and to tick one of the pictures. Do an example on the board if need be. Say: First

39

Unit 3

• •

My Day

row. Ben is washing his face. Tick the picture of Ben washing his face.(optional sound effect: splashing water). Second row. Sue is drinking water. Tick the picture of Sue drinking water.

Third row. Gina is brushing her hair. Tick the picture of Gina brushing her hair.

If there is time the children can then colour one of the pictures they have ticked.

While they are colouring, go around the class encouraging the children to repeat the action described in the tape, for example say: What’s Sue doing? and elicit: Drinking water. With more

confident children, ask them to describe the other pictures not mentioned in the tape.

Closing

• Collect the Activity Books • Talk about different healthy habits with the •

children (eating fruit, drinking water, doing exercise).

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

Lesson 8 Language clean teeth, brush hair, wash face, wash hands, drink water, do exercise, sleep, drink water

•

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

• • • •

Materials panda puppet, unit flashcards, CD Audio, crayons

•

40

Warm up

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

• Sing the unit song and do the actions (CD Track 17).

• Play a game with the flashcards of the unit. Divide

the class into two teams. Call one member from each team to the front of the class, and show each of them a different action, without letting the rest of the children see. The child has to mime the action, and the children in that team have to try and guess what it is to win a point. The first team to score three points is the winner.

Lesson

• Distribute the Class Books and show the children

•

where page 27 is. Explain (in L1 if need be) that the children need to draw pictures of two or three things they do every day.. Draw their attention to the thumbnail pictures of Pandy and ask, for example: Is Pandy cleaning his teeth or brushing his hair?

Allow time for the children to draw their pictures.

As they are working, walk around the class asking,

•

for example: What are you doing? Washing your hands? 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! I’m cleaning my teeth!

Panda Pointer Keep in mind that it will be challenging for some children at this age to illustrate everyday activities.

Congratulate them on their efforts and provide ample positive reinforcement.

Closing

• Collect the Class Books • Play Hide and Seek with Pandy. Tell the children •

to close their eyes and to count to eight. Hide Pandy somewhere in the classroom. Encourage the children to find Pandy.

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

Story 1

Sue’s Sleepy Lesson 1 Language actions vocabulary (have breakfast, drink milk, sleep, draw, wash face, hands) It’s Sunday!

Review: numbers, colours, rooms of house (school, home, park, school bus), dream

• •

Objectives Develop comprehension and concentration skills Develop active partecipation and social skills Develop intonation and rhytm

• • •

Materials panda puppet, CD Audio, crayons, storycards

•

Warm Up

Track 20

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

• Tell the children they are going to hear a story

Speaker: Story 1: Sue’s Sleepy.

about Sue. Before starting, get the children to look at page 28 in their class books. Talk about what Sue is doing in each picture. Point and say: Look, Sue is drinking some milk. Ask: Is she in the kitchen? and elicit: Yes. Do the same for the other pictures. Then ask: How many pictures? and count them aloud with the children. Explain to the children that they have to guess the order of the actions and put the correct number (1 – 4) in the box next to each picture. Give the children time to do the task before listening to the story.

Lesson

• • • •

Show the storycards one by one as the children listen to the story (CD Track 20) Stop at storycard 8 and talk to the children about the picture. Point to Sue and in a surprised tone say: Look at Sue! She’s in bed, not at school! Ask the children what they think the reason is. Give them time to make a few suggestions.

Point to the thought bubble and explain (in L1 if need be) that Sue was dreaming about being on the school bus, and all the other actions too. Point to the school bus and say: Look it’s a dream! and encourage the children to repeat after you.

Then let the children listen to the audioscript for storycard 8.

Narrator: Sue’s in her bedroom. She’s sleeping and suddenly….

Mother: Sue, get up! It’s time to go to school!

Girl: Yes Mum, Yes..Mum… Narrator: Sue is in the bathroom now.

Mother: Sue, wash your face!

Girl: Yes Mum.. Yes.. Mum..

Narrator: Sue is still in the bathroom.

Mother: Sue, Brush your hair!

Girl: Yes… Mum.., Yes…Mum… Narrator: Sue is in the kitchen.

Mother: Sue, have your breakfast!

Girl: Yes…Mum, Yes…Mum… Narrator: Sue is in the bathroom again.

Mother: Sue, clean your teeth!

Girl: Yes…Mum, Yes…Mum… Narrator: Sue is ready to go to school.

Mother: Sue, here’s your school bag!

Girl: Yes…Mum, Yes… Mum… Narrator: Sue is on the school bus.

Mother: Bye, Bye Have a nice day!

Girl: Yes Mum, Bye Mum

41

Story 1

Sue’s Sleepy

Narrator: Sue was dreaming, she is in her bedroom.

Girl A dream?

Mother: Sue, get up! Let’s go to the park!

Sue: What? To the park?

Mother: Yes, it’s Sunday today.

Sue: Yippee!

• After hearing the story, they can check and see if they guessed the right order in their Class Book.

Closing

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

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

Extension Encourage the children to draw a picture of a dream they have had, or of what they do on a Sunday.

•

Moral and civic education After listening to the story, talk to the children about their morning routine and how important personal hygiene is. Also talk about the importance of having a good breakfast in the morning.

•

Lesson 2 Language actions (daily routine)

•

Objectives Develop positive attitude towards target language Develop active partecipation in story-telling

• •

Materials panda puppet, CD Audio, crayons, storycards

•

42

Warm Up

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

• Ask the children what they remember about the

•

story from the previous lesson.

Lesson

• Get the children to sit in a circle and show them • •

•

the storycards again. Talk about where Sue is, and what she is doing in each one.

Then let the children hear the story again (CD Track 20), while looking at the storycards.

Divide the class into eight groups (one for each action depicted on the storycards). Hold up storycard n.1 and ask group1: Where are you? (in bed). What are you doing? (sleeping). Get them to mime the action. Repeat for all the storycards, encouraging each group to answer and do the appropriate actions.

Then get the children to sit at their tables and distribute the Class Books, showing them where page 29 is. Ask the children questions about the

picture: Where is Sue? Who is at the park with Sue? What is Pandy doing? What is Gina doing?

What’s the weather like?

Explain the task: the children have to draw themselves at the park together with all the characters, and say what they are doing (I’m jumping)

Extension Repeat several times with different actions learned so far.

Option: Call a child to the front of the class and whisper an action to him or her. The child mimes the action and the other children have to guess what it is.

• •

Closing

• Collect the Class Books.

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

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

Unit 4

Food!

Lesson 1 Language unit food flashcards What do you want? I want... please! It’s dinner time! What have you got for dinner? I’ve got…

•

Objectives Take part in a chant Learn how to name items of food Develop visual discrimination Develop fine motor skills Express preferences for dinner time

• • • • •

Materials panda puppet, Playhouse poster, CD audio, unit flashcards, crayons, Activity Book (page 16)

•

Warm up

cream. Compare Pandy’s dinner with Sue’s and Gina’s. The girls’ dinners are very good and healthy because they are part of a balanced diet, whereas just eating chocolate ice-cream is not a healthy dinner.

• 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 Panda! How are you? Elicit: Fine, thank you!

Listen and sing the song This is the way… from Unit 3 (CD track 17).

Lesson

• Use the flashcards for fish, chicken, salad,

•

• •

vegetables, ice-cream, and water. 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? Fish? Open the door and check. Repeat with the other items of food. Hold up the flashcards one by one and ask: What’s this?

Distribute the Class Books. Get some children to help hand out the books. Show the children where page 30 is. Talk about the picture on the right hand side of the page with the pupils. Point to the characters and ask: Who’s this? (Sue’s mother, Sue and Gina). Where are they? (In the kitchen), What colour is the kitchen? Talk about what the characters are doing: They are having dinner.

Explain that dinner is a meal that we have in the evening. Point to the items of food and ask the children to identify them. Elicit: chicken, fish, vegetables, salad and water.

Focus their attention on the scene and ask: Who wants fish and salad? Elicit: Sue. Then ask: Who wants chicken and vegetables? Elicit: Gina.

Point to the picture on the left and ask: What’s Pandy got for dinner? Elicit: Chocolate and ice-

Health Education Talk about the importance of introducing vegetables and salad into our diet and drinking water with our food.

•

• Place the food flashcards (fish, chicken, salad, •

,vegetables) on different walls of the classroom.

Say the words as you point to the cards. Invite the children to do the same.

Play the chant Dinner Time! (CD Track 21) and do the actions.

Track 21 Speaker: Listen and say the chant.

Mother: It’s dinner time!

What do you want?

Fish or chicken?

(Point to the flashcards) Vegetables or salad?

(Point to the flashcards) Sue: It’s dinner time!

I want fish and salad (Point to the flashcards) Yummy, yummy (Rub your tummy) Fish and salad, please!

(Point to the flashcards) Mother: It’s dinner time!

What do you want?

Fish or chicken?

43

Unit 4 Gina:

Pandy:

Gina:

Food!

Vegetables or salad?

It’s dinner time!

I want chicken and vegetables Yummy, yummy Chicken and vegetables, please!!

Yum! Yum! Chocolate ice-cream!

A lot of chocolate ice-cream just for Meeee!

Yummy Yummy!

It’s dinner time!

Oh! No Pandy.

Ice-cream for dinner?

That’s not good for you!

• Explain that although Pandy likes chocolate icecream, it is not good to eat too much.

Health education Reflect again on the importance of choosing appropriate food in order to have a balanced and healthy diet for our dinner.

•

• Point out that Gina and Sue ask for their dinner saying: Fish and salad, please! Chicken and vegetables, please!

Moral and Civil Education Talk to the children about the importance of saying please when asking for things, and also about the importance of having regular food for dinner or lunch.

•

44

• Play the chant again (CD Track 21) and encourage •

the children to follow the chant, while looking at the pictures in their book. Repeat the chant and ask the children to do the actions.

Option: Act out the chant with various children or groups of children, using the flashcards. The children can then pass the flashcards to one another saying the words.

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 the children to participate fully or repeat the words, until they have heard the chant a few times.

• Collect the Class Books and distribute the Activity Books.

• Help the children to find page 16 in the Activity

•

Book. Talk about what the children can see in the picture. Point to the chicken and say: What’s this? (chicken) and do the same for the other items.

Explain the task: the children have to choose and decide what they want for their dinner and colour the food.

Ask various children: What do you want for dinner (Chicken? Salad?) and get them to tell you their preference. While the children are colouring the

food they have chosen, walk around the class monitoring their progress and ask: What have you got for dinner? They answer for example: I’ve got fish and salad for dinner. When the children finish they can compare their dinners in pairs.

Closing

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

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

Extension activity The children sit in a circle. Put the food flashcards in the centre. Ask various children to follow your instructions. For example: (Rosa) Give me the chicken, please! When the child does the action say: Thank you! Repeat the procedure with the rest of the flashcards.

•

Lesson 2 Language fish, chicken, pizza, spaghetti, salad, vegetables, ice-cream, chocolate, water, dinner time Review: Colours, apple, banana, pear, orange, counting to 6

• •

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

• • • •

Materials panda puppet, crayons, playhouse poster, CD Audio, flashcards (fish, chicken, pizza, spaghetti, salad, vegetables, water, orange juice) Plastic food in a paper bag: fish, chicken, pizza, icecream, apple, banana, pear, orange

•

Warm up

Panda Pointer

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

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 efforts.

Positive reinforcement is very important.

• •

•

children using Pandy. Get the children to say Hello to each other.

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

Review the words fish, chicken, salad, vegetables, ice-cream, chocolate and water using the flashcards. Present the new words pizza and spaghetti with the flashcards. Say: Mmm, yummy.

Pizza. Encourage the children to repeat the words.

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

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. In order to review numbers, have the children knock six times and count aloud saying: One, two, three, four, five, six: what’s behind the door? Look with me.

Lesson

• Distribute the Class Books and show the children •

where page 31 is.. Point to the pictures at the bottom of the page and elicit the names of the food and their colour: A brown chicken, an orange fish, a yellow pizza and red and white spaghetti.

Explain the task in L1. The children have to look for these items in the grid and colour them using the same colours. Be sure that the children have brown, orange, yellow, red and white 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: Mm, yummy. Pizza. Congratulate the children on their good work.

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

•

• Collect the Class books.

• Game: Place the plastic food items one by one in

a paper bag (fish, chicken, pizza, ice- cream, apple, banana, pear, orange.) Elicit the words: fish, chicken, pizza, ice- cream, apple, banana, pear, orange. Ask different children to identify them by touching them. Ask for example: (Juan) give me the pizza, please! Juan puts his hand inside the bag and looks for the pizza without looking inside.

He takes it out, shows it to the class and says: A Pizza. Ask: What colour is it? Elicit its colour (yellow). Repeat this game with the rest of the children until everybody has had a turn.

Closing

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

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

45

Unit 4

Food!

Lesson 3 Language unit food flashcards, I like pizza! Breakfast, lunch and dinner, three good meals every day! A good breakfast is energy for you!

Review: milk, biscuits, cereal, orange juice, pear, apple, banana

• •

Objectives Take part in a song Identify the main meals of the day Develop gross motor skills through actions Use mime to represent different activities

• • • •

Materials panda puppet, Playhouse poster, blue tack, crayons, CD Audio, unit flashcards, Activity Book (page 17), Optional: cutouts of items of food taken from magazines or brochures

• •

Warm up

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

• Ask a few children: What’s your name? and ask the others How are you?

• Using blue tack, stick the flashcards of the unit 46

•

around the classroom. Invite each child or groups of children to touch or point to the cards according to your instructions.

Then point to the pizza and say: Yummy, Pizza. I like pizza! Ask various children to stand up, touch their favourite item of food and help them to say: Yummy, (Chicken). I like (chicken)!

Lesson

• Distribute the Class Books and help the children to

•

•

•

find page 32. Look at the pictures. Identify the characters (Ben, Gina and Sue). Draw the children’s attention to the first picture and say: Ben is having breakfast! Ask: What’s he having for breakfast?

Elicit: Biscuits, cereal, milk and orange juice. Ask the children: What do you have for breakfast?

Focus the children’s attention on the second picture. Explain in L1 that Gina is in her school canteen. She is ready to choose her lunch. Remind the children that lunch is the meal we have in the middle of the day. Ask the children what she can choose for her lunch. (spaghetti, chicken and salad, or pizza, fruit or ice-cream).

Then point to Sue. Ask: Where is Sue? Elicit: In the kitchen. Explain in L1 that she is having her dinner. Ask the children what she can choose for her dinner. Fish or chicken, vegetables or salad.

Point to the jug and say: Sue is having water with her dinner.

Finally say: Breakfast, lunch and dinner three good meals every day! and ask the children to repeat.

Health Education Discuss with the children the importance of having three meals a day: breakfast, lunch and dinner.

•

• Listen to the song (CD Track22) and show the

children the actions. Listen again, encouraging the children to follow the song in their books. Then they listen again and do the actions.

Track 22 Speaker: Sing and do.

Chorus: Breakfast, lunch and dinner. (Count with your fingers 1, 2 and 3 meals) Three good meals every day! (Thumbs up!)

Chorus:

Biscuits or cereals (Point to picture) Milk or juice (Point to picture) A good breakfast (Thumbs up!)

Is energy for you!

Chorus:

Breakfast, lunch and dinner. (Count with your fingers 1, 2 and 3 meals) Three good meals every day!

(Thumbs up!)

Chorus : Spaghetti or pizza (Point to picture) Fruit or ice-cream (Point to picture) A good lunch (Thumbs up!)

Is energy for you!

Chorus:

Breakfast, lunch and dinner. (Count with your fingers 1, 2 and 3 meals) Three good meals every day!

(Thumbs up!)

Chorus : Fish or chicken (Point to picture) Vegetables or salad (Point to picture)

A good dinner Is energy for you!

Chorus:

Breakfast, lunch and dinner. (Count with your fingers 1, 2 and 3 meals) Three good meals every day!

(Thumbs up!)

Extension activity The children sit in a circle. Put the cut outs of items of food in the centre. Say: Breakfast. Ask various children to choose a cut out with appropriate food for breakfast. Do the same with lunch and dinner. Insist on the importance of having fruit, vegetables and salad in their diet.

•

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 the chorus.

• Collect the Class Books and distribute the

•

• •

Activity Books. Show the children where page 17 is. Point to Gina and say: Gina is having her lunch. Point to the food and rub your tummy and say: Yummy Pizza! Invite the children to do the same. Repeat the procedure with the rest of the food.

Then point to the dotted lines around the pictures of the pizza, the spaghetti, the salad, the fruit and Gina’s tray. Explain to the children that they need to trace over the lines to complete the drawings.

As they are working, walk around the class checking their progress and helping pupils who are struggling. Encourage the children to name the food as they are completing the drawings.

Finally ask the children to colour the items of food.

Alternatively, use the pictures to do a colour dictation. Say for example: Colour the pear green!

Closing

• Collect the Activity Books.

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

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

47

Unit 4

Food!

Lesson 4 Language fish, chicken, spaghetti, pizza, salad, vegetables, ice-cream, fruit, biscuits, orange juice, milk, water, I’ve got (fish) for (dinner) Review: colours

• •

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

• • • • •

Materials panda puppet, unit stickers, coloured shapes poster, flashcards of the unit. Sheets of paper, crayons, CD Audio

•

Warm up

• Play the Hello Song (CD Track 04) and greet the • 48

•

•

children using Pandy. Say: Hello (Rosa), are you happy? Or Hello (Hans) are you tired?

Review the Three Meals Song with the class (CD Track 22). Divide the class into three groups and assign a meal to each group: Breakfast, lunch and dinner. Play the song and ask the groups to stand up when their meal is named.

Play a memory game: show the children the flashcards of the unit and ask them to identify the items 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 flashcard which had been removed..

Shuffle the cards and play again.

