Activity Guide A

Jamboree Storytime Activity Guide Afor Teachers and Parents

Jackie Holderness, Neil Griffiths, Bill Laar

STORYTIME

Published by Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE.

www.pearsonglobalschools.com

© Jackie Holderness, Neil Griffiths, Bill Laar 2005

First published by Heinemann Educational Publishers in 2005This edition published 2011

The moral right of the proprietor has been asserted.

The material in this publication is copyright. The Photocopy Masters may be photocopied for one-time use as instructional material for a class, but they may not be copied in unlimited quantities, kept on behalf of others, passed on or sold to third parties, or stored for future use in a retrieval system. If you wish to use this material in any other way than that specified you must apply in writing to the Publisher.

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Illustrated by Shirley Walker and Keith SparrowTypeset by Tech-Set Ltd. and AMR Design Ltd (www.amrdesign.com)

Contents

Introduction iv

Splash in the Ocean! 1

Shark in the Park 19

Five Little Ducks 32

Baabooom! 49

Kakadu Jack 65

Photocopy masters 79

IntroductionWho is Jamboree Storytime for?Jamboree Storytime is a two-level story-based resource for children starting English at the age of 3/4 or 4/5. These children are often called ‘Very Young Learners’ in ELT (English Language Teaching). For the purposes of Jamboree Storytime, we will refer to them as ESL (English as a Second Language) learners, but the terms EAL (English as an Additional Language), LOTE (Languages Other Than English) and ESOL (English for Speakers of Other Languages) are also used widely.

Jamboree Storytime is designed for children who have not yet started formal education and who are unlikely to be able to read by themselves. The aim is that children will encounter English in the context of a story, and that meaning and understanding will be supported by the Jamboree Storytime components available.

Teaching languages to childrenOne of the underlying principles of Jamboree Storytime is that children do not use the same learning strategies as adults.

Jamboree Storytime’s activities are pre-reading activities, for the most part. They aim to be multi-sensory and meaningful so that they will offer 3–5 year olds opportunities for social, cognitive and linguistic development.

Young children may not have a long concentration span. They need stimulation and plenty of variety. Jamboree Storytime includes visual aids in the form of pictures, models etc. to hold their interest. Moreover, the audio CDs and the animated CD-ROMs will allow the children to hear the stories several times and see the language recycled in several different ways.

Children learn best in a stress-free environment. They will still be uncertain of many concepts and phrases in their mother tongue. We cannot expect them to produce perfectly formed sentences in a second language. Most children go through a stage when they listen to the language but are reluctant to speak it. This is perfectly alright and no one should be made to speak English if reluctant to do so.

If you just speak for a child and smile encouragingly, he/she may be more likely to take a risk another time. Gentle acceptance of each child’s current feelings is very important. If a child is feeling disruptive or aggressive, gently ask him/her to sit next to you or just out of the circle and watch for a few minutes until he/she is feeling calmer.

Children are similar to adults in one important respect. They need to build up their confidence and be praised for their achievements rather than continually corrected for their mistakes. Initially, it is better to accept single words rather than phrases or sentences and not to be worried by incorrect sequences e.g. (an) apple green. At this stage getting a feel for the language should be the most important concern.

ComponentsTogether with this Activity Guide, Level A consists of:

• Five Big Books These are full-colour books in large formats that make sharing the book with the group much easier. They provide lively stories, in authentic English, with strong visual support for the teacher and the children.

Although all the stories are recorded on audio CD and presented on CD-ROM, we strongly suggest you read them to the children yourself as well. This will involve the children much more and will allow you more time for using objects, gestures and expressions at the appropriate moment.

Each of the stories in Jamboree Storytime contains words and sometimes tenses that the children will not understand. Gestures and expression will help greatly in conveying meaning, but grasping the key words and understanding the central events is sufficient for children at this stage.

• An audio compact disc (CD) The audio CD contains a wide variety of chants, rhymes and songs as well as lively readings of each Big Book story. When you play the children a story on the CD, show them the story in the Big Book at the same time.

Some of the material on the audio CD is traditional. Occasionally the words and concepts may not make sense because many old-fashioned rhymes are nonsense rhymes. However, they are still valuable for helping children to make sounds which may be foreign to them, and the children will enjoy the rhythms and actions.

Chants are used to practise the rhythm of English, to consolidate the pronunciation of new vocabulary, and for teaching intonation and stress patterns. They are a fun way of replacing drills.

When introducing a song for the first time, allow the children to listen to the music first, getting them to clap or move to the rhythm. Play the song again. It helps if you have learnt the words and the children can watch you singing or miming to the music and iv

doing the actions. As they become more accustomed to the sounds of the words they will join in. Don’t expect them to sing the song line by line. Key words are all that is necessary at this stage.

• An interactive CD-ROMThere is an interactive CD-ROM for each storybook. You can choose whether to use the UK English or US English version. On each CD-ROM the story is retold in an animated way, using the book’s own illustrations.

You can decide whether to introduce the book to the children first or whether to use the CD-ROM by way of an introduction, whichever you feel is most appropriate for the children. You can also change your approach for different books. The goal is to help children love storybooks and become real readers so using the CD-ROM alone is not advisable.

CD-ROM features1. Key words. Each storybook contains a few

new vocabulary items. It is helpful if you can pre-teach these words, using this part of the CD-ROM and/or the relevant flashcards. Once the children recognise the item and can recognise the name, even if they can’t yet say it, they can be introduced to the story.

2. Key sentences. This section of the CD-ROM is designed to help the children start to build up an awareness of English sentence structure. The children do not need to know the names of parts of speech at this stage. They are learning ‘chunks’ of language in context, almost formulaically. However, these early encounters with sentences and phrases will support future engagement with English.

3. Story. Encourage the children to say the story aloud if and when they can join in. They can follow the story in their books at the same time.

4. Chant. Practise each line, word by word and slowly piece the chant together so the children can join in and later, say it independently. Encourage them to click their fingers and dance to the rap-like beat!

5. Song. Again, the children need to learn the song line by line, but they can and should join in as soon as they can, saying la-la-la if they are still unsure of any words. Try playing the songs and chants at the end of lessons for fun.

6. Melody. Each song has the music presented without the sung lyrics. When the children know the tune and words, they can just sing the song without having to follow the lyrics. Encourage everyone to join in!

7. Storytelling. Here, the children can listen carefully and join in again. They can also follow the story page by page in their book, pointing to the relevant pages.

8. Games. Each CD-ROM features two word and language games, to help the children use the target language in context. They should be able to play these games unaided as they are very easy to use.

• An Activity Book Each child should have a personal copy of the Activity Book. This will enable the children to practise language introduced through the vehicle of the storybook. Typical activities include matching and categorising; drawing and colouring; joining the dots; making things; listening and doing. The new individual Activity Books contain two pages of stickers which are often used with the activities themselves, as indicated in the instructions. Any spare stickers can be used to recycle key vocabulary from each storybook.

• FlashcardsThe flashcard set contains key vocabulary items from the storybooks, together with familiar objects and common words, such as happy, sad, pencil, chair, rain etc.

There are many ways to use the flashcards. Here are a few suggestions:– Flashcard Hunt. You can place approximately five

to ten cards around the room and the children have to try to find them. They can get one point for finding the picture and another for saying its name. If they don’t know what the item is, just teach it gently, ask them to repeat it and then they can set off to find a different flashcard.

– What’s missing? Use six flashcards. Teach each item name and then explain you are going to hide/cover one of the cards, while the children have their eyes closed or go out into a different room. When they look again, they will see only five of the six cards and need to try to guess or say which one is missing. You can do the same game by holding the missing card behind your back.

– Odd one out. For this game, you place four or five cards in a row on the floor or a table. Choose four which are similar (e.g. all foods or animals etc.) and one which is different (e.g. a book). The children have to say which one is different and (in their own language) why.

• A puppetThe level A Activity Books have a parrot puppet and level B Activity Books have a bear puppet. The puppet can be used for activities, practice, and revision. It can also be used to conduct short dialogues with the children or to act as the ‘reader’ of the story.

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Emphasise that the puppet only understands and speaks English. This will help you to encourage the children to speak in English.

Some teachers are shy to act out the role of the puppet character but this age group loves puppets and is very forgiving of teachers’ amateur acting skills.

The organisation of the Activity GuideThis Activity Guide provides a step-by-step guide to each session and is suitable for teachers and parents using any of the Jamboree Storytime products, including those using the whole-level Activity Books, the individual Activity Books and the interactive CD-ROMs. The page references and instructions for all the activities (including the extra activities found within the individual Activity Books) are contained within this guide. The icons indicated in the key below appear throughout the guide to indicate where an activity is suitable only for use with the whole-level Activity Books, or for use with the individual Activity Books.

Whole-level Level A/B AB p.xx Activity Books

Individual [name of individual title, Activity Books e.g. Baabooom!] AB p.xx

The language content is presented in language boxes at the beginning of each session under the following headings:

Key words: These words form the main language focus of the session and are important to ensure understanding.

Active language: This is new language that is intended to be repeated by the children.

Passive language: This is language that is spoken by the teacher and intended to be understood, but not necessarily spoken, by the children.

The Activities section includes a summary of the variety of activities in a session.

The items listed under Resources need to be collected together or made before the session. Colouring pens/pencils, chalks and other equipment that one would expect to find in a nursery or early years classroom are not included in the lists of resources. If the audio CD needs to be used in the session, this is listed in the Resources section. There is also a musical notes icon beside the activity where the audio CD is to be used. As the CD-ROM can be used at any time, it is not indicated in the Resources section or in the session instructions.

Teachers will need to look carefully at the section headed Preparation to see how much preparation they should do before each session.

Guidance for all the activities in the session follows. This includes full scripts of rhymes, songs and chants.

Review activities to enhance recall are based on an activity from a previous session or from the earlier part of the session.

The Optional extension activities are given as flexible extensions to a session or as substitutes for an activity.

There is a suggested time frame for each activity, however please note that these are approximate.

Home fun activities may be given to the children to do at home. It is important to show the parents what is being learnt in class and to enable them to become involved if they wish.

Photocopy masters

Pages 79–91 can be photocopied. When a photocopy master (PCM) is required for a session, it will be listed under the Resources heading.

Language for learningIt is important that the children feel relaxed so they can understand and enjoy the sessions, the stories and the activities. It is likely, therefore, that you will communicate a great deal in the children’s mother tongue. In order to focus the children’s attention, you can share a simple English-speaking time signal e.g. a small bell, raise a small English-speaking country’s flag or wear a special English hat. This signal tells the children that you will speak English for a short while and they must try to understand.

Where possible, you can use English for organising activities and giving instructions, for playing games and for giving support and praising the children.

Here are some phrases you may find useful, but remember to show what they mean, using your gestures and voice tone:

General phrases

Look at me/Listen to meSit here/there/next to……like this…Open your books Find …(this picture…)Look at the picturesMake a circle/Hold handsFind a friend/Get into pairsPut up your handvi

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Stand up/Sit downCome here/to the frontHold up/Show me a _ __Bring/Give me a ___Put it here/there/down/in the box/on the deskDraw a ___Give me (your books)Cut/stick/colour/make/foldTouch/point…Hands up/Fold your arms/Fingers on lips… shh!Don’t touch/push/take…Stop … sit down … look at me ... listenWhat’s this…? What’s _____ in English? Can I have/see…?Choose the correct stickerSing along to the karaoke melody Let’s do the actionsWhat does (puppet) want to say?(Puppet) can only understand English!Oh dear, it is too noisy for (puppet). He can’t hear ...Are you listening to (name)?

Providing support/praise

Good/great/fine!Well done!Yes, that’s nice/right/better.What a lovely drawing!

GamesOne of the best ways for children to use language in a real way is to use it while playing a game. Games hold children’s interest and motivate them to speak. As long as games are suitable in terms of age, ability level and interests, children will benefit from co-operating and competing with each other. Here are some games that are in Jamboree Storytime and that you can use as extra activities:

SNAP

2–6 playersYou need two sets or more of matching cards – use the cut-out cards from the Activity Guide or make your own with pictures from magazines etc.

Children shuffle the cards well and share them out equally, holding them face down.

They take it in turns to turn a card over and put it on the table in a single pile.

When two identical cards have been turned over, one after another, the first person to shout SNAP! gets all the cards in the pile.

Keep playing until one person has all the cards.

THE MEMORY GAME

2–4 playersUsing the same matching sets of cards as in Snap, spread them over the table, face down.

The children take it in turns to turn over two cards. If they turn over a matching pair they keep the cards. If not they turn the cards over again. The trick is to remember the position of the cards as the winner is the child with the most pairs of cards at the end of the game.

SIMON SAYS

The whole classUsing vocabulary that the children know, give them instructions to follow. Say Simon says before every instruction e.g. Simon says touch your nose/jump etc.

At random say the instruction without saying Simon says e.g. Touch your nose. The children who move are out – they must only do the action that Simon says.

The winner is the last child in the game.

THE FEELY BAG GAME

Group work or the whole classYou need a large bag and a selection of objects or pictures of objects. Choose the objects you use according to the vocabulary you want to practise.

Children should try to guess what is in the bag. If someone guesses correctly they can keep the object.The winner is the person with the most objects.

The game could finish here or the winner could collect some new objects (without the rest of the class seeing) and start again.

THE GUESSING GAME

Pairwork, groupwork, whole classShow a set of pictures, cards or objects to the class and revise the names for each thing.

Get the children to close their eyes and remove one of the pictures or objects.

Say Guess what it is? The children have to try to remember which picture/object is missing.

Parent guidanceYou can use Jamboree Storytime at home to help your child learn English in as natural and motivating a way as possible.

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Many of the activities detailed in this guide are designed to be carried out with a large group of children. It may be helpful to you to read the instructions for these group activities, as you may get ideas of different ways you can present the stories and key vocabulary, but it is not recommended that you work in such a structured way with your children at home.

The main goal is to enjoy the stories and language together. You may choose to watch the CD-ROM or read the storybook at bedtime, which can become a special time together. Jamboree Storytime is deliberately designed to give you flexibility, so do whatever works best for your child, always encouraging and reassuring them, so that the experience of the stories and support materials is positive.

You may choose to put aside 20 minutes a day to work on a story together, where you share the key words, using real objects around the home or the flashcards / book illustrations.

Vocabulary: Practise saying the words together. Make this more fun by asking your child to copy how you say it. Repeat the word several times, but change your voice each time. Your child should imitate you, e.g. whispered, shouted, sung etc.

Storytelling: Watch the storytellers on the CD-ROMs. Try to tell the stories yourself in as interesting a way as possible. Do not worry if your accent or pronunciation is not perfect but if you are very shy in using English yourself, use the storytelling feature on the CD-ROM as a model.

Alphabet: Use letters to teach the English alphabet shapes and names. Have them dotted around the home and point to a letter occasionally so your child becomes used to recognising them and not only in the A, B, C ... sequence.

Flashcards: These can be used to play games and as reminders of stories and vocabulary. Have them in the car or take them on the bus to practise the words while driving around. Always praise your child if they know a word but never grow impatient if they have forgotten. Adult learners also forget vocabulary, just teach the word again. Sometimes we have to encounter and use a word at least nine times before it stays with us.

Stickers: These are mainly for use in the Activity Books but you can also use the spare ones as small rewards. You can use a plain piece of paper for each storybook and any time your child has achieved something worthwhile in English, e.g. remembered a word, or spoken a word correctly, they can be rewarded with a sticker.

Final wordIt is most important that the children associate learning English with enjoyment, with good storybooks, catchy songs, fun games and a lively teaching style. These early encounters with English and with Jamboree Storytime will form the basis of their future attitudes towards learning English. That they hold onto positive memories of their experiences is far more important than whether they can always remember a particular word or can pronounce it correctly.

Splash in the Ocean!

1

Session 1 Splash in the Ocean!Level A AB page 5 / Splash in the Ocean! AB page 3

Key words

• crab • splash

• fish • doll

• all • swimming

• Kakadu Jack • water

Active language

• Hello, my name’s … • brown

• Goodbye • purple

• ocean • red

• yellow • blue

Passive language

• Let’s … • Can you see …?

• What is it? • It’s …

• Can you say …?

Activities

• Introduce Kakadu Jack • Make a fish puppet

• What colour? (Level A AB p.5 / Splash in the Ocean! AB p.13)

• Splash! • Fish hunt

Resources

• Big Book (cover and pp.2–3) • Audio CD (track 2)

• Flashcards (fish, crab)

• Playmobil people or small dolls that can get wet

Preparation

• Fill a jar and a tray with water.

• Cut out enough paper fish (in different colours) for the children to have one

each.

• Prepare a collection of pictures of the ocean/sea.

• Make some large blue paper circles (approximately 50 cm diameter) to

represent water.

Background

If this is the first lesson with a group, you will need to establish some group

routines e.g. when you ring a bell, the children must answer in English, if they

can. They need to listen very carefully and keep very quiet, in case they frighten

Kakadu Jack, the parrot who only speaks English. Have some stickers or smiley

faces, with English words if possible e.g. Good! Well done! Wonderful! Brilliant!

Super! to reward those children who listen well, show good understanding or try

to repeat English words they hear.

Have all the Big Books on display and explain that the group is going to read the

books, with your help, even though they are in a different language from their

own. Stress what a lot of fun they will have together and introduce your classroom

patterns/routines to them.

Opener (5 mins) Introduce Kakadu Jack …

• SayHello, my name is (your name). Can you say my name? Can you say

Mrs/Mr … (name)? And your name is (Nadia). And your name is (Juan).

Spla

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Oce

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Session 1

Level A AB page 5 / Splash in the Ocean! AB page 3

• Repeatforthewholegroupuntileveryonerealiseswhattheword‘name’

means. Ask individual children and the parrot puppet: What’s your name?

(Use a funny parrot voice, if you can.) My name’s Kakadu Jack. Can you

say my name?

• AskindividualchildrentosayHello to the parrot. Always reply in the parrot

voice, saying Hello, (Alisa).

Game (5–10 mins) Splash!

• Geteveryonetoclosetheireyes.Poursomewaterintoajarandshakeitso

the children can hear water splashing and sploshing. Ask What is it?

• SayIt’s water.Pourasmalldropofwaterontoeachchild’shand.It’s water.

• Makeasplashinthetraywithyourhandorthrowaballintothewater.Draw

on the board and say Splash! Hold a ball high above the tray and drop it…

Splash!

• Putsomebluepapercirclesonthefloor.Saywaterandthenjumpontothe

circle and shout Splash!

• Letthechildrenmovearoundtheroom,jumpingonthebluecirclesandsaying

Splash!

• Usepicturesoftheoceanandseatoteachocean. Say This is the ocean. It’s

water ... Splash! Splash! Splash in the ocean.

• ShowtheBigBookcover:repeatSplash! Splash! Splash in the ocean.

• Getthechildrentorepeatitaswell,severaltimes,jumpingupanddownon

the spot, on the word Splash!

Presentation (5 mins) Flashcards

• Useflashcardsortoystoteachfish and crab.

• UseKakaduJacktorepeatintroductionse.g.Hello, fish, my name’s Kakadu

Jack. Hello, crab, my name’s Kakadu Jack.

• Usethecolouredfishtoteachyellow, brown, purple, red and blue. Hold

each colour up and say the name and get the children to repeat it. Ask them

to point out things in the room which are the same colour as the one you are

holding. Say Find yellow. Find red.

• NowsayCrab is red. It’s a red crab. Fish is yellow. It’s a yellow fish.

Game (5 mins) Fish hunt

• Putthecolouredpaperfisharoundtheroom,wheretheycanbeeasilyseen.

Ask the children to Find the red fish. Find the yellow fish … As soon as one

of the correct colour is found, praise the child and continue to repeat until all

the fish have been recovered.

• SayGood, we have all the fish. Stress all.

Cover

• Reviewthecover.Openthebookatthefirstspread(pages2and3).SayLook,

fish! I can see fish. Can you see fish? I can see a brown and blue fish and I can

see a yellow and purple fish. Say Find a purple and yellow fish. Now find a

yellow and purple fish. The fish are swimming ... . All the fish are swimming.

• UsethePlaymobildollsinthetrayofwaterandsayThe little dolls are

swimming.Letafewchildrenmakethedollsswimacrossthetray.

Big Book time

(5 mins)


3

Session 1

Level A AB page 5 / Splash in the Ocean! AB page 3

What colour?

• GiveeachchildtheirActivityBookopenatLevelAABpage5/Splashinthe

Ocean!ABpage3.Thechildrenlookatthecrab,decideitisredandmatchit

to the red on the paint palette.

• NBYoucouldplaytheBigBooksong‘SplashintheOcean!’(audioCDtrack

2),asabackground,tohelpthechildrenbecomefamiliarwiththetune.

(5 mins) Review

• Say Goodbye toKakaduJack.Goaroundtheclass.

• AskindividualchildrenandtheparrotpuppetWhat’s your name? (Child

answers.)Yousay Goodbye, ... (child’s name).

Make a fish puppet

• Tomakeafishpuppetonastickyouneedperchild:astickorpencil,twofish

shapes, Sellotape, colours.

• Giveeachchildtwofishshapesmadefromcard.Theywillneedastickor

full-sizepencilaswell.Letthemcolourtheirfishandthenyoucangoround

the group sticking the fish on either side of the stick or the sharp point of the

pencil.

• Thechildrencanmaketheirfishswimalong.SayLet’s swim … the fish are

swimming.

Home fun

• Collectpicturesoftheocean,fishandanythingrelatedtothesea.

Optional follow-up

activity (10 mins)

o

Activity (10 mins)

Level A AB p.5

Splash in the Ocean! AB p.3

Audio CD track 2

Spla

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Oce

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4

Level A AB pages 6, 7 / Splash in the Ocean! AB pages 4, 5

Session 2

Opener (5 mins) Re-introduce Kakadu Jack, fish and crab

• SayHello, my name is (your name). Can you say my name? Can you say

Miss/Mrs/Mr … (name). And your name is (Ann).

