Using Tiger with Tiger Time! Tiger’s word chants: In every unit, Tiger can stick the flashcards for the chant on the board and write numbers 1-8 underneath. Play the audio so he dances while pointing to the items. Ask the children to point with Tiger. Then... • Pause the audio after the number for the children to say the items. Children then take turns holding Tiger and naming all the items in the chant. • Once you think the children know the items well enough, allow Tiger to rely on his bad memory to get the items wrong or place them in the wrong order. By doing this, you encourage children to correct him, giving them a real reason to use the English language. Dialogues and role-plays: Conduct dialogues and role-plays between Tiger and a child, always demonstrating first. Some role-plays involve cut-outs or the Ping and Pong puppets, both characters in the series. E.g. Tiger holds out his hand and says, ‘I’ve got a sore hand. Can you help me, please?’ (TT1, Unit 5). The children respond ‘No, sorry. I can’t.’ or ‘Yes, of course I can.’, and then extend to other parts of the body: ‘I’ve got a sore leg.’ The children do the role-play in pairs as themselves, as Tiger, or as another character and then change roles.
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Tiger Phonics: After identifying and practicing the common sound in the tongue twister, children count how many times they hear the sound. A child holds Tiger and gives the answer. If the answer is not correct, it’s Tiger’s fault. This may turn into a game in which the children will often want to make mistakes purposefully just for a laugh. Tiger then says the tongue twister in a way that is not correct. E.g. Instead of ‘Ricky rabbit runs round and round the room’, Tiger changes it to ‘Ricky frog runs round and round the room’ to develop phonemic awareness as children have to listen for the odd-sound-out.
Stories: • Tiger dramatizes while listening to the story as a way to support meaning. Then, he looks a little puzzled and asks the children comprehension questions. • Tiger Values: Get Tiger to read out the speech bubbles in the book: e.g. ‘Be kind to your friends’. • Play ‘Observation’: Children have thirty seconds to look at a unit’s story and remember its details (e.g. colours/food). With books closed, Tiger asks questions, e.g. ‘What colour is the parrot?’ ‘What do lizards eat?’