Talk about the kind of food the children like or dislike. Point to the different cards and say: Vegetables! Yummy, yummy as you rub your tummy. Point to the chocolate and say: Chocolate, yuck, yuck as you shake your head and stick out your tongue to show dislike. Ask various children or groups of children to do the same with the 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 help the children to

•

find page 33. Point to the big circle and focus the children’s attention on the different sections. Tell the children in L1 that in the red section there are some main dishes, in the green one there is some salad and vegetables, in the yellow one there are some desserts, and in the blue one there are some drinks.

Point to the grey spaces in each section and tell

• •

the children to look at their sticker page. Explain that they need to put the stickers in the spaces in order to complete each section. (Red part: chicken; Green part: salad; Yellow part: ice- cream; Blue part: milk.)

As they are placing their stickers in the sections, walk around the class asking the children to identify the items of food: What’s this? Elicit: A chicken. When they have finished, the children can show their pictures to the others in the class.

Finally point to each section and ask the children to identify all the items of food.

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.

Extension Hand out a sheet of paper to each child. Ask the children to choose their dinner from the picture and draw it. Insist on a well-balanced menu. They have to choose one item of food from each group.

When they finish, help them to say what they’ve got for dinner. For example: I’ve got fish and salad, ice-cream and water for dinner.

•

Health education Reflect on the importance of choosing one food item from each group in order to have a balanced and healthy diet.

•

Closing

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 favourite food in the class is (chicken).

• Collect the class books.

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

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

Panda Pointer

Extension Do the following class survey. Stick the flashcards of the unit on the blackboard. Tell the children they are going to do a survey to find out what kind of food all the children in the class like best Ask the children to think of the item they like best. Then point to the flashcards one by one: Is

•

The results of the survey could be recorded on a graph (which the children could help create, by sticking magazine cut outs on the chart, and copying the numbers from the board in the correct columns) and displayed on the classroom wall.

Lesson 5 Language Breakfast, lunch, dinner, pizza, salad, chicken, vegetables, fish, spaghetti, ice-cream, water, number seven and eight. I’ve got (a pizza) for dinner. I like my pizza! Yummy!

Review: sandwich, orange juice, milk, girl, boy, Wash your hands! Clean your teeth! Counting to 8

• •

Objectives Identify food and drink Identify main meals of the day Develop listening comprehension Reflect on the importance of healthy meals

• • • •

Materials panda puppet, unit flashcards, Playhouse poster or coloured shapes poster, crayons, CD Audio, Activity Book (page 18)

•

Warm up

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

• Ask various children different questions, using • •

•

Pandy, for example: Is it sunny? Do you like pizza?

Are you tired?

Use the flashcards and the Playhouse poster or the coloured shapes poster to review key unit vocabulary: pizza, salad, vegetables, fish, chicken, spaghetti.

Secretly put the following flashcards in a paper bag: fish, salad and water. Show the bag to the children and say: I’ve got my dinner in this bag.

Invite the children to guess what you’ve got.

Encourage them to name the items of food. When they guess, take out the flashcards and stick them on the board. Confirm at the end: I’ve got fish, salad and water for dinner. Yummy!

Repeat the procedure with different flashcards. Ask the children to choose their dinner.

Health Education Point out to the children (in L1 if necessary) that this is a good healthy dinner because it isn’t too much food and it includes salad. Talk about the

•

importance of not over eating and including salad or vegetables in our diet if we want to stay healthy.

Lesson

• Review the Three meals song with the class (CD Track 22).

• Distribute the Class Books and show the children

•

• •

where page 34 is. Focus the children’s attention on the pictures of the children and their meals. Ask them to guess what meal they are having. Ask: Breakfast, lunch or dinner? The children predict the type of meal according to the type of food they can see.

Point to the first boy and ask: Who’s this? A boy or girl? Elicit: A boy. Point to his food and say: Look he’s got... Elicit: a pizza, salad and orange juice. Explain that this could be his lunch or dinner.

They will find out when they listen to the boy on the recording.

Follow the same procedure with the rest of the photos.

Present the listening (CD Track 23) pointing to the different characters and lunch items in your book.

49

Unit 4

Food!

Track 23 Speaker: Look and tick.

Boy: Yummy! It’s dinner time!

I’ve got a pizza and some salad and orange juice for dinner today.

Yummy! I like pizza.

Girl:

Yummy! Breakfast time!

I’ve got milk, cereal, an apple and orange juice for breakfast.

Yummy! I like milk.

Boy:

Yummy! Lunchtime!

I’ve got chicken and some vegetables, some ice-cream and water for lunch.

Yummy! I like chicken.

• Confirm the type of meal the children are having: •

first boy- dinner, girl- breakfast, and second boylunch.

Repeat the listening (CD Track 23) and ask the children to tick the appropriate photo as they hear each child speaking..

Cultural awareness Talk to the children about the children’s meals in the pictures. How do their meals compare to what children have in their country.

•

50

• Option: When they have finished, remind the • •

children that it is necessary to wash their hands before eating and clean their teeth after eating.

Collect the Class Books and distribute the Activity Books and crayons. Show the children where page 18 is and explain the task: The children have to count the food items and trace the number. Then they can colour their favourite (chicken or fish) Before doing the task count eight crayons and invite the children to do the same. Say: Let’s count the crayons! One, two, three, four, five, six, seven and eight crayons. Emphasize numbers seven and eight to be used by children.

Extension Invite the children to count different objects or children in the class, for example: eight books, eight chairs, eight boys, eight girls.

•

• Finally stick the flashcards of the fish and the

chicken on different walls and ask: Is fish your favourite food? Ask the children who say Yes to stand next to the fish flashcard. Count them, and write the result on the board next to the fish flashcard. Then do the same with the chicken.

When you finish say: The most popular food in the class is (fish or chicken).

Closing

• Collect the Activity Books.

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

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

Lesson 6 Language vocabulary of the unit, fruit (banana, apple, pear), counting to 10

•

Objectives Identify items of food and drink Develop fine motor skills Distinguish between items in two pictures Counting to 10 Encourage pair work and group work

• • • • •

Materials panda puppet, crayons, CD Audio, coloured shapes poster, unit flashcards

•

Warm up

bananas here!.Then get the children, in pairs, to complete the other two examples, encouraging them to say the numbers in English to each other while they are working together. Go round the class, monitoring this collaborative task and congratulating the children on their good work.

Finally confirm the missing items: Two bananas, three apples and one pear.

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

• Ask various children: How are you? and elicit • •

different answers such as: Fine thank you. Or: I’m tired, I’m happy.

Play the song of the unit (CD Track 22) and invite the children to sing and do the actions.

Place different flashcards on the coloured shapes poster using blue tack. Say a word, for example: Spaghetti. The children shout out the colour where the card is. Repeat with the other words. Then do the opposite: say the colour and elicit the food item, for example: Red and encourage the children to say the name of the food or drink on the red section of the poster.

Lesson

• Distribute the Class Books and show the children

•

where page 35 is. Look at the page and point to the small baskets on the left. Ask the children to identify the fruit and their colour: Yellow bananas, red apples and green pears. Invite the children to count them and say: One, two, three, four five, six, seven, eight, nine, ten bananas. Insist on the numbers nine and ten. Then continue with the apples (nine apples) and the pears (eight pears) Ask the children to work in pairs and count the food items in the set of big baskets on the right, find the differences and draw and complete.

Demonstrate the task by pointing to the bananas and saying: How many bananas? Elicit the correct number from the children (eight). Look at the other basket and say: Ten bananas! Look again at the big basket and say: Two bananas are missing.

Let’s draw them! Wait till all the children have finished drawing the two bananas, then count them all together and finally look at one basket, then the other and say: Ten bananas here and 10

51

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

•

Closing

• Collect the Class Books.

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

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

Unit 4

Food!

Lesson 7 Language dinner, pizza, chicken, fish, spaghetti, salad, vegetables, ice-cream, orange juice, apple juice, milk, water. Yummy! I’ve got…What’s my drink?

Wash your hands! Clean your teeth! Do you like (chicken)?

•

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

• • • •

Materials panda puppet, flashcards, CD Audio, Playhouse poster, crayons, Activity Book (page 19)

•

52

Warm up

Track 24

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

Speaker: Listen, look and say the drink.

Ben: Yummy! My dinner!

I’ve got a pizza, salad, and …

What’s my drink?

Look and say (pause) Yes, Orange juice.

• • •

children using Pandy. Use Pandy to tell the children to mime different actions. For example say: Brush your hair! and encourage the children to do the action. Repeat with other actions learnt in previous lessons.

Play a game with the flashcards of the unit and the Playhouse poster. Secretly hide a flashcard behind the door of the playhouse and ask: What is it? Salad or ice-cream?

Elicit an answer from the children then show them the card to see if they guessed right. Repeat with other words from the unit.

Review numbers one to ten. Count aloud using your fingers and encourage the children to do the same. Draw 10 items on the board (10 apples, or 10 fish) and invite the children to count them.

Lesson

• Distribute the Class Books and show the children

• •

where page 36 is. Get the children to identify the characters (Ben, Sue and Gina). Hold up flashcards of the different kinds of food and drink (pizza, chicken, fish, vegetables, salad, orange juice, water) and have the children identify them in their books by pointing to the correct picture. Ask questions about the dinners. For example, point to Ben and ask: What is Ben having for dinner?

Elicit: a pizza, salad, and orange juice. Do the same with Sue and Gina.

Ask various children: Do you like (Ben)’s dinner?

Do you like pizza? Salad? Orange juice? 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 24) and explain the task. The children have to identify each character’s drink. Pause after each part so the children have time to look and say the drink.

Girl:

Yummy! My dinner!

I’ve got fish, vegetables, ice-cream and …

What’s my drink?

Look and say (pause) Yes, water.

Gina:

Yummy! My dinner!

I’ve got chicken, salad and …

What’s my drink?

Look and say (pause) Yes, apple juice.

• Remind the children that they have to wash their • •

hands before dinner and clean their teeth after dinner. Invite them to say and mime: Wash your hands! Clean your teeth!

Collect the Class Books and distribute the Activity Books and crayons. Show the children where page19 is and get them to name the items in each row, specifyng that the water is in the bottle.

Explain the task: the children have to tick the corresponding picture, according to your instructions. Demonstrate the activity. Point to the first row and say: A pizza, spaghetti and salad, I want a pizza. Tick the pizza please! Point to the second row and say: Orange juice, milk and water.

I want water with my dinner. Tick the water, please! Point to the third row and say: Vegetables, chicken and fish are good for dinner. I want fish.

Tick the fish, please!

Extension The children can colour the dinner they like most when they have finished doing the listening task.

Tell them to choose one item from each row. While they are colouring, walk around the classroom and encourage the children to talk about what they have chosen.

•

Closing

• Collect the activity books.

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

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

Lesson 8 Language Food items, This is my dinner, What have you got for dinner? I’ve got….

•

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

• • • •

Materials panda puppet, flashcards, CD Audio, Playhouse poster, blue tack, crayons Optional realia: a banana, an apple, a pear and an orange

• •

Warm up

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

• Sing the unit song and do the actions (CD Track 22).

• Play a game with the flashcards of the unit and

the Playhouse poster. Hide a flashcard behind the door on the playhouse poster, point and say: What is here? Knock three times and look with me! Before looking, let the children try and guess what is behind the door. Then show them the flashcard to see if they guessed right. Repeat several times with different flashcards, and each time change the number of times they must knock, this way revising the numbers one to ten.

• • • •

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 dinner? Begin to very slowly draw a pizza on the plate. 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 pizza! Use the puppet to show that the panda is happy.

See if the children like pizzas. Point to the flashcard and say: Pizza! Yummy! Yummy! as you rub your tummy. Point to the chicken card and say: Chicken yuck, yuck as you shake your head and stick out your tongue to show your dislike.

Ask various children or groups of children to show

• •

whether or not they like the different items of food.

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

Then point to the plates and the glass. Ask: What have you got for dinner? Explain (in L1 if need be) that the children should draw what they have (or would like to have) for dinner (to eat and to drink) in the spaces provided.

Distribute the Class Books to the children, and help them find page 37. Say: Draw your dinner.

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

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 fish and salad for dinner.

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

Tell the children to stand up. Pretend to drink a glass of water and say: Glug! Glug! Water is good for me! and repeat the actions. Invite the children to do the same a few times. When they have finished, they can sit down.

Health Education Remind the children that drinking water with their meals is very important.

•

53

Unit 4

Food!

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 chicken?

Extension Show the children a banana, an apple, a pear and an orange and ask several children to smell the fruit one by one. Smell the orange and say: Orange! Yummy! Do the same with all the items.

Then choose two children and ask them to close their eyes, choose one item, and ask the children to recognise it by smelling it. Repeat this with various children..

•

Closing

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

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

54

Unit 5

Safari Park Lesson 1 Language lion, monkey, elephant, snake, tree, happy, ears, What can you see? What’s missing?

•

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

• • • •

Materials panda puppet, Playhouse poster, CD Audio, crayons, flashcards (lion, monkey, elephant, snake), Activity Book (page 20) Optional: plastic safari animals

• •

Warm up

• • •

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.

Play The Weather Song (CD Track 08) and talk to the children about the weather that day. Look outside and ask the children about the weather: Is it hot? Cold? Sunny? Rainy? Cloudy? If possible, use picture cues for the weather words to help understanding.

Lesson

• Option: Encourage the children to move like the •

•

• Introduce the flashcards for lion, elephant, monkey

• •

and snake. 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 snake? A monkey? Open the door and check. Repeat with the other animals. Then, hold up the flashcards one by one and ask: What’s this? and elicit the vocabulary from the children.

Review animal body parts. For example, point to the elephant and say: Has the elephant got big ears? Elicit yes from the children and continue with other examples.

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

different animals, and to make different animal sounds for each one.

Distribute the Class books and show the children where page 38 is. Talk about the picture 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 look at the characters and to think about how they feel. Ask the children to dramatise the different emotions (surprised, worried, happy) Ask: Who is happy? (Sue). Show the children one of the animal flashcards, for example the elephant and ask: What colour is it? (grey) then ask the children to find the animal in the picture.

Explain that the children and Pandy are visiting a Safari Park. Ask the children (in L1 if necessary) if they have ever visited a Safari Park and if they have ever seen the different animals in the picture in real life.

Moral and Civic Education Point out that at zoos and Safari Parks it’s important to respect the rules and to respect the animals. Point out that it’s not good to taunt the animals or throw them food.

•

• Play the chant Safari Park (CD Track 25) and do the actions.

55

Unit 5

Safari Park

Track 25

Closing

Speaker: Listen and say the chant.

Pandy: In the Safari Park What can you see?

I see a lion Roaring at me!

• Collect the Activity Books.

In the Safari Park What can you see?

I see an elephant Happy as can be!

In the Safari Park What can you see?

I see a monkey Swinging in a tree.

In the Safari Park What can you see?

I see a snake Smiling at me!

• Play the chant again (CD Track 25) and do the • 56

•

actions. Invite the children to mime the animals mentioned and how the characters feel.

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, distribute the Activity Books and help the children find page 20. Point to the animals in the scene at the top of the page.

Encourage the children to name the animals and to do the actions and sounds for each animal. Ask: What is the elephant doing? (drinking water). Tell the children to look at the picture at the bottom of the page and ask: What’s missing? Encourage the children to spot the differences between the two images. Point to the clouds in the top image and ask: How many clouds? (two). Point to the bottom image and ask: How many clouds? (one). Tell the children to draw another cloud. Point to the elephant and ask: What’s missing? (the ears). Point to the lion at the top of the page and ask: What’s this? (a lion) then tell the children to look at the lion in the bottom row and indicate what is missing (its tail). Once the children have drawn the cloud, the ears on the elephant and the tail on the lion, tell them to colour the animals or to colour their favourite animal.

•

Option: Animal noises. 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.

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

Extension Sit the children in a circle. Show plastic safari animals one by one, and ask the children to identify them. Put the toy animals in the centre of the circle. Call on different children to bring you the animals. Say, for example: Roberto, give me the (lion) please! Repeat with the other children.

•

Lesson 2 Language monkey, snake, elephant, lion, giraffe, hippo, crocodile, big, small, mummy, baby

•

Objectives Learn how to say the names of different animals Recognise characters and key vocabulary Develop fine motor skills

• • •

Materials panda puppet, Playhouse poster, crayons, CD Audio, coloured shapes poster, unit flashcards Optional: plasticine or play-dough

• •

Warm up

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

• Name different animals and encourage the children to mime them.

• Option: Show a flashcard quickly and tell the children to mime the animal on the flashcard.

• Using the Playhouse poster, hide a flashcard

•

(monkey, snake, elephant or lion) 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 the children to say the colours on the poster. Show the flashcards for monkey, snake, elephant and lion.

Encourage the children to say the words. Place four of the cards face up on the coloured 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. Point to one and say: What is it? The children have to try and remember which animal it is. After they have made a guess, turn the card over, so the children can see if they were right or not. Repeat with the other flashcards until they are all face up once more.

Lesson

• Introduce the flashcards for giraffe, hippo and • •

crocodile. 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.

Distribute the Class Books and help the children to find page 39. Look at the picture and name the animals. Hold up the flashcards and ask the children to point to the different animals in their books.

Tell the children that they need to join the baby

•

animals to their mummies. Point to the baby giraffe and ask: Mummy or Baby? and elicit Baby from the children, then with your finger, trace over the line to the mummy giraffe, and ask the same question, eliciting the answer mummy from the children. Repeat for the hippo and crocodile, before getting the children to do the activity in their books. Allow time for the children to trace over the lines while walking around the room observing their progress. Encourage them to name the animals and say baby and mummy while they are tracing over the lines.

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 set a time limit for the activity. Be sure to reward them for their efforts.

Closing

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

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

Option: Hand out pieces of play-dough to the children. Encourage them to make one of the safari animals.

Option: name an animal, mime for example: monkey and ask the children to mime it or to make its sound. Repeat this with the other animals from lessons 1 and 2 helping the children mime appropriate actions.