• Repeatforthewholegroup.Askindividualchildrenandtheparrotpuppet:

What’s your name? (Use a funny parrot voice, if you can.) My name’s Kakadu

Jack/Fish/Crab. Can you say my name? Can you say Kakadu Jack?

• Usetheparrottolookatthethingsthechildrenhavebroughtintoshowyou.

Say the names of the sea animals if you can, e.g. Hello, dolphin. Hello, shark,

as if you were Kakadu Jack.


• Showtheflashcardsofgirl and boy. Say This is a girl. This is a boy.

• AskKakaduJackAre you a boy? Yes! Are you a girl? No.

• Repeatforindividualchildren,answeringforthemandshaking/noddingyour

head appropriately.

A girl and a boy


Ocean!ABpage4.Insidetheovalstheyneedtodrawaboytheyknowe.g.

one in the group, and a girl.

Key words

• crab • yes/no

• crawl/crawling • all

• scratch

Active language

• swimming • flippy flappy splash!

• girl/boy

Passive language

• What am I doing? • This is a boy/girl

• I’m swimming • Are you a boy/girl?

• Let’s swim • Yes/No

• … swimming in the ocean

Activities

• A girl and a boy (Level A AB p.6 / Splash in the Ocean! AB p.4)

• Counting 1 to 5 • All the fish …

• Girl or boy? • Make a crab

• Fish swim home (Level A AB p.7 / Splash in the Ocean! AB p.5)

• Crabs and sharks

Resources

• Big Book (cover and pp.2, 9, 24) • Audio CD (track 2)

• Flashcards (crab, fish, boy, girl, shark)

• Swimming cap and/or goggles and/or rubber ring

Preparation

• Prepare for each child their first name in bubble letters on a piece of card,

which they can colour in at home for Home fun.

• Later use the names as part of a My name’s … display.

Activity (10 mins)

Level A AB p.6



5

Session 2


Optional follow-up

activity (10 mins)

Game (5 mins) Girl or boy?

• Stickupthe‘boy’cardononesideoftheroomandthe‘girl’cardonthe

other.Nowgettheboystogatherundertheboycardandthegirlsunderthe

girl card.

• ThendemonstrateandtelleveryonetoClose your eyes. While they are not

looking, you move the cards and the children must rush to gather in the

correctplace.Repeat,usingthenewwordsboys/girls as much as possible.

Pages 2–9

• Readpages2and3.AskWhat are they doing?Putonyourswimmingcap,

rubber ring or goggles and mime swimming actions. Ask What am I doing?

I’m swimming. What are the fish doing? They’re swimming. They are all

swimming. They are all swimming in the ocean. Splash splash!

• Turnthepage.Readaloudpage4andthenpage5…flippy, flappy, flippy,

flappy, splash!

• Turntopage6.Look, crabs! Red crabs! What are they doing? Are they

swimming? Shake head. No. Are they jumping? No. They’re crawling.Mime

crawling. Say Let’s crawl … look like this. Encourage the children to crawl on

the floor for a little while. Smile and say I like crawling. It’s fun!

• Let’s sit down again.Readuptopage9andmimescritchy, scratchy. Say

Let’s scratch … Let’s swim … Let’s crawl … .

Fish swim home


Ocean!ABpage5.Thechildrenhavetomatcheachfishwithitshouseand

drawalinetojoineachfishtoitshouse.

Make a crab

• Makeacrabusingapaperplate.Thiscanbepaintedredinadvanceor

coloured with red crayons by the children. Show the children how to fold the

plate in half.

• Giveeveryonetwocardclawsandeightstripstoserveasthelegs.Theyneed

to stick these underneath the plate.

• Letthechildrenrolltwoballsofwhitecrepepaperfortheeyes.Theycanglue

these onto the top of the plate and use a black pen to make the dots.

Big Book time

(10 mins)

Activity (5 mins)

Level A AB p.7


Spla

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Oce

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6

Session 2


Activity (5 mins) Counting 1 to 5

• TurntoLevelAABpage7/SplashintheOcean!ABpage5.Useitto

introducethechildrentocountinginEnglish–1,2,3,4,5–bypointingtothe

5fish.Say There are 5 fish. 1, 2, 3, 4, 5 … 5 fish. Encourage them to point and

count aloud with you.

All the fish …

• IntroducetheBigBooksong,‘SplashintheOcean!’.Listentothesongonthe

audioCD(track2).Justletthechildrenlistentothetunetwoorthreetimes

andjoininifandwhentheywishto.

All the fish are swimming in the ocean,

swimming in the ocean, swimming in the ocean,

All the fish are swimming in the ocean,

flippy flappy flippy flappy splash!

Crabs and sharks

• Toplaycrabsandsharksyouneed:alargespaceforthechildrentorun

around, indoors or out. Use flashcards to teach shark and revise crab.

• SayWhat’s this? It’s a crab. You can be a crab (Juanita) and so can you

(Sarah). What’s this? It’s a shark. You can be a shark (Vivian) and (Aaron).

• Choosetwochildrentobecrabsandtwotobesharks.Theyhavetotryto

catchtheotherswhiletheyare‘swimming’aroundtheroomorplayground.

Home fun

• Thechildrencantakehometheirnameinbubbleletters.Theycantryto

remember how to say, in English, My name’s … and colour in the letters at

home.

Optional extension

activity (10 mins)

o

Final activity

(10 mins)

Audio CD track 2


7

Level A AB pages 8–10 / Splash in the Ocean! AB pages 6–8

Opener (5 mins) Name display

• Lookatthebubbleletternamesthechildrenhavebroughttoschool.Usethem

in a display.

Actions (5 mins) Let’s swim …

• Mimetheactionofswimming.AskWhat am I doing? I’m swimming. Show

the children the swim flashcard. Bring out your swimming cap etc. and say

This is what I use for swimming.Letthechildrenputonthegogglesandring

and pretend to swim around. Say Good, you are swimming (Henry). Good

(Katia). (Katia’s) swimming in the ocean … etc. What’s (Katia) doing? She’s

swimming.

• Mimetheactionofcrawling.SayLet’s crawl … Look, like this ... . Encourage

the children to crawl on the floor for a little while. Smile and say I like

crawling.

• Let’s sit down again.Readuptopage11andmime‘scritchy,scratchy’.Say

Let’s scratch … Let’s swim … Let’s crawl … .

All the boys/girls chant

• SayLook what I’m doing.

• Askeveryonetositonthefloor.Askthegirlstostandup.SayLet’s swim, girls.

Look the girls are swimming.

Key words

• bubble • wibble, wobble

• seal • jelly on a plate

• play

Active language

• All the boys/girls are sitting on the floor

Passive language

• same/different • What am I doing?

• They’re the same

Activities

• All the boys/girls chant • Make a seal

• Fish pairs (Level A AB p.9 / Splash in the Ocean! AB p.7)

• Blowing bubbles (Level A AB p.8 / Splash in the Ocean! AB p.6)

Resources

• Big Book (pp.10–13, 24) • Audio CD (track 2, 3)

• Flashcards (swim)

• Swimming hat and/or goggles and/or rubber ring

• Bubble blowing mixture and a blower

• Jelly on a plate or in a bowl

Preparation

• Cut out sets of fish cards from Level A AB p.9 / Splash in the Ocean! AB p.7.

Place one set in an envelope for each child and write the child’s name on it.

Session 3

Presentation (10 mins)

Audio CD track 3

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Session 3


• Thechildrenshouldcopyyouasyoumimetheactions.

• ListentothesongontheaudioCD(track3)thenclapandsay:

All the boys are sitting on the floor


All the boys are sitting on the floor and the girls are swimming in the ocean.

• Geteveryonetochangeplaces.

All the girls are sitting on the floor

All the girls are sitting on the floor

All the girls are sitting on the floor and the boys are swimming in the ocean.

Blowing bubbles

• Explaintothechildrenthatwhenfishbreatheunderwatertheymakebubbles.

Use bubble mixture to teach bubbles.Letthechildrenblowabubbleortwo

andthendemonstratehowtotracearoundthecircles/bubblesintheair.Make

the children practise drawing circles in the air with their fingers. They can also

practisedrawingthemoneachother’shands.


Ocean!ABpage6.Whenthechildrenhavetracedallthebubblesonthepage,

they can draw some more of their own. They can then colour in the picture at

home.

Pages 10–13

• Introducetheideaofsealsplaying.Teachthewordseal with a toy seal.

• Letonechildturnthepages.Gobackthroughpages2–9andthenturntopage

10.

Presentation (5 mins) Jelly on a plate!

• Ifyoucan,bringinarealjellytoteachwobble by showing the children how

wobblythejellyis.Ifyouhavetime,youcouldteachasimplerhyme:

Jelly on a plate

Jelly on a plate

Wibble, wobble

Wibble, wobble

Jelly on a plate.

or

Jelly in a bowl …

• Ifthechildrencantastethejelly,evenbetter!

Fish pairs

• PreparethecardsbycuttingoutLevelAABpage9/SplashintheOcean!

ABpage7fromeachchild’sActivityBook.Cutupthesetoffishandput

eachsetinanenvelopewiththechild’snameonit.Giveoutthesetsand

explain that the children have to spread the cards out face up and then work

together in twos to make pairs of fish. Help those who are experiencing

difficulty. Each pair of children should end up with six pairs of fish.

• Teachthewordsame. Say They’re the same – good! They are NOT the same

… no … they are different … .

Level A AB p.8

(10 mins)


Big Book time

(5 mins)

Activity (5 mins)

Level A AB p.9



9

Session 3


• Onthebackofeachfishcardthereisablueseascene.Childrencanusethis

space to draw their own fish and sea creatures, or stick their fish stickers on

(please note that children should not use more than one sticker per square as

theywillneedtheothersfortheactivityonpage15).

(10 mins) Review

• Readthestorythroughtwiceforpages2–9.Pauseduringthefirstreadingto

remindchildrenofthewordstheyhavealreadymet.Don’tworryiftheydo

not yet repeat the words but if they do echo or chime in with the story, praise

them.Nowreadthestoryfrompages10–13.

Page 24

• SingtheBigBooksong,‘SplashintheOcean!’withthechildrenagain(audioCD

track2).

Make a seal

• Tomakeasealusingplasticine,youneedperchild:enoughplasticine;apencil

pointtomakeeyes;asmallpieceofcardorarealstoneorrockonwhichto

sit the seal.

• Showthechildrenhowtopullthemodellingmaterialintofourpoints—tail,

flippersandhead.Givethemapenciltomaketheeyesandmakesureyouput

eachchild’sinitialsonthebaseofthemodel.

Home fun

• Askthechildrentofindpicturesofsealsorpeopleplaying.

Optional extension

(10–15 mins)

Big Book time (5 mins)

Audio CD track 2

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Session 4Level A AB pages 11, 12 / Splash in the Ocean! AB pages 9, 10

Opener (5 mins) Review verbs

• Clapandsay:



All the boys are sitting on the floor and the girls are swimming in the ocean.

• Clapandsay:



All the boys are sitting on the floor and the girls are jumping in the ocean.

• Adaptthewordsasyoulikee.g.

All the boys are sleeping/lying on the floor and the girls are wobbling in the

ocean …

All the girls are playing on the floor and the boys are jumping in the ocean …

etc.


• Teachbig/small. Introduce the flashcards for elephant and bird. Use Kakadu

Jack to revise introductions. Show with your arms the meaning of big/small.

Say The elephant is big. The bird is small.

• Write‘BIG’and‘small’ontheboardandsticktheflashcardoftheelephant

under‘BIG’andthebirdunder‘small’.

Key words

• whale • big/small

• seahorse • baby

• jumping • over

• all • bring back

Active language

• ocean • big/small

• swimming

Passive language

• floor • My baby

Activities

• Review verbs • My baby lies over the ocean

• Bingo! (Level A AB p.11 / Splash in the Ocean! AB p.9)

• In the sea (Level A AB p.12 / Splash in the Ocean! AB p.10)

• Make a whale bookmark

Resources

• Big Book (pp.14–17) • Audio CD (track 1, 4)

• Flashcards (‘small’ – fish, bird, duck, orange

‘big’ – elephant, house, giraffe, bull). Other flashcards could be substituted as

long as they convey the meaning of big and little.

• Counters or coins

• Blue fabric to represent the ocean; a baby doll

• PCM 1 (p.79) Make a whale bookmark


11

• Giveouttheotherflashcardsaroundthegroupandaskeachchildtocomeup

andsticktheircardunder‘BIG’or‘small’.

(‘small’-fish,bird,duck,orange

‘big’-elephant,house,giraffe,bull)

Bingo!

• GiveeachchildsixcountersandopentheirActivityBooksatLevelAABpage

11/SplashintheOcean!ABpage9.Nameeachobjectandaskthechildren

to point to the big and little versions of each.

• Explainthatthechildrenaregoingtolistentoyousayingbig/small. When they

hear‘big’,theyshouldputacounteronabigpicture.Whentheyhear‘small’,

they should put a counter on a small picture.

• ThefirstchildtogetthreecountersinaroworcolumncanshoutBingo!

Pages 14–17

• ReadtheBigBookagainuntilpage14,thenreadthewhalesequence.Point

out big and small animals in the illustrations and repeat the words big/small

when appropriate.

• Getthechildrentostandupandmimeswishy,swashy,splash!byswayingand

thenjumping.

In the sea

• GiveeachchildtheirActivityBookopenatLevelAABpage12/Splashin

theOcean!ABpage10.Thechildrenshouldcolourineachoftheanimals.

Whiletheyarecolouring,playthesong‘Mybabyliesovertheocean’(audio

CDtrack4)afewtimestogetthemusedtothetune.

Activity (10 mins) My baby lies over the ocean

• Spreadthebluefabricinfrontoftheseatedgroup.SayThis is the ocean. It’s

water. Splash! Splash! The baby’s swimming in the ocean (make the doll swim

inthewater).Nowtakethedoll,cradleitandsayMy baby.Putthedollonthe

far side of the ocean and say My baby lies over the ocean. She’s lying down …

shh! She’s sleeping (mime sleeping and make the doll lie down). Say My baby

lies over the ocean. Over the water, the sea.

• First,listentothesongontheaudioCDtwice.Youcansingalongbutdon’t

worryifthechildrendon’tjoininyet.

My baby lies over the ocean, (put the doll on other side of classroom and put

some blue fabric between the group and the doll)

My baby lies over the sea,

My baby lies over the ocean,

Oh bring back my baby to me … (indicate two children who should swim

across the ocean [blue fabric] e.g. under/around/over it, whichever is safest.

They should pick up the doll and bring it back to you.)

Activity (10 mins)

Level A AB p.11


Activity (10 mins)

Level A AB p.12


Audio CD track 4

o

Session 4


Big Book time

(5 mins)

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Session 4


Review

• Playthestoryallthewaythroughtotheend(audioCDtrack1).

• Usethepicturesofsealsorpeopleplayingthatthechildrenhavebroughtfrom

hometoreinforcetheword‘playing’e.g.Here’s David Beckham. He’s playing

football. Here’s a cat. She’s playing with a ball.

Make a whale bookmark

• Tomakeawhalebookmark,youneedperchild:awhaleshapecutoutfrom

PCM1(page79).

• Eachchildcancolourandpossiblylaminatetheirbookmark.Makesuretheir

names are on them.

Home fun

• Thechildrencouldcollectbabydollsand/orphotographsofthemselvesas

babies to bring to the next session.

Optional extension

activity (10 mins)

Activity (5 mins)

Audio CD track 1

o


13


My baby …

• Reviewthewordbaby by looking at and talking about the baby dolls and

photographs they have brought from home.

• Remindthechildrenofthewordstothesong‘Mybaby…’andgetthemto

repeatthefirstlineatleast.Playthesong(audioCDtrack4).

My baby lies over the ocean, (put the doll on the other side of classroom and

put some blue fabric between the group and the doll)

My baby lies over the sea,

My baby lies over the ocean,

Oh bring back my baby to me … (indicate two children who should swim

across the ocean [blue fabric] e.g. under/around/over it, whichever is safest.

They should pick up the doll and bring it back to you.)

Key words

• friend • Yes/No

Active language

• My baby lies over the ocean • Bring back … to me

Passive language

• Is he/she swimming?

• Crawl on the floor. Stand up, Sit down

• Jump in the ocean. Swim around.

• Jump out again … then touch the ground.

• Splash in the water. Turn around.

• This is … She’s sitting on the floor/chair.

• This is … He’s sitting …

Activities

• My baby … • Kakadu Jack/Simon says …

• Find five fish (Level A AB p.13 / Splash in the Ocean! AB p.11)

• My friends (Level A AB p.14 / Splash in the Ocean! AB p.12)

• Actions chant • Make a fish mobile

Resources

• Blue fabric to represent the ocean; a baby doll

• Make sure each child has a dark felt pen or crayon

• PCM 2 (p.80) Make a fish mobile

Preparation

• Big Book (p.18–end) • Audio CD (track 1, 4, 5)

• Bring in some photos of your own friends.

• Also bring pictures of males (he) and females (she).

Session 5

Opener (10 mins)

Audio CD track 4

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Session 5


Presentation (5 mins) He or she?

• Askonechildtoswimaround.AskWhat’s (Karl) doing? He’s swimming.

He’s a boy so he’s a HE. He’s swimming. (Ask the boy to sit down again.)

• SayNow (Maria) is a girl so she’s a SHE. She’s a girl. Is (Karl), is HE

swimming? No. Is (Maria) swimming? Yes. SHE’s swimming.

• Nowgoaroundthegroupandpointtoeachchild.SayThis is (female

name). She’s sitting on the floor/chair. This is (boy’s name).

He’s sitting …

• GoaroundthegroupagainandgetthechildrentosayHe/Shecorrectly

according to the gender of the child you point to.

Whole book

• ReadtheBigBookallthewaythrough.Trymissingoutawordhereandthere

to see whether any of the group can remember what should come next.

My friends


Ocean!ABpage11.Explaintothechildrenthattheycanusethespacetodraw

andcolourasmanyoftheirfriendsastheywant.Remindthechildrenwhata

friend is and use your knowledge of the group to reinforce the concept e.g.

say (Martina) is (Lara’s) friend and (Tomas) is (Georgio’s) friend … Kakadu

Jack is my friend … .

Game (5 mins) Kakadu Jack/Simon says …

• Playthegame‘Simonsays’butusingKakaduJackinsteade.g.KakaduJack

sayssitonachair/sitonthefloor/jump/gotosleepetc.

Find five fish


Ocean!ABpage12.Explaintothechildrenthatthisistheoceanbutfivefish

arehidingonthesheet.Cantheyfindandcirclethem?SayFind the … Show

howtocircleapicture.Makesurethechildrenuseadarkfeltpenorcrayon.

Story time

• Playthestoryallthewaythrough(audioCDtrack1),occasionallyturning

downthesound.Youcanfillinthemissingwords,perhapsaccompaniedby

thegroup,butdonotworryiftheydon’tjoinin.

Actions chant

• Teacheveryoneappropriateactionsforthechantbelow.Listentothechanton

theaudioCD(track5).Yousaythewordsandthechildrendotheactions.You

can also use the actions to play Simon says (Kakadu Jack says) instead.

Crawl on the floor. Stand up, sit down.

Jump in the ocean and swim around.

Jump out again … then touch the ground.

Splash in the water and turn around.

Activity (10 mins)

Level A AB p.13


Activity (10 mins)

Level A AB p.14


(5–10 mins)

Audio CD track 1

(5 mins)

Audio CD track 5

o

o

Big Book time

(5 mins)


15

Session 5


Make a fish mobile

• Tomakeafishmobile,youneedperchild:acoathanger(plastic,forsafety

reasons), blue paper or card cut like a wave to cover the triangle of the hanger,

stringandthreefishshapescutoutfromPCM2(page80).

• Letthechildrendecorateorcolourthethreefishshapesyouhavecutout

(fromPCM2).Helpthechildrentotietheshapeswithstringtoacoathanger.

Coverthetopofthecoathangerwithbluecardtolooklikeawave.

Home fun

• Childrencanlookfororpaintpicturesofoceananimals,toaddtotheirlast

collection and make a display next session.

Optional extension

activity (10 mins)

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Session 6Level A AB pages 15, 16 / Splash in the Ocean! AB pages 13–16

Actions chant

• Listentotheactionschantagain(audioCDtrack5).Yousaythewordsand

thechildrendotheactions.YoucanalsousetheactionstoplaySimonsays

(Kakadu Jack says) instead.

Crawl on the floor. Stand up, sit down.

Jump in the ocean and swim around.

Jump out again … then touch the ground.

Splash in the water and turn around.

Presentation (5 mins) Matching game: same/different

• Holdupsomefishshapesyouhavepreparedinadvance.Dividetheboard

into two parts. Write SAME on one side and DIFFERENT on the other. Stick

two shapes which are identical under SAME and two which are not under

DIFFERENT.Nowgiveoutthefishcardswhichyouhaveprepared(LevelA

ABpage9/SplashintheOcean!ABpage7).Calluptwochildrenatatime,

so that some children have matching pairs but others do not. Each pair should

look at their two fish and put them on the correct half of the board. Talk in

English about the pairs until all the fish pairs have been placed correctly e.g.

They’re the same. Are they the same? Are they different? Yes/No.

Key words

• Review of known words

Active language

• Yes/No • 6, 7, 8, 9, 10

• 1, 2, 3, 4, 5

Passive language

• Same/different • Yes/No

• They’re the same • Once I caught a fish alive.

• Are they the same? • Then I threw it back again!

Activities

• Actions chant • Matching pairs

• Matching game: same/different • Make a display

• Spot the difference (Level A AB p.15 / Splash in the Ocean! AB p.13)

• One, two, three, four, five (Level A AB p.16 / Splash in the Ocean!

