Jolly English_Teachers_rev.indd 3
Listening, speaking and pre-reading skills
Teacher’s Book
1
In au clu di de o s CD
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Jolly English Level 1, Unit 7: A Day Out, Lesson 3 Learning objective: to listen to a story; to consolidate language from lessons 1 and 2; to learn new vocabulary (featuring the sounds /j/ and /oa/). Target language: goat. Revised language: vocabulary from lessons 1 and 2; chick, horse, hen, cat, dog, farm; big, little. Receptive language (story): They’re at Moat Farm. They’re looking at the goats. Look at [the goat]. This [goat] likes [apples]. The goat’s eating my [coat]. Help! Shoo! Go away. Bad [little goats]. Teacher language: It’s a picnic. What food have we got? I’m [big]. I’ve got [four] legs. I say [moo]. What animal am I? Where are [they]? What colour is [her coat]? What animals can you see? How many [goats] can you see? Is the [ant] [little]? What’s [Zack] wearing? What’s [Zack] got? Does the goat like the apple? Is [Mum] [happy]? Are the goats [good]? What’s the [little goat] eating? Skills: listening, speaking. Materials: audio CD, flashcards 51 to 60; 28 to 32; 39; 257 to 260 (food; known farm animals; goat; story cards), character puppets. Warm up • Use one of the character puppets to say Hello. Draw a picnic cloth on the board and say, It’s a picnic. What food have we got? Encourage the children to tell you food words they know. Prompt them with flashcards or drawings if necessary. Stick each flashcard on the board to complete the picture of the picnic.
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Animals game • Play a game to review farm animal vocabulary in preparation for the story. Choose a flashcard: for example, a cow. Say I’m [big]. I’ve got [four] legs. I say [moo]. What animal am I? Use mime to help you convey meaning. Encourage the children to guess the animal, and reveal the flashcard once they have guessed so that they can see whether or not they are correct. Repeat for other farm animals the children know (chick, horse, hen, cat, dog). You can play this as a team game if you wish.
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Story Listen to the story Audio CD • Say Open your book, and show the children page 39 of Frame 1 Track 58 the Pupil Book. Use the pic- Narrator: Zack and his family tures to teach the new animal are at Moat Farm. word: goat. They’re looking at the goats. • Ask questions about the story Jess: Ah! Look at the goats! pictures: for example, Where A dad, a mum and two little goats! are Zack and Jess? (At the Zack: The big goat likes apples! farm.) What animals can you see? (Goats, cows, tor- Frame 2 toise.) How many [goats] can Mum: This goat likes apples, too. you see? (Four.) Is the ant Jess: Oh no! Zack! [little]? What’s [Zack] wear- Look at the little goat! ing? (Jeans, jumper.) What’s Look at your jumper! [Mum] wearing? (Coat.) What colour is her coat? (Yellow.) Frame 3 • Say Let’s listen to the story. Zack: Oh no! Play the audio (Track 58) and The goat’s eating my jumper! ask the children to listen and Help! to follow it in their books. Jess: Mum! Look at the little goat! • After listening, hold up the Look at your coat! story cards and ask comprehension questions about Frame 4 each frame: for example, Mum: Oh no! My coat! (Frame 1) What’s Zack got? The goat’s eating my coat! Help! (An apple.) Does the goat Zack and Mum: Shoo! Go away, goats! like the apple? (Yes.) (Frame Jess: Bad little goats! 2) Does the goat like the apple? (Yes.) Does the little goat like the jumper? (Yes.) (Frame 3) What’s the little goat eating? (The jumper, the coat.) (Frame 4) Is Mum happy? (No.) Is Zack happy? (No.) Are the goats good? (No, bad.)