57

Unit 5

Safari Park

Lesson 3 Language giraffe, hippo, crocodile (river), lion (jungle), monkey (tree), snake (grass), There’s (a lion), numbers 1 - 10, How many (snakes) are there?

•

Objectives Take part in a song Develop gross motor skills through actions Use mime to represent different animals Recognise animal sounds

• • • •

Materials panda puppet, Playhouse poster, CD Audio, flashcards, crayons, blue tack, Activity Book (page 21)

•

58

Warm up

Track 26

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

• Using blue tack, stick four flashcards on different

Speaker: Listen and sing.

Chorus: Safari fun! Safari fun! (wave arms) Come with me! (indicate to join in) Safari fun! Safari fun! (wave arms) Lots to see! (point to eye)

•

Pandy:

There’s a crocodile in the river. (open arms or hands like crocodile jaw) Yes, there is! (nod) There’s a crocodile in the river. (open arms or hands like crocodile jaw) Chomp, chomp, chomp.

Pandy:

There’s a lion in the jungle. (hold up pretend claws like a lion) Yes, there is! (nod) There’s a lion in the jungle. (hold up pretend claws like a lion) Roar, roar, roar.

Chorus:

Safari fun! Safari fun! (wave arms) Come with me! (indicate to join in) Safari fun! Safari fun! (wave arms) Lots to see! (point to eye)

Pandy:

There’s a monkey in the tree (pretend to swing like a monkey) Yes, there is! (nod) There’s a monkey in the tree. (pretend to swing like a monkey) Ooo, Ooo, Ooo

Pandy:

There’s a snake in the grass. (move hands like a snake in the grass) Yes, there is! (nod) There’s a snake in the grass. (move hands like a snake in the grass) Hiss, hiss, hiss.

•

parts of the Playhouse poster. Invite individual children or groups of children to touch or point to the correct cards.

Option: Use the flashcards from the unit to play a game of Pass the card to practise the vocabulary.

Get the children to sit in a circle. Hold up a flashcard and say, for example: Look! A snake!

Pass the flashcard to a child beside you and encourage the child to say: Look! A snake. The child then passes the card to the child next to him or her who then repeats the sentence. Continue the same procedure until all of the children have had a turn. Repeat with other animal cards.

Show the animal flashcards one by one and ask, for example: Do you like lions? Encourage the children to say: Yes or No.

Lesson

• Distribute the Class Books and show the children

• •

where page 40 is. Look at the picture, name the animals and encourage the children to point to them. Point to Pandy and ask: Who’s this? Explain that Pandy is on a safari. Ask the children to name the different animals in the safari scene. Ask them to count how many animals there are in the picture.

Make animal noises or do actions 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.

Listen to the song (CD Track 26) and show the children the actions. Listen again encouraging the children to do the actions.

Chorus:

Safari fun! Safari fun! (wave arms) Come with me! (indicate to join in) Safari fun! Safari fun! (wave arms) Lots to see! (point to eye)

• Listen to the song again (CD Track 26) encouraging the children to do the actions.

• Collect the Class Books.

• Revise the numbers 1 to 10. First count your

•

fingers with the children, then play the clapping game. Say for example: Three, and the children have to clap three times. Do the same with other numbers. Alternatively clap once, twice or three times and the children have to say how many times you clapped. Then talk about various objects in the room asking: How many? (crayons, tables, windows, doors...)

Distribute the Activity Books and help the children find page 21. Point to and name the different animals asking: What’s this? (a monkey, snake, giraffe, hippo). Then point to the numbers and say each one with the children. Explain that they need to count the number of animals and circle the correct number. Do the first row as an example. Say: One, two, three, four, five, six monkeys! Then, pointing at the numbers with your finger, count up to six again and trace over the dotted circle round the number six. As the children are working, walk around the class checking their progress and helping any pupils who are struggling. When they have finished, they can colour the animals they like best. Alternatively. you can use the pictures to do a number dictation.

Say: First row – colour three monkeys; second row – colour five snakes…

Closing

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

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

59

Unit 5

Safari Park

Lesson 4 Language elephant, giraffe, hippo, crocodile, bird, monkey, land, water, big, small, on land, in the water, parts of the body, where does the (hippo) live?

•

Objectives Identify key vocabulary Develop visual discrimination Learn how to use or place stickers Develop fine motor skills Talk about where different animals live Distinguish between animals that live on land or in the water

• • • • • •

Materials panda puppet, unit stickers, Playhouse poster, CD Audio, animal flashcards Optional: poster paper, gommets

• •

60

Warm up

Closing

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

• Use Pandy to ask different 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 – 10 by doing the clapping

• Cross-curricular - Science: Make land and water

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. Hide an animal flashcard behind the door on the Playhouse poster and invite the children to knock on the door (knocking on their tables). Ask: What is it? Elicit animal names from the children (lion, hippo...) then show them the flashcard so they can see if the guessed right. Repeat with several cards.

Distribute the Class Books. Look at the pictures and encourage the children to talk about them (the weather, the number of animals...) Point to the sky and ask: Is it rainy or cloudy? (cloudy). Explain to the children that they have to look at the picture, look at the stickers and place the stickers in the correct place according to where the animals live.

Explain (in L1 if need be) that some animals live on land while others live in the water. Encourage the children to peel off their stickers and to stick them in the correct place. When they have finished say, for example: Look at the giraffe. Where does it live? On land or in the water? (On land). Ask questions about the size of the different animals: Is the crocodile big or small? and talk about the animals’ body parts: Point to the hippo’s eyes…

• •

posters. Encourage the children to draw different land and water animals and to stick their illustrations on a poster, which can then be hung on a wall in the classroom..

Option: Tell the children to turn to their page of gommets. Say, for example: Bird red. Encourage the children to place a red gommet on one of the birds.

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

Lesson 5 Language farm, safari park, home, farm animals, pets, red, blue, cow, snake, sheep, lion, crocodile, elephant, big, small

•

Objectives Identify safari animals Develop listening comprehension Distinguish between safari animals and farm animals Develop critical thinking skills Develop fine motor control

• • • • •

Materials panda puppet, animal flashcards, CD Audio, crayons, coloured shapes poster, Activity Book (page 22)

•

Warm up

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

• Play the chant from lesson 1 (CD Track 25) •

•

encouraging the children to participate and do the actions.

Use the flashcards and the coloured shapes poster to review key unit vocabulary. Place some of the flashcards on the coloured shapes poster and say for example: Lion, and get the children to say the colour the lion is on. Do this for all the colours on the poster. If the children are confident enough, say the colour: Red and this time elicit the name of the animal on that colour (lion). Repeat for all the animals used in the unit so far. Revise also the vocabulary for farm animals.

Talk (in L1 if necessary) about the different categories of animals: at home (dog, cat, canary) on the farm (duck, cow, sheep, horse) and in the safari park (lion, elephant, hippo) Say the name of an animal and elicit: home, farm or safari from the children, depending on what animal it is. Then do the opposite. Say for example: Safari park! and the children have to name an animal found in the safari park.

Lesson

• Distribute the Class Books and show the children

where page 42 is. Look at the pictures and talk about them with the children. Point to the cow and ask: What is it? (a cow). What colour is it? (Black and white) Do you like it? Elicit Yes or No from the children, reminding them that everybody has the right to express their own opinion. Do the same for all the photos. Then point to the sheep and ask: Farm or Safari Park? (farm). Do the same for all the pictures. Then ask: How many farm animals are there? (two) and confirm by saying: Cow, sheep, one two! Then ask the same question

about the safari park animals.

• Distribute red and blue crayons and explain to the •

children that they are going to do a listening activity.

Explain to the children that they have to listen and then circle the animals either with the red or blue crayon, according to whether they live on the farm or in a safari park. (CD Track 27) Explain that they should circle the farm animals red, and the safari park animals blue. Pause the audioscript sections one by one, allowing time for the children to say the name of the animal and circle it, using the appropriate colour. If need be, play the CD track again so they can check their answers once more.

Track 27 Speaker: Listen and circle.

I’m black and white.

I live on a farm.

Circle me red.

Yes, I’m a cow I haven’t got legs.

I live in a safari park.

Circle me blue.

Yes, I’m a snake I’m white.

I live on a farm.

Circle me red.

Yes, I’m a sheep.

I’m brown.

I live in a safari park.

Circle me blue.

Yes, I’m a lion.

61

Unit 5

Safari Park Panda Pointer

I’m green.

I live in a safari park.

I’ve got big teeth!

Circle me blue.

Yes, I’m a crocodile.

Keep in mind that children need to practise both horizontal and vertical eye-hand coordination in order to be able to write in English. A number of letters require up – down movements and it is useful for children to practise drawing lines in this way.

• Repeat the listening (CD Track 27) and encourage • •

62

the children to point to the correct animal as they listen. When they have finished, smile and congratulate the class.

Option: talk to the children about their favourite animals and ask them if they have ever visited a safari park or a farm.

Collect the Class Books and distribute the Activity Books and the rest of the crayons. Help the children find page 22, and ask them to point to and name the different animals (crocodile, lion, elephant). Say: Look! A big crocodile and a small crocodile. Repeat with the other animals then say, for example: Point to the small elephant... Explain to the children that they need to draw a line connecting the small animals to their homes.

Demonstrate by pointing to the small crocodile, then tracing with your finger between the lines to his home at the bottom of the page. If they want, they can colour some of the animals when they have finished.

Closing

• Collect the Activity Books • Option: Mime the different safari animals with the •

children. Divide the children into two groups; farm animals and safari park animals. Say the name of an animal for example: Cow and the appropriate group makes the animal sound.

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

Extension Talk to the children about animals habitats and where animals live or sleep.

•

Lesson 6 Language giraffe, hippo, snake, numbers 1 – 10, How many (giraffes) are there?

•

Objectives Identify safari animals Develop observation skills Review numbers Develop fine motor skills Work on basic maths concepts

• • • • •

Materials panda puppet, crayons, CD Audio, Playhouse poster, animal flashcards

•

Warm up

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

• Using the puppet, ask the children various •

• • •

• •

questions, for example: How are you? Are you happy? Do you like animals?

Play The Weather Song (CD Track 08) and talk to the children about the weather that day. Look outside and ask the children about the weather: Is it hot? Cold? Sunny? Rainy? Cloudy? If possible, use picture cues for the weather words to help understanding.

Play the song from the unit (CD Track 26) and invite the children to join in and do the actions.

Use the Playhouse poster and the unit flashcards to review key vocabulary. Hide a flashcard behind the door on the playhouse poster and encourage the children to knock and ask: What is it? Show them the card and elicit the name of the animal.

Put all the animal flashcards face up on your desk, and let the children look at them for a minute.

Then pick them up, shuffle them and put them all back down except one. The children have to guess which one is missing. Repeat this game several times as it helps develop the children’s memory and observation skills.

Review counting. Encourage the children to count different things in the classroom.

Ask the children to close their eyes. Knock on the table three times and ask: How many? (Three.)

Repeat with other numbers.

Lesson

• Distribute the Class Books and show the children where page 43 is. Look at the page and ask the children to point to, and name the different animals (giraffe, hippo, snake) Then ask: What colour is the (hippo)? and elicit the answer from the children. Point to the hippo and say: How

•

•

many hippos are there? Count aloud with the children. Do the same for the giraffes and the snakes.

Then focus their attention on Pandy, Ben and Gina at the bottom of the page. Explain to the children that they need to circle the correct number of animals according to the signs the characters are holding. Do the first one (giraffes) as an example. Say: Look, 1, 2, 3, 4, 5, 6, 7, 8 giraffes.

Look at Pandy. He’s got a sign with the number 5.

Invite the children to circle the 5 giraffes tracing over the dots around the group of 5 giraffes. Help the children to follow the same procedure with the other animals, according to the number Ben and Gina are holding.

When the children have counted and circled the correct number of animals, they can then count the number of animals that are left.

Panda Pointer For some five year olds pre-maths activities 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.

Closing

• Option: Invite the children to take out their • •

gommets. Say, for example: Giraffe blue and encourage the children to place a blue gommet on the giraffe.

Collect the Class Books.

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

63

Unit 5

Safari Park

Lesson 7 Language monkey, hippo, lion, giraffe, elephant, snake, crocodile, circle. How many (hippos) can you see?

How many (snakes) are there? There’s (a hippo) There are (four crocodiles)

•

Objectives Identify key vocabulary Develop visual discrimination Develop listening comprehension Review numbers

• • • •

Materials panda puppet, CD Audio, safari animal flashcards, crayons, Activity Book (page 23).

Optional: plastic toy safari animals

•

Warm up

How many elephants are there?

Two or three?

Yes! One, two elephants.

• 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 safari animal

How many lions are there?

One or two?

Yes! One lion.

flashcards and encourage them to say the words.

Place the cards on different walls of the class then say, for example: Point to the hippo. Then, Point to the giraffe and the lion. Then, Point to the giraffe, lion and hippo. Repeat with other words.

64

Lesson

• Distribute the Class Books and show the children

•

where page 44 is. Ask the children to point to Pandy and Sue. Explain that they are in the Playhouse playing a game with some toy animals.

Ask them to name and to count the toy animals in the picture. For example, point to the crocodile and ask: What colour is the crocodile? (green). How many are there? (Four). Repeat for the other toy animals on the table.

Explain to the children that they need to listen and to count the animals (CD Track 28). Model the activity then play the CD. Encourage the children to say the number then, after the pause, they can check their answers.

How many giraffes are there?

Three or four?

Yes! One, two, three giraffes.

• Ask follow up questions, for example: How many elephants are there? (two).

• Play the Yes or No Game with the images.

•

• •

Track 28 Speaker: Listen and count.

Narrator: How many hippos are there?

One or two?

Yes! One hippo.

How many crocodiles are there?

Four or five?

Yes! One, two, three, four crocodiles.

•

Following the listening activity, play a game with the images. Say, for example: Five elephants. (the children shout out: NO!). One lion (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 safari animals. Then ask them to point to different animals. For example, say: Point to the monkey, point to the hippo...

Before doing the task ask the children to read each row. Point in your book and encourage the children to identify the animals.

Explain to the children that they have to circle one animal in each row according to your instructions: Row 1. Hippo. Circle the hippo. Row 2. Crocodile.

Circle the crocodile. Row 3. Elephant. Circle the elephant.

When they have finished, the children can colour and say the name of the animals that are not circled.

Closing

• Collect the Activity Books • Play a chain game: have three children come to the

front of the class. They each hold a safari animal flashcard. Encourage them to play a chain game where they add a new word each time. For example, the first pupil says: I’ve got a giraffe. The second pupil adds: I’ve got a giraffe and a lion. The third: I’ve got a giraffe, a lion and a hippo. These activities help develop children’s memory skills.

• Option: Bring in plastic toy safari animals and •

allow the children time to play with the toys, count the animals etc.

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

Lesson 8 Language elephant, monkey, lion, snake, crocodile, giraffe, hippo. There is a (lion)

•

Objectives Identify key vocabulary Develop fine motor skills Work on creativity Talk about safari park animals

• • • •

Materials panda puppet, CD Audio, animal flashcards, Playhouse poster, crayons

•

Warm up

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

• Use the puppet to ask the children various

•

• •

•

•

questions: How are you? How many windows are there? What colour is your hair? How many eyes have you got? Do you like salad?

Sing the unit song and do the actions (CD Track 26) Play a game with the flashcards of the unit and the Playhouse poster. Hide a flashcard behind the door on the Playhouse poster and get the children to guess which one it is.

Play the Look and guess game with the flashcards from the unit. Show the flashcards and ask the children to identify them. Then put the cards face down on a 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? A hippo? A monkey? The children say the word when they recognise the animal. Play the game again with different cards. It is more challenging to put the flashcards upside down.

Lesson

• Distribute the Class Books and show the children

where page 45 is Explain the task in L1 if necessary. Tell the children that they have to draw a safari park. Draw their attention to the thumbnail pictures and ask, for example: Is this a

hippo or a lion? Is this an elephant or a monkey?

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 hippos? What colour is your snake? 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 Safari Park! There is a monkey and a hippo.

Extension Do a class survey to see which is the children’s favourite safari park animal. Place the flashcards of the animals used in the unit, spaced out on the floor. Then one by one, ask the children which their favourite animal is, and tell them to go and stand next to the appropriate flashcard. As more children gather, they can form a circle around the flashcard. Once all the children have expressed their preference, count how many are in each group, and record the results on a graph which can then be hung on the wall for everyone to see.

Remind the children that this is a survey and not a competition, so there are no winners or losers.

•

Closing

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

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

65

Unit 6

In my Town!

Lesson 1 Language bookshop, restaurant, supermarket, fire station, outside, town, street. Where’s Pandy? Is he in the (bookshop)? No, he isn’t in the (bookshop). I’m in the (fire station) Where are you? Are you in the (restaurant)?

Review: Colours

• •

Objectives Take part in a chant Learn how to name some buildings Review colours Develop gross motor skills and oral expression

• • • •

Materials panda puppet, Playhouse poster, CD audio, flashcards crayons, Activity Book (page 24)

•

66

Warm up

Lesson

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

• Show the Panda puppet to the class and act out a

• Distribute the Class Books and help the children

• •

•

conversation Say: 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.

Play The Weather Song (CD Track 08) and talk to the children about the weather that day.

Draw the sun, a cloud and some rain drops on the board. Point to the sun and say: Is it sunny today?

Encourage the children to look out of the classroom window to see what the weather is like.

Do the same for cloudy and rainy, then ask if it’s hot or cold and do actions so the meaning of these words is clear.

Introduce the flashcards for bookshop, restaurant, supermarket, fire station, town. Show the cards one at a time, and say the words to the class. In L1 talk about the buildings and elicit what they can do in each one.

Panda pointer

•

•

find page 46. Talk about the picture with the pupils. Ask the children where each character is.

Ask: Where’s (Gina)? (outside the bookshop).

Then point to the characters and talk about what they are doing. (They are looking for Pandy). Ask the children to point to Pandy and say where he is.