AB p.14)

• Catching fish (Splash in the Ocean! AB p.15)

• Who is hiding under the sea? (Splash in the Ocean! AB p.16)

Resources

• Big Book • Audio CD (track 1, 5, 6)

• Colours, pictures or objects which are the same and others which are

different e.g. two photos which are the same and two which are different

• A simple fishing rod made out of a long pencil or stick, a piece of string and

a paper clip; and paper fish to fit in the clip

Preparation

• Each child needs his/her envelope with their 6 fish cards inside (cut out

from Level A AB p.9 / Splash in the Ocean! p.7 and used in session 3).

• In preparation for the activity on page 16 (if using Splash in the Ocean! AB),

hide some paper fish around the classroom.

Opener (5 mins)

Audio CD track 5

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17

Session 6

Level A AB pages 15, 16 / Splash in the Ocean! AB pages 13–16

Story time

• Playthestorythroughoncewithoutstopping(audioCDtrack1)andthen

again, pausing occasionally. Encourage the children to contribute the next

word in the story if they can remember it.

Spot the difference


Ocean!ABpage13.AskthegroupAre the pictures the same? If they say Yes,

shake your head and say No, they aren’t the same. They’re different!

• Explainthattherearefivedifferencesbetweenthepictureswhichtheymust

find and circle. They can colour the bottom picture later or at home.

Numbers chant

• Teachthechildrennumbers1, 2, 3, 4, 5. Show the group your fishing rod with

the paper clip hook. Explain that you like to catch fish and you like to sing a

counting song in English while you do so.

• Say1, 2, 3, 4, 5 Once I caught a fish alive.(Fixapaperfishonthehookand

actsurprisedandexcited.Makethefishwobbly.)

• Continuewith6, 7, 8, 9, 10 then I threw it back again! (Take the fish off the

hook and pretend the fish is swimming away.)

• Letthechildrenlistentothechant(audioCDtrack6)andshowthemhow

toholduptheirhandon5.(Don’tworryabouttheothernumbersjustyet.)

Theyshouldholduptwohandson10.Repeatseveraltimes,sothattheycan

practiseholdinguponethentwohandsatthecorrecttimes(on5and10).

One, two, three, four, five


Ocean!ABpage14.

• Thechildrenneedtolistentoyou:

One – one whale Three – three seals Five – five bubbles

Two – two fish Four – four crabs

• Theyhavetojointhenumberofspotstothecorrectpictureonthesheet.

Whole book

• ReadtheBigBookallthewaythrough,stoppingatplaceswhereyouthinkthe

group may be able to chime in with the word which comes next. At the end of

the book, say The End.FinishwiththeBigBooksongonpage24.

Catching fish

• Practisethenumbers1–5.Callanumberandthechildrenhavetogetinto

groups of that number, e.g. two – everyone gets into pairs, three – everyone

gets into trios etc. Encourage the children to show the numbers using their

fingers,showingfourfingersfor4etc.todemonstratethattheyrecognise

thewrittennumbersymbol.Later,forachange,theycoulddothisinpairsto

increase the complexity of the task.

• Next,explainthatthechildrenhavetostickthecorrectnumberoffishstickers

onto each net, according to the number given.

Opener (5 mins)

Audio CD track 1

Presentation (10 mins)

Audio CD track 6

Activity (10 mins)

Level A AB p.16


Activity (5 mins)

Level A AB p.15


o

Activity (15 mins)


Big Book time

(5 mins)

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Session 6

Level A AB pages 15, 16 / Splash in the Ocean! AB pages 13–16

Who is hiding under the sea?

• Playahideandseekgamewiththeclass:

a) Onechildhidessomething(e.g.theKakaduJackparrotpuppetortoyfish)

and everyone has to find it.

b) Having hidden some paper fish around the room before the lesson, divide

theclassintotwoteams.Givetheteamsjustacoupleofminutestotryto

find as many fish as possible. The team at the end with the most fish wins.

• Explainthattherearesomeseaanimalshidinginthepicture.Makesure

everyone knows the colour names of the four colours plus blue. When the

children colour the spaces according to the legend, they will see the animals.

The unmarked spaces can be coloured blue, to show the sea. They can also

add stickers afterwards if they are available, to complete the underwater scene.

Final activity (5 mins) Matching pairs

• Thechildrencanplaypelmanism(findingmatchingpairs)withthecards.Each

pairshouldputtheircardsetstogether(sothattheyhave12cards).Theyneed

to turn all the cards upside down.

• Theytakeitinturnstoturntwocardsoveratatime.Ifthecardsarethesame,

they keep the pair. If not, they place the cards face down again. Each child

needs to try to remember which cards they have turned over so they can make

pairs. The child at the end with the most pairs wins.

(5 mins) Review

• PlaythegameKakaduJack/Simonsays…again.

Make a display

• Makeadisplaywithalargepaintingoftheocean.Everyoneshouldbynow

have brought from home a picture of a fish or animal to swim and play there.

Home fun

• Makeastorybook.Createasmallbookforeachchildliketheonebelow.

• Letthechildrendrawanythingfromthestoryontheblankpages.

Activity (15 mins)


Optional extension

Shark in the Park

19

Session 1 Shark in the ParkLevel A AB page 17 / Shark in the Park AB page 3

Looking at the stars

• Play‘Twinkle,twinkle,littlestar’again(audioCDtrack7).Useyourhandsto

simulatelookingatthestarsthroughatelescope.

Opener (5 mins) Feely bag

• TakeoutthebagandsayHere is my bag.This is a bag. What is it? It’s a bag.

Hold it – it’s my bag.

• SayLet’s look insideandactoutsearching(withanairofmysteryand

exaggeratedsurprise).Let’s pull this out . What is it? Wow! It’s a parrot! It’s

Kakadu Jack, our puppet parrot.

• Askchildrentotaketurnsandpulloutthenextitemsfromthebag.SayWhat’s

this? What is it? It’s a boy(pullingoutapictureortoyofaboy).Repeatthis

withIt’s a girl.

• CarryontakingthingsoutofthebagsayingWhat’s this …? What is it? It’s a

shark. It’s a toy shark. It’s a telescope(atoyoroneyouhavemade).It’s a toy

duck and a toy cat ….GetthechildrentorepeateachitembysayingIt’s a ….

• Putthetoysbackinthebagandaskdifferentchildrentopulloutanitemthat

yousay.SayGive me the …

Presentation (5 mins) Flashcards• Putallfourflashcardsupontheblackboard.AskWhat’s this?OrWhat is it?

ForeachonethechildrenrespondIt’s a girl/boy/shark/telescope.

• Practisethewords.UsetheKakaduJacktohelp.AskhimWhat is it? It’s a

shark …etc.ThechildrenrepeatIt’s a shark ….

Key words

• toy • telescope

• boy • 1, 2, 3

• girl

Active language

• Hello/goodbye • It’s a toy

• It’s a boy • It’s a telescope

• It’s a girl

Passive language

• What is it? • What’s this …?

• Let’s … • Look at …

Activities

• Looking at the stars • Make a telescope

• Feely bag (toys) • Symmetry

• Find the telescope (Level A AB p.17 / Shark in the Park AB p.3)

Resources

• Big Book (cover) • Audio CD (track 7)

• Flashcards (girl, boy, shark, telescope) • Feely bag

• Cardboard tubes, coloured paper, Sellotape • PCM 3 (p.81) Symmetry

Preparation

• Put toys and dolls in a feely bag

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Opener (5 mins)

Audio CD track 7

Shar

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kSession 1

Level A AB page 17 / Shark in the Park AB page 3

20

Presentation (10 mins) Plurals and 1, 2, 3• Collectsomeothertoyse.g.aball,train,cat,dog,kite,football,butterfly,bee,

snail,duck,plane,babydoll,toyshark.

• SayWhat’s this? It’s a bag of toys. What’s in the bag? Lots of toys. I like toys.

Writethewordtoy.Holduponetoy.SayKakadu Jack is a toy.He’s a toy

parrot. One toy.

• Askoneboytostandup.WriteandsayBoy — (Juan) is a boy.One boy.

Callouttwoboys.Writethewordboys.Saytoy/boy … toys/boys ….Teach

singularandpluralforms.

• SayLet’s count 1, 2, 3 toys and 1, 2, 3 boys.Repeatforgirl/girls.

• Clapouttherhythmwhilstyouchant: 1, 2, 3, three toys

1, 2, 3, three boys

1 … 2 … 3!

Getthechildrentorepeatitandclaptherhythm.

Find the telescope• GiveeachchildtheirActivityBookopenatLevelAABpage17/Sharkinthe

ParkABpage3andaredpen/pencil.Thechildrenhavetolookforandcolour

thetelescopeintheboxoftoys.Askthemtocolouritinred.Givethemmore

pens/pencilssotheothertoyscanbecolouredinwithanyothercolours.

Cover• ShowtheBigBook.Explaininthechildren’sfirstlanguagethatthisisthenext

bookthegroupwillreadtogether.Talkaboutthemaincharacter,Timothy

Pope.SayTimothy Pope is a boy.

• ExplainthatTimothyhasanewtoy.SayIt’s a telescope.What is it? It’s a

telescope. Timothy has a telescope.

Make a telescope• Thechildrenwillneedatubeofcard(ifyouusetoiletrolltubes,putthemin

amicrowavefor40secondstokillanybacteria).Eachchildwillalsoneeda

rectangleofcardtorollupandinsertinsidethefirsttubeandcolouredpaper

stripstomakethebandsaroundit.

(5 mins) Review• Usetheflashcardstorevisethenewvocabulary.Usetheparrotpuppetto

modellanguage.

• Thechildrencanusetheirtelescopestolookatdifferentthingsthroughthem.

TeachLook at the big book.Look at the girl(flashcard).Look at the boy

(flashcard).Look at me(pointtoyourself).Look at (Julia) …etc.

Symmetry

• Giveoutbooksandcolouringpens/pencils.UsingPCM3(p.81),thechildren

havetofinishtheotherhalfoftheboyandgirl.

Home fun

• Makeaparkoutofashoeboxlidandaddsomeearth,grass,bluepaperfora

pondetc.

Final activity

(10 mins)

Activity (5 mins)

Level A AB p.17

Shark in the Park AB p.3

Big Book time

(5 mins)

Optional extension

activity (10 mins)

Shark in the Park

21

Session 2Level A AB pages 18–20 / Shark in the Park AB pages 4–6

‘Where are you?’ chant

• Listentothechantacoupleoftimes(audioCDtrack9),andthenencourage

thechildrentorepeat:

Timothy Pope, Timothy Pope, where are you?(Mimelooking.)

Here he is! Here he is! How do you do?(Goandshakehandswithimaginary

boy.)

• Repeatthesong,usingthenamesofthechildren:

(Maria Lopez, Maria Lopez), where are you?

Here she is! Here she is! How do you do?(Shakehandswithchild.)

I can see …

• UseatoytelescopetoteachI can see …What can I see? I can see (name of

child).

• Holdupflashcardsofknownwords.ChildrensayI can see a telescope/boy/

girl ….Theycanusethetelescopestheymadelasttime.

Presentation

(5–10 mins)

Key words

• cat • telescope

• park • yes/no

• boy • look at/through

• shark • left/right

Active language

• Where are you? • I can see a …

• Here he is! Here he is! How do you do? • It’s a …

• One, two, three

Passive language

• What can I see? • There’s a shark in the park!

• What is it? • It’s only a …

• What’s this? • lion, giraffe

Activities

• ‘Where are you?’ chant • Make a butterfly

• What is it? (Level A AB p.18 / Shark in the Park AB p.4)

• Follow my leader

• Find the cat (Level A AB p.19 / Shark in the Park AB p.5)

• Cats (Level A AB p.20 / Shark in the Park AB p.6)

• Fly or flutter

Resources

• Big Book pp.2–7 • Audio CD (track 9)

• Flashcards (lion, giraffe, shark, boy, hat, girl, bird, butterfly, cat, telescope)

• Make sure each child has their telescope

Preparation

• Prepare coloured paper wings and body tubes for each child to make a

butterfly.

• Prepare a small bowl for each table, containing shiny paper shapes to stick

onto the wings or use felt pens. Glue sticks per table, as necessary.

Opener (5 mins)

Audio CD track 9

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Session 2

Level A AB pages 18–20 / Shark in the Park AB pages 4–6

What is it?

• Useflashcardslion, giraffe, shark, boy, hattoteachthewords.Mimealionby

roaring,walktalllikeagiraffe,mimeasharkusingonehandaboveyourhead

likeafin,putonahatandwhistletomimetheboy.

• GetthechildrentoanswerWhat’s this? It’s a lionetc.

• GiveeachchildtheirActivityBookopenatLevelAABpage18/Sharkin

theParkABpage4.ExplainthatTimothyislookingthroughhistelescopeat

differentthings.Theyhavetodecidewhichthingiswhichandjointhecircles

tothecorrectpictures.

Yes/no

• Openthefirstspread(pages2and3)andaskWhat it it? It’s a boy. What’s his

name? It’s Timothy. What’s this? It’s a cat.

• Playalittlegame.PointtothewrongthingandsayWhat is it? Is it Timothy?

Yes? (nod)No?(shakehead).PointtothecatandgetthechildrentosayNo!

• Repeatwithtelescope,girl,boy…(andchildreninclass).

Pages 2–7

• Openthebookandreadthefirstspread(pages2and3).SayThis is a park.

This is a boy/girl/woman/man/bird/butterfly ….Stressthewordsthat

arefamiliar.Youcanevenreplacethetextanduse‘alittleboyhasgota

telescope’.

• SayLet’s read the book together.Makesureeachchildhastheirtelescope.

Readpage4.Asyouread,mimelooking through, looking at, looking left and

looking right.Useoneofthetelescopestohelpyoumimethemeaningof

page4.Letthechildrencopyyou.

• Useaclothespegtosecurepage5tothefollowingpagesandmakesure

no-oneturnsoverthepeepholepage.Looksurprisedanduseashockedvoice

tosayWhat a nasty surprise!StarttoraiseyourvoiceandshoutThere’s a

shark in the park!Lookfrightenedandholdupthetoysharkorflashcard.A

shark! Oh no!

• Now,afterbuildingupthesuspense,allowonechildtoturnthepeephole

pageforyou.Readpages6and7.LookrelievedandsayIt’s only a cat!

Miaow!What is it? It’s a cat.

Find the cat

• Drawacatontheboard.Usewalkingfingerstoshowhimwalking.Drawa

trailtoshowwherehegoesaroundtheboard.SayWhere’s the cat? Where is

he? Here he is ….

• GiveeachchildtheirActivityBookopenatLevelAABpage19/Sharkinthe

ParkABpage5.Explainthatthechildrenhavetolookverycarefullyandtrace

overthecat’strailfromTimothytofindtherightcat.

Activity (5 mins)

Level A AB p.18


Big Book time

(10 mins)

Big Book time

(5 mins)

Activity (5 mins)

Level A AB p.19


Shark in the Park

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Session 2


Fly or flutter

• Pointoutandteachbutterflyandbird.Pretendtobeabutterfly(rapidly

flutteringyourhandsandfingers)andthenabird(withslower,largerarm

movements).Letthechildrencopyyou‘flying’and‘fluttering’aroundthe

playgroundorclassroom(ifspaceand/ortimeislimited,theycandothiswhilst

sittingdown).

• Nowcallouteitherbutterflyorbird.Thechildrencaneither‘fly’or‘flutter’in

response.

Make a butterfly

• Usecolouredpaperwingsstuckontoaclothespeg/toiletroll/tubeofpaper.

Alternatively,useapaperplateandcutoutwingshapesfromit.Letthe

childrencolouranddecoratethewings.Thebutterfliescanbehungfromthe

windowsorceilings.

(5 mins) Review

• Clapouttherhythmwhileyouchant:

One, two, three … one, two, three

I can see, I can see

I can see a …!(Holduptheflashcards:cat, butterfly, bird, telescope, boy,

girl, shark.)

Follow my leader

• Makeatrailofspotsorfootprintsonthefloorforthechildrentofollow.Play

followmyleaderaroundatraildrawnontheplaygroundoutside.

Home fun – Cats (Level A AB p.20 / Shark in the Park AB p.6)

• ThechildrencanfindpicturesofcatsandstickthemonLevelAABpage20

/SharkintheParkABpage6.(Theywillneedtoaskparentsorcarersfor

permissionfirst.)

Optional final

activity (10 mins)

Optional extension

activity (5 mins)

Optional activity

(5 mins)

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Session 3Level A AB pages 21–23 / Shark in the Park AB pages 7–9

1, 2, 3, 4, 5, 6 chant

• Usetheblackboardtoteach1, 2, 3and4, 5, 6usingchildreninclass.Make

surethechildrenareclearabout1, 2, 3beforeyougoontoteach4, 5, 6.

• Next,playaclappinggame.Yousayanumberandthechildrenclapit.

• Finally,playthechant(audioCDtrack11)andteachittothechildren:

1, 2, 3 — 1, 2, 3 1, 2, 3 — 3, 2, 1

1, 2, 3 — 1, 2, 3 1, 2, 3 … lots of fun

1, 2, 3, 4, 5 and 6! 1, 2, 3, 4, 5 and 6!

1, 2, 3 — 1, 2, 3 3, 2, 1 — 1, 2, 3

1, 2, 3 — 1, 2, 3 3, 2, 1 … you and me

1, 2, 3, 4, 5 and 6! 1, 2, 3, 4, 5 and 6!

Presentation (5 mins) Up/down

• Usethetelescopestolookupanddown.TeachLet’s stand up, sit down.

• Teachfly/flying.Let’s fly … I’m flying.Nowmimeabird/butterfly/planeflying

up/down.

Pages 8–9

• GetthechildrentousetheirtelescopestolookindifferentdirectionswithTimothy

Pope.Makesurethetext(lines2–4)onpage9iscoveredwithwhitepaper.

• Letachildturnthepeepholepageovertopage10.Meetthecrow.Makecrow

noises.SayThe crow is a bird.Showthechildrenaduckonpage2andsay

The duck is a bird.Showtheflashcardforbird.

Key words

• crow • around

• left • up/down

• right

Active language

• It’s a … • One, two, three, four, five, six

Passive language

• What is it? • I’m flying

• Let’s fly • Stand up/sit down

Activities

• 1, 2, 3, 4, 5, 6 chant • Make a bird

• Patterns (Level A AB p.23 / Shark in the Park AB p.9)

• Cat mask (Level A AB p.21 / Shark in the Park AB p.7)

Resources


• Telescopes • Flashcard (bird)

Preparation

• Make sure the text (lines 2–4) on page 9 is covered with white paper.

• Make a cat mask (cut out from Level A AB p.21 / Shark in the Park AB p.7)

for each child. Glue a cat mask onto card and then cut it out. Cut out the

eyes. Prepare some elastic and staple the elastic to the mask but ensure

that any staples are covered by Sellotape for safety.

o

Opener (5 mins)

Audio CD track 11

Big Book time

(10 mins)

Shark in the Park

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Session 3


Cat mask

• Handoutacatmask(cutoutinadvancefromLevelAABpage21/Sharkin

theParkABpage7oftheActivityBook)toeachchild.Allthechildrenhaveto

doisstickonthewhiskersandthentryonthemask.

• Oncetheyhaveputtheirmaskson,teachthischantmakingcatactionswith

yourhands(e.g.lickingpaws):

Miaow, miaow, I’m a cat.

Miaow, miaow, fancy that!

I’m a cat!

• Ifyouareunabletousethecatmaskonpage7,childrencantraceandcolour

inthecatsonpage8oftheSharkintheParkAB.

Story time

• PlaythestoryontheaudioCD(track8).Showthefirstfourdouble-page

spreadsandstopatpage9.Pointoutknownwordse.g.boy,Timothy,

telescope.Getthechildrentorepeattheknownwords.

• PointtootherwordsandsaytheminEnglishbutdon’taskthechildrento

repeat.Encouragethemtoidentifythewordsintheirfirstlanguage.SayThis

is a girl.This is a woman. This is a bird. This is a cat. This is a tree. This is a

caterpillar.

• Pointtoandsaysun, cloud, bench, duck/ducks, butterfly, flowers.

Patterns

• Showthechildrenhowtotryandfollowalinebydrawingalineontheboard

andthenusingadifferentcolourtotraceoverit.

• GetthechildrentomakezigzagV-shapesintheair,drawinglinesacrossfrom

theirlefttotheirright.RepeatwiththeU-shape.


ParkABpage9andshowthemthecatandbird.Thechildrenshouldtracethe

patternsandcolourthemin.

(5 mins) Review

• ReviseintroductionswiththechildrenwearingcatmasksandmeetingKakadu

Jack.

Make a bird

• Eachchildtracesaroundtheirhandsonplainpaper(teachleftandright)and

coloursintheshapeswithbrightcrayons.

• Teacherdrawsalargebirdshapeandthenusesthehandshapesasfeathers,

stickingthemoverthebird’sbody.

Home fun

• Askthechildrentofindpicturesorbooksaboutbirdsandtobringtheminto

school.

For next time

• Thechildrencanbringinphotographsoftheirfamilies.

Optional extension

activity (10 mins)

Activity (10 mins)

Level A AB p.21


Opener (5 mins)

Audio CD track 8

Activity (10 mins)

Level A AB p.23


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Session 4Level A AB pages 24, 25 / Shark in the Park AB pages 10, 11

Echo chant

• Listentothefirstverseoftheechochant(audioCDtrack12):

Hello, hello, let’s say hello! It’s time to say hello!

• ThechildrenrepeatHello, hello, let’s say hello!It’s time to say hello!(Onthe

word‘time’,pointtoyourwatchorholdupaclock.)

• AskthechildrentorepeatafteryouHello, (Siti), Hello, (Joel), Hello, (Anita) …

(continueforthewholegroup).

• Playthesecondverseoftheechochant.ThechildrenrepeatGoodbye,

goodbye, let’s say goodbye! It’s time to say goodbye!(Again,drawattentionto

theclock/time.)