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Jolly English Level 1, Unit 7: A Day Out, Lesson 3 Act out the story Jolly English Pupil Book 1, page 39 • Tell the class they are going to act out the story. Read out several of the simpler lines from the story, showing the children a mime for each one: for example, mime the horns of the goat for Look at the goats; point to your jumper for Look at your [jumper]; hold out your hand as if offering an apple for The big goat likes apples; make a shooing motion with your hand for Shoo! Go away; and waggle your finger as if telling someone off for Bad little goats! Encourage the children to mime the actions with you and to say the words. • Play the story again (Track 58), and encourage the children to mime the actions. Pause after some of the lines in the story: for example, Look at the goats. Look at your [jumper]. The big goat likes apples. Shoo! Go away, goats! Bad little goats. Encourage the children to repeat the words in each line and to mime the actions. • Ask some of the more confident children to come to the front of the class to act out the story. You could also ask the children to use some props: for example, an apple, a jumper, a coat.
Practice Book Jolly English Practice Book 1, page 39 • Show the children page 39 of the Practice Book. Point to the goat’s legs and count aloud from one to four. Say, It’s got four legs. Repeat for the feet and tail. Ask What’s the goat got? (Apples.) How many [apples]? (Four.) Encourage the children to join the dots to complete the picture of the goat and the apples. They can do this in the classroom or at home. Phonics focus • Draw the children’s attention to the sounds in the words containing /j/ and /oa/. Ask Can you hear the /j/ in ‘jumper’? Can you hear the /oa/ in ‘coat’ and ‘goat’?
Ending the lesson • Ask some of the children around the class to mime an animal, and encourage the rest of the class to guess the animal. You could play this as a team game if you wish. • Use one of the puppets to say Goodbye. 87
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Jolly English Level 1, Unit 8: Animals, Lesson 3 Learning objective: to listen to a story; to consolidate language from lessons 1 and 2; to learn new vocabulary (featuring the sounds /ee/, /or/, /z/). Target language: zoo, zebra; black, white. Revised language: vocabulary from lessons 1 and 2; colours; horse, legs. Receptive language (story): Look! Listen! Can you see the animals? They’re looking at the animals. Where are the animals? Let’s see the animals! What is it? Is it a [horse]? It’s [black]. It isn’t a [horse]. It’s got [four] legs. I can see... Sh! Listen! Zebras like apples! Teacher language: Who’s this? What’s this? Where are Zack and Jess? What colour is [it]? Find something [black]. What does the zebra say? What’s Zack got? What’s [Zack] wearing? How many [legs] has it got? Has [it] got a tail? Does [the zebra] like [apples]? What does it eat? Is it [big]? Let’s listen to the story. Do you like [going to the zoo]? Skills: listening, speaking. Materials: audio CD, flashcards 11 to 19; 28 to 35, 39 to 42; 121; 261 to 264 (colours and animals, including the new animal: zebra; zoo; story cards), character puppets. Warm up • Use one of the puppets to say Hello. Play the chant from Unit 8, Lesson 1 (Track 62). Encourage the children to join in with the words and the actions. Colours game • Point to various objects around the classroom and ask What colour is it? Review the colours blue, red, green, yellow, pink, purple, orange. Teach the new colours: black and white, by pointing to black and white objects in the room, or by using the flashcards. Say It’s [black]. • Do a Colour Hunt. Divide the class into two teams. Ask a member of each team to stand up. Say Find something [white]. The first child to find something that colour wins a point for their team. Make the instructions more challenging if you wish: for example, Find something [blue] and [yellow]. 96
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Listen to the story • Say Open your book, and show the children page 44 of the Pupil Book. Ask questions about the story pictures: for example, Who’s this? (Zack, Jess.) What’s this? (Grass.) What’s Zack got? (An apple.) What’s [Zack] wearing? (Jeans.) Use the flashcard to teach the word: zebra. Ask What colour is the zebra? (Black and white.) How many [legs] has it got? (Four.) • Say Let’s listen to the story. Play the audio (Track 65). Encourage the children to listen to the story and to follow it in their books. • After listening, hold up the story cards and ask comprehension questions about each frame: for example, (Frame 1) Where are Zack and Jess? (At the zoo.) Can you see the animals? (No.) (Frame 2) Has the animal got a tail? (Yes.) How many legs has it got? (Four.) (Frame 3) What colour is the animal? (Black and white.) Is it a horse? (No.) (Frame 4) Is it a zebra? (Yes.) Does the zebra like apples? (Yes.) What does a zebra say? (The children imitate the noise a
Story
Audio CD
Frame 1 Track 65 Narrator: Zack and Jess are at the zoo. They’re looking at the animals. Zack: I like the zoo! Let’s see the animals! Jess: Yes! But where are the animals? Frame 2 Zack: Jess: Zack:
Look, I can see an animal! It’s got a tail! And it’s got... One, two, three, four. Four legs. What is it? Is it a horse?