(In the fire station). Ask the children in L1 if they have ever visited a fire station. And what they can see there.

Stick the following flashcards on different walls: town, bookshop, restaurant, supermarket and fire station. Play the chant Where’s Pandy? and do the actions. (CD Track 29)

Track 29 Speaker: Listen and say the chant.

Children: In the town (Show flashcard) Where’s Pandy?

Is he in the bookshop? (Show flashcard) Gina:

This activity draws upon the children’s general knowledge of the world around them.

• 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 restaurant? A bookshop? Open the door and check. Repeat with the other buildings. When finished, hold up the flashcards one by one and ask: What’s this? and elicit the vocabulary from the children.

No, No, No, He isn’t in the bookshop.

(Show flashcard) Pandy isn’t in the bookshop.

(Show flashcard)

Children: In the town (Show flashcard) Where’s Pandy?

Is he in the restaurant?

(Show flashcard) Ben:

No, No, No,

He isn’t in the restaurant.

(Show flashcard) Pandy isn’t in the restaurant.

(Show flashcard) Children: In the town (Show flashcard) Where’s Pandy?

Is he in the supermarket?

(Show flashcard) Girl:

Pandy:

No, No, No, He isn’t in the supermarket (Show flashcard) Pandy isn’t in the supermarket (Show flashcard) Hey! Here I am!

I am in the fire station (Show flashcard) In the fire station! (Show flashcard) Look at me!

Extension Do a very simple game. Show four flashcards of the buildings featured in the lesson and say the words. Then shuffle the cards and choose one without showing it to the children. Ask them to guess where you are. Encourage the children to ask: Are you in the (restaurant)? Say: Yes or No. The game continues until the children guess right.

Repeat this a few times. When the children are familiar with the game, swap roles and ask various children to shuffle the cards and choose a building.

The rest of the class have to guess where he or she is.

•

Closing

• Collect the Activity Books.

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

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

• Play the chant again (CD Track 29) and encourage • •

•

the children to follow the chant in their books.

Then repeat the chant once more and ask the children to do the actions.

Collect the Class Books and distribute the Activity Books.

Show the children where page 24 is in the Activity Book. Point to the different buildings and encourage the children to identify them. Ask: What’s this? Elicit: A bookshop, a supermarket and a fire station. Ask the children to choose one of the buildings, and tick the corresponding circle under the building chosen. Then invite them to draw themselves in the door of the building. Walk around the class, making sure all the children have understood the task. Ask various children: Where are you? and elicit their answer according to their drawing. Finally tell the children to colour the building, as they like.

Ask various children to show their page to the rest of the class and say: I’m in the (supermarket).

67

Unit 6

In my Town!

Lesson 2 Language police station, hospital, bank, fire station, supermarket, restaurant, bookshop, town, Where’s (Gina) going? To the (hospital) Review colours

• •

Objectives Learn how to say the names of different buildings Recognise characters and key vocabulary Develop fine motor skills

• • •

Materials panda puppet, crayons (purple), CD Audio, Playhouse poster, unit flashcards, character flashcards Optional: seven big empty cartons of milk or juice lined with white paper, finger paints, plastic plates

• •

Warm up

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

• Use Pandy to have a conversation. Ask Pandy: Are 68

•

• •

•

you tired? (mime yawning with the puppet as he nods his head to say yes). Do the same for happy, sad, cold and hot. Then ask various children these questions.

Stick the following flashcards on different sides of the class (town, bookshop, restaurant, supermarket, fire station.) Encourage the children to say the words aloud. Play the chant Where’s Pandy? from the previous lesson and do the actions (CD Track 29). Encourage the children to point to the cards and do the actions, too.

Play The Weather Song (CD Track 08) and talk to the children about the weather that day.

Draw various weather symbols on the board (sun, cloud, raindrops, snowflakes) point to them one by one, and get the children to name them with you (sunny, cloudy, rainy, snowy). Then point again, in a different order and have the children name them without your help this time.

Then show the flashcards of the unit and say the name of each building, encouraging the children to repeat the words: police station, hospital, bank, fire station, supermarket, restaurant, bookshop.

Using the Playhouse poster, hide a flashcard behind the door, knock on the door (or encourage the children to knock by knocking on their desks or tables) and say: What is it? Give the children a chance to guess which building it is, then show them the flashcard, say what it is, and encourage the children to listen and repeat.

Lesson

• Distribute the Class Books and help the children

find page 47. Point to the different characters in the column on the left-hand side and ask the

• •

• •

children to identify them. Elicit: Gina, Ben and Pandy.

Then encourage the children to identify the buildings on the right-hand column, confirm: police station, hospital, bank.

Point to the maze, which leads each character to a different building. First, point to Gina, then the hospital and ask: Where’s Gina going? (To the hospital). Ask the children to draw a line from Gina to the hospital through the maze, with a purple crayon.

Then ask the children to follow the paths in the maze, in order to find out where Pandy and Ben are going. Ask them to use different colours for each path.

As they are working, walk around the class checking their progress, and helping pupils who are struggling. Encourage them to repeat the name of the characters and where they are going, as they draw their lines through the maze. Congratulate them on doing the task well.

Panda Pointer Keep in mind that children at this age have not yet established the ability to draw lines with ease. Be sure to reward them for their effort. Positive reinforcement is very important.

Extension Tell the children that they are going to make some buildings. Divide the class in seven groups, assign a building to each group: police station, hospital, bank, fire station, supermarket, restaurant and bookshop. Put appropriate finger paints in plates and give them to the groups. Hand out the cartons, one for each group. Ask the children to colour the buildings with their fingers. Then help them to draw doors and windows on each building and some decorations in order to help the children

•

•

to identify the buildings.

Finally, do an exhibition of the buildings on a table. As you are doing this, ask the children to name the buildings. Ask: What’s this? Elicit, for example: Fire station. Leave the exhibition for the next lesson.

Closing

• Collect the Class Books.

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

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

Lesson 3 Language unit flashcards of buildings, crazy town, fountain, outside, in. There’s a (monkey) outside the (supermarket) Review: monkey, giraffe, hippo, colours, numbers

• •

Objectives Take part in a song Develop gross motor skills through actions Recognise some buildings Connect animals with buildings

• • • •

Materials panda puppet, Playhouse poster, blue tack, crayons, CD Audio, unit flashcards, flashcards of: hippo, giraffe and monkey, Activity Book (page 25) Optional: buildings made in the previous lesson

• •

Warm up

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

• Say to a few children: Hello! How are you? Are you happy?

Play • The Weather Song (CD Track 08) and talk to • •

the children about the weather that day. Talk to the children about the weather outside that day.

Ask: Is it (sunny, cloudy, rainy, hot, cold)?

Use blue tack to stick the flashcards of the unit (police station, hospital, bank, fire station, supermarket, restaurant, bookshop) on different parts of the Playhouse poster. Invite the children or groups of children to touch or point to the cards.

Then take the flashcards and stick them on the walls around the classroom. Choose seven children, and tell each of them to stand next to a card and ask: (Rosa), where are you? and elicit the name of the building on the flashcard next to them. More confident children can be encouraged to produce a complete sentence when answering: I’m outside the (bookshop).

Lesson

• Distribute the Class Books and show the children

•

where page 48 is. Look at the picture and point to the characters. Ask: Who’s this? (Ben) and repeat for Gina and Pandy. Explain (in L1) that they are running in the street, they are shouting and warning everybody about the animals in the town.

Ask the children to look for the animals in the

town. Elicit: A giraffe, a hippo and a monkey.

• Draw the children’s attention to the monkey and •

ask: Where’s the monkey? (Outside the supermarket). Do the same with the hippo (in the fountain) and the giraffe (outside the fire station).

Listen to the song (CD Track 30). Ask the children to follow the song in their books. They should point to the animals and the buildings when they are named. Then repeat the song again, and show the children the actions. Listen again, encouraging the children to do the actions.

Track 30 Speaker: Sing and do.

Chorus: Crazy town! Crazy town!

Watch out! Watch out!

There are animals in the town.

There’s a monkey (Show or point to flashcard) Outside the supermarket (Show or point to flashcard) It’s jumping up and down!

(Jump like a monkey) Boing! Boing! Boing! (Imitate the noise) Crazy town! Crazy town!

Watch out! Watch out!

There are animals in the town.

69

Unit 6

In my Town!

There’s a hippo (Show or point to flashcard) In a fountain It’s splashing! (mime the action) Splash! Splash! Splash!

(Imitate the noise) Crazy town! Crazy town!

Watch out! Watch out!

There are animals in the town.

There’s a giraffe (Show or point to flashcard) Outside the fire station (Show or point to flashcard) It’s ringing the bell!

Ding! Ding! Ding! (Imitate the noise)

Extension Hand out some buildings and animal cards, one for each child: supermarket, fire station, fountain (use town flashcard), monkey, hippo, giraffe. Play the song again. The children raise their cards when their building or place or animal is named. Then they swap cards and listen to the song again.

•

• Collect the Class Books and distribute the 70

• •

Activity Books. Show the children where page 25 is. Point to the monkey and the supermarket and ask the children to identify them. Explain that the monkey is jumping up and down. Ask the children to jump six times like the monkey. Count: one, two, three, four, five and six.

Review body parts by asking: How many ears (eyes, legs...) has the monkey got?

Finally ask the children to take out their crayons and colour the scene as they wish. As the children are working, walk around the room checking progress and helping those who are struggling.

Encourage the children to talk about the picture.

Ask: What colour is the monkey? (this banana, this apple)? Finally the children sing the song again.

Extension Sit the children in a circle and put the buildings (from the previous lesson) in the centre. Hand out the animal flashcards and choose one and put it outside one of the buildings. Say for example: Look, the giraffe is outside the restaurant. Invite various children to do the same with the rest of the flashcards and buildings.

•

Closing

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

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

Lesson 4 Language police station, hospital, bank, fire station, supermarket, restaurant, bookshop, this is the (hospital) Review: monkey, lion, giraffe, hippo, elephant, snake, crocodile, colours

• •

Objectives Identify key vocabulary Develop visual discrimination Learn how to use / place stickers Use logic and maths thinking skills to solve puzzles

• • • •

Materials panda puppet, CD Audio, unit stickers, Playhouse poster, unit flashcards and animal flashcards, blue tack

•

Warm up

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

• Use Pandy to ask different children How are you?

• [CD Track 30) Review the Crazy town! song with the class. Do the actions.

• Use the Playhouse poster and the flashcards to •

•

review unit vocabulary. Hide a card behind the door of the playhouse, knock on the door and then encourage the children to guess the building.

Use the flashcards to review animals (monkey, lion, giraffe, hippo, elephant, snake, crocodile). With the blue tack, stick the animal flashcards on the walls around the classroom. Say the name of an animal and get the children to point to it. Make a game of it, by starting slowly, then getting faster and faster.

Game: Sit the children in a circle. Place the unit flashcards (buildings) one by one in the centre of the circle. Elicit the words: police station, hospital, bank, fire station, supermarket, restaurant, bookshop. Ask various children to identify them by touching them, and then giving them to you. Say for example: (Rosa) find the police station, please!

Rosa looks for the card, picks it up, shows it to the class and says: A police station. Ask: What colour is it? Elicit its colour (brown? blue?). Repeat this game with the rest of the children.

Lesson

• Distribute the Class Books and show the children

where page 49 is. Look at the pictures. Point to the big puzzle and explain that Gina and Pandy are doing this puzzle. Ask the children to identify the buildings: a bank, a police station, a fire station, a hospital, a supermarket, a restaurant and a bookshop. Encourage the children to name the three buildings which are missing part.

Encourage them to pick the correct sticker to

complete the buildings.

• When they finish, ask the children to follow your

instructions. Say: Point to the hospital! What colour is the hospital? Follow the same procedure with the rest of the buildings.

Extension The children sit in a circle. Put the building and animal flashcards in the centre: police station, hospital, bank, fire station, supermarket, restaurant and bookshop; monkey, lion, giraffe, hippo, elephant, snake, crocodile. Ask various children to follow your instructions, for example: (Juan) Give me the bank and the monkey, please!

When the child does the action say: Thank you!

Then show the cards and say: Look, the monkey is outside the bank. Repeat and encourage the children to join in. Do the same with the rest of the flashcards.

•

Closing

• Collect the Class Books.

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

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

71

Unit 6

In my Town!

Lesson 5 Language police station, hospital, fire station, bank, supermarket, restaurant, a bookshop (Uniform) I work at the (police station) Review: prepositions (in, on, under) and dirty, clean, numbers 1-4

• •

Objectives Develop visual discrimination Develop listening comprehension Develop fine motor skills and pre-writing abilities Reflect on the importance of taking care of our environment

• • • •

Materials panda puppet, flashcards, crayons, CD Audio, coloured shapes poster, Activity Book (page 26)

•

Warm up

72

Woman: Hello! I always wear a uniform at work.

My uniform is blue. I help people I work at the hospital.

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

• Review the prepositions in, on, under, using the

Man:

•

Panda Pointer

•

panda puppet. Put Pandy under your desk and ask: Where’s Pandy? Elicit the answer from the children and repeat with other prepositions (for example: on the table, in the bag.).

Play the chant: Where’s Pandy? from lesson 1 encouraging the children to participate and do the actions (CD Track 29).

Use the flashcards and the coloured shapes poster to review key unit vocabulary. First place 4 building flashcards on different colours on the poster, and say for example: Restaurant! Elicit the colour the restaurant is on, for example: Red. Do this with all the buildings. Then repeat the procedure, but this time say the colour, and get the children to name the building.

Keep in mind that children needn’t understand everything the characters are saying, as they should be able to figure out the ‘message’ through the tone and by looking at the pictures.

• Repeat the listening, and invite the children to •

Lesson

• Distribute the Class Books and help the children • •

find page 50. Look at the pictures and ask the children to identify the profession of each person in L1. Point to the policeman and say: Look his uniform is… Elicit: black.

Follow the same procedure with the nurse and the fireman. In L1 talk about what the characters normally do in their jobs.

Present the listening (CD Track 31) pointing to the different scenes in your book.

Track 31 Speaker: Listen and point.

Man: Hello! I always wear a uniform at work.

My uniform is black. I help people I work at the police station.

Hello! I always wear a uniform at work.

My uniform is yellow. I help people I work at the fire station.

• • • • •

point to the correct picture and name the buildings in the pauses.

Collect the Class Books and distribute the Activity Books and crayons. Show the children where page 26 is. Point to the characters and discuss the situation in L1. They are cleaning the street. Ask the children to identify the buildings that are in the scene.

Point to the dotted lines around the buildings and invite the children to complete them, encouraging them to say the name of each building as they are working.

Revise the words clean and dirty. Show the children your hands and ask: Are they clean or dirty? and elicit Clean.. Ask various children the same question about their hands, face, shoes…

Point to the street in the picture and say: Is it clean or dirty? and elicit dirty from the children.

Point to Pandy, he is sweeping rubbish towards a bin. Draw the children’s attention to the dotted line from Pandy to the bin. Ask the children to trace this line and to complete the drawing of the bin, in order to help Pandy with his work.

Then point to Ben and explain that he is picking

•

litter up off the grass. Ask the children to help him by tracing the dotted line that goes from paper to paper.

When they finish ask the children to colour all the bins that appear in the scene. Point to the bins and count them with the children (one, two, three).

Do the same for the buildings.

Moral and civic education Reflect on the importance of cleanliness and respecting the environment: Don’t drop litter in the street!

•

Extension When they have finished they can colour the buildings that are in the scene. Alternatively, use the picture to do a colour dictation. Say for example: Colour the police station blue!

•

Closing

• Collect the Activity Books and congratulate the children on their good work.

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

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

Lesson 6 Language police station, hospital, fire station, bank, supermarket, restaurant, bookshop, actions from previous units: (wash hands, clean teeth...)

•

Objectives Identify and name some key vocabulary Develop fine motor skills Acquire English vocabulary

• • •

Materials panda puppet, crayons, CD Audio, unit flashcards Optional: plastic animals, monkey, lion, giraffe, hippo, elephant, snake, crocodile, a paper bag and buildings made in lesson 2

• •

Warm up

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

• Using the puppet revise various actions •

encountered in previous units. Say: Pandy, wash your hands please! Mime washing your hands and encourage the children to join in. Repeat with other actions (clean your teeth, brush your hair..).

Play the song of the unit (CD Track 30) and invite the children to sing and do the actions.

• Take out the unit flashcards, show them one by •

Lesson

• Distribute the Class Books and show the children

where page 51 is. The children identify the buildings in the town. They are: a bookshop, a supermarket, a fire station, a hospital, a restaurant and a bank. In L1, ask the children what they can do in each building.

Panda Pointer Speaking about the town and its buildings helps the children to use their knowledge of the world around them.

one, and ask the children to say the word and point to the pictures in their books. Point to the different buildings and ask: What colour is the (restaurant)?

Draw the children’s attention to the dotted lines of the hospital, ask them to choose an appropriate colour and trace the lines in order to finish the building, then they can finish colouring it. Follow the same procedure with the bookshop and the supermarket. As the children are working, walk around the room checking progress and helping children who are struggling.

Extension Get the children to sit in a circle. Put the buildings made in lesson 2, in the middle of the circle. Ask the children to identify them one by one. Then put the following plastic animals in a paper bag: monkey, lion, giraffe, hippo, elephant, snake, crocodile. As you are doing this, elicit the words.

Then ask a child to take out one animal according to your instructions: Say: (Marcos) give me the crocodile, please! The child has to find the animal without looking inside the bag. He recognises it by touching it and gives it to you. Then place the

•

73

Unit 6

In my Town!

animal outside one of the buildings and say for example: The crocodile is outside the (fire station).

Repeat the sentence and invite the children to repeat it after you. Do the same with different animals and buildings.

Closing

• Collect the Class Books.

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

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

Panda pointer Insist on the use of please when you ask for something.