• Playchantallthewaythrough,encouragingthechildrentojoininwheneach

verseisechoed.

Presentation (5 mins) It’s time to …

• Explainthatyourwatchtellsyouwhattimeitis.Thechildrenshouldcopy

youractionsandrepeatyourlastphrasee.g.theverbs.

It’s time to … stand up/sit down/say hello/look up/look down through the

telescopes/go to sleep(mimeeachactionandgetthechildrentocopyyou).

Pages 12–15

• Readthroughthestorytotheendusinglotsofexpression.IntroduceDad.

• UsethebooktointroduceTimothy’s family: Dad, Mum.

• Usethephotosthechildrenbroughtintoreinforcefamilynamesandrolese.g.

brother,sister,mum,dad,grandadetc.

Key words

• Dad • Mum

Active language

• duck/s • 1, 2, 3, 4, 5, 6

Passive language

• Who is it? • Let’s …

• It’s time to … • Dad, Mum, (friend), baby sister

• It’s …

Activities

• Echo chant

• How many? (Level A AB p.25 / Shark in the Park AB p.11)

• My family (Level A AB p.24 / Shark in the Park AB p.10)

• Making ducks

Resources


• Telescopes

Preparation

• Prepare photos showing your Mum, Dad, brothers, sisters, children.

Opener (5 mins)

Audio CD track 12

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Big Book time

(5 mins)

Shark in the Park

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Session 4

Level A AB pages 24, 25 / Shark in the Park AB pages 10, 11

My family


theParkABpage10.Tellthechildrentheycandrawtheirfamily(Mum,Dad

etc.)onthesheet.Besensitivetothosechildrenwhomaybelivingwithother

relativesorcarers.

Review

• PlaythestoryontheaudioCDagain(track8)andpointoutknownwords

throughthewholebook.

How many?

• Revisenumbers1–6.Getthechildrentocountwithyou.

• UsetheBigBooktocounttheducksoneachpage.Letdifferentchildrenturn

thebookpages.


theParkABpage11.Explainthattheyneedtocounthowmanyducksthere

areofeachcolour.Theycanlookandpointastheycount.Whentheyhave

counted,theycanjointheducktothecorrectnumber.

Making ducks

• Makeoneduck-shapedtemplatecardperchild.Thechildrencancoverthe

cardwithwhitecottonwoolstuckdownwithglue.Eachchildwillneedan

orangebeakandtwoblackspotsofcardforeyes.

For next time

• Preparesaltdough(seepage29fortherecipe).

Optional extension

activity (10 mins)

Activity (10 mins)

Level A AB p.24


Activity (10 mins)

Level A AB p.25


Activity (5 mins)

Audio CD track 8

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Session 5Level A AB pages 26, 27 / Shark in the Park AB pages 12, 13

‘Where are you?’ chant

• Playthechantagain(audioCDtrack9),andencouragethechildrentojoinin:

Timothy Pope, Timothy Pope, where are you? (Mimelooking.)

Here he is! Here he is! How do you do?(Goandshakehandswithimaginary

boy.)

(Maria Lopez, Maria Lopez), where are you?

Here she is! Here she is! How do you do?(Shakehandswithchild.)

• Repeatforseveralotherchildren.

Game (10 mins) Animal sounds

• Usetheflashcardstoteachtheanimalsduck,bird,dog,andcat.Whenyou

showeachflashcard,makethenoiseoftheanimal(e.g.quack,caw,woof,

miaow)andencouragechildrentojoinin.

• Playaguessinggame.Everyonesitsinacircleandtwochildrensitinthe

middle.Putthefour‘sound’flashcardsonthefloorinthecentreaswell.You

makeoneoftheanimalsoundsandthecirclechildrencopyyoue.g.caw,

caw.Thetwochildreninthemiddlehavetoraceeachothertopickupthe

correctflashcard.HolditupandsayYes, the bird says caw!Good.Repeat

severaltimes,swappingchildreneachtime.

My hands

• Teachhand,thenleft handandright hand.Useasolublefeltpentodrawa

letterLoneachchild’slefthandandtheletterRontheirrighthand.

Key words

• quack! • left hand

• duck • right hand

Active language

• Goodbye • Here he is! Here he is! How do you do?

• Where are you?

Passive language

• Find …

Activities

• ‘Where are you?’ chant • Make a sculpture

• What’s missing? (Level A AB p.27 / Shark in the Park AB p.13)

• My hands (Level A AB p.26 / Shark in the Park AB p.12)

• Animal sounds

Resources

• Big Book • Audio CD (track 8, 9)

• Flashcards (duck, bird, dog, cat)

Preparation

• Make salt dough (see p.29 for the recipe).

Opener (5 mins)

Audio CD track 9

Activity (10 mins)

Level A AB p.26


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29

Session 5

Level A AB pages 26, 27 / Shark in the Park AB pages 12, 13


ParkABpage12.Showthechildrenhowtodrawaroundeachother’shands.

Theyneedtositverystillandgoinbetweenthefingers.Eachchildshould

havethecorrectoutlineineachbox.Theycanthencolourinthehands.

What is missing?


ParkABpage13.Getthechildrentopointtowordsinthelargerpicturese.g.

Find a cat …, Find a boy ….

• Explainthemainactivity.Thechildrenhavetolookcarefullyandthencircle

themissingpieceofartwork.

Whole book

• Readthroughthestoryandteach/revisethecoloursasyoureade.g.Is the

duck white? Yes. Is the duck green? No! Is the shark yellow? No … it’s black.

Review

• Listentothestoryagain(audioCDtrack8).Thenreadittothemyourself.

Somechildrenmaybeabletocontributewordsastheyseethepictures.This

isausefulwaytoassesswhichchildrencanrememberthewordsyouhave

taughtthem.

Make a sculpture

• Makeasculptureusingplasticineorsaltdough.

• Lookatthesculptureinthepark.SayWhat is it? It’s a sculpture. Let’s make a

sculpture.

• Giveeverychildsomeplasticineorsaltdough.Theywillalsoneedasmall

squareofcardorasmallblockfortheirsculpturetostandon.Displaythese

onawindowsillortable.

Home fun

• Thechildrencanpaint/drawtheirownpicturesofaparkoranythingfromthe

story.

Recipe for salt dough

2cupsofsalt*23cupofwater*1cupofplainflour*

14cupofoil

Mixthesaltand23cupofwaterinpanstirringconstantlyoveramedium

heatfor3–4minutes.Removefromtheheatandimmediatelystirin1cup

offlourand14cupofoil.Stirquicklyuntilthemixtureisstiff.Returntothe

heatifnecessary.Ifexposedtotheair,itwillhardenin36hours.

Activity (5 mins)

Level A AB p.27


Opener (5–10 mins)

Audio CD track 8

Optional extension

activity (10–15 mins)

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(5 mins)

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Session 6Level A AB pages 28, 29 / Shark in the Park AB pages 14–15

Opener (5 mins) Whole book

• Readthestoryandletthechildrentalkaboutthestoryandpicturesintheir

firstlanguage.Readforsheerenjoyment,butpauseoccasionallysothatthe

childrencansaythemissingwords.

Presentation (10 mins) Places

• UsetheBigBooktoteachthesewords:sky,ground,grass,sun,park.Usethe

BigBooktolookforeachone.AskthechildrentoFind the park.Find the sun

etc.Can you see the park? Can you see the sun?

• Teachtouchandgetindividualchildrentotouchthesky/ground/grass/sun/

parkintheBigBook.

T words

• TeachtheTsound.SaythenamesofanychildrenthatbeginwithT.Explain

youaregoingtolookthroughtheBigBookagainlookingoutforEnglish

wordswhichbeginwithT.

• Useflashcardstotestoutthewords:lion/bird/shark/girl/duck/catand,after

eachone,shakeyourheadandsayNo … it isn’t a T word.

• Nowsaytelescope, toys and Timothy.Yes(nod).


ParkABpage14.Explainthat,inpairs,thechildrenhavetotryandjointhe

correctpicturestotheTletter.

Key words

• ground • right

• left • around

Active language

• Revision of vocabulary and colours

Passive language

• Can you see …? • Touch

• Find the … • Cat 1 is …

Activities

• T words (Level A AB p.28 / Shark in the Park AB p.14)

• Your park (Shark in the Park AB p.16)

• Make a shark

• Colourful cats (Level A AB p.29 / Shark in the Park AB p.15)

Resources

• Big Book

• Flashcards (lion, bird, shark, girl, duck, hand, cat, yellow, green, red, blue,

black)

• PCM 4 (p.82) Make a shark

Activity (10 mins)

Level A AB p.28


Shark in the Park

31

Session 6

Level A AB pages 28, 29 / Shark in the Park AB pages 14–15

Whole book

• ReadtheBigBookagain,leavingwordsouttoseewhetherchildrencan

rememberthemissingwordse.g.thoseinboldbelow(thechildrenshouldsay

thewordsaloud):

• Page2:Downattheparkalittle(point)boyistestingouthisbrandnewtoy.

TimothyPope,TimothyPopeislookingthroughhistelescope.Helooksatthe

sky(point).Helooksattheground(point).Helooksleftandright.Helooks

allaround.Andthisiswhathesees…There’sasharkinthepark!Ashark?

Fancythat!It’sonlyacat…

• Continueuntilpage12:Helooksatthesky.Helooksattheground.Helooks

leftandright.Helooksallaround…(page14).Ashark?That’smad!It’s

Timothy’sDad(point).

Colourful cats

• Showthecolourflashcardsandplayamatchinggame.Holdupacolour

flashcard.Thechildrenhavetofindsomethingofthatcolourintheroomand

holdituporpointtoit.Encouragethemtosaythenamesofthecoloursas

theypoint.

• GiveeachchildtheirActivityBookopenatLevelAABp.29/SharkinthePark

ABp.15.Thechildrenhavetolistentoyouwhilstlookingatthesheet:

Cat1isyellow.Thechildrenputsomeyellowinsidethecat(asmalldotor

squiggleisenough).

Cat2isred

Cat3isgreen

Cat4isblue

Your Park

• GiveeachchildtheirSharkintheParkABopenatpage16.

• Youcanchoosewhethertoinstructthechildrentolistenandstick,e.g.Stick a cat next to the pond. Stick a bird in the tree … andsoon;oryoucouldlet

thechildrensticktheirstickerswheretheylike.YoucanthenaskWhere is your cat? He is under the tree … andsoon.

Make a shark

• UsingthetemplateonPCM4(page82),cuttwosharkshapesoutofblack

paper.Thechildrencanusechalktodraweyesandteeth.Staplethemtogether

foreachchild(ensuringthatthestaplesarecoveredwithSellotapeforsafety)

butleavealittlespace,sothechildrencanstuffshreddednewspaperortissue

paperintotheshark.Whentheyhavedonethis,goaroundandSellotapeeach

sharktocloseit.

Final activity

(10 mins)

Activity (10 mins)

Level A AB p.29


Activity (10 mins)

Shark in the Park

AB p.16

Big Book time

(5 mins)

Five

Lit

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Duc

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Session 1 Five Little DucksLevel A AB pages 30, 31 / Five Little Ducks AB pages 3, 4

Opener (10 mins) Finger fun

• Greetthechildren.WaveyourhandshowingallfivefingersandsayHello!

Hello!I’m waving my hand.ThechildrenshouldrepeatandwaveHello!

Hello! I’m waving my hand.

• ShowyourhandandsayI have five fingers 1, 2, 3, 4, 5.(Raiseeachfingeras

yousaythenumber,untilallfiveareshowing.)Repeatseveraltimes.Placea

numberoneachfingerusingringslikethis:

• RepeatthewordsI have five fingers 1, 2, 3, 4, 5.Nowthenumberswillbe

showing.Letsomeofthechildrenputthenumberson.Theyshouldalsoraise

eachfingerandsayI have five fingers 1, 2, 3, 4, 5.(Youwillprobablyneedto

helpthechildrenputtheminthecorrectorder.)

Key words

• under • moo!

• over • quack!

• cow • big

• duck • little

Active language

• I’m waving my hand • 1, 2, 3, 4, 5

• I have fingers

Passive language

• wriggle • crawl

• jump • step

Activities

• Finger fun • Animal actions

• Under and over • Big and little

• Matching numbers (Level A AB p.30 / Five Little Ducks AB p.3)

• Big or little? (Level A AB p.31 / Five Little Ducks AB p.4)

Resources

• Flashcards (over, under, cow, duck, big, little)

• Finger number rings, pencils, paper

• A set of three big and three little matching objects (e.g. big ball, little ball,

big box, little box, big mixing spoon, little tea spoon etc.)

• Paints and paper for extension activity

Preparation

• Make a set of rings to place over your fingers, numbered 1 to 5.

• Make a safe, simple obstacle course in the classroom or outside for children

to go over and under using chairs, tables, apparatus etc.

• Put together a collection of pairs of big and little objects (see resources).

• Set out paints and paper (optional/extension activity).

Five Little Ducks

33

Session 1

Level A AB pages 30, 31 / Five Little Ducks AB pages 3, 4

Activity (15 mins) Under and over

• Showthechildrentheobstaclecourseyouhavecreatedintheclassroomor

intheoutsideareaifyouhaveaccess.Anyapparatusorfurniturecanbeused

whichislowenoughtosteporjumpoverorcrawlorwriggleunder.

• Letthechildrenwatchasyoudemonstratejumpingorsteppingover,or

crawlingorwrigglingunder.Asyoudoso,sayunderorover,asappropriate.

Encouragethemtojoininoncetheyhearandrememberthewordsunder

andover.

• Allowthechildrentogooverandundertheobstaclecourseandencourage

themtosayunderandoverastheydo.

• Showeachflashcardandsayunderandoverandaskthechildrentorepeat

thewords.Nowholdupacardandaskachildtofollowtheinstructionof

goingunderoroveronepartoftheobstaclecourse.

• Nowteachthewordswriggle,crawl,stepandjump.Demonstrateallthese

wordsontheobstaclecourse.Saywriggle, crawl, step and jumpasyoudo.

Thechildrencannowenjoywriggling,crawling,steppingandjumping.Each

timetheycanbeencouragedtosaywriggle, crawl, steporjump.

• Finally,themoreablechildrenmaybereadytosaythephraseswriggle under

orjump over,crawl underorstep overetc.

Matching numbers

• GiveeachchildtheirActivityBookopenatLevelAABpage30/FiveLittle

DucksABp.3.

• Withhelpthechildrenshouldholdupmatchingfingerstoeachnumberonthe

pageandsaythenumbers1, 2, 3aloudasappropriate.Theyshouldalsobe

encouragedtosay1 duck, 2 ducks, 3 ducks.

• Atfirst,theactivityshouldinvolvethechildrenpointing,thentheycanfinally

joineachmatchingpairwithapencilline.

Activity (10 mins) Animal actions

• Holdupyourhandagain.SayHello! I’m waving!Thechildrenrepeat.Say

I have five fingers 1, 2, 3, 4, 5raisingeachfingerasyoudo.Thechildren

repeatthis.

• Nowdemonstrateanimalactionsforacowandaduckusingyourhandsand

makingtheappropriateanimalsounds(sayMoo! Quack!).Encouragethe

childrentocopyyou.

• ShoweachanimalflashcardandsayA cow moos! A duck quacks! Thechildren

needtorepeateachanimalnoiseafteryou.Thechildrenthenrespondtoeach

cardbysayingMoo! Quack!orcow, duck.

Activity (10 mins)

Level A AB p.30

Five Little Ducks AB p.3

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Session 1


Activity (10 mins) Big and little

• Placethebigandlittleobjectsonthetableandletthechildrenhandlethem.

Placethematchingobjectstogether.PointtoeachobjectandsayThis is bigor

This is little.Repeatseveraltimesforeachobjectandencouragethechildren

tojoinin.Helpthechildrenunderstandthat‘little’means‘small’.

• Holdupdifferentobjectsandencouragethechildrentosaybigorlittle.

Individualchildrencanthenchooseanobjectandtheothersmustrespond.

• Finallyplacetheflashcardsforbigandlittleonthetable.Thechildrencan

thenbeencouragedtosortandgrouptheobjectsaroundtheappropriatelabel

andsaybigandlittleastheydoso.

Big or little?


DucksABpage4.Thechildrencancolourthelittlethingsyellowandthebig

thingsgreen.

Optional and extension activity

• Usingreadymixpaint,thechildrencanalsoenjoymakinghandprintson

paper.Theycouldperhapsmakeahandprinttree.

Home fun

• Giveeachchildasetofcards1–5andaskparentstohelptheirchildren

rememberthenameofeachnumber.

Activity (10 mins)

Level A AB p.31


Five Little Ducks

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Session 2Level A AB pages 32, 33 / Five Little Ducks AB pages 6–9

Opener (10 mins) Body pictures

• Showthechildrenpage7oftheBigBookwiththelabelsinplaceforhill,tree,

river,bridgeandhouse(useBlu-tack).Letthechildrenlookclosely.

• PointtoeachwordontheBigBookpageandsayTree.This is a tree.The

childrenshouldpointandrepeatTree.Repeatforeachwordandaskthe

childrentorepeatandrespond.

• NowremoveallthelabelsandaskonechildtoplaceacardbackontheBig

Bookpageinthecorrectplace.AstheydosayHouse.This is a houseetc.and

thechildshouldrepeattheappropriatewordtheyarereplacing.

• Nowhavefunwiththechildrenusingtheirbodyshapestocreateliving

picturesliketheonesbelow.Each‘picturegroup’canbegiventheappropriate

flashcardtoholdandcansaye.g.This is a tree.This is a houseetc.

Key words

• tree • river

• house • bridge

• field • 1, 2, 3, 4, 5

Active language

• I’m waving my hand • I have fingers

Passive language

• This is … • Find five ducks

Activities

• Body pictures • Duck finger puppets

• Duck game (Level A AB p.32 / Five Little Ducks AB p.6)

• Spot the difference (Level A AB p.33 / Five Little Ducks AB p.6)

Resources

• Big Book (pp.6-9) • Flashcards (hill, tree, river, house)

• One die (on which the number 6 has been covered with blank paper) for

each group of children, counters

• PCM 5 (p.83) Duck finger puppets

Preparation

• Add labels to page 7 of the Big Book with cards for hill, tree, river, bridge

and house.

• Cut out enough templates of the duck finger puppet (PCM 5 p.83) to make

one for each child and ten extras for future use.

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Session 2

Level A AB pages 32, 33 / Five Little Ducks AB pages 6–9

(5 mins) Review

• Greetthechildren.WaveyourhandshowingallfivefingersandsayHello!

Hello! I’m waving my hand.Thechildrenshouldwaveandrepeat.

• ShowyourhandandsayI have fingers 1, 2, 3, 4, 5.(Raiseeachfingerasyou

saythenumber,untilallfiveareshowing.)Repeatthisseveraltimesandthen

placethenumberringsonyourfingers.Sayagain I have fingers 1, 2, 3, 4, 5

withthenumbersshowing.Encouragethechildrentorepeatwithyou.

Whole book

• ReadtheBigBook.Holdupyourhandandshowtheappropriatenumberof

fingersforeachduckasthey‘wentout’and‘cameback’asthestoryisbeing

told.Thechildrenmayliketocopyyou.

Activity (20 mins) Duck finger puppets

• SayseveraltimesA duck quacks, quacks, quacks and quacks! Useyourhands

tomakeaduck’sbillasyousayit.Thechildrenrepeat.

• LookingattheBigBookandpointingtomotherduck’spictureonpage7and

thewordsonpage6sayMother duck quacks, quacks, quacks and quacks!

Repeatthiswiththechildren.

• Usingcut-outsfromPCM5(page83)thechildrennowenjoymakingtheir

ownduckfingerpuppets.Somechildrenwillneedhelpstickingtheirpaper

together.Cardcanbeusedinplaceofpaperforsturdierpuppets.

Duck game

• BringouttheparrotpuppetandsayHello, Kakadu Jack.Thechildrenrepeat

andthepuppetrepliesHello, children.AsktheparrottoFind five ducks!

Repeat.Theparrotturnsthepagesandstopsatpage6oftheBigBook.The

parrotsaysFive ducks!andcountseachoneonthepageandpoints1, 2, 3,

4, 5.

• HoldfivefingersupandsayI have five fingers.Thechildrenrepeat I have five

fingers.Askthechildrentocounttheducksonthepageasyoupoint1, 2, 3,

4, 5.SayFive ducks!Thechildrenrepeat.

• GiveeachchildtheirActivityBookopenatLevelABpage32/FiveLittle

DucksABpage5readytoplaytheduckgame.Useadiewithspotsbut

coverupthesidewithsixspotswithpaper.Putthechildreninpairsor

groupsofthreeorfour.Thechildrentaketurnstothrowthedie.Asa

numberisshowntheyplaceacounteronthatpartoftheduck.Ifthesame

numberappearsagainandthereisalreadyacounterinplacetheysimply

passthedieontothenextchildanddo notplaceasecondcounteronthe

duck.Thechildthatisfirsttocoverupallthenumbersontheduckisthe

winner.Somechildrenwillneedadulthelp.Astheyrolleachnumberonthe

dietheyshouldbeencouragedtosaythenumberaloud1, 2, 3, 4, 5.

Big Book time

(5 mins)

Activity (15 mins)

Level A AB p.33


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Session 2

Level A AB pages 32, 33 / Five Little Ducks AB pages 6–9

Spot the difference


DucksABpage6.Thechildrencannowenjoyspottingfivedifferences

betweenthetwolandscapepictures.

Optional and extension activities

• Thechildrencouldpainttheirownlandscapeswithhills,ariver,trees,bridge

andhouse.

• Moreablechildrencouldplaytheduckgameagainusingadiethathas

numbersinplaceofdots.

Home fun

• Giveeachchildaballofplasticinetomakeaduckathome.

• ThechildrencanbeencouragedtopaintordrawanewhouseforMother

Duck.