Frame 3 Jess: Zack: Jess:
Sh! Listen! Oh! That isn’t a horse! No, it isn’t a horse! Look! It’s black and white!
Frame 4 Zack: Jess: Zack:
Oh, it isn’t a horse. It’s a zebra! Look, three zebras! I like zebras! And zebras like apples!
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Jolly English Level 1, Unit 8: Animals, Lesson 3 zebra makes). • Ask Do you like going to the zoo? Do you like zebras? Encourage children to share their answers with the class.
Jolly English Pupil Book 1, page 44
Act out the story • Tell the class they are going to act out the story. Read out several lines from the story, and show the children a mime for each one: for example, hold your hand over your eyes and look around for Where are the animals?; mime swishing an imaginary tail for It’s got a tail; hold up four fingers for It’s got four legs; put your finger to your lips for Sh! Listen; mime holding out an apple for a zebra to eat for Zebras like apples. • Divide the class into two groups: one plays the role of Zack, and one plays the role of Jess. Play the story again, this time pausing after each of Zack’s and Jess’s lines so that the children can do the mime. Encourage them to join in and say some of the simpler phrases from the story: for example, I like the zoo. It’s got a tail. It’s black and white. It’s a zebra. I like zebras. Prompt the children as necessary. • Ask pairs of more confident children to come up in front of the class to act out the story. Ending the lesson • Show the children pairs of animal flashcards: for example, a zebra and a horse. Say, for example, It’s got [four] legs. It likes [apples]. It’s [black and white]. Ask the children to say which of the two animals you are describing and to point to the corresponding flashcard. Repeat with different pairs of animals: for example, cow and sheep, cat and hen, dog and rabbit, mouse and horse.
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• Put the pairs of flashcards on the board or around the classroom, and play this as a team game. Ask children from each team to touch the flashcard that is being described. The quickest one to do this wins a point for their team. Practice Book • Show the page 44 of the Practice Book. Play the audio (Track 66), and ask the children to colour each of the paint pots at the side of the page. In the classroom or at home, the children colour the picture of the zebra using the colour key.
Jolly English Practice Book 1, page 44
Colour key Number one is black. Number two is white. Number three is green.
Audio CD Track 66
Phonics focus • Draw the children’s attention to the sounds in the words containing /ee/, /or/ and /z/. Ask Can you hear the /ee/ in ‘green’? Can you hear the /or/ in ‘horse’? Can you hear the /z/ in ‘zoo’ and ‘zebra’?
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Teacher’s Book
1
Jolly English is an English-language course that provides essential vocabulary while developing the children’s awareness of the sounds of English. It introduces vocabulary and sounds in the same order as the Jolly Phonics programme, so it can be used either before or alongside Jolly Phonics.
This Teacher’s Book is used alongside Jolly English Pupil Book 1 and Jolly English Practice Book 1. Together, they introduce language through a variety of fun and motivating activities, including songs, games, chants, stories and sticker activities.
Jolly Learning Ltd © Jolly Learning 2018 (text) © Kevin Maddison and Lib Stephen 2018 (illustrations) Printed in China. All rights reserved. Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK. Tel: +44 20 8501 0405 Fax: +44 20 8500 1696 82 Winter Sport Lane, Williston, VT 05495, USA. Tel: 1-800-488-2665 Fax: (802) 864-7626
www.jollylearning.co.uk
Jolly English_Teachers_rev.indd 2
ISBN 978-1-84414-593-5
ËxHSLIOEy145935z Reference: JL93X
09/01/2019 06:41