Lesson 7 Language vocabulary of the unit

•

Objectives Identify key vocabulary Develop visual discrimination Develop listening comprehension Review colours and numbers

• • • •

Materials panda puppet, unit flashcards, CD Audio, playhouse poster, crayons, Activity Book (page 27)

•

74

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 one of the unit flashcards (restaurant) behind the door of the playhouse poster and ask: What is it? Encourage the children to guess, then slowly open the door and show them the card.

Call a child to the front of the class and give him or her a building flashcard (hospital) without letting the other children see. Ask: Are you outside the (Bank)? The child says: No. Encourage the children in the class to ask until they guess right.

Play The Weather Song (CD Track 08) and talk to the children about the weather. Point to the window and ask: Is it sunny? Is it rainy? Is it cloudy?

Lesson

• Distribute the Class Books and show the children •

where page 52 is. Look at the page, ask the children to point to Pandy and say where he is.

Elicit: supermarket.

Do the same with Gina: bookshop, Ben: fire station and Sue and her mummy: restaurant Explain to the children that they are going to listen to the

characters and find out if they guessed right.

• The children listen and say yes or no according to

the information in the picture. Model the activity.

Point to Pandy in the picture and say: Pandy is in the bank! and encourage the children to answer: No! Then say: Pandy is in the supermarket! and the children shout out: Yes! Repeat with the other characters and buildings, varying the questions so the children have to answer yes or no, according to the picture in their book. Then play the CD (CD Track 32) After the pause, check the answers.

Track 32 Speaker: Listen and say Yes or No. Pandy: I’ve got bananas, apples and pears.

I like fruit!

Look! This is a supermarket.

Yes or no?

Gina:

I love reading.

I love books Books, books everywhere!

Look! This is a bookshop.

Yes or no?

Girl:

We are having lunch here.

I like the food here!

Look! This is a supermarket.

Yes or no?

Ben:

I like this red and yellow uniform And the red helmet. They are great!

Look! This is a fire station.

Yes or no?

• Optional: After listening to the CD, look at the

•

•

picture once more, and revise numbers by asking the children about various items. Say for example: Look at Pandy in the supermarket. How many bottles are there? Elicit: Four from the children. Do the same for other items: How many books? Ten. How many chairs? Two. Collect the Class Books and distribute the Activity Books and crayons. Help the children find page 27 and explain the task: the children have to circle the buildings according to your instructions First of all, look at each row and name the buildings with the children. Then demonstrate the activity (pointing to the correct building) before starting. Point to the first row and say: Let’s go to the restaurant! Circle the restaurant, please! Then indicate the second row: Let’s go to the supermarket. Circle the supermarket, please! Then indicate the third row: Let’s go to the bank. Circle the bank, please!

Invite the children to listen carefully and circle the building, according to the instructions they hear.

When they have finished, the children can colour and say the names of the buildings that are NOT circled.

Extension Ask the children to read the pictures in each row.

Encourage them to say for example: bank, restaurant, fire station.

•

Closing

• Collect the Activity Books.

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

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

75

Unit 6

In my Town!

Lesson 8 Language vocabulary of the unit

•

Objectives Identify key vocabulary Develop fine motor skills Work on creativity Talk about buildings in a town

• • • •

Materials panda puppet, flashcards, CD Audio, Coloured shapes poster, crayons

•

Warm up

Closing

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

• Ask the puppet: How are you? (Fine Thank you).

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

76

•

•

Repeat the question and this time Pandy yawns (mime yawning with the puppet) and says: I’m tired. Repeat the question with various children in the class, encouraging them to use different answers (I’m happy, sad, tired) Play a game with the flashcards of the unit and the coloured shapes poster. Place some of the unit flashcards on different colours on the poster and say for example: hospital! Elicit the colour the hospital is on (Red!). Repeat with the other buildings. Then do the opposite: say a colour, and the children have to name the building on that colour.

Play the missing card game. First place the cards one by one on the table, getting the children to name them as you do so. Then pick them all up, shuffle them, and put them all back down on the table, except one. The children have to guess which card is missing. Repeat several times.

Lesson

• Distribute the Class Books. Show the children

•

where page 53 is and explain the task (in L1 if necessary): the children have to draw a street with some of their favourite buildings. Draw their attention to the buildings on the frame, ask them to identify them and use them as a model.

When the children have finished their drawings, encourage them to show their pictures and say for example: Look, a hospital, a restaurant…

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

Panda Pointer 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.

Story 2

Walking to the Safari Park Lesson 1 Language town vocabulary (hospital, bookshop, fire station) Review: food vocabulary (salad, fish, chicken sandwich, apple...) I’m hungry, thirsty, colours, numbers

• •

Objectives Develop coprehension and concentration skills through story-telling Develop intonation and rhythm through listening comprehension

• •

Materials panda puppet, CD Audio, crayons, storycards

•

Warm Up

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

• Tell the children they are going to hear a story

•

about Pandy. Before starting, get the children to look at page 28 in their class books. Point to Pandy and ask: Who is it? Point to the animals too and get the children to name them. Ask: Where are the animals? (in the safari park).

Explain to the children that Pandy is going to the safari park, but to get there, he has to walk through the town and will pass a lot of buildings.

Point to the buildings in the picture and identify them with the children: hospital, bookshop, fire station. Count the buildings aloud: 1 – 2 – 3 – 4, then explain the task to the children. They must tick the buildings in which Pandy will pass as he walks to the Safari park. Make sure the children understand that this is just a guessing game, and that they can check if they guessed right after hearing the story.

Finally point to Pandy’s basket and say: Mmm Pandy’s lunch! and rub your tummy. Encourage the children to repeat and do the action too. Ask the children: What’s in the picnic basket? an apple? Orange juice? Encourage the children to make some suggestions using the food vocabulary they are familiar with.

children to mime Pandy eating. Ask: Is there a (sandwich)? and elicit: No. Repeat for the other items of food mentioned in the CD. Say: What can Pandy do now? Encourage the children to make some suggestions. Then show them storycard 8 and finish listening to the CD

Track 33 Speaker:

Story 2 - Walking to the Safari Park

Narrator:

Look! Pandy’s going to the Safari Park today. He’s packing his lunch.

Let’s see, I’ve got water, fruit, chocolate, salad and a sandwich.

Pandy’s got a lot of food for lunch!

Yum! Yum!

Pandy: Narrator: Pandy.

Narrator:

Woman: Pandy: Narrator: Pandy:

Lesson

• Show the storycards one by one as the children listen to the story (CD track 33) • Stop after listening to storycard 7, and focus the

children’s attention on the storycard. Say: Look at Pandy’s basket! Where’s the (salad)? Encourage the

Narrator:

Pandy’s walking to the Safari Park.

He stops in front of the bookshop.

Hello Pandy!

Hello.

Pandy’s hungry.

Mmm…I’m hungry. I think I’ll have some salad: Yum. Pandy’s walking to the Safari Park.

He stops in front of the fire station.

77

Story 2 Fireman: Pandy: Narrator: Pandy:

Walking to the Safari Park Hello Pandy!

Hello.

Pandy’s hungry.

Mmm… I’m hungry. I think I’ll have my chicken sandwich. Yum.

Narrator:

Pandy’s walking to the Safari Park.

He stops in front of the police station.

Police woman: Hello Pandy!

Pandy: Hello.

Narrator: Pandy’s hungry.

Pandy: Mmm… I’m hungry. I think I’ll have some fruit. yum.

Narrator: Doctor: Pandy: Narrator: Pandy: Narrator:

Lady: Pandy: Narrator: Pandy:

78

Narrator:

Pandy’s walking to the Safari Park. He stops in front of the hospital.

Hello Pandy!

Hello.

Pandy’s hungry.

Mmm… I’m hungry. I think I’ll have some chocolate. Yum. Pandy’s walking to the Safari Park.

He stops in front of the supermarket.

Hello Pandy!

Hello.

Pandy’s thirsty.

Mmm… I’m thirsty. I think I’ll have some water. Yum. Pandy’s walking to the Safari Park. Oh no! Where’s Pandy’s lunch?

Narrator:

Pandy’s at the Safari Park but he hasn’t got his lunch.

Gina, Ben and Sue: Oh Pandy!

Pandy: Sorry!

Gina, Ben: Here you are!

Pandy: Thanks for sharing!

Moral and civic education After finishing the story, talk to the children about Pandy and his friends. Show them storycard 8 again and ask: What is Ben giving Pandy? (A pear). Do the same for Sue and Gina. Talk to the children about how important it is to help our friends when they have a problem, and to share.

•

Extension Get the children to draw a picture of themselves at the safari park with their favourite animal.

•

Closing

• Collect the Class Books.

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

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

Use the food flashcards to act out a sharing scene.

Call two children to the front of the class. Give one a flashcard of a food item and encourage him or her to say: I have a (sandwich) mmm. The other child says: I’m hungry! and his partner replies: Have a sandwich! and gives the flashcard to his friend who says: Thank you. Demonstrate the activity first with one child, then repeat it with the children in pairs, using also drinks and saying: I’m thirsty! until all the children have had a turn.

Lesson 2 Language town vocabulary (bookshop, fire station) Review: food vocabulary, (salad, chocolate) I’m hungry, thirsty, colours, numbers

• •

Objectives Develop positive attitude towards target language Develop active partecipation in story-telling

• •

Materials panda puppet, CD Audio, crayons, storycards

•

Warm Up

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

• Ask the children what they remember about the story from the previous lesson.

Lesson

• Get the children to sit in a circle and show them • •

•

the storycards again. Talk about where Pandy is, what he is doing and the different objects and types of food they can see in each picture.

Then let the children listen to the story again, while looking at the storycards.

Do the story again, only this time, use just the storycards. Read the story following the dialogues on the back of the cards, but stop so that the children can add the missing words and help you tell the story. For example for storycard 1, say Pandy’s lines: I’ve got water, fruit… Pause, point to the items in the picture and encourage the children to finish the sentence. Follow the same procedure for the other storycards.

Then get the children to sit at their tables.

Distribute the Class Books and show them where page 55 is and explain the task. After reading the story the children look at the CB page and try to remember where Pandy ate the food. For example: he ate the salad in front of the bookshop. (He ate his chocolate bar in front of the hospital and his sandwich in front of the fire station). The teacher can draw attention to Pandy and his basket and talk about the importance of self control.

Extension Play the memory game with the town vocabulary.

Explain the game to the children. Say the name of a shop or building, then invite one of the children to repeat it and add another. Say: Bookshop! and

•

the child says: Bookshop, fire station! Continue with the other children until all the places have been mentioned. This can be repeated with food items, toys.

Closing

• Collect the Class Books.

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

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

79

Unit 7

I am Special!

Lesson 1 Language I can (jump), jump, swim, sing, run. Can’t you see?

•

Objectives Take part in a chant Learn vocabulary related to actions/things we can do Develop observation skills Develop gross motor skills Develop eye-hand coordination

• • • • •

Materials panda puppet, Playhouse poster, CD audio, flashcards (jump, swim, sing, run) crayons, Activity Book (page 28)

•

Warm up

80

• • •

•

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

Introduce the actions from the lesson with the flashcards (jump, run, sing, swim). 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 (swim).

Repeat this with all the actions very slowly at first, then faster and faster. Encourage more confident 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: What is it? Swim? Run? Open the door and check. Repeat with the rest of the cards.

Lesson

• Distribute the Class Books and help the children

find page 56. First, ask the children to say the words they know (characters, mummy, fruit, park, slide). Ask various questions: Who’s this? (Ben) What’s this? (A slide) How many flowers are there?

What colour are the trees? What’s the weather like? (Cloudy). Point to Pandy and say: Look at Pandy! He’s singing. La-la-la-la. Encourage the children to hold up a pretend microphone and to sing into it. Point to the other children and talk about the actions they are doing. Encourage the children to mime the actions (swim, run, jump).

Show the flashcards one by one, and encourage the children to find the image in the Class Book.

• Play the chant I’m very special (CD Track 34).

Draw the children’s attention to the pictures while you point and mime.

Track 34 Speaker:

Listen and say the chant.

Children + Pandy: I’m very special, (point to yourself) Can’t you see? (point to your eye) Ben:

I can jump! (jump) Can you jump like me? (raise your arms as if asking a question) Jump! Jump! Jump! (jump)

Children + Pandy: I’m very special, (point to yourself) Can’t you see? (point to your eye) Girl:

I can swim! (pretend to swim) Can you swim like me?

Swim, swim, swim. (pretend to swim)

Children + Pandy: I’m very special, (point to yourself) Can’t you see? (point to your eye)

Gina:

Children + Pandy: I’m very special (point to yourself) Can’t you see? (point to your eye) Pandy:

I can sing? (pretend to sing) Can you sing like me?

Sing, sing, siiiinnnng

• Play the chant again (CD Track 34) and do the • •

Panda pointer

I can run! (run on the spot) Can you run like me?

Run! Run! Run! (run on the spot)

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

Option: Divide the class into four groups (Pandy, Ben, Sue, Gina). All the children say the chorus together, while each group stands up and does the part when it’s their character’s turn.

Play the chant again and ask the children to point to the actions in their books when they are said.

This activity helps children develop eye-hand coordination and fine motor control. Some children will struggle drawing lines to connect the characters.

Be patient and show encouragement.

Closing

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

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

Extension Play the Circle Time Chant (CD Track 07) and sit the children in a circle. Demonstrate the actions one at a time, and ask the children to say what the action is. Then, invite various groups of children to the centre of the circle to mime the actions.

•

Moral and Civic Education Point out to the children that it’s fun to do different activities but that we should always play safe. For example, don’t swim alone, don’t run next to the pool...

•

• Give the children instructions, for example: Run! Jump! Swim! Encourage them to mime the actions.

Collect the Class Books and distribute the • Activity Books and help the children find page 28. Point to the different black and white images on the page. Ask the children to point to different characters doing different actions. For example, say: Point to Ben. Ben can jump! Explain to the children that they need to join the three images that are the same. Show the dotted line between the images of Ben as an example. As they are joining the images, encourage them to say the action, for example: Jump, jump, jump. Tell the children to draw the lines for the different characters with different colours. When they have finished, they can colour their favourite action or favourite character.

81

Unit 7

I am Special!

Lesson 2 Language play the drums, ride a bike, count to 10, characters’ names

•

Objectives Review the chant from lesson 1 Develop fine motor skills Develop observation skills and visual discrimination Identify and name different actions

• • • •

Materials panda puppet, crayons, CD Audio, coloured shapes poster, unit flashcards, crayons

•

Warm up

• • 82

•

Play the Hello Song (CD Track 04) and greet the children using Pandy. Encourage the children to say: Hello Pandy! then to greet each other.

Play the chant I am Special from the previous lesson (CD Track 34) and do the actions.

Encourage the children to join in.

Memory game: Show the children the flashcards for swim, run, jump, sing. Place each card on one of the sections of the coloured shapes poster. Ask: Where’s sing? Red or blue? (The children say the colour of the shape the flashcard for sing is on).

When the children have seen/said the words, turn the cards face down on the poster, one at a time..

Point to the card which is turned over and ask: What’s this? Repeat until all the cards are face up again.

Lesson

• Introduce the new actions with the flashcards

•

•

(count, play the drums, ride a bike). First show the cards and say the words to the class. Ask the children to repeat the words. Then say: Play the drums! and get the children to mime the action.

Do this with all the actions introduced in this unit so far.

Distribute the Class Books and help the children find page 57. Hold up the flashcards for ride a bike, count, and play the drums, one at a time, and ask the children to point to the corresponding image in their books. Ask the children to find and to identify items in the pictures (window, bike, pencils...). Say: Point to the park, Point to the bedroom. Point to the different frames and ask what colour they are (red, yellow, blue). Ask: Who’s riding a bike? and the children say the character’s name (Sue). Repeat for Pandy and Ben. Encourage the children to trace over the dotted lines to finish the pictures.

• While the children are working, walk around the

class asking individuals to point and identify items in the picture. Check children’s eye-hand coordination as they work.

Moral and Civic Education Talk to the children about learning to swim or learning to ride a bike. Explain, in L1 if need be, that learning to do new things takes time and that we must be patient. Tell them that practice makes perfect and that the more they do something, the easier it will get.

•

Road Safety Education Tell the children that it is important to ride their bikes on cycle paths and to use the correct protection. Tell them to look at Sue and explain that she’s wearing a helmet to protect her head.

Collect the books and congratulate the pupils 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 Sing a song with the children: I Am Special (tune: Freres Jacques) I am special, I am special, If you look, you will see.

Someone very special, Someone very special, That is me, that is me.

•

Lesson 3 Language I can (ride a bike), run, jump, play the drums, sing, swim count to 10, inside, outside

•

Objectives Take part in a song Develop gross motor skills through actions Build self esteem through personalisation activities Develop visual discrimination and fine motor skills

• • • •

Materials panda puppet, CD Audio, action flashcards, crayons, Activity Book (page 29)

•

Warm up

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

• Ask them questions about how they feel, for •

•

example: Are you hot, happy, tired? Elicit: Yes or No from the children.

Show the action flashcards one by one and say 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 (run). Repeat this with all of the actions and activities. To make it more fun, use more than 3 flashcards at a time; start off by giving the instructions slowly, then get faster and faster.

Review counting to ten 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 ten times.

Lesson

• Distribute the Class Books and show the children

•

where page 58 is. Talk about the pictures. Point to the different characters one by one and ask: Who’s this? Ask various children questions about what the characters are doing. For example: Look! Can Pandy jump? (Yes) or Can Sue run? Encourage the children to point to different actions in the pictures.

For example: Point to Pandy. He can swim. Ask the children about where the characters are. Point to the first picture and ask: Look! Are they inside or outside?

Explain that Pandy and the children are doing different activities inside and outside the playhouse. Say an action, and encourage the children to say inside or outside, according to where the action is being carried out. For example,

•

say: Running (outside). Invite the children to listen to the song and to do the actions.

Listen to the song. (CD Track 35) Show the children the actions. Listen again encouraging the children to do the actions.