• Finallytheymightliketoavisitaplacetogethertoseerealducksifthatis

possible.

For next time

• Thechildrenwillneedapatternedtowelandalsoaskthemtobring

photographsoftheirmother,father,brothersandsisters,andoneofthemas

ababy.Theteacherwillalsoneedtobringinfamilyphotographsandoneof

themselfasayoungchild.

Activity (5 mins)

Level A AB p.33


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Session 3Level A AB pages 34, 35 / Five Little Ducks AB pages 7, 8

Opener (10 mins) Who’s who

• GreetthechildrenwiththeKakaduJack.SayHello, Kakadu Jack.Thechildren

repeatandthepuppetrepliesHello, children.

• Holdupyourcollectionofphotographs(thephotographofyoushouldbe

missing).SayMy family.This is my familyandpointatthephotographs.

Repeat.Letthechildrenlookcloselyatthephotographs.Encouragethemto

guesswhoeachpersonis.

• AskWho is this?andpointtosomeone.Repeat.Thechildrencantryandguess

whoitis.SayThis is my sister, mother, brotherorfatheretc.

• NowpointtoeachphotographandsayagainThis is my sister, brotheretc.

Whole book

• Chooseachildtoputfiveduckpuppetsoneachofthefingersofonehand.Read

thestoryorplaytheaudioCD(track13).Asyoudosothechildwilltryandhold

upthecorrectnumberofducksforeachpartofthestorye.g.‘Fivelittleducks

wentoutoneday’(fivefingersheldup)‘Butonlyfourlittleduckscameback’

(fourfingersheldup).

• EncouragethechildrentojoininwithQuack, quack, quack, quack!(Youmight

alsowishtousetheplasticineducksthatthechildrenhavemadeathome.These

ducksshouldbestoredcarefullyastheyaretobeusedinfuturelessons.)

Activity (15 mins) Family photographs

• Askthechildrentobringouttheircollectionofphotographsthattheyhave

broughtfromhome.Letthechildrenenjoylookingattheirfamiliesandtalking

aboutthem.

Key words

• sister • father

• brother • me

• mother • four

Active language

Me. This is me

Passive language

• My family • dry

• Who is this? • iron

• wash • fold

Activities

• Family photographs • Wash day!

• Matching washing lines (Level A AB p.34 / Five Little Ducks AB p.7)

• This is me! (Level A AB p.34 / Five Little Ducks AB p.8)

Resources

• Big Book • Audio CD (track 13)

• Duck finger puppets • Four patterned towels

• Family photographs

Preparation

• Mount photographs of you and members of your family on cardboard.

• Fold four towels.

Opener (10 mins)

Audio CD track 13

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Session 3


• Chooseonechild’scollectionandlaythemoutonatable.Askthechildto

pointtoasisterorbrotherormotherorfather.SayThis is my sisteretc.for

themtorepeat.ThensayThis is (child’s name) sister.

• Youshouldthengivethechildrentimeinpairstoshoweachothertheir

photographs.Encouragethemtosaythefamilynameofeachpersontoeach

otherMy mother.This is my motheretc.

• Finally,holdupyourphotographofyouasachildandsayMe.This is me

andpointatyourself.Repeatseveraltimes.Askthechildrentoholduptheir

photographs.EncouragethemtosayMe.This is me andpointatthemselves.

Dothisseveraltimes.

Activity (15 mins) Wash day!

• AsktheparrotpuppettoFind four ducks.AskthechildrentorepeatFind

four ducks.Theparrotturnstopage8oftheBigBook.Counttheduckson

thepageandsay1, 2, 3, 4.Askachildtocounttheducks.Nowaskachildto

placefourduckfingerpuppetsontheirfingers.SayFour ducksandencourage

thechildrentorepeat.

• Lookcloselyatpage9oftheBigBook.Enjoythepatterns.Talkaboutpatterns

andcolours.Countthetowelsonthetopwashingline.Say1, 2, 3, 4.Say

Three towels.Repeatseveraltimes.

• Bringoutthecollectionoffourtowels.Letthechildrenhavefunfeelingthem

inturn.Letthemnowenjoyrole-playingwiththetowelstheyhavebroughtin

fromhome.Showthemhowtheycanpretendtowash, dry, ironandfoldwith

animaginarywashtub,washingline,ironandironingboard.Theycantryand

actuallyfoldthetowelstoo.

• Asyoupretendsaywash, dry, iron, fold.Asthechildrenpretendencourage

themtorepeatthesewords.SayIt’s wash day! andletthemhavefun.

Matching washing lines


DucksABpage7.Thechildrencanenjoycopyingthedesignsandcolouring

theirownmatchingwashingline.


• Placethefourtowelsonatableinsequence.Letthechildrenlookatthem

closely.SayClose your eyes! Nowrearrangethetowels.Thechildrenmustnow

putthembackintothesamesequence.

• Thechildrencouldalsodesigntheirowntowelswithcrayonsandpaper.

Home fun – This is me! (Level A AB p.35 / Five Little Ducks AB p.8)

• GivethechildrentheirActivityBooktotakehome.Askthemtodrawapicture

ofthemselvesonLevelAABpage35/FiveLittleDucksABpage8bycopying

aphotograph.

For next time

• Askthechildrentobringinafewsmallplastictoyanimalsfromhome.

Activity (5 mins)

Level A AB p.34


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Opener (10 mins) Animal safari

• BringoutKakaduJackandallsayHello, Kakadu Jack.Thepuppetrepliesto

eachchildHello, (child’s name).EachchildrepliesHello, Kakadu Jack.

• Tellthechildrentheyaregoingonananimalsafaritofindhiddencreatures.

Askthemwhatanimalstheymightfind.Handoutthecollectionofsmallboxes

forcatchingthemin.SayBox.This is a box! Repeat.Theparrotpuppetsays

Find the animals.Find the animals!

• Sendthechildrenofftofindthehiddencreatures.Ifyoucangooutside,it

willbefuntohidecreaturesunderleavesandstonessothechildrenhaveto

lookhard.Oncetheyhavecapturedtheircreaturestheycanputthemintheir

boxes.

• AsthechildrenreturnsayWhat did you find?Havefuncarefullypeepinginto

theboxesmakingsuretheircapturedcreaturesdonotescape!Liftthelidsoff

gentlyandpretendtograbthemintheboxandholdtheminyourhandasif

theyarereal.SayagainWhat did you find?

• TherewillbetoomanynewEnglishwordsforthechildrentolearnthename

ofeachanimal.However,youshouldstillnametheminEnglishasitwillbe

funforthechildrentoheartheirEnglishnames.Choosetwoorthreethatthe

childrencantryandremember.SayWhat did you find? A tiger/cow/elephant/

dogetc.

Key words

• bird • three

• butterfly

Active language

• Big duck • 1, 2, 3, 4, 5

• Little duck • I’m flying! I’m a …

Passive language

• Find the animals • Look!

• What did you find? • Mother Duck

• No • Little Duck

Activities

• Animal safari • Jungle play

• Find the hidden animals (Level A AB p.36 / Five Little Ducks AB p.9)

• Finish the butterfly (Level A AB p.37)

• Finish the animals (Five Little Ducks AB p.10)

• Find the animals

Resources


• Flashcards (bird, big, little) • Photograph of teacher’s mother

• Small boxes for capturing animals and a collection of plastic toy animals

• PCM 6 (p.84) Mother Duck mask, PCM 7 (p.85) Little Duck masks

• Mirror (for Five Little Ducks AB users)

Preparation

• Cut out the Mother Duck and Little Duck masks from PCM 6 (p.84) and

PCM 7 (p.85).

• Hide the plastic animals around the classroom/outdoor area for the animal

safari and have the boxes ready for capturing the animals.

Five Little Ducks

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Session 4


(5 mins) Review

• Holdupthephotographofyourmother.SayThis is my motherseveraltimes.

• OpentheBigBooktopage13.SayThis is Mother Duck.ThechildrenreplyMother Duck.PointtoMotherDuckandsaybig.Nowpointtothelittleducksonpage12andsaylittle.

• SayBig duck.Little duck.AskthechildrentoreplyBig duck.Little duck whileyoupointtothem.Repeat.

Whole book

• Showthechildrentheduckmasks(cutoutfromPCM6andPCM7).Letdifferentchildrenputthemon.

• PointtothemotherduckmaskandsayseveraltimesMother Duck.PointtoalittleduckmaskandsayLittle Duck.Repeatthis.

• Nowcountthelittleducks.Say1, 2, 3, 4, 5.Askthechildrentocountfrom1to5withyou.

• NowreadtheBigBookagainorplaytheaudioCD(track13).Asthestoryisread,fivechildrenactaslittleducksandonechildasMotherDuck.Theywillgooverthehillsandback.Asthestoryisread,encouragethechildrentojoininwiththewords.1, 2, 3, 4, 5

Little ducks

Mother duck

Quack, quack, quack, quack!

Activity (10 mins) Find the animals

• AskKakaduJacktoFind three ducks! Find three ducks!Thepuppetturnstopage12oftheBigBook.Counttheduckswiththechildren.Say1, 2, 3.Three

ducks!Thechildrenrepeat.

• Pretendthattheparrotwantstolookatotherpages,bytryingtopeepovertopage14.SayNo, Kakadu Jack.Three ducks!Repeatthis.TheparrotnowpointsatthecowandbutterflyandsaysLook, animals.Find the animals.

• Theparrotturnstopage14andsaysLook, animals.Find the animalsandpointsatthesquirrelandbutterfly.

• LookthroughtheBigBookpagebypageandaseachpageisturnedovertheparrotshouldsayLook, animals.Find the animals.Encouragethechildrentorepeatthis.

• Thechildrencanthenhavefunfindingtheanimalsandpointing.AgainwhilsttherearetoomanynamesforthechildrentorememberinEnglish,youshouldsayeachanimalnameinEnglishforthechildrentoenjoy.Choosebutterflyandbirdtoremember.(Theanimalonpage18isprobablyanotter.)

Find the hidden animals

• GiveeachchildtheirActivityBookopenatLevelAABpage36/FiveLittleDucksABpage9.Thechildrencanenjoyfindingthehiddencreatures.

Finish the butterfly

• LookatthebutterflyintheBigBookonpage14.Saybutterflyandaskthechildrentorepeat.

Big Book time

(10 mins)

Audio CD track 13

Activity (10 mins)

Level A AB p.36


Activity (10 mins)

Level A AB p.37

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Session 4


• Useyourarmstoflutterlikeabutterflyand‘fly’aroundtheclassroomsaying

I’m flying! I’m a butterfly.Thechildrencanfollowyou.

• GiveeachchildtheirActivityBookopenatLevelAABpage37.Thechildren

cancompletethebutterflywithcrayonsandpencils.

Finish the animals

• Showthepupilstheconceptofsymmetrybyusingamirrortoreflecttheother

halfofashape.ShowthepupilshalfaT,O,W,MA,H,U,V,X.Theseletters

canbeusedtoillustratesymmetryandthiswillhelpthechildrentolearnsome

alphabetnamesinEnglish.

• NowgiveeachchildtheirFiveLittleDucksABopenatpage10.Showthehalf

animalsandexplaintheclassneedtodrawthemissinghalvesofthebutterfly

andstarfish,thencolourthemintomatchwithcrayonsandpencils.

Final activity (5 mins) Jungle play

• Ifthereisanytimeremaining,thechildrencanbringouttheplastictoy

animalstheyhavebroughtinandshoweachother.Theycanthencreate

pretendjungleandrainforestscenesinthesandtray,onadesktoporinthe

outdoorarea.Asthechildrenplay,nametheiranimalsinEnglishforthem.

Home fun

• PaintapictureasMotherDuckdidfortheinsideofherhouse.Askthe

childrentopaintbutterfliesandtobringtheirpicturesintobedisplayedinthe

classroom.

Activity (10 mins)


Five Little Ducks

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Opener (10 mins) Eating apples

• Eatanappleasthechildrenarearriving.Makelotsofcrunchingnoisesand

sayMmm! Mmm!Letthechildrenwatchasyouclearlyenjoyeatingtheapple.

FinisheatingandsayMmm! Mmm!again.NowsayHello.Thechildrenreply.

PutthechildreninpairsandaskthemtogreeteachotherbynameHello,

(child’s name).

• Placethebagofapplesonthetable.Bringthemoutoneatatimeandsay1,

2.Putthembackinandrepeat.Askthechildrentocount1, 2.

• SayApple.This is an appleandholdoneup.Repeat.ThechildrenreplyApple.

Holdupasecondapple.Countandsay1, 2.Two apples.Repeat.

• Cutanappleintwoandcounteachhalf1, 2.Thechildrenshouldrepeat.Now

letthechildrenenjoyeatingasmallpieceoftheappleiftheywish.(Youmay

needsomespareapplesforalargergroup.)Encouragethechildrentosay

Mmm! Mmm!astheyeat.SayMmm! Juicy appleandencouragethechildren

torepeatthis.

Key words

• apple • big

• shoe • little

• box

Active language

• 1, 2. These are shoes

Passive language

• Juicy apple • This is a big/little box

• 1, 2. Two apples

Activities

• Eating apples • Song

• Apple printing • Footprint trail

• How many apples on each tree? (Level AB p.38 / Five Little Ducks AB p.11)

• Matching shoes (Level AB p.39 / Five Little Ducks AB p.12 Whose feet are

these?)

Resources

• Big Book • Audio CD (track 14, 15)

• Flashcards (big, little, apple, under, over, shoe)

• Apples, bag • Big box, little box

• Giant apple tree outlines, apples cut in half, paint

• Three pairs of shoes

• Cut-outs of shoe prints (for Level A AB users)

Preparation

• Put two apples in a bag.

• Draw enough blank apple trees on big paper for the children’s apple prints.

There should be no more than five apple prints per tree.

• Cut out pairs of shoe prints for the shoe print trail. Each pair should be a

different colour (for Level A AB users).

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Session 5


Activity (10 mins) Apple printing

• Leteachchildprintanappleonagiantappletree.Noappletreeshouldhave

morethanfiveapples.

• Toprintanapplethechildpaintstheflatsideofanapplecutinhalfandthen

pressesitcarefullyonthepapertree.Encouragethechildrentosayappleasthey

print.Makesureallpaintedhalfapplesarecollectedanddiscardedimmediately

afteruse.

How many apples on each tree?


DucksABpage11.Thechildrencancounttheapplesonthetreesandwrite

thenumbersinthecircles.

(10 mins) Review

• Placeabigboxonatableandalittleboxonthefloor.Pointtothelittlebox

andsayBox.This is a box. Askthechildrentosaythisasyoupoint.

• NowpointtothebigboxandsayBox.This is a box.Again,asyoupoint,ask

thechildrentorepeatthis.

• Holdupthetwoflashcardsbigandlittle.PointtothebigboxandsayBig box.

This is a big box.Askachildtoplacetheflashcardontheboxandsaybig.

Nowpointtothetwoboxesandthechildrenshouldsayeitherbigorlittle.

• Finally,havefuncrawling‘under’theboxonthetableandstepping‘over’the

boxonthefloor.Sayunderoroverasappropriateandletthechildrenjoinin.

Song

• Playthe‘FiveLittleDucks’songontheaudioCD(track14).Showthechildren

fingerandhandactionstoaccompanythestorye.g.

Five little ducks went out one day

Over the hills

and far away

Mother Duck said, ‘Quack, quack, quack, quack!’

But only four little ducks came back.

Activity (5 mins)

Audio CD track 14

Activity (5 mins)

Level A AB p.38


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Five Little Ducks

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Session 5


Matching shoes

• Play‘One,two,bucklemyshoe’(audioCDtrack15).Thechildrencanthen

accompanyitwithactions.

One, two, buckle my shoe

Three, four, knock on my door

Five, six, pick up sticks

Seven, eight, shut the gate

Nine, ten, do it again.

• Putthecollectionofshoesonthetableinpairs.Counteachoneandsay1, 2.

These are shoes!Repeat.

• Jumblethepileofshoesupandletthechildrensortthemout.Astheydothey

couldsay1, 2.These are shoes.

• GiveeachchildtheirActivityBookopenatABpage39.Letthechildrensort

outthematchingpairs.Initiallytheyshouldpointateachpairandthenjoin

themwithapencilline.

Whose feet are these?

• Getthechildrentodrawaroundtheirownfootprintsoncolouredcardor

paper.

• Nowmakeawalkingtrailaroundtheclassroomordownthecorridor.Use

BlueTackordouble-sidedsellotapetoattachthefootprints.Usethetrail

forTotal Physical Response practice(amethodtohelpchildrenlearnby

encouragingthemtoactoutthelanguageastheyhearitorsayit)e.g.let’s

walk,let’ssingandwalk,let’swalkandlaugh,let’swalkquietly,let’swalk

tip-toe,etc...Thiscanbeexpandeduponbyencouragingchildrentodothe

actionstothefollowingrhyme:

Teddy Bear, teddy bear touch the ground,

Teddy Bear, teddy bear, turn around,

Touch your ears and touch your nose,

Touch your eyes and touch your toes!

• Onceconceptoffootprintsisclear,showthechildrenthefootprintsonthe

FiveLittleDucksABpage12.Explaintheybelongtosomeanimals.Givethe

childrentheirstickers.Theyhavetomatchthecorrectanimalstickertothe

print.

Footprint trail

• Showthechildrenthepairsofshoeprintsmadefrompaper.Count1, 2for

eachpair.

• Layashoeprinttrailaroundtheclassroomoroutside.Thechildrencanthen

followthefootprints.Astheydothis,play‘One,two,bucklemyshoe’again.


• Thechildrencanmakeshoeprintsinsand,ifasandtrayisavailable.

Home fun

• Asktheparentstomakefootprintsoftheirchildren’sfeetandtheirownfeetby

drawingaroundthemonpaper.Theycanthencutthemoutforthechildrento

bringtothenextlesson.

Activity (15 mins)

Level A AB p.39

Audio CD track 15

Final activity (10 mins)

Audio CD track 15

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Activity (15 mins)


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Opener (10 mins) Laying the table

• Havethetablelaidforfiveasthechildrenarrive.SayHello.It’s party time!

andpointatthetable.Letthechildrenlookatthetable.SayagainIt’s party

time!andpointatthetable.Tellthechildrenthattheyarehavingaparty,but

thetablemustbelaidcorrectly.

• Holdupthecupandsaycupseveraltimesandletthechildrenrepeatcup.

Holduptheplateandforkandrepeatplate, fork.

• Holduptheflashcardsforcup,plateandforkandsaythemasyouholdthem

up.

• Helpsmallgroupsofchildrentolayasecondtablebycopyingthetableyou

havelaid.

• Nowcounttheplates.Say1, 2, 3, 4, 5.Five plates.Repeat.Thechildrenshould

beencouragedtojoinin.Nowcountthecupsandtheforks.

Whole book

• ChoosefivechildrentoweartheLittleDuckmasksandonechildtowearthe

MotherDuckmask.

Big Book time

(15 mins)

Key words

• party • plate

• cup • fork

Active language

• One duck • pie

• This is one duck/shoe/apple • jug

Passive language

• It’s party time • Find …

• This is …

Activities

• Laying the table • Party time

• What’s in the bag?

• Lay the table bingo (Level A AB p.40 / Five Little Ducks AB p.13)

• Ducks, fish and dragonflies (Level A AB p.41 / Five Little Ducks AB p.14)

Resources

• Big Book • Mother Duck mask, five Little Duck masks

• Flashcards (apple, duck, shoe, plate, fork, cup)

• Plates, cups, forks • Apple pie

• Feely bag, plastic duck (or a finger puppet will do) apple, shoe

• PCM 8 (p.86) ‘Lay the table bingo’ cards

Preparation

• Lay a table for five people.

• Cut out ten of each card on PCM 8 for ‘Lay the table bingo’ and place in a

bag (you will have 50 cards in total).

• Fill the feely bag with a duck, an apple and a shoe.

• If possible, prepare an apple pie to eat.

Five Little Ducks

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Session 6


• Asyoureadthestory:

– thechildrenwearingLittleDuckmaskswillactout‘Fivelittleduckswent

outonedayoverthehillsandfaraway’and‘Butonlyfourlittleduckscame

back’etc.

– MotherDuckwillsayaloudQuack, quack, quack, quack!

• Thisperformancemayneedpractice.Enjoypractisinganddonotexpecta

perfectperformance!Thechildrenshouldbeencouragedtojoininwiththe

rhyme.

Activity (10 mins) What’s in the bag?• BringouttheparrotpuppetandsayHello, Kakadu Jack.Thechildrensay

HellotothepuppetandherepliesHello, children!

• SaytothepuppetFind one duck!Turntopage20oftheBigBook.SayOne

duckandpointtothepage.SayLook, one duckandrepeat.Thechildren

repeatOne duck.

• Bringoutthefeelybag(containingtheduck,theappleandtheshoe)andlet

thechildrenpassitaroundandfeelit.Seeiftheycanguesswhatisinside.

Askonechildtofeelinthebagandguessanitem.Iftheyguesscorrectly,

encouragethechildtosaywhatitisinEnglish.Letdifferentchildrenfeelin

thebaguntilalltheobjectsareout.Thechildrenshouldremembermostofthe

itemsastheyhavebeenintroducedoverthepastfivelessons.

• Laytheduck,theappleandtheshoeinarowandpointtoeachone.Askthe

childrentotryandnametheminEnglish.

• SayOne duck.HoldtheduckupandrepeatOne duck.Thechildrenrepeat

One duck.Dothesamewiththeshoeandtheapple.

Lay the table bingo• GiveeachchildtheirActivityBookopenatpage40readytoplay‘Laythetable

bingo’.

• Inturnthechildrentakeacardoutofthebagandtheylayitonthepage.If

theyalreadyhavetheitemonthepageitgoesbackinthebag.

• Thefirstchildtolayalltheirtableisthewinner.Thechildrenshouldbe

encouragedtosaypie, jug, cup, plate, forkastheypullanitemoutofthebag.

Make a book

• Explainthatthechildrenhavetocutoutthepagealongthedottedlinesand

thenfolddownthemiddle,alongthesolidblackline.Thepagescannowbe

gluedtogether(ortheteachercanstapleorthreadthepagestogetherwith

ribbonorstring).Thepagenumbersshouldfollowcorrectly1–8.

• Explainthatthechildrenneedtostickthestickerssothatthesentencesare

true,e.g.addonecatoroneapple.Theycancolourtherestofeachpageand

thenreadthebooksinpairs.

Party time!• Haveaparty!Letallthechildrenhaveadrinkandpieceofrealorimaginary

applepie.Encourageeachchildtolaytheirownplaceatthetable.

Activity (10 mins)

Level A AB p.40


Activity (15 mins)

Five Little Ducks AB pp.15–16

Final activity

(15 mins)

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Session 6


Optional and extension activities• Play‘Laythetablebingo’usingwordcardsinsteadofpictures.

• Thechildrencouldalsomakeapartyhat!

Home fun – Ducks, fish and dragonflies (Level A AB p.41 / Five Little Ducks AB p.14)• ThechildrenshouldtakehometheirActivityBookandthemini-bookthey

made.TheycancounttheanimalsandcolourLevelAABpage41/FiveLittle

DucksABp.14.

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Session 1 Baabooom!Level A AB pages 42, 43 / Baabooom! AB pages 3, 4

Special note

• Insomeofthesessionseachchildwillbegivenaballoonwhichtheycan

(tryto)blowup.Extra carewillbeneededtomakesurethechildrendon’t

swalloworchokeontheballoons.Youwillprobablyneedplentyofpuff,a

balloonblower(andideallyextrahelpers)todothisforthem!

Opener (10 mins) Animal sounds

• Showthechildrenacut-outpictureoramodelofClucky-Cluckthechick.Say

Hello, who are you?MakethechickreplyinasmallvoiceI’m Clucky-Cluck.

AskthechildrentosayHello, Clucky-Cluck.

• PassClucky-Clucktoindividualchildrenandencouragethemtosayhelloto

Clucky-Cluckandsaytheirnamee.g.Hello, Clucky-Cluck, I’m (Carlo/Merle/

Sara).

Key words

• bull • duck

• cow • goose/geese

• chick • balloon

Active language

• Hello • I say …

• I’m a … • It’s a …

Passive language

• What are you? • He/she says…

• What is he/she? • What colour is it?

• What is it? • He/she found

Activities

• Animal sounds • Finding balloons

• Animal song

• Red (Level A AB p.42 / Baabooom! AB p.3)

• A red balloon (Level A AB p.43 / Baabooom! AB p.4)

Resources

• Big Book (cover) • Audio CD (track 17)

• Flashcards (cow, duck, geese, chick, bull)

• Cut-out pictures (mounted on a stick) or models of a chick (Clucky-Cluck),

two cows, two ducks and two geese

• Large red balloon and one balloon for each child (not blown up), string

• Balloon blower (optional)

• Small selection of familiar red objects e.g. cup, ball, model car, flag and pencil

• Zigzag book containing pictures of a farmyard

Preparation

• If you are not using models of the animals, cut out pictures of a chick, two

cows, two ducks and two geese and mount them on sticks.

• Hide the red balloons around the classroom in obvious places. You need to

have one large red balloon ready.

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Session 1

Level A AB pages 42, 43 / Baabooom! AB pages 3, 4

• SayHello, Clucky-Cluck.What are you?SherepliesI’m a chick.Encouragethe

childrentosay chick.

• MakeClucky-Clucksay cheep, cheep!Thechildrenshouldrepeatcheep, cheep!

• PointtoaboyandsayThis is (Henry).What are you?HelphimsayI’m a boy.

PointtoagirlandsayThis is (Ruth).What are you?HelphertosayI’m a girl.

• Repeatthissequencewithacut-outsormodelsof:

acow–sayWhat are you? A cow. I say moo, moo!

aduck–sayWhat are you? A duck. I say quack, quack!

abull–sayWhat are you? A bull. I say roar, roar!

agoose–sayWhat are you? A goose. I say honk, honk!

Encouragethechildrentosaywhattheanimalsareandtorepeatthesounds

theymake.

Animal song

• Dividethechildrenintogroupsofcows,bulls,ducksandchicks.Modelfor

themwhattheyhavetosaywhenyouholduptheiranimalpicturee.g.I’m

a duck.I say quack, quack!Tellthechildrenthattheyaregoingtosingthe

animalsong:

I’m a chick

I say cheep, cheep!

I’m a duck

I say quack, quack!

I’m a cow

I say moo, moo!

I’m a bull

And I say roar to you!

• ListentothesongontheaudioCD(track17),thensingthesongwiththe

children.Eachgroupmustsingtheirlineswhenyouholduptheiranimal

picture.

Presentation (10 mins) Red balloons

• ShowthechildrentheBigBookcoverwiththepictureofClucky-Cluck

holdingaballoon.Holduparedballoonandblowitup(nottoomuch!).Say

It’s a balloon.What is it?ThechildrenreplyIt’s a balloon.Handtheballoon

toindividualchildrenandencouragethemtosayIt’s a balloon.

• Pointtothecolouroftheballoon.SayThe balloon is red.What colour is it?

ThechildrenreplyIt’s red.Encouragethechildrentorepeatthiswithyou.

• Showsomefamiliarthingsthatarerede.g.acup,ball,flagetc.SayThe cup is red.

What colour is it?ThechildrenrepeatIt’s red.Repeatthisfortheotherobjects.

Red

• GiveeachchildtheirActivityBookopenatLevelAABpage42/Baabooom!

ABpage3.Thepageincludespicturesoftheobjectsyouhavejustshownthe

children.Dependingontheleveloftheclass,askchildrentocolourindifferent

partsoftheobjectsusingdifferentshadesofrede.g.colour the star dark red,

colour the middle of the flag light red...

Opener (10 mins)

Audio CD track 17

o

Activity (10 mins)

Level A AB p.42

Baabooom! AB p.3

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Session 1


Game (5 mins) Finding balloons

• HoldupClucky-Cluckand‘walk’heraboutonatableorsurface(ideally

infrontofapictureofthefarmyardscene)untilshe‘finds’theballoon.

SayClucky-Cluck found a red balloon.Repeatthisseveraltimeswiththe

children.

• Tellthechildrenthatyouhavehiddenseveralballoonswhichhavenotyet

beenblownup.Theyareintheclassroomandthechildrenhavetofindthem.

Youcangivethemclueswhiletheyaresearching.Eachchildshouldfinda

balloon.Iftheyfindonetheyshouldnotpickupanotherone.

• Choosesixchildrenandcallthemoutonebyone.Aseachchildholdsuptheir

balloonsay(Pablo) found a red balloon.

• Ifyouhavehelporaballoonblower,inflatetheballoonsandtieonsome

stringsothechildrencantakethemhome.


• Holduptheflashcardsfortheanimalsandsaytheword.Thechildrenrepeat

theword.Thenholduptheflashcardsinthesameorderagainandaskthe

childrentocalloutthewords.Thefirstchildtoanswerisgiventhecard.

• Callthecardholdersouttothefront,onebyone,toholduptheircardwhile

theclasssaysthewordinunison.

A red balloon


ABpage4.Thechildrencancompletethedrawingandaddtoitastringwitha

balloonontheend.Thechildrencolourthedrawingandcolourtheballoonin

red.

Home fun

• Thechildrentakehometheirballoons.(Givethechildren’sballoonstothe

parents/carerswhocollectthemfromschool.)Theycanexperimentwiththe

noisestheymakeastheairisreleasedatdifferentspeedsandfinallyletthem

gosotheyflyabout.

Activity (5–10 mins)

Level A AB p.43

Baabooom! AB p.4

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Session 2Level A AB page 44 / Baabooom! AB page 5

Opener (5 mins) Revisit the animals

• SayHellotothechildrenandgreeteachonebynamee.g.Hello, (Timothy),

Hello, (Nor)etc.EncouragethemtosayHello, (your name)inreply.

• NowsayHellototheanimalsonthefarmandeachtime,holdupthecut-out

animalormodelandpointtotheanimalonpages2and3oftheBigBooke.g.

Hello, Clucky-Cluck the chick. Hello, bull/ducks/cows/geeseetc.

• LookingattheBigBookpictureagainonpages2and3,askindividual

childrentopointtotheducks,bull,cowsetc.SayShow me the ducksetc.

• PointtothecowsandsayHow many cows are there? Two cows.Encourage

thechildrentorepeatTwo cowsafteryou.Repeatthisfortheducksandthe

geese.

The farmyard


ABpage5.Eachchildneedstocolourtheanimalsinthepicture.

• WhentheyhavefinishedsayShow me the bull.Movearoundtocheckthatthe

childrenarepointingtothebull.Repeatfortheotheranimalse.g.Show me the

duck/chick.

Key words

• pond • two

• barn • red

• field

Active language

• Two cows/ducks/geese • On the pond

• In the barn/field • a balloon

Passive language

• Hello Clucky-Cluck the chick • Where is/are ...?

• Hello ducks/bull/cows/geese • Put the ducks/geese on the pond

• Show me the … • What colour is it?

• How many …? • What did I do?

• What is it? • I blew and blew and blew

• The bull is in the barn • It grew and grew and grew

Activities

• The farmyard (Level A AB p.44 / Baabooom! AB p.5)

• Blowing up balloons • Where are the animals?

• Whose balloon?

Resources

• Big Book (pp.2, 3) • Audio CD (track 18)

• Cut-outs or models of the farm animals

• Toy farm with model animals

• One large red balloon

• A red balloon for each child and lengths of red string for attaching to

balloons

• PCM 9 (page 87) Whose balloon?

Preparation

• Write each child’s name in one of the balloon outlines on PCM 9 and make

a copy for each child.

Activity (5 mins)

Level A AB p.44

Baabooom! AB p.5

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Session 2

Level A AB page 44 / Baabooom! AB page 5

Where are the animals?• Stilllookingatpages2and3oftheBigBook,pointtotheducksandsay

Where are the ducks?The ducks are on the pond.EncouragethechildrentorepeatThe ducks are on the pond.

• First,listentothefirstverseofthesongbelowontheaudioCD(track18),thenteachthechildrentosingit:The ducks are on the pond

The ducks are on the pond

Quack, quack, quack, quack!

The ducks are on the pond.

• Gothroughandrepeatthissequenceforthesecondandthirdverses:Thebull—The bull is in the barn (Roar, roar, roar, roar!)

thecows—the cows are in the field (Moo, moo, moo, moo!)

• Aftereachanimalaskindividualchildren:(Maria), where is the bull? (Nicholas),

where are the cows?etc.TheyshouldreplyIn the barn/the fieldetc.

• Showthechildrenthetoyfarm.Havethemodelanimalsreadybytheside.Askindividualchildrentoputtheanimalsonthefarme.g.(Christopher), put the

ducks on the pond.IftheydothissuccessfullysayGood.The ducks are on the

pond. On the pond.AsktheclasstorepeatthephraseOn the pond.ThensayWhere are the ducks?ThechildrenshouldreplyOn the pond.

• AskanotherchildtoPut the bull in the barn.Again,askWhere is the bull?andencouragethechildrentoreplyIn the barn.

Presentation (10 mins) Blowing up balloons • Bringoutthebigredballoon.SayIt’s a balloon.What is it?Thechildren

shouldreplyIt’s a balloon.AskindividualchildrenthequestionWhat is it?

• SayIt’s a red balloon.What colour is it? Thechildrenreplyred.Again,askindividualsWhat colour is it?Ifthechildrenknowanyothercolours,pointtotheseandaskthesamequestion.

• Readpages2and3oftheBigBooktothechildren.SayWhat did Clucky-Cluck

find? Clucky-Cluck found a balloon.Thechildrenshouldrepeata balloon.

• PointtoClucky-Cluckblowinguptheballoon.SayShe blew and blew and

blew.Blowupaballoonandexaggeratetheblowingmovement,pausingatintervalsforeffect.Knottheballoonandtieittoastring.

• SayWhat did I do? I blew and blew and blew.Repeatthisseveraltimes.

• Blowtheballoonupagain,stoppingbetweenbreathstoemphasise‘grew’andshowtheballoongettingbigger.SayWhen Clucky-Cluck blew and blew and

blew the balloon, it grew and grew and grew.

• Encouragethechildrentospreadouttheirarmstoshowtheballoongrowingbiggerandbigger.

Activity (5 mins) Whose balloon?• GiveeachchildacopyofPCM9(page87).Thechildrenhavetodrawastring

fromthegirlorboyfiguretotheballoonwiththeirnameonitandcolourtheballoonred.Helpthechildrentorecognisetheirname.

Home fun• Thechildrencouldbringinthreephotographsofthemselves:asbabies,asa

oneyearoldandastheyarenow.SayWe grew and grew and grew.

Opener (5 mins)

Audio CD track 18

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Session 3Level A AB pages 45, 46 / Baabooom! AB pages 6, 7

The balloon song

• Readpages2and3oftheBigBook(endingwiththeattachedwords‘…itwas

justtherightsize’).Don’tturnovertopage4yet.

• PractiseagainthephraselearntinthelastsessionI/she blew and blew and

blew.Aftereachrepetitionofthelinesyoushouldallpretendtobeblowing

upaballoon.

• ListentotheballoonsongontheaudioCD(track19),thensayNow let’s sing

the balloon song:

Clucky blew and blew


She blew and blew and blew and blew

It grew and grew and grew and grew

The great big red balloon!

Baabooom!

• IntroduceseveralmorechorusesofthesongwithWhat did (Alan/Sheila/Igor)

do?

(Alan) blew and blewetc.

• Slowlyblowuptheballoon(butnottoomuch)withlotsofpuffingand

stopping.TieaknotinitandpointtothepictureofClucky-Cluckonpage

2andsayWhat happened to the balloon? It grew and grew and grew.

Encouragethechildrentorepeatthis.

Key words

• blew • red

• right • grew

Active language

• Clucky/Big Bull blew and blew • It grew and grew

Passive language

• It/he/she grew and grew until it/he/she was just the right size.

• What happened to the balloon?

Activities

• The balloon song • Building towers

• Small, medium, large (Level A AB p.45 / Baabooom! AB p.6)

• Who’s in the farmyard? (Level A AB p.46 / Baabooom! AB p.7)

Resources

• Big Book (pp.2–5) • Audio CD (track 19)

• Red balloon

• A collection of boxes and bricks for the children to make towers

• Plastic containers for each child, seeds and soil

Preparation

• Copy the phrase ‘ … it was just the right size’ from page 4 of the Big

Book onto a slip of paper and clip or attach it to page 3 to complete the

sentence.

• Collect three photographs showing you growing up e.g. baby/child/adult.

• Make a zigzag book for each child (folded in three and left blank).

• Prepare a plastic pot for each child (labelled with their name) in which you

have planted a seed.

• As an alternative to the above, you can prepare a plastic tray with damp

cotton wool and cress seeds or mung beans for each child.

Opener (5 mins)

Audio CD track 19

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Session 3


Presentation (5 mins) Growing up

• Showthechildrenthephotographsofyou‘growingup’.Inpairs,thechildren

showeachothertheirown‘growingup’photographsanddiscussthem.

Chooseafewchildrentotelltheclassabouttheirpictures.

• Aftereachchildhasspoken,pointtothephotographsandsay(Juan) grew

and grew until he was just the right size.(Explainthelastpartofthesentence

inthefirstlanguage.)ThensayWhat did (Juan) do?SayHe grew and grew

until he was just the right size.Repeatthisforagirle.g.What did (Anna) do?

andsayShe grew and grew until she was just the right size.Repeatthisfor

severalchildren.

Pages 4 and 5

• Readpages4and5oftheBigBook.Explainthephrase‘I’llshowyouhow

toblowupballoons,hetoldClucky-Cluck’tothechildrenintheirfirst

language.

• Stresspage5inyourreadingandmimethefacttheballoonisgettingbigger

andbigger.Nowblowupthebigredballoonuntilitissignificantlylarger.

Small, medium, large

• GiveeachchildtheirActivityBookopenatLevelAABpages45,46/

Baabooom!ABpages6,7.Thechildrenneedtodrawarrowslinkingthesmall,

mediumandlargepicturestoshowthemgettingbiggerandbigger.

Building towers

• Givethechildrenacollectionofboxesandbricks.Puttheminpairsandask

themtomakeatoweruntiltheyhaveusedupalltheirmaterials.

• Giveeachchildazigzagbookandthenencouragethemtodrawtheirtower

inthreestages(i.e.gettingbiggerandbigger).Thiswillhelpthemtoseehow

theirconstructiongrows.

Who’s in the farmyard?

• GiveeachchildtheirActivityBookopenatABpage46.Thechildrencan

circlethefivehiddenanimalsinthefarmyardpicture.

Optional extension

activity (10 mins)

Activity (5 mins)

Level A AB p.45

Baabooom! AB p.6

Activity (10 mins)

Level A AB p.46

Baabooom! AB p.7

Big Book time

(5 mins)

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Session 3


Review

• Tellthechildrenyouaregoingtosingtheballoonsongagain.Playthesong

(track19),andencouragethechildrentosingalong:






Baabooom!

• Singanotherverseofthesong,butthistimesingaboutthebull:

Big bull blew and blew

Big bull blew and blew

He blew and blew and blew and blew



Baabooom!

Home fun

• Giveeachchildaplasticpot(withtheirnameon)containingsoilandaseed.

Youcouldusepumpkinorrunnerbeanseeds.Explainthattheycantakethe

pothomebuttheymustwateritalittleeachday.Theycanwatchtheseed

‘growandgrow’.Afteracoupleofweeks,askthechildrentobringtheirpots

backtoschoolsothattheycancomparehowmuchtheirseedshavegrown.

• Alternatively,youcouldgiveeachchildashallowtraycontainingdampcotton

woolandcressseedsormungbeans.Again,theycouldtakethemhomeand

watchthemgrow.Whentheybringthembacktoschooltheycouldharvest

theircressorbeansproutsandeatthem!

Activity (5 mins)

Audio CD track 19

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Session 4Level A AB page 47 / Baabooom! AB page 8

The colour song

• Readpages2to4oftheBigBooktotheendofthefirstsentence‘...itwas

justtherightsize.’AskthechildrenWhat colour is the balloon?andencourage

thechildrentosaywithyouIt’s a red balloon.

• Nowteachthechildrenthecoloursong.First,listentothefirstverseofthe

songontheaudioCD(track20),thensingitthrough.Encouragethechildren

toclapalongastheysing.

It’s a red, red balloon, yes it is


It’s a red, red balloon

A red, red balloon


Yes it is.

• NowpointtothepondandsayWhat is it? It’s a pond.Encouragethechildren

torepeatthis.SayWhat colour is it? It’s a blue pond.Singthesecondverseof

thesong:

It’s a blue, blue pond etc.

• YoucanalsosingthethirdverseforIt’s a yellow, yellow chick.

What colour is it?

• GiveeachchildtheirActivityBookopenatLevelAABpage47/Baabooom!AB

page8.Thechildrenhavetodrawlinestolinkthecoloursandthepictures.

Key words

• yellow • blue

Active language

• right size • too big

• too small

Passive language

• What colour is …? • I’ll show you how to …

Activities

• The colour song • Just right!

• What colour is it? (Level A AB p.47 / Baabooom! AB p.8)

• I’ll show you how to …

Resources


• Three balloons blown up to demonstrate too small, just right and too big

• PCM 10 (page 88) Just right!

Preparation

• Make three large pictures, each one showing a balloon at different stages

of inflation (too small, just the right size and too big). Draw a small child

holding onto the balloon in each picture – in the ‘too big’ picture, they can

be struggling to keep their feet on the ground!

• Make three sets of cards showing: a pair of feet and three pairs of shoes (too

small/just right/too big); a castle and three flags; a head and three hats.

• Find and cut out a ‘picture clue’ for each child e.g. pictures of a banana, a

drum, a skipping rope, a bucket and spade, a fishing rod etc.

Opener (5 mins)

Audio CD track 20

Activity (10 mins)

Level A AB p.47

Baabooom! AB p.8

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Session 4

Level A AB page 47 / Baabooom! AB page 8

Presentation (10 mins) Too small, too big, just right!

• Readpages2,3and4againtotheendofthefirstsentenceonpage4.Say

Clucky-Cluck found a balloon. It was too small. What was it? It was too small.

Encouragethechildrentorepeattoo small.

• Showthechildrenaballoon(orapictureofaballoon)whichhasbeenblown

up.(Donotusethepictureoftheballoononpage5sinceitisbeingheldby

thebullandmightconfusethechildren.)SayClucky-Cluck blew and blew

until the balloon was just the right size.What was it? It was just the right size.

Again,thechildrencanrepeatright size.

• Nowholdupaballoon(orapicture)whichhasbeenblownuptoomuchand

sayBig Cousin Bull blew and blew until it was too big.What was it? It was

too big.Thechildrenrepeattoo big.

Activity (5 mins) Just right!

• Putupthreepicturesontheboard,eachoneshowingtheballoonatdifferent

stagesofinflation(toosmall,justtherightsizeandtoobig).Askthechildren

toshowyou/pointtotheballoonthatistoosmall/justtherightsize/toobig.

• Tellthechildrentoclosetheireyesandchangetheorderofthepictures.Now

askthechildrentoopentheireyesandtotellyouthecorrectorderforthe

pictures.

• Youcanplaythisactivitywithsetsofcardswhichdemonstratetoosmall,just

right,toobige.g.threepairsofshoesforapairoffeet,threeflagsforacastle,

threehatsforahead.

• GivegroupsofchildrenPCM10(page88).Thechildrenhavetocutoutand

stickthepicturesofthebarnsintherightorderontoasheetofpaper.They

canalsostickthebullintothebarnwhichis‘justtherightsize’.