Track 35 Speaker: Sing and do.

Pandy: I can jump (jump) Ben: I can sing (pretend to sing into a microphone) Gina: I can play the drums! (pretend to play the drums) All: Here, inside the playhouse We have lots of fun! (wave your arms in the air) Girl: Pandy: Gina: All:

I can run, (pretend to run) I can swim, (pretend to swim) I can ride a bike! (pretend to ride a bike) Here, outside the playhouse Lots of things I like! (wave your arms in the air)

• Sing the song again (CD Track 35), encouraging the children to do the actions and to sing along.

• Distribute the Activity Books. Show the children

where page 29 is and draw their attention to the different thumbnail images and explain the task.

The children have to look at the pattern in each row and figure out which image on the right is the continuation of the series. Do an example with the children. Say: Look at Ben! and say the sequence of actions for Ben (running, riding a bike, riding a bike, running). Pause, and with your finger, trace over the dotted line to Ben on the right and say: Riding a bike! Repeat the series again, encouraging

83

Unit 7

•

I am Special!

the children to point at the various pictures as they are mentioned, and trace over the dotted line with their crayon. Then invite them to do the same for the other three rows. When they have finished, encourage them to say each series again, including the one they have joined on the right.

Option: Time permitting, they can colour some of the pictures when they have finished.

Panda Pointer Not all of the children will understand the task immediately. If need be, do an example on the board. While the children are working, walk around the room helping those who are struggling.

Keep in mind that noticing and completing patterns is an important part in the development of pre-reading skills. These activities also appeal to logical-mathematical learners.

84

Extension Ask the children to take their gommets at the end of their Class books and say, for example: Put a blue gommet on swim. Repeat with 2 or 3 other actions, using different colours each time.

•

Closing

• Collect Class Books and the Activity Books.

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

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

Lesson 4 Language ride a bike, jump, swim, sing, numbers 1-10

•

Objectives Identify key vocabulary Learn how to use or place stickers Develop fine motor skills through tracing activities

• • •

Materials panda puppet, CD Audio, coloured shapes poster, unit flashcards, unit stickers

•

Warm up

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

• Tell the children that Pandy wants to count to ten • • •

with them. Get the children to stand beside their chairs and tell them that when Pandy taps them on the head, they must sit down.

Count up to 10, (as many times as necessary) until all the children have been tapped on the head and have sat down.

Review the I can jump song (CD Track 35) with the CD and the flashcards. Stick the flashcards of the actions around the room. The children point to them when they are named or mime the actions.

Memory game: Show the children the flashcards from the unit. Select four flashcards. Place each card on one of the sections of the coloured shapes poster. Ask: Where’s swim? Green or blue? (The children say the colour of the shape the flashcard for swim 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 turned over and ask: What’s this? Let the children try and guess, then turn the card over, so they can see if they were right. Repeat with the other flashcards.

Lesson

• Distribute the Class Books and help the children

•

find page 59. Look at the pictures and ask the children to identify as many things as they can.

Ask: What’s this? (the park, the playhouse) Encourage the children to predict what action should be stick in clean space. Point, for exemple to the radio and say: Look music! is it Sing or jump? and elicit Sing from the children.

Show the children the sticker page. Point to and say: Ride a bike, swim, jump, sing... encouraging the children to listen and repeat. Tell the children to remove the stickers one by one and to place

them in the correct places on the Class Book page.

• When the children have placed the stickers in the correct place, ask them questions, for example: Can Pandy ride a bike? Can YOU ride a bike?

Moral and Civic Education Talk to the children about the importance of trying to learn to do new things. Tell them it’s important not to make fun of people who can’t do things as well as we can, and that good friends help one another learn how to do new things.

•

Closing

• Collect the Class Books.

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

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

85

Unit 7

I am Special!

Lesson 5 Language ride a bike, run, swim, jump, don’t….., be careful, that’s right

•

Objectives Identify key vocabulary Develop visual discrimination Develop listening comprehension Promote the importance of playing safe Develop pre-writing skills and eye-hand coordination

• • • • •

Materials panda puppet, CD Audio, crayons, unit flashcards, Playhouse poster, Activity Book (page 30)

•

Warm up

Track 36

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

• Play The Weather Song (CD Track 08) and talk to the children about the weather.

• Use the flashcards and the Playhouse poster to

Speaker: Listen and point.

Daddy: Where’s your helmet?

Don’t ride your bike without your helmet, please!

Be careful!

Don’t ride your bike without your helmet!

review the actions from the unit. Play the following game. Secretly place one of the unit flashcards behind the door of the playhouse.

Encourage the children to knock on the door (knocking on their desks). Ask: What is it? Count to ten? Run? Encourage the children to guess the action. Look intrigued and open the door. Say: Look! It’s (run!). Congratulate the children who guessed right. Repeat with the rest of the actions.

86

Lesson

• Distribute the Class Books and help the children to

•

find page 60. Look at the pictures of the children and the adults. Talk about the situations (in L1 if necessary). In the first photo, the daddy and the boy are riding their bicycles, but the daddy has stopped because the little boy isn’t wearing his helmet to protect his head, (point to the helmet over the boy’s arm).

Ask the children: Is Daddy happy? Elicit: No. Point to the little boy’s head, and say: No helmet! shaking your head in disapproval. Now draw the children’s attention to the second picture. Ask: Who’s she? (mummy) and do the same for daddy.

Ask: Is the boy in the park with mummy and daddy? Elicit: Yes. Then point to daddy’s head and say: Helmet! Good! and smile, showing your approval. Repeat for mummy and the boy, encouraging the children to join in.

Play the listening (CD track 36) and tell the children to point to the relevant picture.

Mummy: That’s right!

Ride your bike carefully and wear your helmet!

Wear your helmet!

Moral and civic education Talk to the children about how important it is for them to listen to their parents or teachers when they are being given advice.

•

Health Education Talk to the children about the importance of playing safe and obeying rules.

•

• Collect the Class Books and distribute the

•

Activity Books and crayons. Help the children find page 30 in the Activity Book, and ask them to name the characters. Point and ask: Who’s this?

(Sue). Ask them to name the actions (ride a bike, run, jump, swim).

Explain the task: the children have to join the characters to the place or object connected to these activities. Do one example with the children.

Look at the first picture on the left and ask: Is Sue riding a bike? Elicit: Yes. Then with your finger, trace over the dotted line to the park and say: Look the park! Sue can ride a bike in the park!

Invite the children to trace over the other dotted lines to connect the characters to the places or

•

objects on the right.

Option: If the children finish ahead of time, they can colour their favourite character.

Closing

• Collect the Activity Books.

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

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

Panda Pointer This activity develops pre-writing skills and eyehand coordination.

Lesson 6 Language characters, swim, play the drums, ride a bike, run, count to 10, jump, sing, colours what’s missing?

•

Objectives Identify and name key vocabulary Develop observation skills Develop fine motor skills Review colours

• • • •

Materials panda puppet, crayons (red, yellow, blue, gree), CD Audio, unit flashcards, coloured shapes poster

•

87

Warm up

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

• Review the I am Special chant (CD Track 34) with •

•

the CD and the flashcards. Do the actions and encourage the children to join along.

Place four action flashcards face up on the coloured shapes poster using blue tack. Ask the children, for example: Where is jump? Red or blue?

What’s on the green space? Run or swim? If the children are confident enough with the unit vocabulary, say a colour (Red) and get the children to say the action depicted on the flashcard on that colour (Play the drums).

Look outside and ask the children about the weather: Is it hot? Cold? Sunny? Rainy? Cloudy?

Lesson

• Distribute the Class Books and show the children

where page 61 is. Look at the page and discuss what the children are planning on doing or what they are ready to do. Explain that each of the characters is missing something in order to do the activity they want to. Show the children that the things they are missing are in the coloured circles.

Tell the children they need to match the characters to the things they are missing and then colour their clothing or items they are holding according to the colour of the circle. Do an example with the

•

children. Match Sue to the green circle with the bike. Invite the children to join Sue to the green circle, by drawing a line with their crayon. Then, point to the circle and ask: What colour is it?

(Green). Point to Sue’s t-shirt and say: Colour the T-shirt green, pointing again to the green circle.

Then tell the children to do the same with the other characters and circles. Encourage the children to work on their own or in pairs. As they are working, walk around the class assessing fine motor development and concentration. When they have finished check their answers: Pandy’s drum should be red, Ben’s T-shirt should be yellow, Sue’s trousers should be blue.

Extension With more advanced students talk about the things each character needs (drumsticks, trainers, a pool, a bike).

•

Closing

• Ask the children to take out their gommets from •

the back of the Class Book. Say, for example: Put a blue gommet on the drum. Repeat with 2 or 3 other items using different colours.

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

Unit 7

I am Special!

Lesson 7 Language can you play the drums? I can sing, jump, run, swim, play the drums, ride a bike, count

•

Objectives Identify key vocabulary Develop visual discrimination Develop listening comprehension Review numbers

• • • •

Materials panda puppet, CD Audio, crayons, flashcards of the unit, Playhouse poster, Activity Book (page 31)

•

Warm up

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

• Use the unit flashcards and do the Pass game to 88

•

practise the vocabulary. Play the Circle Time Song (CD Track 07) and sit the children in a circle. Hold up a flashcard of an action and say: I can count to ten. Pass it to a child beside you and encourage the child to say: I can count to ten. Then the child passes the card to the next child, who repeats the same sentence. Follow the same procedure until all the children have had a turn. Then repeat with 3 or 4 other flashcards.

Do another game with the unit flashcards. Show the cards, say the words, and encourage the children to repeat them and do the action. 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? Sing?

Jump? Open the door and check. Repeat with other words. When finished, hold up the flashcards one by one and ask: What’s this? and elicit the 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 around each shape. Ask: Can Ben play the drums (Yes). Repeat for the other characters: Pandy (sing) Gina (count).

Play the Yes or No Game. Say sentences about the pictures. For example: Pandy can count. Then say: 1 -2 -3 and encourage the children to say Yes or No according to the picture.

Hold up flashcards for play the drums, sing, count, and ask the children to point to the corresponding image in their Class Book.

Play the listening (CD Track 37) and explain the

task. Tell the children they have to listen and say the name of the character.

Track 37 Speaker: Listen and say the name.

Gina: Good morning!

I’m in the garden.

I can count to ten!

Look! 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

Who am I? Yes, I’m Gina!

Can you count to ten?

Let’s count! 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Ben:

Hello!

I’m in the playhouse.

I can play the drums.

Listen! (tam - tam - tam - tam - tam) Who am I? Yes, I’m Ben! Can you play the drums?

Let’s play! (tam - tam - tam - tam - tam)

Pandy: Hi! I’m at school.

I can sing!

Listen! (la la la la la la la) Who am I? Yes, I’m Pandy!

Can you sing? Let’s sing! (la la la la la la la)

• Collect the Class Books and distribute the

Activity Books and crayons. Show the children where page 31 is. Explain the task: the children have to circle an activity in each row, according to your instructions.

• Before doing the task, ask the children to identify

•

the actions. Point to them in your book and encourage the children to say the words. Point to Gina in the first row and ask: Who is it? (Gina) Say: Gina can…….pause, point to the first picture and elicit the action word from the children (Run).

Repeat for the second and third picture (sing, swim).

Give instructions: Row one: I can sing. Circle the picture. Row two: I can play the drums. Circle the picture. Row three: I can swim. Circle the picture.

Check that the children circle the correct image. If need be, repeat the instructions again.

Extension Do a colour dictation with the circled pictures

•

Closing

• Collect the Activity Books.

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

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

Lesson 8 Language run, jump, swim, sing, ride a bike, count to 10, play the drums

•

Objectives Identify key vocabulary Develop fine motor skills Work on creativity Talk about actions they can do

• • • •

Materials panda puppet, CD Audio, unit flashcards, crayons, end of unit sticker

•

Warm up

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

• Review the I Can Jump song (CD Track 35) with •

the CD and the flashcards. Stick the flashcards of the actions around the room. The children point to them when they are named or mime the actions.

Give TPR instructions to the children. Say, for example: Stand up and JUMP! Sit down and SWIM!

Lesson

• Distribute the Class Books and help the children

•

find page 63. Explain the task in L1 if necessary: the children have to draw themselves doing different actions. Draw the children’s attention to the thumbnail pictures and encourage them to name the different things being done. Say: What can Gina do? Point to the two pictures of Gina and encourage to children to say: Run and Jump.

If they want, they can circle the things they CAN do, then draw their favourite activity or activities.

Allow time for the children to draw their favourite

activities.

• Encourage the children to show their pictures and say for example: I am special. I can swim.

Closing Ask the children to take out their gommets from the back of the Class Book. Say, for example: Put a green gommet on the person who can swim.

Repeat with 2 or 3 other actions using different colours.

Collect the Class Books Play the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy at the end of the lesson.

• • •

89

Unit 8

The Seasons Lesson 1 Language autumn, spring, windy, leaf, leaves, flower, flowers, fall, grow, It’s (autumn), It’s windy in autumn, What’s the weather like? My favourite season is … What colour is the (rabbit)?

•

Objectives Take part in a chant Identify seasons Review weather words Develop motor skills Develop eye-hand coordination

• • • • •

Materials panda puppet, playhouse poster, CD audio, flashcards (autumn, spring, leaves, flower), crayons, Activity Book (page 32)

•

Warm up

• 90

• • • •

Play the Hello Song (CD Track 04) and greet the children using Pandy. Encourage the children to greet each other saying: Hello!

Listen and sing the song: I can sing (CD track 35) from Unit 7.

Use the flashcards for autumn, spring, leaves and flowers. Show the cards and say the words one by one, to the class. Ask the children to repeat the words.

Hide different cards behind the door of the playhouse. Peek behind the door and ask: What’s this? Spring or autumn? Flowers or leaves? Open the door and check. Repeat.

Place the cards on different walls of the classroom and ask the children to point according to your instructions. Say for example: Point to (spring).

Repeat this with all the words very slowly at first, then say them quickly. Encourage more confident pupils to come to the front of the class and to say words for their classmates to point to.

Lesson

• Draw a tree with some leaves falling on the board.

• •

Say: In autumn the leaves fall. Discuss what autumn means in L1. Elicit the colours of the leaves in this season. Ask the children to repeat: In autumn the leaves fall.

Then draw a tree full of flowers on the other side.

Say: In spring the flowers grow. Discuss what spring means in L1. Ask the children to repeat: In spring the flowers grow.

Ask the children to point to the appropriate picture according to your instructions Say: Autumn or spring many times, slowly first then more quickly.

Then do the same with leaves and flowers.

• Distribute the Class Books and show the children

•

•

where page 64 is. Point to the autumn scene on the page and ask the children to look for a mouse in the scene. Give them some time to find it. Then ask: What colour is the mouse? What’s the weather like? (It’s windy) Explain that Pandy is playing with the falling leaves.

Then point to the spring scene and ask the children to look for a rabbit in the scene. Give them some time to find it. Then ask: What colour is the rabbit? What colour are the flowers? What’s the weather like? (It’s sunny) Explain that Gina is very happy smelling the flowers.

Play the chant Autumn and spring (CD track 38).

Track 38 Speaker: Listen and say the chant.

Pandy: Autumn, autumn (Point to the flashcard) It’s autumn and It’s windy.

It’s windy in autumn (Mime windy) And the leaves fall (Point to the flashcard) They fall, fall, fall (Mime with your hands leaves falling) Gina: Spring, spring (Point to the flashcard) It’s spring and It’s sunny.

It’s sunny in spring (Point to the flashcard) And the flowers grow (Point to the flashcard) They grow, grow, grow.

• Play the chant again (CD track 38) and encourage the children to follow the chant in their books.

• • •

Then repeat the chant and encourage the children to do the actions.

Collect the Class Books and distribute the Activity Books, helping the children to find page 32.

Look at the Activity Book page, point to the leaf and ask: What’s this? (a leaf). Do the same for the flower. Then say: Spring and get the children to point to the flower. Repeat for Autumn and Leaf.

Explain to the children that they need to finish the

pictures, by tracing over the dotted lines, then colour the one they like best (leaf or flower). Help them to say: My favourite season is (autumn).

Closing

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

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

Lesson 2 Language autumn, spring, flowers, leaves Review: windy, sunny, colours and animals

• •

Objectives Distinguish between spring and autumn.

Develop fine motor skills Develop observation skills and visual discrimination

• • •

Materials panda puppet, crayons, CD Audio, playhouse poster, flashcards (autumn, spring, leaves, flowers), crayons Optional: small cut outs of flowers and leaves

• •

91

Warm up

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

• Take out Pandy and have him greet the class by • • •

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

Play the Autumn and spring chant (CD track 38) and encourage the children to participate by doing the actions.

Review the words: autumn, spring, leaves and flowers. Place each flashcard on a different wall or different area on the board and say, for example: Point to spring.

Hide different cards behind the door of the playhouse. Peek behind the door and ask: Spring or autumn? Flowers or leaves? Open the door and check. Repeat.

Lesson

• Distribute the Class Books and help the children

find page 65. Draw the children’s attention to the pictures on the left. Point to Pandy and ask: Who is it? (Pandy), Then point to the birds and ask: Are these birds? (Yes). Do the same for the flowers and the leaves. Then ask: What colour are the birds?

What’s Pandy wearing? What colour are the leaves? Next, tell the children to look at the pictures on the right. Point to the first picture and

•

ask: Is it Autumn or Spring? (Autumn). Repeat for the second picture and elicit: Spring.

Finally, explain the task: they have to join the pictures on the left with the corresponding scene on the right. Do the first example with the children.

Point to Pandy and say: It’s windy. Then with your finger trace over the dotted line leading to the picture of autumn and say: It’s Autumn. Repeat and encourage the children to trace over the dotted line with their crayons and to say: It’s windy. It’s Autumn, while they are working. Do the same for the other examples. Walk around the class, making sure all the children are managing to do the task.