Activity (10 mins) I’ll show you how to …

• Readandactoutthesesentencesfrompage4oftheBigBook.Big Cousin

Bull grabbed the balloon. ‘I’ll show you how to blow up balloons,’ he told

Clucky-Cluck.

• You’regoingtoteachthechildrenthemeaningofI’ll show you how to ….

Saytothem(usingbothEnglishandtheirfirstlanguage)I’ll show you how to

comb your hair.Pretendtocombyourhair.SayI’ll show you how to wash

your handsandpretendtowashyourhands.

• Inpairs,thechildrenarenowgoingtoshoweachotherhowtodothings.

Giveeachchilda‘pictureclue’ofanactivityorobjecte.g.abanana,adrum,

askippingrope,abucketandspade,afishingrodetc.Tellthechildrennot

toshoweachothertheirpictures.Intheirpairs,eachchilddemonstratestheir

cluee.g.theypretendtopeelabanana,bangadrum,skip,dig,fishetc.Their

partnermustguesswhatitistheyaredoing.

Home fun

• Askeachchildtofindandbringinthreearticlesofclothing(orshoes)thatare

toosmall,toobigandjusttherightsize.Theywillhavefunfindingoldbaby

clothesortryingonDad’strousers!

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Session 5Level A AB pags 48–51 / Baabooom! AB pages 9–13

The colour song

• Usetheclothesthechildrenhavebroughtintorevisecolours.

• Listentothefirstverseofthecoloursongagain(track20)andthensingitwiththechildren.It’s a red, red balloon, yes it is



A red, red balloon


Yes it is.

• PlaythesecondandthirdversesforIt’s a yellow chickandIt’s a blue pond.Pointtoeachobject,andencouragethechildrentosingalong.

• Turntopage5oftheBigBookandpointtothebull.SayIt’s a brown bull.What colour is the bull? It’s a brown bull.Playthelastverseofthesongandencouragethechildrentoclapandsing:It’s a brown, brown bull, yes it is

It’s a brown, brown bull, yes it is

It’s a brown, brown bull

A brown, brown bull

It’s a brown, brown bull

Yes it is.

• Pointtothepicturesofthegeese.Askthechildreniftheycanrememberwhatcolourtheduckis(green).SingversesforIt’s a white gooseandIt’s a green

duck.Emphasisethenewcoloursbrown,greenandwhiteandteachone

goose, two geese.

Key words•

• brown • white

• green

Active language

• It’s a ... • I want …

• I don’t want …

Passive language

• What colour is …?

Activities

• The colour song • I want …

• Animal fun (Level A AB p.48 / Baabooom! AB p.9)

• What’s on the farm? (Level A AB p.49 / Baabooom! AB p.9)

• Who owns these feet? (Baabooom! AB p.12)

• Give cow five spots (Level A AB p.51 / Baabooom! AB p.11)

• I don’t want …

• Spot the difference (Baabooom! AB p.10)

Resources


• PCM 11 (page 89) I don’t want/I want

Preparation

• Make a large picture of the farmyard in the Big Book.

Opener (5 mins)

Audio CD track 20

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Session 5

Level A AB pags 48–51 / Baabooom! AB pages 9–13

Animal fun

• GiveeachchildtheirActivityBookopenatLevelAABpage48/Baabooom!ABpage9.Thechildrenlistentothesongandcolourinthebull(inbrown),thegoose(canleavewhite)andtheduck(ingreen).

Spot the Difference

• Showthechildrenthetwoclowns.Makesuretheylearnthewordclown.Youcouldalsoteachafewadjectives:Clowns are … funny, silly, crazy, happy.

• Revisesame/different.Askthechildrentocirclethedifferences.Reviewtheirwork:Yes, the … is the same but the … is different.Useobjectsaroundtheclasstoreinforcethepoint,e.g.These books are the same colour, they are red.

These books are different, this one is big/blue … this one is small/red etc …

• DramaActivity:Standatthefrontoftheclassandmakeveryslowmovementssothechildrencancopyyouanddothesamething.Putthepupilsintopairs,AandB.TellAtheyneedtomakeveryslowactionssothatBcancopythemanddothesamething.Now,repeatstandingatthefrontandaskthechildrentodoadifferentaction.Next,chooseonechildtocometothefront.Theyshouldmaketheactionandyoushouldeitherdothesamethingordoadifferentaction.Thechildrenhavetosaywhetheritisthesameoritisdifferent.

Presentation (10 mins) I don’t want …

• Readpage4oftheBigBookfromthesecondline,Big Cousin Bull grabbed

the balloon(mimetheaction)to‘I don’t want my balloon any bigger,’

Clucky-Cluck cluckedonpage6.MimeClucky-Cluck’sdiscomfortbyputting

outyourhand(tosaystop),puttingyouhandsoveryourearsandclosingyour

eyesetc.

• DiscusswiththechildrenintheirfirstlanguagewhyClucky-CluckwantsBig

CousinBulltostopblowing.Stressthefactthatsheisworriedtheballoonwill

burst.

• ExplainI don’t want …byusinganequivalentphraseinthefirstlanguage.

Showthechildrenthe‘Idon’twant’picturesonPCM11(page89)andgive

eachchildtheirowncopy.Pointtoeachpictureandsay:

I don’t want Duck’s balloon.

I don’t want Bull’s balloon.

I don’t want Cow’s balloon.

I want MY balloon!

Thepartofthesentencethatisunderlinedcanbespokeninthefirstlanguage.

Presentation (10 mins) I want …

• LookatPCM11(page89)again.Thistimelookatthe‘Iwant’pictures.Discuss

theeventsinthefirstlanguagewiththechildren.Thenpointtoeachpicture

andsay

I want a toy bull.

I want a toy chick.

I want a toy barn.

Again,theunderlinedwordscanbespokeninthefirstlanguage.

Activity (10 mins)

Level A AB p.48

Baabooom! AB p.9

Activity (10 mins)

Baabooom! AB p.10

Baaboo

om

!

61

Session 5

Level A AB pags 48–51 / Baabooom! AB pages 9–13

What’s on the farm?

• Showthechildrenthelargepictureofthefarmyardthatyouhavemade.Each

childcanchooseananimalfromLevelAABpage49toaddtothepicture.Cut

outthepicturesfromthechildren’sactivitybookssothattheycanstickthem

onthefarmyardpicture.Iftheycan,encouragethemtosaythewordse.g.

barn, ducks, cowsetc.

• Turntopage11intheBaabooom!AB.Explainthatthechildrenaregoingto

practisetheirpencilcontrol.Theyhavetotracethedottedlinesascarefullyas

possible,withoutpressingtoohard.

Who owns these feet?

• Thechildrenneedtodrawalinefromthefeettotheownerofthefeet.They

canthenlistenandpoint.So,yousaychickenandtheypointtothechicken

andhisfeet.

Give cow five spots


ABpage13.Thechildrenhavetodrawfivespotsonthecowandcolourthem

in.

Home fun

• Thechildrencanlookaroundathomeforsomethingmadefromcow’smilk.

Theycouldbringine.g.anemptyyoghurtpot,milkcarton,cheeseorbutter

wrapper.Itwillbeevenbetterifthewrapper/containerincludesapictureofa

cow.Alternatively,theycouldbringintheiralternativetodairyproducee.g.a

soyamilkcarton.

Activity (10 mins)

Level A AB p.51

Baabooom! AB p.13

Activity (10 mins)

Level A AB p.49

Baabooom! AB p.11

Activity (5 mins)

Baabooom! AB p.13

Baab

oo

om

!

62

Session 6Level A AB pags 52, 53 / Baabooom! AB pages 14–16

Opener (10 mins) Colours game

• Lookatthedairyproductsthechildrenhavebroughtfromhome.Showthe

milk. SayMilk is white. It’s white.

• Putoutaselectionofthingsindifferentcolourse.g.aredballoon,agreen

ball,ayellowflower,abluepencil,abrownbeltandawhitebag.Putout

severalobjectsineachcolour.

• HolduptheredballoonandsayIt’s a red balloon.What colour is it? It’s red.

Repeatthisforalltheobjectsandcolours.

• Nowdividetheclassintofourteamsandgiveeachteamcolouredpicturesfor

severaloftheobjects.Spreadoutalltheobjects.Theteamsthenracetofind

allthecolouredobjectsontheircards.(Youcanmakethismoreofachallenge

byputtingoutthesameobjectintwoormorecolourse.g.abluepencilanda

yellowpencil.)

• Theteamhastomatchtheobjectstothecardsandthefirstonetomatchall

theircardsisthewinner.

Game (10 mins) Please stop!

• Readpages7–9oftheBigBooktothechildrenandactoutPlease stopby

holdingupyourhandsinprotest.Explainthemeaningofthephraseinthe

firstlanguage.SayClucky-Cluck said, ‘Please stop’.What did Clucky-Cluck say?

‘Please stop’.EncouragethechildrentorepeatPlease stop.

Key words

• Sploosh! • Baabooom!

Active language

• Please stop • It’s a yellow/blue/red/white/brown/green …

• It’s a …

Passive language

• What colour is it? • What did Clucky-Cluck etc say?

• It’s … • … came down in the pond

Activities

• Colours game • The balloon song

• Please stop! • Balloons away!

• Who is it? (Level A AB p.52 / Baabooom! p.14)

• Floating away (Level A AB p.65)

• Matching flags (Baabooom! AB p.15)

• Odd one out (Baabooom! AB p.16)

Resources

• Big Book (pp.7–16) • Audio CD (tracks 16, 19)

• A glass of milk

• Objects in lots of different colours (red, blue, yellow, white, green, brown)

• A large red balloon and a small balloon for each child and a cut-out of Big

Cousin Bull

Preparation

• Make coloured pictures of the objects used in the Opener.

Baaboo

om

!

63

Session 6

Level A AB pags 52, 53 / Baabooom! AB pages 14–16

• Explaintothechildrenthattheyaregoingtoplayagame.Thechildrenhave

toclap,skip,hopabout,jumpupetcbutassoonasyousayPlease stop,they

havetofreeze.ThechildrenwhoarestillmovingwhenyousayPlease stop

dropoutofthegame.Thelastoneinisthewinner.

The balloon song

• ListentotheballoonsongontheaudioCDagain(track19),thensingtogether:






Baabooom!

Who is it?

• Readpages10–12fromtheBigBook.


ABpage14.Thechildrencandothematchingexercise.

• Readpages13to16fromtheBigBook,changingthetexttoBig Cousin Bull

came down in the pond.Explaininthefirstlanguagewhatthismeans.The

childrencansayandactoutthebigSploosh!

Balloons away!

• Blowupalargeredballoon,tieitandbatitsothatitfliesaroundtheroom.

Giveeachchildaballoon(youmayneedtopartlyinflatetheseforthem)so

thattheycandothesamething.Nowattachacut-outofthebulltothelarge

balloonandkeepitupintheair.

• Askthechildrentodrawapictureofthemselves.Attacheachpicturetoa

cut-outorrealballoonandmakeawallfrieze(witheachchild’snameona

balloon).

Floating away

• GivethechildrentheirActivityBooksopenatLevelAABpage53.Theycan

drawandcolourthemselvesholdingtheballoon,floatingupintothesky

amongsttheclouds.

Matching flags

• Thechildrenhavetojointhematchingflags.Theycanthendesigntheirown

flagstoattachtoastickorpencil.Theyshoulduseonlythreecoloursfroma

selectionofseveral.Then,ifyousayacoloure.g.red,andtheyhaveredon

theirflag,theyshouldwaveit.

Odd one out

• Bringfourchildrentothefront.Onechildshouldbetheoddoneout,e.g.a

girlwiththreeboys,oraboywiththreegirls.(Avoidusingheighte.g.atall

childwiththreeshorteronesetc.Besensitivetohowtheoddoneoutmight

feel!Usefourobjectsortoysifnecessary.)Oncethechildrenhavetheconcept

Optional activity

(5 mins)

Audio CD track 19

Optional activity

(5 mins)

o

Activity (5 mins)

Level A AB p.52

Baabooom! AB p.14

Activity (5 mins)

Level A AB p.53

Activity (10 mins)

Baabooom! AB p.15

Activity (10 mins)

Baabooom! AB p.16

Baab

oo

om

!

64

Session 6

Level A AB pags 52, 53 / Baabooom! AB pages 14–16

oftheoddoneout,showthemthefirstexampleonBaabooom!ABpage16

andmakesuretheyunderstandwhythebabywascircledastheoddoneout.

Theycanthenchoosetheotheroddonesoutandcirclethem.

Review

• Readthewholebookagainandencouragethechildrentojoininonany

wordstheyknow,especiallywiththesoundeffectsofBaabooom!and

Sploosh!

• Playthestorythroughoncewithoutstoppingandthenagain(audioCDtrack

16),pausingoccasionally.Waituntilsomeonetriestocontributethenextword.

Iftheycan’t,continuetoplaythestorysotheycanhearthewordsused.

(10 mins)

Audio CD track 16

o

Kakadu Jack

65

Session 1 Kakadu JackLevel A AB pages 54, 55 / Kakadu Jack! AB pages 3, 4

The Monday song

• SayHellotothechildrenandgreeteachonebynamee.g.Hello, (Raphael),

Hello, (Sammi)etc.EncouragethemtosayHello, (your name)inreply.

• Sayinthefirstlanguage‘TodayisMonday’.ExplainthatinEnglishwesay

Today is Monday.It’s Monday. What day is it today?Encouragethechildren

toreply(It’s) Monday.Askindividualchildrentorepeatthis.

• TellthechildrenyouaregoingtosingtheMondaysong.First,listentothefirst

verseofthesongontheaudioCD(track22),thensingitthroughandclapon

thewordswe clap our hands:

On Monday I clap my hands



I clap my hands.

• Allsingthesongtogether.Pleasenote,ifitisnotMondayonthedaywhen

youareteachingthissession,thesongsforTuesday, Wednesday, Thursday

andFridayaretaughtinsessions2,3,4and5respectively.

Cover and pages 2–3

• Readthecoverandpages2–3oftheBigBook.Pointtotheitemsofvocabularyas

youreadthetextbutdon’ttrytoteachanythingexceptMolly, sunshadeandsack.

Key words

• Monday • sack

• Molly • sunshade

Active language

• Hello • On Monday I clap my hands

• I’m …

Passive language

• What is it? • Pick up the …

• What day is it today? • It’s …

Activities

• The Monday song

• Find the sack and the sunshade (Level A AB p.54 / Kakadu Jack AB p.3)

• Molly (Level A AB p.55 / Kakadu Jack AB p.4)

Resources

• Big Book (cover, pp.2–4) • Audio CD (track 22)

• Flashcards (Monday, sunshade, sack)

• A model or cut-out of Molly (you could make this by copying the picture of

Molly on Level A AB p.55 / Kakadu Jack AB p.4)

• A sunshade and a netting sack like Molly’s (placed in a box or bag)

Preparation

• Hide the model or cut-out of Molly in the classroom.

Opener (22 mins)

Audio CD track 22

o

Big Book time

(10 mins)

Kak

adu

Jack

Session 1

Level A AB pages 54, 55 / Kakadu Jack! AB pages 3, 4

66

• BringMollyoutfromherhidingplace(seePreparationabove).SayHello,

Molly.PretendthatMollyiswhisperingtoyouandthensayMolly says, ‘Hello,

everyone, my name is Molly’.EncouragethechildrentosayHellotoMollyand

totellhertheirnamese.g.Hello, Molly, I’m (Clara/Tony)etc.Asthechildren

speaktoMollytheycancomeoutandshakeherhand.

• TellthechildrenyouaregoingtosayHellotoMollyandrepeatwiththe

childrenseveraltimesHello, Molly.

• Tellthechildrenintheirfirstlanguagethatyouaregoingtolookatsome

ofthethingsMollyhasbrought.Openuptheboxorbagandbringoutthe

sunshade.OpenitupandsayIt’s a sunshade.What is it? It’s a sunshade.

• Holdupaflashcardforsunshade.PointtoitandaskWhat is it?Encouragethe

childrentoreply(It’s) a sunshade.

• Nowtakeoutthenetsackandholditup.SayIt’s a sack.What is it? It’s a

sack.Holdupaflashcardforsack.PointtoitandaskWhat is it?Encourage

thechildrentoreply(It’s) a sack.

• Alternatebetweenholdingupthesackflashcardandthesunshadeflashcard

andinviteindividualchildrentopickupthecorrectobjectandsaywhatitis.

• Nowtryaskingindividualchildrentopickupthesackorthesunshade

(withoutshowingthemtheflashcardtohelpthem)e.g.(Ricardo), pick up the

sack. (Anis), pick up the sunshadeetc.

Find the sack and the sunshade

• GiveeachchildtheirActivityBookopenatLevelAABpage54/Kakadu

JackABpage3.Explaintothechildrenthattheymustfindthesackandthe

sunshadeandcirclethem.

Molly

• Showthechildrenpage4oftheBigBookandpointtothecoloursMollyis

wearing,eitherintheirfirstlanguageor,ifthechildrenhavealreadylearnta

fewcolours,inEnglish.

• GiveeachchildtheirActivityBookopenatLevelAABpage55/KakaduJack

ABpage4.TheycancolourinMolly’soutline.LeavetheBigBookopenat

page4sothatthechildrencanrefertoit.

• ExplainthatMollyhasanemptysack.Saythefruitsinadifferentorderfrom

thebookandthechildrenshouldsticktheirstickersoffruitsontothesackas

theyhearthem.Theycancomparetheirbasketsaftereachitem.

(5 mins) Review

• Usetheflashcardstoreinforcethenewvocabularylearntinthissession.

Encouragethechildrentosaythewords(sunshade,sack)andtopointtothe

objectorflashcard.

Final activity (5 mins) The Monday song

• SingtheMondaysong.

Activity (5 mins)

Level A AB p.54

Kakadu Jack AB p.3

Activity (10 mins)

Level A AB p.55

Kakadu Jack AB p.4

Kakadu Jack

Session 1


67

Home fun

• Giveeachchildasheetofpaperfoldedintwo.OnonehalfyouwriteI’m

(child’s name)andontheoppositepage,thechildcandrawaself-portrait.

MoreablechildrencouldwriteintheirownnamenexttoI’m … .

For next time

• Askthechildrentobringinonepieceoffruiteachforthenextsession.This

caneitherberealoratoyfruit.

Kak

adu

Jack

68

Session 2Level A AB pages 56, 57 / Kakadu Jack! AB pages 5, 6

Opener (5 mins) Meet Molly

• BringoutMollyandsayWho’s this? It’s Molly. Hello Molly.Askindividual

childrenWho’s this?andencouragethemtoreplyIt’s Molly.Hello Molly.

• LetMollylookatthefruitthechildrenhavebrought.

The Tuesday song

• HolduptheflashcardforTuesdayandsayToday is Tuesday.What day is it

today? It’s Tuesday.Thechildrenshouldcopyandrepeat It’s Tuesday.Ask

individualchildrenwhatdayitisandencouragethemtoreplyIt’s Tuesday.

• PlacetheflashcardonthewallnexttotheMondayflashcard.Tellthechildren

youaregoingtosingtheTuesdaysong.First,listentothesong(audioCDtrack

23),thensingitthroughandstampyourfeetonthewordsI stamp my feet:

On Tuesday I stamp my feet



I stamp my feet.

• Allsingthesongtogether.Whenthechildrenareconfident,youcansingthe

Mondayversetoo(On Monday I clap my hands …).

Key words

• Tuesday • papaya

• market • mango

• banana

Active language

• It’s … • First, next, then

• On Tuesday I stamp my feet

Passive language

• What is it? • What is Molly carrying?

• Who’s this? • What did we do first/next/then?

• Where’s this?

Activities

• The Tuesday song • Which fruit?

• Mangoes, oranges and bananas (Level A AB p.56 / Kakadu Jack AB p.5)

• Five fruits (Level A AB p.57 / Kakadu Jack AB p.6)

Resources

• Big Book (p.2) • Audio CD (track 23)

• Molly model or cut-out

• Flashcards (Monday, Tuesday, market, sunshade, sack, banana, papaya, mango,

orange)

• A sunshade and a sack

• A banana, a papaya, a mango and an orange

Preparation

• Slice up banana, papaya and mango into a large bowl

Activity (10 mins)

Audio CD track 23

o

Kakadu Jack

69

Session 2


Activity (10 mins) Which fruit?

• Onebyone,thechildrenbringoutthefruittheyhavebroughtfromhome.

Askthemiftheyknowthenameofthefruitandthentellthemthenameof

thefruitinEnglishe.g.It’s a pear/orange/bananaetc.What is it?Thechild

repeatsIt’s a pear/orange/bananaetc.

• Giveeachchildapieceofpaper.Childrendrawapictureofthefruittheyhave

broughtinandalsooneother.Moveaboutandlabeleachfruitthechildren

havedrawn.(Makeanoteofthetwomostcommonfruitsbroughtinbythe

children;youwillneedthisinformationforthenextsession.)

Page 2

• Showpage2oftheBigBook.PointtoMollyandsayWho’s this?It’s Molly

Mack.AskthechildrenWho’s this?sotheycanrepeatIt’s Molly Mack.

• Nowshowthechildrentheflashcardformarketandputthemarketpictureup

onthewall.

• SayWhere’s this? It’s the market.Encouragethechildrentorepeatthe market.

• Keeppointingtotheflashcardandthepictureofthemarketandaskindividual

childrene.g.(Alessandro), where’s this?Helpeachonetoreplythe market.

• PointtothepictureofMollyandsayWhat is Molly carrying?A sack.Repeat

thisseveraltimesandencouragethechildrentorepeata sack.Askindividual

childrene.g.(John), what is Molly carrying?Encouragethemtoreplya sack.

• Bringoutthesackandthesunshadeandchooseachildtocarryasackasfar

asthemarketpicture.AskWhat is (May) carrying?Helpthechildrentoreply

a sack.Repeatthiswithacoupleofotherchildrentoreinforcethelearning.

Nowrepeatthepatternwiththesunshade.

Presentation (5 mins) Name the fruit

• Holdupthebanana.SayFirst, Molly bought a banana.What is it? It’s a

banana. ThechildrenshouldrepeatIt’s a banana.Askindividualchildren

e.g.David/Rosario, what is it?toreinforcetheirlearning.Finally,holdupthe

flashcardforbanana.

• RepeatthisprocessforpapayasayingNext, Molly bought a papaya. What is it?

It’s a papayaandholduptheflashcard.Thechildrenneedtorepeatseveral

timesIt’s a papaya.

• Repeatagainformangoandfororange.

Mangoes, oranges and bananas

• GivethechildrentheirActivityBooksopenatABpage56/KakaduJackpage

5.Explainthattheyhavetopointtoeachtypeoffruit.Thentheycancolour

themin.Themangoescanbegreen.

Presentation (5 mins) First, next, then …• Givethechildrenasliceofbananafromthebowl(seePreparationearlier)and

invitethemtoeatit.Afterwards,sayFirst, we ate the banana.What did we do

first?ThechildrenrepeatWe ate the banana.Askindividualchildrentorepeat

this.

Big Book time

(10 mins)

Activity (5 mins)

Level A AB p.56

Kakadu Jack AB p.5

Kak

adu

Jack

70

Session 2


• Repeatthisprocesswiththepapaya(sayNext, we ate the papaya.What did

we do next?We ate the papaya)andthemango(sayThen we ate the mango.

What did we do then? We ate the mango).

Five fruits• GiveeachchildtheirActivityBookopenatLevelAABpage57/KakaduJack

ABpage6andaskthemtocolourinthefruit.Theycandrawasmileyface

nexttotheonestheylikeandasadfaceiftheydon’tlikethefruit.

Home fun

• Encouragethechildrentogohomeanddrawapieceoffruit.Stressthatthe

fruitmustbegiventothembyoneoftheirfamilyorcarers(andnotpickedon

thewayhome!).

Activity (5 mins)

Level A AB p.57

Kakadu Jack AB p.6

Kakadu Jack

71


Opener (10 mins) Colour Kakadu Jack

• BringoutKakaduJack,theparrotpuppet,andsayThis is Kakadu Jack.Hello,

Kakadu Jack.ThechildrenshouldrepeatHello, Kakadu Jack.

• SayWhat is it? It’s a parrot. What is it?ThechildrenrepeatIt’s a parrot.Show

thechildrentheflashcardforparrotandrepeatthewordseveraltimes.

• HandoutacopyofPCM12(page90)foreachchildtocolourinandcutout.

TheycanthentapetheirKakaduJacktoasticktokeepastheirownpuppet.

The Wednesday song

• HolduptheflashcardforWednesdayandteachthechildrentosayIt’s

Wednesday(usingthepromptquestionWhat day is it today?)Placethe

flashcardonthewallnexttotheMondayandTuesdayflashcards.Teachthe

childrentheWednesdaysong.First,listentothesong(audioCDtrack24),then

singitthroughandpretendtowashyourfaceonthewordsI wash my face:

On Wednesday I wash my face



I wash my face.


MondayandTuesdayversestoo(On Monday I clap my hands/On Tuesday I

stamp my feet).

Key words

• parrot • name

• Wednesday • on

• shoulder

Active language

• It’s a … • On Wednesday I wash my face

• Hello

Passive language

• What day is it today? • What did Molly have on her shoulder?

• What is it? • What’s the parrot’s name?

• What did Molly go to the

market with?

Activities

• Colour Kakadu Jack • Snap!

• The Wednesday song

• Which fruit? (Level A AB p.58 / Kakadu Jack AB p.7)

• Find five bananas (Level A AB p.59 / Kakadu Jack AB p.8)

Resources

• Big Book (p.2) • Audio CD (track 24)

• Flashcards (parrot, Wednesday, banana, papaya, mango)

• A sack and a sunshade

• PCM 12 (p.90) Kakadu Jack, PCM 13 (p.91) Snap!

Preparation

• Make flashcards for the two most common fruits brought in by the children

for the last session.

• Make a set of snap cards for each child from PCM 13.

Activity (10 mins)

Audio CD track 24

o

Kak

adu

Jack

72

Session 3


(10 mins) Review

• Holduptheflashcardsforbanana,papayaandmangoandtwoofthemost

commonfruitsbroughtinbythechildrenintheprevioussessionandaskthe

childrentosaythewordswithyou.

• Holduponeofthenewflashcardsandsaye.g. It’s an orange.What is it? It’s

an orange.Repeatthisfortheotherflashcards.

• Nowshuffletheflashcardsandturnthemoversothatsothatthepictureand

wordarehidden.Askindividualchildrentochooseacardandturnitover

sothatjustthepictureisfacingtheclass.HolditupandaskWhat is it?The

childrenshouldreplyIt’s a ….

Which fruit?


ABpage7.Thechildrenhavetomatchupthesilhouettesandpicturesoffruit.

Page 2

• Showthechildrenpage2oftheBigBook.HoldupMollyandthesackand

sayMolly went to the market with a sack.Holdupthesackandattachitto

Molly’shandandsayWhat did Molly take to the market? Molly went to the

market with a sack.Encouragethechildrentorepeata sack.

• Nowchooseindividualchildren,givethemthesackandpretendtosendthem

tothemarket.Say(Jane/Rico) etc. went to the market with a sack.Youcan

repeatthisusingthesunshade.

• PointtotheparrotinthepicturethenholdupKakaduJackandsayMolly had

a parrot on her shoulder.What did Molly have on her shoulder?Encourage

thechildrentorepeata parrot.

• Chooseindividualchildrentocomeouttothefrontandholdtheparrotpuppet

ontheirshoulder.Whenthechildhasgiventhepuppetbackandreturnedto

theirplacesay(Alberto) had a parrot on his shoulder.What did (Alberto)

have on his shoulder?Thechildrenshouldreply(Alberto) had a parrot on his

shoulder.Repeatthisprocesswithseveralchildren.

• NowsayThe parrot’s name is Kakadu Jack.What’s the parrot’s name?The

childrenreplyKakadu Jack.

• Askthechildrentoholduptheirowncut-outmodelofKakaduJack.

Individualchildrencancomeout,holduptheirmodelandsayKakadu Jack.

Snap!

• Splittheclassintogroupsoffourandgiveeachchildasetofidenticalcards

fromPCM13(page91).Eachoneshowsthewordandpictureforparrot,

banana,sunshade,sack,mangoandpapaya.Thechildrenusethecardstoplay

Snap!

Home fun – Find five bananas (Level A AB p.59 / Kakadu Jack AB p.8)

• LetthechildrentakehometheirActivityBookssothattheycanfindandcircle

thebananasonLevelAABpage59/KakaduJackpage8.

Optional activity

(10 mins)

Activity (5 mins)

Level A AB p.58

Kakadu Jack AB p.7

Big Book time

(5 mins)

Kakadu Jack

73


The Thursday song

• OpenthesessionbysayingHellotothechildrenandencouragethemtosay

HellotoMollyandKakaduJack.

• HolduptheflashcardforThursdayandteachthechildrentosayIt’s Thursday

(usingthepromptquestionWhat day is it today?).Placetheflashcardon

thewallnexttotheMonday,TuesdayandWednesdayflashcards.Teachthe

childrentheThursdaysong.First,listentothesong(track25),thensingit

throughandpretendtocombyourhaironthewordsI comb my hair:

On Thursday I comb my hair



I comb my hair.


Monday,TuesdayandWednesdayversestoo(On Monday I clap my hands/On

Tuesday I stamp my feet/On Wednesday I wash my face).

Review

• Letthechildrenlistentothestory(audioCDtrack21).

• OpentheBigBookonpage4,pointtoMollyandsayFirst, Molly bought

bananas and put them in her sack.(Pretendtoputsomebananasinthe

sack.)PointtothebananasandsayWhat are these?Helpthechildrentoreply

bananas.SayMolly put the bananas in her sack(andmimethis).

Key words

• Thursday • put

• bought

Active language

• On Thursday I comb my hair • Next

• First • Then

Passive language

• What day is it today? • What are you buying?

• … and put them in her sack • I buy …

Activities

• The Thursday song • Shopping

• First, next, then (Level A AB p.60 / Kakadu Jack p.9)

• What’s in the sack? (Level A AB p.61 / Kakadu Jack p.10)

Resources


• Flashcard (Thursday) • Sack

Preparation

• Prepare a ‘market stall’ i.e. a long table on which are set out baskets or

boxes containing toy fruit and vegetables, dolls, toy cars and animals,

pencils and erasers, pencil sharpeners, small notebooks and storybooks.

There need to be at least three objects per child.

• Make a three-page zigzag book for each child.

Activity (5 mins)

Audio CD track 25

o

Activity (10 mins)

Audio CD track 21

o

Kak

adu

Jack

74

Session 4


• OpentheBigBookatpage6andrepeatthisprocessforpapayassaying

Next, Molly bought papayas and put them in her sack.(Pretendtoputsome

papayasinthesack.)PointtothepapayasandsayWhat are these?Helpthe

childrentoreplypapayas.SayMolly put the papayas in her sack(andmime

this).

• OpentheBigBookatpage8andrepeattheprocessformangoessaying

Then Molly bought mangoes and put them in her sack.(Pretendtoputsome

mangoesinthesack.)PointtothemangoesandsayWhat are these?Helpthe

childrentoreplymangoes.SayMolly put the mangoes in her sack(andmime

this).

First, next, then

• GivethechildrentheirActivityBooksopenatLevelAABpage60/Kakadu

JackABpage9.Thechildrenhavetomatchthebananastothefirstsack,the

papayatothesecondandthemangotothethird.Theymayneedsupportto

dothis.

Activity (10 mins) Shopping

• Showthechildrenthemarketstallyouhaveprepared.Mimeshoppingfrom

thestall,talkingaboutwhatyouaredoinginthefirstlanguagee.g.‘Yes,Iwant

tobuythatlovelydoll.Iwanttobuysomemilkandbread’etc.Choosethree

thingsfromthestallandputtheminasack.

• Nowtalkaboutwhatyouhavedoneusingfirst,nextandthene.g.

First, I buy a doll and put it in the sack.

Next, I buy milk and put it in the sack.

Then I buy bread and put it in the sack.

Gothroughthisroutineseveraltimes,withdifferentobjects.

• Nowinviteeachchild,onebyone,totakethesackandbuythreethingsfrom

thestall.Thechildshowstheirthreepurchases.

• Askeachchildwhattheyarebuyinge.g.(Francesca), what are you buying?

Helpthechildtoreplye.g.a pencil/drum/caretc.

What’s in the sack?


page10.Thechildrenmustfindthepictureofwhatisinsideeachsackand

jointhepictureandthesacktogether.

Home fun

• Giveeachchildathree-pagezigzagbook.Theycandrawashoponthecover

(thiscouldbeatoyshop,clothesshop,petshoporwhatevertheychoose).

Theycanthendrawthreethingstheycouldbuyintheshop.Alternatively,

giveeachchildabrownpapersackshape.Athometheycandraworstickon

picturesofthreethingstheywouldliketobuy.

Activity (10 mins)

Level A AB p.60

Kakadu Jack AB p.9

Activity (5 mins)

Level A AB p.61

Kakadu Jack AB p.10

Kakadu Jack

75


Opener (5 mins) Shopping

• Lookatanddiscussthezigzagbooks/sacksthatthechildrenmayhavetoshow

you.

The Friday song

• OpenthesessionbysayingHellotothechildrenandencouragethemtosay

HellotoMollyandKakaduJack.

• HolduptheflashcardforFridayandteachthechildrentosayIt’s Friday(using

thepromptquestionWhat day is it today?).Placetheflashcardonthewall

nexttotheMonday,Tuesday,WednesdayandThursdayflashcards.Teachthe

childrentheFridaysong.First,listentothesong(track26),thensingitthrough

andtouchyourtoesonthewordstouch my toes:

On Friday I touch my toes



I touch my toes.

• Allsingthesongtogether.Ifthechildrenareconfident,youcansingthe

Monday,Tuesday,WednesdayandThursdayversestoo(On Monday I clap

my hands/On Tuesday I stamp my feet/On Wednesday I wash my face/On

Thursday I comb my hair).

Key words

• Friday • papaya

• parrot • mango/mangoes

• banana • took

Active language

• On Friday I touch my toes • banana/papaya/mango

Passive language

• What day is it today?

• It’s a …

• What did Molly do?

• First Molly bought bananas/papayas/mangoes and put them in her sack

• What did the parrot do?

• The parrot took the banana/papaya/mango

Activities

• The Friday song

• What did the parrot take? (Level A AB p.62 / Kakadu Jack AB p.11)

• A sunshade and a parrot (Level A AB p.63 / Kakadu Jack AB p.12)

Resources


• Flashcards (Friday)

• Fruit: bananas, papayas, mangoes (either real or pictures/models) and a sack

Activity (10 mins)

Audio CD track 26

o

Kak

adu

Jack

76

Session 5


Pages 2–9

• Readpages2and3andtaketheopportunitytoreviewsomeofthekeywords

e.g.It’s a sack/sunshade/parrot.Youcanaskchildrentoholdupthesack,

thesunshadeandtheparrotpuppetwhentheyarereferredto.Encouragethe

childrentojoininwiththelines:

… and a parrot on her shoulder called Kakadu Jack.

Kakadu Jack,

Kakadu Jack,

a parrot on her shoulder called Kakadu Jack.

• Readpage4andactoutputtingthebananasinthesack.SayWhat did Molly

do? First, Molly bought bananas and put them in the sack.

• PointtotheparrottakingthebananaandsayThe parrot took the banana.

Usethepuppettomimeaswoopingactionandpickuparealortoybanana.

RepeatThe parrot took the banana.AskthechildrenWhat did the parrot do?

BegintheanswerThe parrot took the …andencouragethemtofillintherest

ofthesentencewith… banana.

• Readpage6atthesametimemimingMolly’sactionofputtingpapayasinthe

sack.SayNext, Molly bought papayas and put them in her sack.

• Pointtotheparrotonpage6takingthepapayaandsayThe parrot took the

papaya.Usethepuppettomimeaswoopingactionandpickuparealortoy

papaya.RepeatThe parrot took the papaya.AskthechildrenWhat did the

parrot do?BegintheanswerThe parrot took the …andencouragethemtofill

intherestofthesentencewith… papaya.

• Readpage8atthesametimemimingMolly’sactionofputtingmangoesin

thesack.SayThen Molly bought mangoes and put them in her sack.Youcan

repeattheprocessabove.

• Letthechildrenlistentothestoryuptopage9(audioCDtrack21).

What did the parrot take?


page11.Thechildrenhavetolookattheobjectsonthetableandcirclethe

fruitthatKakaduJacktakes.


• Everychilddrawsonethingfromthestory:afruit,awoman,aman,apalm

tree,asacketc.Thesecanbeturnedintoawalldisplayordictionarylater.

Home fun – A sunshade and a parrot (Level A AB p.63 / Kakadu Jack p.12)

• LetthechildrentaketheirActivityBookshome.Theymustjointhedotsto

completethepictureonLevelAABpage63/KakaduJackABpage12which

theycanthencolourin.

Big Book time

(15 mins)

Activity (15 mins)

Audio CD track 21

o

Activity (5 mins)

Level A AB p.62

Kakadu Jack AB p.11

Kakadu Jack

77

Session 6Level A AB pages 64, 65 / Kakadu Jack! AB pages 13–16

Opener (5 mins) Hello!

• SayHellotothechildrenandtoMollyandKakaduJack.Encouragethe

childrentosayHellotoyou,thepuppetsandeachother.

• AskthechildrenWhat day is it today?TheywillsayIt is (day of week).Hold

upalltheflashcardsforthedaysoftheweekandencouragethemtochoose

therightone.

Presentation (10 mins) What else did Molly buy?

• YouaregoingtofinishthesequenceofMolly’sshopping.First,gobackover

thepagesinwhichMollybuysbananas,papayasandmangoesandreinforce

thelines:

First, Molly bought bananas and put them in her sack.

Next, Molly bought papayas and put them in her sack.

Then Molly bought mangoes and put them in her sack.

Puteachpieceoffruitintothesackasyousaytheline.

• Turntopages10and11andsayThen Molly bought grapes and put them in

her sack.What did Molly buy then?Encouragethechildrentoreplygrapes.

Repeatthisseveraltimesand,eachtime,putthegrapesinthesack.

• Nextturntopages12and13andsayLast, Molly bought figs and put them in

her sack.AskthechildrenWhat did Molly buy last?Encouragethemtoreply

figs.Saythelineseveraltimesand,eachtime,putthefigsinthesack.

Molly’s shopping


page13.Theymustmatcheachpieceoffruittotherightsack.

Key words

• grape • fig

Active language

• It’s (day of the week)

Passive language

• What day is it today? • Last

• Then

Activities

• Molly’s shopping (Level A AB p.64 / Kakadu Jack p.13)

• Put the fruit on the tables (Level A AB p.65 / Kakadu Jack p.14)

• Make a book (Kakadu Jack AB pp.15, 16)

Resources


• Flashcards (Monday, Tuesday, Wednesday, Thursday, Friday)

• Fruit: bananas, mangoes, papayas, figs, grapes (either real or pictures), and a

sack

• Real fruit to make a fruit salad, bowls and spoons

Preparation

• Make pictures of fruit bowls and outlines of different fruits for children to

colour, cut out and stick in the bowls

Activity (5 mins)

Level A AB p.64

Kakadu Jack AB p.13

Kak

adu

Jack

78

Session 6

Level A AB pages 64, 65 / Kakadu Jack! AB pages 13–16

Put the fruit on the tables

• GiveeachchildtheirActivityBookopenatLevelAABpage65.Thechildren

needtodrawalinefromeachpieceoffruittotheappropriatetabletoshow

theorderofthefruitMollybought.

• GiveeachchildtheirActivityBookopenatKakaduJackABpage14.The

childrenshouldstickthestickersoffruitsontotheappropriatetablestoshow

theorderinwhichMollyboughtthefruit.

Whole book

• ReadtheBigBooktothechildrenagainpointingout:

–Mollyandhersackandthefruitshebuys

–theparrotstealingthefruit.

• Seeifyoucan‘squawk’theparrot’sdialogueandplacestrongemphasisonthe

wordsbeautiful, perfect, marvellous, gloriousandfabulous.Ifyouactthese

outdramaticallywiththeirrespectivefruits,thechildrenwillsoonbeginto

pickupthephrases!

• Encouragethechildrentoquestionandcommentontheeventsinthestory.

Makesuretheyunderstandthat:

–theparrotisstealingthefruit –theparrotiscausinggreatconfusion

–Mollydoesnotrealisethis –thestallholdersareveryannoyed!

• Makesurethechildrenhaverememberedsomeofthekeywords.Encourage

themtosaysomeofthemasyoureadthroughtheBigBookonelasttimee.g.

Molly Mack,Kakadu Jack,parrot,bananasetc.

Make a book

• Explainthatthechildrenhavetocutoutthepagealongthedottedlinesand

thenfolddownthemiddle,alongthesolidblackline..Thepagescannowbe

gluedtogether(oranadultcanstapleorthreadthepagestogetherwithribbon

orstring).Thepagenumbersshouldfollowcorrectly1–8.

• Childrenstickstickersasindicated.YoucansayStick the figs on page two,

tohelpthem.TheyshouldtraceandcolourKakaduJackorsticktheparrot

stickerontheoutlineshown.Theycannameandcolourtheirbooks,then

takethemhometorecyclethelanguageandstory.

Review

• Listentothestory(audioCDtrack21).Thenturnthepagesofthestory

withouttheaudioCD.Somechildrenmaybeabletocontributewordsasthey

seethepictures.Thisisausefulwaytoassesswhichchildrencanremember

thewordsyouhavetaughtthem.


• Thechildrenaregivenapictureofafruitbowlandoutlinesofvariousfruits

e.g.figs,grapesetc.Theycolourthefruit,cutitoutandarrangeandstickitin

thebowl.

• Makeafruitsaladwiththechildrenusingthefruitsinthebook.Thechildren

canhelptowashandpeelthefruitwhilstyoucutitup.(Makesuretheyhave

allwashedtheirhandsfirst.)Thechildrencanmixthefruitinalargebowland

thenyoucanalleatit!

Activity (5 mins)

Level A AB p.65

Kakadu Jack AB p.14

Big Book time

(10 mins)

Activity (15 mins)

Kakadu Jack AB

p.15, 16

(10 mins)

Audio CD track 21

o

Jamboree Storytime Activity Guide A© Pearson Education, 2011

Icon from big book

PCM 1 Make a whale bookmarkSplash in the O

cean!

79

PCM 1 Make a whale bookmark

Spla

sh in

the

Oce

an!

Jamboree Storytime Activity Guide A © Pearson Education, 201180

PCM 2 Make a fish mobile


Icon from big book


81

Shark in the Park!PCM 3 Symmetry


Shar

k in

the

Par

kPCM 4 Make a shark


Icon from big book


83

Five Little Ducks

PCM 5 Duck finger puppets



Five

Lit

tle

Duc

ksPCM 6 Mother Duck mask


Icon from big book


85

Five Little Ducks

PCM 7 Little Duck masks



Five

Lit

tle

Duc

ksPCM 8 Lay the table bingo cards



87

Babboo

om

!PCM 9 Whose balloon?



Babb

oo

om

!PCM 10 Just right!



89

Babboo

om

!PCM 11 I don’t want/I want …



Kak

adu

Jack

PCM 12 Kakadu Jack



91

Kakadu Jack

PCM 13 Snap!

parrot banana

sunshade sack

mango papaya

Documents

Activity Guide A