Extension Take out the cut outs of the flowers and the leaves, divide the class into two groups, give the flowers to one group and the leaves to the other.

The Children have to colour them. Tell them that the leaves are brown, yellow or red, because they are autumn leaves. The Children can use different colours for the flowers. When they have finished, collect them and keep them for subsequent classes.

•

Closing

• Collect the Class Books.

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

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

Unit 8

The Seasons

Lesson 3 Language Seasons, autumn, winter, spring, summer, leaves, flowers, snowman, beach, ball, kite, what’s the weather like? What colour are the flowers?

Review: sunny, windy, cloudy, rainy, cold and hot clothes.

• •

Objectives Take part in a song Develop gross motor skills through actions Identify different seasons Use general knowledge to classify clothes

• • • •

Materials panda puppet, blue tack, crayons, CD Audio, flashcards, coloured shapes poster. Activity Book (page 33) Optional: silhouette of a big paper tree

• •

Warm Up

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

• Review the words: autumn, spring, leaves and 92

•

flowers and introduce the words summer and winter. Show the flashcards one by one, and ask the children to repeat the words. In L1 talk about the characteristics of each season according to the place where the children live. Talk about the weather, appropriate clothes, activities... Then place each flashcard on a different wall or different area on the board and say, for example: Point to spring.

Memory game: Show the children the flashcards from the unit. Select the season flashcards. Place each card on one of the sections of the coloured shapes poster. Ask: Where’s autumn? Red or blue?

The children say the colour of the shape the flashcard for autumn 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? Let the children guess, then turn the card over so they can see if they were right. Repeat with the other cards.

Lesson

• Distribute the Class Books and help the children

• •

find page 66. Look at the pictures and ask the children to identify the seasons. Point to the picture of Ben and ask: What seasons is this?

Elicit: Autumn. Then do the same with the other pictures: Pandy- winter; Gina- spring; Sue- summer.

Then point to the first picture again. Ask the children to point to Ben flying a kite. Say: Look Ben is flying a kite on an autumn day. (or: in autumn) Ask them to identify the weather: What’s the weather like? Cloudy and windy.

Then point to Pandy and say: Look Pandy is making a snowman on a winter’s day.(or: in

•

• •

winter.) Ask them to identify the weather: What’s the weather like? Snowy. Point to the snowman’s clothes and ask the children to identify them. A scarf and a hat Ask: What colour is the scarf?

What colour is the hat? (red and yellow) Then point to Gina and say: Look Gina is playing with a ball on a spring day. (or: in spring) Ask them about the weather: Is it cloudy? (No it isn’t).

Point to the flowers and ask: What colour are the flowers? Ask: How many flowers or birds are there?

Finally point to Sue and say: Look Sue is at the beach on a summer’s day. (or in summer.) Ask them to identify the weather: What’s the weather like? Sunny. Point to Sue’s clothes and ask: Is Sue wearing a sun hat? (Yes) Is Sue with Daddy? (No).

Listen to the song (CD track 39) and ask the children to point to the pictures in their books.

Play the song again and show the children the actions. Listen again and encourage the children to do the actions.

Track 39 Speaker: Sing and do.

Woman: There are four seasons Yes, there are Autumn, Winter, (Point to the flashcards) Spring and summer.

(Point to the flashcards) There are four seasons (Show four fingers) Yes, there are.

Seasons come And seasons go There are four seasons This I know!

Winter, spring, summer, autumn Winter spring, summer, autumn Seasons come And seasons go There are four seasons This I know!

Winter, spring, summer, autumn Winter spring, summer, autumn

Health Education Point out to the children (in L1 if need be) that it’s important to wear appropriate clothes according to the weather conditions. .

•

Extension Stick the silhouette of a big paper tree on the wall, hand out the flowers that the children coloured during the previous lesson. Ask them to decorate the tree. The children identify the colour of their flowers and stick them on the tree. Help them to say: My flower is (red). When they have finished, point to the tree and say: Look it’s springtime! You can add some cut outs of birds and butterflies around the tree.

•

Closing

• Collect the Activity Books.

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

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

Panda Pointer Keep 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.

Extension Point to the characters and ask the children to identify some of their clothes.

Collect the Class Books and distribute the Activity Books. Help the children find page 33.

Ask the children to identify the two symbols that appear at the top of the page: the sun and a snowflake. Explain that the snowflake represents winter, and the sun represents summer. Then point and say: Look, a scarf. For winter or for summer?

Get the children to identify the clothes and classify them according to the seasons. Tell them to use different coloured crayons, to draw a line from the piece of clothing to the symbol for winter or summer. Walk around the class and check that everyone is doing the task correctly. Then use the pictures to do a colour dictation. Say: Colour (the gloves) (red) and do the same with the other clothes.

• •

93

Unit 8

The Seasons

Lesson 4 Language seasons, summer, holidays, what’s this? What colour is it? My leaf is (brown).

Review: vocabulary connected with Gina’s bedroom and clothes

• •

Objectives Identify key vocabulary Develop visual discrimination Learn how to use and place stickers Reinforce knowledge of the environment

• • • •

Materials panda puppet, CD Audio, Unit 8 stickers, playhouse poster, coloured shapes poster, unit flashcards, Optional: silhouette of a big paper tree

• •

Warm up

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

• Call a child to the front of the class, point to 94

• • •

something he is wearing (T-shirt, for example) and ask the class: What’s this? Elicit (T-shirt) Then: What colour is it? (blue). Then ask the child: Is your (t-shirt) (Blue)? Elicit: Yes. Repeat the procedure with various items of clothing and a different child each time.

Review the Seasons song with the class (CD track 39). 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 spring, autumn, winter and summer. Place each card on one of the sections of the coloured shapes poster. Ask: Where’s spring? Red or blue? (The children say the colour of the shape the flashcard for spring is on). When the children have seen/said the words, turn the cards over (face down) one by one. Point to the card which is turned over and ask: What’s this? Give the children time to guess, then show them the card so they can check if they were right. Repeat with the other flashcards of this unit.

Lesson

• Distribute the Class Books and show the children

•

where page 67 is. Look at the pictures and ask the children to identify the room. Ask: What’s this? (A bedroom). What colour is it? (orange and yellow) Who is in the bedroom? (Gina and her mother).

Explain that Gina and her mother are preparing their luggage for their summer holidays.

Point to the missing part and tell the children they are going to complete the scene with the stickers.

•

Show the children the sticker page and point to the puzzle, take out the first one and show the children where they have to stick it on the page.

Do the same with the rest. Then ask the children to look at the complete scene and identify as many things as they know in English: Elicit clothes, furniture, animals, colours... Tell the children to look for the toys in the picture and elicit: Ball, doll, teddy bear. Then tell them to list the clothes they can see and elicit: T-shirt, shorts, swimming costume.

Make true or false comments about the picture and encourage the children to say: Yes or No accordingly. Say for example: Gina is in the park (No!) The ball is green, yellow and blue (Yes) and so on. If the children are confident enough, they can try to give the correct information, for example: Gina is in the bedroom.

Extension Stick the silhouette of a big paper tree on a wall, hand out the leaves that the children coloured in the previous lesson. Ask them to decorate the tree.

Ask the children to identify the colour of their leaves and stick them on the tree. Help them to say: My leaf is (brown), It’s autumn. When they have finished, point to the tree and say: Look it’s autumn!

•

Closing

• Collect the Class Books.

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

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

Lesson 5 Language seasons, spring, autumn, winter, summer, holidays, flower, leaf, snowman, big city, beach, mountains, I love (autumn), My favourite season is… What’s the weather like?

Review: colours, animals, sunny, windy, cloudy, snowy

• •

Objectives Identify different types of weather Connect activities with seasons Reinforce knowledge of the environment Develop cultural awareness

• • • •

Materials panda puppet, unit flashcards, CD Audio, crayons, Playhouse poster, Activity Book (page 34)

•

Warm Up

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

• Talk to the children about the weather. Point to the window and say: Is it sunny? (yes) Is it windy?

• Use the flashcards and the playhouse poster to •

review key vocabulary from the unit (winter, autumn, spring, summer, leaves, flowers) Stick the seasons flashcards around the classroom. If you have the autumn and the spring tree in the class, stick the corresponding flashcard next to them.

Ask the children to identify them and say the words aloud. Explain in L1 that they are going to say their favourite seasons. They stand up in small groups and touch their favourite seasons. Help them to say aloud: My favourite season is (spring).

Lesson

• Distribute the Class Books and show the children • •

where page 68 is. Point to the photos and ask: Is it spring, summer, autumn or winter here? 1st photo: It’s autumn. 2nd photo: It’s spring. 3rd photo: It’s winter. 4th photo: It’s summer.

Present the listening(CD Track 40) pointing to the different scenes in your book. Repeat the listening, and ask the children to follow it in their books.

Explain in L1 that the children live in different places where the seasons are different. The children compare the different situations with their own, and say which season they like most. Help them to say: (Summer) is my favourite season.

Track 40 Speaker: Listen and point.

Boy: I love autumn, it is not too hot or too cold The trees are full of brown, yellow and orange leaves.

I always play in the park in autumn.

Girl:

I love flowers.

In spring flowers grow everywhere.

I love spring

Girl:

My favourite season is winter.

It snows in winter and I can make a big snowman.

I can ski with my family too.

Boy:

Summer is my favourite season.

I’m on holiday.

I can swim and play in the pool.

• Collect the Class Books and distribute the Activity •

•

Books and crayons. Show the children where page 34 is. Introduce the word: Holidays. Talk in L1 about the places where the children spend their holidays Explain the task, by first identifying the places that are on the right: a beach, the mountains, and a big city. Explain that they are places where people can spend their summer holidays. Then ask them to follow the maze with their crayon, and find out where Sue and her family are going for their summer holidays. (To the beach.)

Walk around the class checking their work, and helping pupils who are struggling.

Extension Ask the children to choose their favourite summer holiday destination and to colour it.

•

Closing

• Collect the Activity Books.

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

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

95

Unit 8

The Seasons

Lesson 6 Language sunny, spring, rainbow, cloud, rain, flowers, dog Review: toy vocabulary (ball, bike, robot, train)

• •

Objectives Identify seasons Develop fine motor skills Identify and name key vocabulary Reinforce the concept of springtime Reinforce knowledge of the environment

• • • • •

Materials panda puppet, crayons (green, purple) CD Audio, coloured shapes poster, unit flashcards, blue tack

•

Warm up

Panda Pointer

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

• Tell the children that Pandy wants to play the

For children this age, colouring within the lines will still be challenging. Encourage them through positive reinforcement.

96

• •

Pandy Says game, where the children do the action only if you say Pandy Says first. Say for example: Pandy says swim! (the children mime swimming. Then say simply: Clap your hands, and the children should remain still. Repeat with the different actions the children have learnt during the course.

Play the song of the unit (CD track 39) and invite the children to sing and do the actions.

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

• Then ask the children to find some toys in the •

scene: a ball, a train, a robot, a bike. Ask: What colour is the (robot)? Can you ride a bike? How many (flowers) are there?

Finally ask the children to find a dog in the scene too and ask: What colour is it?

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.

Extension Play a Memory Game: ask the children to think about the colours they can say in English. A child says a colour, for example: Green, then another child has to repeat this colour and add another, for example: Green, red. The children add two more colours. Finally ask the whole class to repeat all the colours. Repeat the procedure with toys, animals, and food. This activity can be done with the help of the flashcards so the children have some visual guidance

Lesson

Closing

•

•

•

Distribute the Class Books and show the children where page 69 is. Look at the page and focus the children’s attention on the characters. Point to Ben and say: Who is it, Ben or Pandy? Do the same with the other characters. Explain that they are looking at a rainbow, and that a rainbow appears when it is has just stopped raining and the sun comes out. Point to the rainbow and ask the children to identify the different colours.

Then invite the children to finish colouring the rainbow. Distribute the crayons and allow time for the children to finish colouring the green and the purple parts.

•

• Collect the Class Books.

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

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

Lesson 7 Language seasons, winter, spring, summer, autumn. Is it windy?

Review: clothes and weather conditions (hot, cold, sunny, rainy, snowy)

• •

Objectives Identify key vocabulary Develop listening comprehension Distinguish between items in a picture Connect weather conditions, actions and clothes with seasons Reinforce knowledge of the environment

• • • • •

Materials panda puppet, CD Audio, crayons, unit flashcards and clothes flashcards, playhouse poster, Activity Book (page 35)

•

Warm Up

Who am I? Yes, I’m Ben! And it’s autumn.

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

• Have a conversation with Pandy. Ask: Are you •

happy? Mime the puppet nodding yes, then ask various children how they are.

Play a game with the flashcards of the unit and the Playhouse poster. Hide one of the season flashcards behind the door on the playhouse poster and ask the children: Which season is it? Let the children guess, then open the door and show them the card.

Lesson

• Distribute the Class Books and show the children

• •

where page 70 is. Have the children identify the characters. Point to Ben and ask: Who is it?

Repeat for the other characters Ask: Where are Gina and Pandy? (under the umbrella) Is Ben inside or outside? (outside). Hold up the flashcards (spring, summer, autumn, winter) and have the children identify them in their books by pointing to the correct pictures.

Point to the picture of Ben and ask: Is it windy? Is it autumn? What is Ben wearing? Repeat with Gina and Pandy.

Play the listening (CD track 41) and explain the task. The children have to identify the character.

Pause after each part so the children have time to say the correct name.

Track 41 Speaker: Listen and say the name.

Ben: Hello!

There are a lot of leaves falling around me.

They are brown and yellow.

I’m wearing a jacket and blue jeans.

Gina:

Hi! I’m with Pandy.

It’s winter now. It’s raining a lot.

I’m wearing a raincoat and boots.

Who am I? Yes, I’m Gina!

And it’s winter.

• Collect the Class Books and distribute the •

Activity Books and crayons. Help the children find page 35.

Explain the task: the children have to circle the corresponding picture, according to your instructions. Demonstrate what they have to do before beginning the activity. Point to the first row and say: Winter. It is a snowy day. Ben is making a snowman. Circle the winter scene. Point to the second row and say: It is autumn. Pandy can fly his kite, it's very windy. Circle the autumn scene.

Point to the third row and say: It is a spring day.

Sue is looking at a rainbow. Circle the spring scene.

Extension The children can colour their favourite scene in each row when they have finished doing the listening task. While they are colouring, walk around the class and ask them various questions, for example: Is Ben eating fish? Has the snowman got boots?

How many flowers are there near the rainbow?

•

Closing

• Collect the Activity Books.

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

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

97

Unit 8

The Season

Lesson 8 Language vocabulary of the unit

•

Objectives Identify key vocabulary Develop fine motor skills Work on creativity Talk about the season you prefer Connect seasons with weather conditions Reinforce knowledge of the environment

• • • • • •

Materials panda puppet, flashcards, CD Audio, coloured shapes poster, crayons, blue tack Optional: cutouts of scenes with different seasons

• •

98

Warm Up

Closing

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

• Review the Seasons song with the CD and the

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

•

flashcards (CD track 39). Stick the flashcards of spring, summer, autumn and winter 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: Leaves. 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 that section of the poster.

•

Lesson

• Distribute the Class Books and show the children

•

where page 71 is. Explain to the children (in L1 if need be) that they have to draw a picture of their favourite season. Focus the children’s attention on the pictures in the frame. Point to the sun and say: Look the sun, it’s summer! Repeat for all the drawings, and encourage the children to say the name of the object and the season. Then invite them to draw their favourite season. 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 season is summer.

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

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

Extension Make a class seasons poster. Divide the poster into four parts: spring, summer autumn and winter.

Hand out the cut outs of scenes with different seasons, and some blue tack and have the children stick their scenes in the appropriate part of the poster. You can prepare cut outs of baby animals, fruit, leaves, flowers…. Help the children to stick these cut outs on the corresponding season.

•

Story 3

The Four Seasons Lesson 1 Language the seasons, It’s hot, cold, weather vocabulary, action vocabulary (wash face, dance…)

Review: colours, numbers, animals

• •

Objectives Develop comprehension and concentration skills Develop active partecipation and social skills

• •

Materials panda puppet, CD Audio, crayons, storycards

•

Warm up

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

• Tell the children they are going to hear a story

about Pandy and Ben and the seasons. Before starting, get the children to look at page 72 in their Class Books. Talk to the children about the picture. Ask: Where are Pandy and Ben? (outside, in the garden). Point to the animals and invite the children to identify them. Ask them to count the flowers. Ask: How many blue (pink) flowers?

Explain the situation (in L1 if need be). There is a hole in the ground, and Pandy and Ben don’t know who made it. They are thinking about different animals. Invite the children to guess which animal made the hole and to circle their choice.

Remind them that this is just a guessing game, and that they can check if they guessed right, once they have heard the story.

Lesson

• Sit the children in a circle and show them the

storycards one by one, as they listen to the story (CD track 42).

Track 42 Speaker: Narrator:

Story 3 - The Four Seasons.

Ben and Pandy are in the garden.

Pandy: Look Ben! A mouse!

Ben: Oh Yes! Look! A mouse! A mouse!

Pandy and Ben: Hello mouse!

Mouse: Hello!

Narrator: Pandy: Ben: Pandy: Ben:

It’s summer. It’s hot.

I’m hot.

Me too!

Where’s the mouse?

Look! The mouse is under the tree.

Narrator: Ben:

It’s summer. It’s hot.

It’s hot. I’m thirsty. Mmm…cold water.

Here mouse. Have some water.

Thanks Pandy! Mmm…cold water!

Pandy: Mouse: Narrator:

It’s autumn. The leaves are falling.

Ben: Look! The leaves are falling!

Pandy: I like autumn! I like the falling leaves!

Mouse: la la la Ben and Pandy: Look! The mouse is cleaning.

Narrator: Pandy: Mouse: Ben: Mouse:

It’s autumn. The mouse is collecting food.

Look! The mouse is collecting food.

I like autumn! I like collecting food.

Here you are.

Thank you!

99

Story 1 Narrator: Ben: Pandy: Ben: Narrator: Pandy: Mouse: Ben:

The Four Seasons It’s winter. It’s cold. The mouse is sleeping.

It’s cold! Look! The mouse is sleeping.

Brrrr… it’s cold. I don’t like winter!

Shhhh.

It’s spring! The mouse is washing its face.

It’s spring! Yippee! Look! The mouse is washing its face.

I like spring!

Me too!

Narrator:

It’s spring! Pandy, Ben and the mouse are dancing in the garden.

Pandy: It’s spring! I like spring!

Ben: It’s spring! I like spring!

Mouse: It’s spring and I like dancing in the garden!!

Ben and Pandy: Me too!

Mouse: Happy mouse! Happy mouse! I like spring!

• Once they have finished listening to the story, 100

•

encourage the children to clap. Ask: Who is Ben and Pandy’s new friend? (the mouse). Show the children storycard number 1 and ask: Where are the friends? (in the garden). Tell the children to find the cat and the ball in the picture. Ask: How many birds are there? What colour are they?

Move on to the next storycard and ask: What season is it? (summer) and What’s the weather like? (hot) and get the children to mime feeling hot. Then ask other questions about animals or things in the picture, getting the children to count them or name the colour. Follow the same procedure for all the storycards.

Listen to the story again, pausing it so the children can mime the actions regarding the weather and the characters.

Moral and civic education Talk about how the characters behave. Ask: Are they good friends? (Yes). Point for example, to storycard 3 and say: Pandy is a good friend, he is sharing his water with the mouse. Stress the importance of helping friends and sharing things.

•

Nature Point to the mouse in each storycard and elicit from the children what the animal does in the different seasons. Talk to the children about how animals change their behaviour according to the seasons, then ask them what they do in the different seasons.

•

Extension Say: Winter! and the children shout out a word connected to this season, for example: Cold, snowman, boots. Do the same for summer, then hand out a sheet of paper to each child, and invite them to draw themselves doing an activity in winter or summer.

•

Closing

• Collect the Class Books.

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

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

Teaching Tips Take home pages

page

102

Games

page

103

Introduction

Games bank

pages 103-107

(Flashcard games, TPR games, Ring games, Games to develop the senses)

Story Telling Tips

page

107

Assessment Progress chart

page

108

(Formative assessment) Photocopiable

End of unit Assessment (Summative evaluation) Photocopiable

pages 109-110

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 fourTake home pages in Pandy 3:

Take home page 1: Make a mask. (Activity Book pages 37 and 38) This page is to be carried out after Unit 1 and 2 and can be found on pages 37 and 38 of the Activity book.

Focus the children attention on the parts of the face which are missing from the masks, they should name and colour them. Then they cut the parts and glue them to complete the face. Stress that the mask on page 37 is a girl, and the one on page 38 is a boy.

Take home page 2: Make a puzzle. (Activity Book pages 39 and 40)

102

This page is to be carried out after Unit 3 and 4 and can be found on pages 39 and 40 of the Activity Book.

Focus the children attention on the two scenes, and elicit the key vocabulary by pointing to the different items in the pictures. Then, explain to the children that they have to cut out the scenes along the dotted lines in order to make a puzzle, and then put them back together paying attention to form the right scene.

Tell the children to colour the two scenes before they cut along the dotted lines. Once the children have made the puzzle, they can take it home to play with their family.

Take home page 3: Make a town. (Activity Book pages 41 and 42) This page is to be carried out after Unit 5 and 6 and can be found on pages 41 and 42 of the Activity Book.

Focus the children attention on the two scenes, and elicit the key vocabulary by pointing to the different items in the pictures. Then, explain to the children that they have to cut out along the external lines in order to make a ‘box’ which simulates a town or a safari park. Tell the children to colour the two scenes, or the items they like most in each scene. Once the children have made the town and the safari park, they can take it home to play with their family.

Take home page 3: Make an award. (Activity Book pages 43 and 44) This page is to be carried out after Unit 6 and 7 and can be found on pages 43 and 44 of the Activity Book.

These are special pages, because they contain awards for the children. Ask them to cut the awards and cut them out. They can wear the awards during a festival or on special occasion, or you can give them to children when they do something special. If they wish, they can give an award like a present to a special friend or relative.

Teaching Tips

Games Introduction Games are particularly important, as children play everywhere. They are an important part of a child’s daily life 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 provide: • Contexts for playing • 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 the opportunity for repetition of language items that are intended to be learned, because it is assumed that engaging in such repetition will lead to the learning of the language.

Using games is certainly an effective way of making repetition of language natural and purposeful for young learners.

Games bank Flashcard games These help the children to develop their interpersonal or social skills. The flashcards are colour coded, and can be used to identify, associate and classify words.

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

This game can be used with different lexical sets by changing the question to: What’s in the playhouse?

• Coloured shapes poster: Place different (action) flashcards on the coloured shapes poster using blue tack.

Say a word, for example: swim. 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 action on the red section of the poster.

• The Whispers Race: Place four flashcards on the coloured shapes poster. Ask the children to name the items.

Get the children to stand in 3 lines facing the poster (with some space between the first child in each line and the poster). Whisper a word to the last child in each line. Say: 1, 2, 3 - go!. Tell the children to whisper the word down the line. The first person in each line touches the correct card. The child who touches the card then goes to the back of the line. Repeat. After a few rounds, change the cards. Make sure each line of children has a different word to whisper down the line.

• Odd one out: Use the flashcards to play the odd one out game. The children do not necessarily have to know or say the words, they just have to identify which one is different. Take, for example, 3 flashcards of things from the park and one food flashcard. The children identify that the food flashcard is the odd one out.

• 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.

• Guess! Play the following game with the unit flashcards (eg. lion, monkey, etc). 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: hippo?

Elephant? 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.

• Guess my dinner! Secretly put the following flashcards in a paper bag: fish, salad, ice-cream and water. Show the bag to the children and say: I’ve got my dinner in this bag. Invite the children to guess what you’ve got.

Encourage them to name the items of food. When they guess, take out the flashcards and stick them on the board. Confirm at the end: I’ve got fish, salad, ice-cream and water for dinner. Yummy! Repeat the procedure with different flashcards. Ask the children to choose their dinner.

• Pass the flashcard: Use the flashcards from the unit to play a game of Pass the card to practise vocabulary.

103

Teaching Tips

•

•

•

• •

• 104

• •

Get the children to sit in a circle. Hold up a flashcard and say, for example: Look! A snake! Pass the flashcard to a child beside you and encourage the child to say: Look! A snake. The child then passes the card to the next child who then repeats the sentence. Continue the same procedure until all of the children have had a turn. Repeat with other animal cards or with other groups of words from other units.

The same procedure can be repeated, but instead of saying: Look! A (snake) the children say: I’ve got (a snake).

Pass the flashcards (version 2): 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 (chicken). 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.

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 hippo? A giraffe?. The children say the word when they recognise the animal. Repeat with different cards. (It is more challenging to put the flashcard upside down.)

Where am I? Show four flashcards of the buildings featured in Unit 6 and say the words. Then shuffle the cards and choose one without showing it to the children. Ask them to guess where you are. Encourage the children to ask: Are you in the (restaurant)? Say: Yes or No. The game continues until the children guess right.

Repeat this a few times. When the children are familiar with the game, swap roles and ask various children to shuffle the cards and choose a building. The rest of the class has to guess where he or she is.

Are you outside the bank? Call a child to the front of the class and give him or her a building flashcard (hospital) without letting the other children see. Ask: Are you outside the (Bank)? The child says: No. Encourage the children in the class to ask until they guess right.

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 lion? Green or blue? (the children say the colour of the shape the lion 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.

Favourite (food): Stick the (food) flashcards around the classroom. Explain to the children in L1 that they have to say their favourite (food), stand up and touch the corresponding (food) on the wall. Tell the children to stay near the (food) until the end of the game so they can see who likes the same thing.

Form a circle: The children sit in a circle. Place for example, the animal flashcards 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 a crocodile. The children in the group of four form a circle around the flashcard depicting the crocodile. Continue until all the children have taken part in the game.16 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 (sandpit). The rest of the class repeats the word aloud.

TPR games These are used to stimulate corporal expression, rhythm, miming, spatial orientation and listening comprehension.

•

•

•

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. This game can be varied by getting the children to use their 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.

Say a colour!: Hand out some balloons to various children, elicit their colour each time. Elicit: Red, pink, purple. Repeat, and invite the children to repeat after you. Then play a TPR game using these balloons. Say a colour, and ask the child who has that colour balloon, to throw it to another child, then that child says the colour and throws it to another child. Repeat the procedure till you catch the balloon. Then do the same with the rest of the balloons.

Pandy Says Game: Review classroom instructions through a game. Tell the children that you are going to give them instructions. They should only follow the instructions if you say Pandy says first. For example give the following orders: Pandy says stand up! (the children stand up). Pandy says sit down! (the children sit down).

Clap your hands! (the children do not clap). Give instructions very slowly at first, and little by little add more speed. This game can be varied by extending the vocabulary to the new actions learned (brush hair) (swim)

Teaching Tips • • •

• • • • • •

where the children mime the appropriate action only if you say: Pandy says…

Touch colours!: Play a game using colours. Say: Touch red! The children have to touch something red without moving from their seats. Do the same with the rest of the colours, include white and black too.

What’s he/she doing? Call a pair of children to the front of the class and whisper an action to them. The children mime the action and the other children in the class try to guess what it is, for example clean teeth.

Then invite different pairs to act out more actions.

‘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 many times. Use page 23 of the Pupil’s book to play hide and seek with the characters. Pandy counts and the children can hide the character stickers in the rooms of the house.

Clapping game: Revise the numbers 1 to 10. First count your fingers with the children, then play the clapping game. Say for example: Three, and the children have to clap three times. Do the same with other numbers. Alternatively clap once, twice or three times and the children have to say how many times you clapped.

Traffic lights: Draw traffic lights on the board, or bring a set. 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 each child’s head and encourage the rest of the class to say boy or girl. Repeat with different groups of children.

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 (bookshop). Repeat this with the other buildings very slowly at first, then more quickly to make the activity like a game.

It’s raining! Take out cut outs of raindrops and snowflakes. Ask the children to stand in a circle. Ask them to go round in a circle while you drop some raindrops on their heads. Say: It’s raining. Encourage them to say: It’s raining, as the raindrops are falling. After, the children will have a lot of fun picking the drops up. Then do the same with 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?

Games in a circle These help the children to practice language and develop gross motor skills.

•

• • •

Circle time: Play the Circle Time Song (CD Track 07) and sit the children in a circle. Place the coloured shapes poster on the floor in the centre. Ask the children to say the different colours on the poster, use the different flashcards for this level. Find red, yellow, blue and green coloured objects in the set of flashcards for this level.

Place the cards face up on the floor. Encourage the children to take turns choosing and placing the cards on one colour. Children have to name the item depicted on the flashcard and the colour of the poster.

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.

Look and find: Sit the children in a circle. Show plastic safari animals one by one, and ask the children to identify them. Put the toy animals in the centre of the circle. Call on different children to bring you the animals. Say, for example: Roberto, give me the (lion) please! Repeat with the other children.

Where is the animal? The children sit in a circle. Put the building and animal flashcards in the centre: police station, hospital, bank, fire station, supermarket, restaurant and bookshop; monkey, lion, giraffe, hippo, elephant, snake, crocodile. Ask various children to follow your instructions, for example: (Juan) Give me the bank and the monkey, please! When the child does the action say: Thank you! Then show the cards and say: Look, the monkey is outside the bank. Repeat and encourage the children to join in. Do the same with the rest of the flashcards.

105

Teaching Tips •

• • •

•

• 106

• •

Actions game! Show the children the action flashcards and say for example: wash your hands! brush your hair! Clean your teeth! Encourage the children to copy the actions. Explain to them that you are going to say one of the actions and that you want them to mime it. Tell the children to stand in a circle at the front/back of the classroom 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 various 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: The 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 game with the rest of the items asking for one, two or three items.

Hide and seek (version 2): Play with the food and building flashcards. Ask the children to sit in a circle.

Show the building flashcards one by one and elicit their names. 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 pizza. Then ask everybody to close their eyes and the child who’s got the pizza hides it under one of the buildings. Then ask: Is the pizza in the bookshop? Elicit Yes or No. Ask till the children guess where the pizza 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 paper 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 (chocolate) and tell the children to form a circle around the flashcard for chocolate on the floor.

They say: I like (chocolate) 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.

Games to develop the senses Children perceive reality though their senses and this helps 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.

• •

•

Where is my train?: Play this game with page 10 Pupil’s Book. Ask a couple of children to come to the front of the class. Secretly tell them what colour their train is. Encourage the other children to guess which train, by asking short questions, for example: On the swing? (no) In the sandpit? (yes) Children who are struggling can say the colour of the train. Children at a higher level can try to ask full questions.

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 items.

Smell and say! Take a banana, an apple, a pear and an orange, or pieces of each fruit, ask various children to smell the fruit one by one. Smell and say: Orange! Yummy! Do the same with all the items. Then ask the

Teaching Tips • • •

•

•

• •

children to close their eyes and guess the fruit just by smelling it.

Memory game: Play the memory game with the town vocabulary. Explain the game to the children. Say the name of a shop or building, then invite one of the children to repeat it and add another. Say: Bookshop! And the child says: Bookshop, fire station! Continue with the other children until all the places have been mentioned.

This can be repeated with food items, toys...

Yes or No game. Use the illustrations of the unit. Say sentences about the pictures, for example: Gina’s riding a bike. Then say: one – two – three and encourage the children to say Yes or No according to the picture.

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) lion. Show them the flashcard to confirm their answer. Repeat this procedure asking different children to imitate animal sounds. Another option: Divide the class into different groups. Show a flashcard to one group and encourage the children from that group to make the correct noise. The rest of the class has to guess which animal it is. As an alternative, the children can mime how the animal moves.

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 another 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 for this purpose). 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 other 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 like 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.

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.

Story telling tips • • • • • • • •

Use real stories, not just descriptions 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 children’s real life. Sit the children around you in a semicircle. The 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, the children will quickly find it easy to participate 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, so take advantage of this.

When repeating the story, tell it 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, • vary the pitch and tempo of your voice • use your face, body and gestures • let your body ‘speak’ • be clearly focused 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.

107

Teaching Tips

Assessment Progress Chart (Formative Assessment)

Class: ............................................. Unit: ............................................. Date: .............................................

Name of Activity: ..........................................................................................................................................

Š ELI 2010 - Photocopiable

Name

Circle

Comments

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

......................................................

..................................................................................

108

very good

progressing

Reviews counting to six

Reviews colours

Uses: Hello, I’m… Welcome

Participates actively in proposed tasks

Takes part in chants and group activities

Develop listening and motor skills

Talks about greetings and introduces him/herself

Recognizes the names of the characters of the course

Takes part in chants and group activities

Develops listening and motor skills

Uses: What’s the weather? It’s …Where’s my…? It’s under…

Reviews the weather

Talks about items in a park

Recognizes and names items in a park

• • • •

very good

very good

Uses: Look at my…I’ve got a big…How many eyes has it got?

Describes one’s face

Recognizes and talks about the parts of the face

Recognizes and names the parts of the face

Unit 2: My Face

• • • • • • •

Unit 1: At the Park

• • • • • • • •

very good

progressing

progressing

progressing

(Summative evaluation)

Starter Unit: Welcome, my friends

End of unit Assessment

Participates actively in proposed tasks

Takes part in chants and group activities

Develops listening and motor skills

Works on creativity

• • •

• • • • •

very good

Participates actively in proposed tasks

Takes part in chants and group activities

Develops listening and motor skills

© ELI 2010 - Photocopiable

Participates actively in proposed tasks

Takes part in chants and group activities

Develops listening and motor skills

I’m hungry! Yummy, Yuck, I like…

Uses: What have you got for...? I’ve got…

Reviews counting to ten

Expresses likes and dislikes

Talks about favourite food and drinks

Recognizes and names food and drinks

very good

Uses: Clean your teeth! Wash your hands! Brush your hair!

Talks about dental and personal hygiene

Talks about daily activities

Recognizes and names everyday activities

Unit 4: Food!

• • • • • • •

Unit 3: My Day

• • • •

progressing

progressing

Name: .................................................................. Class: ......................................

Teaching Tips

109

• Uses: I can…

• Develops listening and motor skills • Takes part in chants and group activities • Participates actively in proposed tasks

Recognizes animal sounds

Talks about where animals live

Uses: I can see a… There’s a … in the water.

Develops listening and motor skills

Participates actively in proposed tasks

• • • • • • • •

Recognizes and names seasons

• Uses: In autumn it’s cold. In winter it’s snowy.

Reviews colours

• Takes part in chants and group activities • Participates actively in proposed tasks

Uses: Where’s…? He’s in the…

Develops listening and motor skills

Participates actively in proposed tasks

• Develops listening and motor skills

Works on creativity

In spring it’s cloudy

• Connects activities with seasons

Talks about buildings

Reflects on the importance of taking care of our environment

• Asks and talks about the weather in each season

Recognizes and names buildings in town

• Reviews the weather

•

Unit 8: The Seasons

• Talks about the importance of playing safe

Develops critical thinking

• Talks about abilities

Shows a positive attitude towards animals

Recognizes and names actions he/she can do

Talks about favourite animals

progressing

progressing

•

very good

very good

Unit 7: I’m Special!

very good

very good

progressing

progressing

Name: .................................................................. Class: ......................................

Recognizes and names animals

Unit 6: In my Town

• • • • • • • • •

Unit 5: Safari Park

(Summative evaluation)

110

End of unit Assessment

© ELI 2010 - Photocopiable

Teaching Tips

Glue here

Glue here

Glue here

Š ELI 2010 - Photocopiable

Playhouse Door

Š ELI 2010 - Photocopiable

Glue here

Glue here

Playhouse Window